J. Inf. Technol. Educ. Res.最新文献

{"title":"Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction","authors":"Praveen Kakada, Y. Deshpande, S. Bisen","doi":"10.28945/4461","DOIUrl":"https://doi.org/10.28945/4461","url":null,"abstract":"Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities.\u0000\u0000Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. \u0000\u0000Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS.\u0000\u0000Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution.\u0000\u0000Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities.\u0000\u0000Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support.\u0000\u0000Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support.\u0000\u0000Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using contro","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116258761","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":"Effective Adaptive E-Learning Systems According to Learning Style and Knowledge Level","authors":"Mohammad T. Alshammari, A. Qtaish","doi":"10.28945/4459","DOIUrl":"https://doi.org/10.28945/4459","url":null,"abstract":"Aim/Purpose: Effective e-learning systems need to incorporate student characteristics such as learning style and knowledge level in order to provide a more personalized and adaptive learning experience. However, there is a need to investigate how and when to provide adaptivity based on student characteristics, and more importantly, to evaluate its value in learning enhancement. This study aims to bridge that gap by examining the effect of different modes of learning material adaptation and their sequences to the learning style and knowledge level of students in e-learning systems. \u0000\u0000Background: E-learning systems aim to provide acceptability and interactivity between students, instructors, and learning content anytime and anywhere. However, traditional systems are typically designed for generic students irrespective of individual requirements. Successful e-learning systems usually consider student characteristics such as learning style and knowledge level to provide more personalized and adaptive student-system interaction.\u0000\u0000Methodology: A controlled experiment was conducted in a learning context with 174 subjects to evaluate the learning effectiveness of adaptivity in e-learning systems.\u0000\u0000Contribution: The main contributions of the paper are threefold. First, a novel adaptive approach is proposed based on a specific learning style model and knowledge level. Second, the approach is implemented in an e-learning system to teach computer security, the application domain. Third, a rigorous experimental evaluation of the learning effect of the adaptive approach is offered.\u0000\u0000Findings: The results indicate that adaptation according to the combination of learning style and knowledge level produces significantly better learning gains, both in the short-term and medium-term, than adaptation according to either trait individually.\u0000\u0000Recommendations for Practitioners: Practitioners should consider the combination of learning style and knowledge level when delivering and presenting learning material to their students. \u0000\u0000Recommendation for Researchers: Researchers should consider sound educational models when designing adaptive e-learning systems. Also, rigorous and carful experimental design evaluations should be taken into account.\u0000\u0000Impact on Society: Universities and e-learning industries can benefit from the proposed adaptive approach and the findings in designing and developing more personalized and adaptive e-learning systems. The incorporation of student characteristics, especially learning style and knowledge level, may be used to enhance learning.\u0000\u0000Future Research: The experiment might be duplicated with a focus on longer-term learning gains by including more subjects and more learning resources. Also, the study might be expanded to application domains other than computer security. Moreover, other variables such as student satisfaction, motivation, and affective state might be explored to further the understanding of the effect of adaptivity on learnin","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125908453","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":"Measurement of the Impact on the Usability of an iPad Game Developed with a Design Guide Built by Children","authors":"Monica Flores Marin, Victor Pinto Tapia, María T. Espinoza Salguero","doi":"10.28945/4457","DOIUrl":"https://doi.org/10.28945/4457","url":null,"abstract":"Aim/Purpose: This research is a comparative test between two Human Computer Interaction (HCI) design approaches - Apple versus one informed by child users.\u0000\u0000Background: There are studies concerning the creation of graphical interfaces for kids, however, they do not involve them in the design process. On the other hand, operating systems such as Apple or Android impose their graphic guidelines designed only for a general outlook.\u0000\u0000Methodology: The research has a scope of exploratory nature, with a mixed approach. For the measurement of usability, tests were developed to determine the degree of efficiency, effectiveness, and satisfaction generated in two versions of the same game. Children between six and eight years of age were targeted for this test. \u0000\u0000Contribution: This research compares two design guides to determine which one is better to develop games for children.\u0000\u0000Findings: This study concluded that the design guide elaborated by children allowed the building a more efficient, effective, and satisfactory game because the total usability percentage was 89.84%. This percentage was much higher than that obtained using the generic Apple guide, where the percentage of total usability obtained was 78.72%.\u0000\u0000Recommendations for Practitioners: Using design guides to develop games for children helps to increase the level of usability for them.\u0000\u0000Recommendation for Researchers: These design guides can be used for other devices that have different operating systems as guidelines to develop games for children.\u0000\u0000Impact on Society: The future generations of game developers that focus on games for children can take into account the following guidelines to create games that children will enjoy more. \u0000\u0000Future Research: Perform usability tests with users of different ages, for example children, adolescents, and adults. It is also suggested to take into account mobile devices with Android operating system.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117220350","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 3D Multiuser Virtual Learning Environment for Online Training of Agriculture Surveyors","authors":"Y. Rosmansyah, Mohamad Achiruzaman, Ariq Bani Hardi","doi":"10.28945/4455","DOIUrl":"https://doi.org/10.28945/4455","url":null,"abstract":"Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys.\u0000\u0000Background: The conventional online training still lacks engagement, immersion, and curiosity aspects, which decreases learners’ learning seriousness because the instructors and participants do not meet directly. Integration of 3DMUVLE and gamification in online training has a good potential to tackle the issue.\u0000\u0000Methodology: This research applied the Design Research Method (DRM) to propose a 3DMUVLE educational game design framework. The proposed framework was applied in training that involved 30 participants (first group), and the result was compared with that of 30 other participants (second group) who studied using the conventional method, which was an e-book and web-based learning. Authors compared the perceived usefulness and heightened enjoyment in using the proposed 3DMUVLE using linear regression analysis on HMSAM model.\u0000\u0000Contribution: Through statistical tests on the case study data, this research indicated that the 3DMUVLE resulted in better knowledge gain.\u0000\u0000Findings: Some important findings in this paper include (1) the development steps of a 3DMUVLE educational game design framework for online training of food crops productivity data survey; (2) statistical analysis result that the proposed 3DMUVLE lead to better knowledge gain, enjoyment, curiosity, immersion, and usefulness aspects; (3) the statistical analytic also showed that enjoyment and perceived of usefulness factors represented the strongest variables that influenced behavioral intention to use.\u0000\u0000Recommendations for Practitioners: The 3DMUVLE is suggested to produce better knowledge gain, yet it still has to be proven further through similar statistical analysis in real field survey scenarios.\u0000\u0000Recommendation for Researchers: The proposed 3DMUVLE can be adapted to other domains. Pleasing features in the game can be improved, such as quality of instruction in the simulation, in the hope that these will increase engagement and knowledge gain. Voice communication among users and instructors to improve interactivity may also be introduced.\u0000\u0000Impact on Society: 3DMUVLE potentially offers better knowledge gain that can be applied in various fields of online training. \u0000\u0000Future Research: An immediate future research includes a development targeted for smartphone platform, in Virtual Reality (VR) or non-VR mode. VR improves immersion aspect further but is more complicated to perform. Smartphone is relatively cheaper than a computer and more accessible by more people. Training using a smartphone-based 3DMUVLE can be carried out in wider scenarios.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123704476","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":"Assessing ESL Learners' Online Learning Self-Efficacy in Thailand: Are They Ready?","authors":"Araya Ramsin, Hayley J. Mayall","doi":"10.28945/4452","DOIUrl":"https://doi.org/10.28945/4452","url":null,"abstract":"Aim/Purpose: The purpose of this study was to examine whether ESL students in Thailand felt comfortable and confident using online course management tools as indicated by the levels of their online learning self-efficacy.\u0000\u0000Background: While online learning has become commonplace in most US based universities, some international educational institutions are just now dealing with the enormous task of introducing online learning to their academic communities and working with both faculty and students for successful implementations. In Thailand, there is a national initiative to harness the power of online learning together with other technological innovations to facilitate an increase in learning outcomes and provide additional access to education for students within public educational institutions.\u0000\u0000Methodology: Online learning self-efficacy data was collected from 856 newly admitted English as a second language (ESL) students at a large public university in Thailand. Participants were provided an email link to an online survey either via a direct email solicitation or a web link posted by their course instructors. The survey consisted of 8 demographic items and 29 self-efficacy items on a 4-point Likert-type scale.\u0000\u0000Contribution: This paper adds to the body of research on self-efficacy in online learning context by examining the levels of online learning self-efficacy of ESL students in Thailand, where online learning is still not as prevalent as in the United States and many other regions. \u0000\u0000Findings: Significant correlations were found between online learning self-efficacy levels and demographic characteristics including self-report computer skills, comfort level using the internet, self-reported English proficiency scores, and prior online learning experience. ESL learners participating in this study were found to have high levels of online learning self-efficacy, which indicated a readiness for engagement in online learning courses.\u0000\u0000Recommendations for Practitioners: As indicated by the results of the study, ESL students who were better at using computers and more comfortable surfing the internet were found to be more confident that they would do well in online learning environments. Therefore, it is recommended that sufficient training should be provided to support this transition by helping students, especially those with lower computer skills and comfort levels using the internet, get started and supporting them along the way. Also, at the very first stage of transitioning into online learning, the institution may first start with partially online courses into which a mixture of both online and face-to-face elements is incorporated. This will allow students to gradually adjust themselves into the new instructional delivery system and technologies that come with it. Once students are well-adjusted and familiar with the new learning environment, and assessment of the effectiveness of the partial integration has been conducted, the institutio","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131978712","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":"Factors Influencing the Subjective Learning Effectiveness of Serious Games","authors":"Emmanuel Fokides, Penelope Atsikpasi, Polyxeni Kaimara, I. Deliyannis","doi":"10.28945/4441","DOIUrl":"https://doi.org/10.28945/4441","url":null,"abstract":"Aim/Purpose: This work examines which factors influence user views on the learning effectiveness of serious games. For that matter, a model was developed and tested.\u0000\u0000Background: Although the impact of serious games on learning is their most widely ex-amined aspect, research is spread thin across a large number of studies having little in common in terms of their settings, samples, and learning sub-jects. Also, there is a lack of consensus regarding which factors have an im-pact on their effectiveness. The most significant problem seems to be the fact that most assessment tools examined just a few factors.\u0000\u0000Methodology: The initial model included eleven factors responsible for shaping the learning outcomes, belonging to four groups: (a) content, (b) technical features, (c) user state of mind, and (d) learning enabling features. All possible relationships between these factors and subjective learning effectiveness were examined. Data were collected using the Serious Games Evaluation Scale. The target group was 483 university students who played two serious games. The model was tested using covariance-based structural equation modeling. \u0000\u0000Contribution: The study offers the prototype of a rather complex model, accurately explaining the intricate relationships between the substantial number of factors that were measured and their impact on user views regarding the subjective learning effectiveness of serious games. \u0000\u0000Findings: The final model fit statistics were very good, and 58.4% of the variance in subjective learning effectiveness was explained. The factor with the most significant impact was enjoyment, followed by subjective narration quality and realism. Quite interestingly, motivation did not have any effect on subjective learning effectiveness, while subjective feedback quality was not included as a construct in the final model. Moreover, the subjective ease of use and audiovisual fidelity had a minimal impact on other factors. Finally, the model proved to be invariant across genders and across the serious games that were used.\u0000\u0000Recommendations for Practitioners: Serious game developers can use the model so as to decide on which factors to focus, depending on their needs. Educators and education policymakers can also benefit from the model’s use, together with scales evaluating the quality of educational software. By assessing technical and content features and by using the model as a blueprint, they can envisage how enjoyable and motivating a serious game might be, as well as how it is going to impact user views regarding its learning effectiveness.\u0000\u0000Recommendation for Researchers: Researchers can use the model in order to understand what shapes the learning experience of users when they play serious games. They can also use it for understanding the interactions between different the factors that come into play.\u0000\u0000Future Research: Several alternative models have to be tested so as to develop a much simpler one which, at the same time, will ha","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127601538","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":"Turkish Pre-service Teachers' Perceptions of Digital Citizenship in Education Programs","authors":"R. Ata, Kasım Yıldırım","doi":"10.28945/4392","DOIUrl":"https://doi.org/10.28945/4392","url":null,"abstract":"Aim/Purpose: The principal aim of this study was to reveal digital citizenship levels of pre-service teachers enrolled in 1st and 2nd year in the education faculty at the Muğla Sıtkı Koçman University in Muğla, Turkey. Pre-service teachers’ perceptions of digital citizenship and their patterns of knowledge of digital citizenship were explored.\u0000\u0000Background: This study examines the concepts of digital citizenship, including digital communication, digital rights / responsibilities, critical thinking, digital participation, digital security, digital skills, digital ethics, and digital commerce, of pre-service teachers and their interaction with instructional technology. This research study will inform policies and strategies to enhance teacher trainings and education in Turkey.\u0000\u0000Methodology: A mixed methodology of data sources including a survey and open-ended questions were collected to explore pre-service teachers’ perceptions of digital citizenship. The Digital Citizenship Scale was used as the quantitative data collection instrument. Various statistical techniques and tests such as ANOVA, t-Test, and Tukey HSD were used in the analysis of the data.\u0000\u0000Contribution: This study contributes to existing literature knowledge by demonstrating the patterns of digital citizenship that influence Turkish pre-service teachers’ professional development and deepening the discussion of change in policies and strategies in education programs in Turkey.\u0000\u0000Findings: Results indicated that there was a statistically significant difference of digital citizenship scores of male and female pre-service teachers with male participants scoring higher than female participants. However, participants’ mean scores did not significantly differentiate by their departments. Similarly, it was observed that participants’ mean scores did not significantly differentiate by the high school types. As far as parent educational background was concerned, the mean scores of the participants did not indicate a significant difference by the education level of the mother, but the scores differed significantly by the father’s education level. Similar responses emerged in the open-ended questions. Participants expressed that they felt competent in digital communication and digital participation and their parents are partly influential in the improvement of these skills. In addition, the majority of the participants stated that the major they enrolled did not have any contribution to their digital skills so far.\u0000\u0000Recommendations for Practitioners: Recommendations for practitioners to include in their teacher education programs training pre-service teachers to become digital citizens.\u0000\u0000Recommendation for Researchers: Recommendations for researchers to include identifying practical activities that enhance pre-service teachers’ digital citizenship skills.\u0000\u0000Impact on Society: The findings and results of this study will help display a universal digital citizenship model for pre-service and veteran tea","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128771321","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 Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis","authors":"Islam Alomari, H. Al-Samarraie, Reem Yousef","doi":"10.28945/4417","DOIUrl":"https://doi.org/10.28945/4417","url":null,"abstract":"Aim/Purpose: This study reviewed previous research on the role of gamification techniques in promoting students’ learning.\u0000\u0000Background: The role of gamification in promoting students’ learning has been investigated empirically by many scholars. To date, mixed results about the effectiveness of gamification have been reported, and researchers frequently argue that the inappropriateness of certain techniques may have contributed to these mixed findings.\u0000\u0000Methodology: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to assess the criteria required for this review. A total of 40 studies were identified and included in the systematic review. The selected studies were used to assess the association between certain gamification techniques and students’ learning in this study.\u0000\u0000Findings: The results showed that gamification techniques differently affect students’ learning. In addition, it is important for students to be instructed about the application of gamification approach before they engage in a gamified learning task. The key challenges relating to the use of gamification techniques were also discussed.\u0000\u0000Recommendations for Practitioners: This review can help educational decision makers and practitioners to stimulate certain learning outcomes of the students with the help of specific gamification techniques. \u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115288905","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":"Appraising the Attitude towards Information Communication Technology Integration and Usage in Kazakhstani Higher Education Curriculum","authors":"Nazym Suleimen","doi":"10.28945/4403","DOIUrl":"https://doi.org/10.28945/4403","url":null,"abstract":"Aim/Purpose: The purpose of the study is to examine and understand the attitude of Kazakhstani universities’ instructors towards ICT integration into the curriculum and to find out the relationship between instructors’ attitudes towards ICT and their actual usage of ICT for teaching and learning processes.\u0000\u0000Background: The Kazakhstani government has taken initiatives and developed state programs to integrate information communication technologies (ICT) into all levels of education. According to previous research studies, instructors’ negative attitude towards ICT integration into curriculum can affect the implementation of ICT-related initiatives in education including higher education. Therefore, this research study examines the attitudes of Kazakhstani higher education instructors towards ICT integration into curriculum.\u0000\u0000Methodology: The study implemented an explanatory sequential mixed methods design. For quantitative and qualitative data collection paper-based questionnaires and semi-structured interviews were used, respectively. Convenience sampling was conducted, and the sample consisted of 102 instructors working in two universities in Kazakhstan. In quantitative data analysis, descriptive and inferential statistics were used; Spearman’s rho correlation coefficient was used to identify the relationship between variables.\u0000\u0000Contribution: Understanding instructors’ attitude towards ICT in education and exploring reasons behind attitudes might be beneficial in accomplishing aims and purposes of governmental ICT-related programs in the higher education system.\u0000\u0000Findings: Quantitative data analysis reveals that instructors generally possess positive to very positive attitude towards using ICT in education. Instructors often use simple basic tools such as multimedia presentation software; however, they very rarely use more advanced tools such as discipline-oriented software. No statistically significant relationship was found between attitude and advanced ICT tools. Qualitative data analysis identifies several barriers to ICT usage: insufficient or lack of provision of ICT tools and software, lack of technical support, and lack of technical knowledge among instructors.\u0000\u0000Recommendations for Practitioners: As a result of the study, it is firstly recommended to university administrations to create and add positions of information technology (IT) specialists, to each department and on a permanent basis. Secondly, it is recommended to provide faculty members with training courses that focus on ICT in pedagogy. Thirdly, universities could ask for guidance from their existing faculty members who are advanced ICT integrators, that is to say, collegial learning should be encouraged more strongly. Finally, universities are recommended to reward those faculty members who are active and effective in their attempts to integrate ICT into teaching.\u0000\u0000Future Research: As I was not able to interview those instructors who possessed negative attitude towards ICT in","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121280663","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":"Does Size Matter? Instructors' and Students' Perceptions of Students' Use of Technology in the Classroom","authors":"C. Zaza, E. Neiterman","doi":"10.28945/4411","DOIUrl":"https://doi.org/10.28945/4411","url":null,"abstract":"Aim/Purpose: The aim of this study was to explore whether students’ self-initiated personal technology use differ by class size as well as to explore students and instructors’ perspectives on whether students’ technology use in class is a problem.\u0000\u0000Background: Because class size influences several aspects of student engagement, it is plausible that class size would affect students’ technology behaviours, but, to our knowledge, no study has directly examined class size as a factor in students’ on- and off-task technology use. There is also a paucity of research on how the use of off-task technology affects instructors.\u0000\u0000Methodology: We surveyed all undergraduate students and faculty in one Faculty at a Canadian university in Fall 2016. A total of 478 students and 36 instructors completed the survey. The survey contained questions about students’ and instructors’ behaviours and attitudes towards the use of technology in class. Quantitative data were analyzed in SPSS and Excel and qualitative excerpts from short-answer questions on the survey were analyzed in NVIVO 8. \u0000\u0000Contribution: This paper demonstrates that students’ on- and off-task technology use in class is influenced by class-size. It also informs us on the impact students’ technology use has on instructors in the academic classroom. \u0000\u0000Findings: Student-initiated technology use increased significantly as class size increased. Students and instructors expressed little concern about the impact of class-related technology use on learning and views did not differ significantly between these two groups. Although both students and instructors believed off-task technology use hinders learning, their views differed significantly, with more instructors than students feeling strongly that students’ use of technology in class is a problem.\u0000\u0000Recommendations for Practitioners: We need to develop guidelines on how to address off-task technology use in class.\u0000\u0000Recommendation for Researchers: More research is needed to explore how the use of technology in class affects instructors. \u0000\u0000Impact on Society: Higher education industry needs to consider how to manage the use of off-task technology in class. \u0000\u0000Future Research: We need to explore further how to mitigate the factors contributing to the off-task technology use in academic classroom. \u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116470685","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}