International Journal of Information and Education Technology最新文献

{"title":"A MATLAB GUI for Engineering Education in the Undergraduate Laboratory","authors":"E. Momox, L. Alonso-Valerdi","doi":"10.18178/ijiet.2023.13.5.1880","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1880","url":null,"abstract":"Physics and engineering combine various subjects and disciplines into one single umbrella. Technology and computer engineers working in electronic instrumentation aim at making measurements quickly, and accurately using skills and knowledge that they mainly acquired at university by means of hands-on lab experiments. Teaching undergraduate students about (1) computer interfacing, and (2) instrument control techniques for collecting and processing data to automate processes are subjects that seldom appear in their curriculum. A computational software package that allows rapid prototyping is MATLAB. In this paper, therefore, we describe a graphical user interface (GUI) developed for controlling commonly available undergraduate lab electronic test instruments. In addition, we move towards the digital signal processing, providing a teaching lesson for biomedical engineering students.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495002","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":"Exploring the Influential Factors Affecting Staff Willingness to Adopt Augmented Reality","authors":"Muteeb Alahmari","doi":"10.18178/ijiet.2023.13.7.1907","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.7.1907","url":null,"abstract":"Adopting modern learning technology such as Augmented Reality (AR) technology in higher education has become a demand to enhance teaching and learning performance and motivate students to acquire effective learning processes. Yet, the readiness of universities to adopt modern learning technology, such as AR applications, in developing countries, particularly in Saudi Arabia, is considered one of the critical issues to ensure the AR system’s success. This study aims to explore the factors that influence the academic members’ willingness in Saudi Arabian higher education to adopt modern learning techniques such as AR technology. To test the model, a quantitative survey using a questionnaire with a five-point Likert scale was applied in this study to collect the data. The study was conducted among a sample of 228 academic members and e-learning staff. Based on the analysis, the study found that perceived usefulness and perceived pedagogical contribution are important predicting factors for academic members’ willingness to employ AR in Saudi Arabian higher education teaching. The findings from this study provide insights that assist further studies regarding AR integration factors in higher education. This study contributes to the literature by developing a theoretical and conceptual framework of critical success factors for AR incorporation in Saudi Arabian (SA) universities.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495143","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":"Learners’ Differences in Blended Learner-Centric Approach for a Common Programming Subject","authors":"Qi Cao, C. Seow, Lily Lim, S. Keoh, Vicki Dale, Sarah Honeychurch, Nathalie Tasler, Duncan Bremner","doi":"10.18178/ijiet.2023.13.6.1886","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1886","url":null,"abstract":"As the number of students entering higher education increases with a growing diversity of background, educators of programming courses face increasing challenges. Different teaching pedagogies need to be explored for students with different background knowledge. Some students find programming courses difficult to understand and practice. It may lead to de-motivation and disengagement in learning process with consequential impact on their grades. Addressing these issues demands approaches for effective teaching programming courses to multidisciplinary cohorts. This article investigates how computing science (CS) and engineering cohorts respond differently to teaching approaches in a common module, Fundamentals of Programming. Both traditional teacher-centric teaching and a blended learner-centric approach have been explored in a diverse group of students. The blended learner-centric approach combines classroom teaching and self-paced blended learning using work examples videos method. These two teaching approaches have been evaluated in Academic Year 2019/2020. It can be seen from the evaluation results of 92 CS and 150 Engineering students who participate in this research that the performance is improved by about 5% through blended learner-centric approach. It is further observed that quantitatively the performance gap between CS and Engineering students has been reduced. Questionnaire survey has also been conducted with 54 CS and 89 Engineering students being responded. The learners’ perceptions of the blended learner-centric approach have also been compared between these two cohorts.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495167","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":"Creating a Desktop-Based Learning Resource with an Educational Game Application for the Introduction to Accounting Course","authors":"K. D. Susilowati, Nurafni Eltivia, F. Rahmawati","doi":"10.18178/ijiet.2023.13.8.1922","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.8.1922","url":null,"abstract":"The objective of this study was to create a desktop-based educational gaming medium for the Introduction to Accounting course in order to improve students’ interest in learning the material delivered. Research and development (R&D) was the technique employed, and the stages of the development model began with needs analysis, design, and development. A needs analysis was conducted to determine the needs and traits of the students who will be the target users of this computer game. Interviews and the distribution of questionnaires were used to conduct the analysis. The purpose of the analysis of students was to gather data on what the students need from their accounting classes. The initial design was transformed into a storyboard design during the design stage, and the game was developed in accordance with the design that was made during the development stage. The application system that was developed was then tested and validated. The validation was performed on seven individuals: one lecturer, one IT developer, and five students. The validation results indicated that the product was very feasible with an average validator assessment score of 82.3%. The scores of 75%, 82.7%, and 89.3% assigned by the media expert, material expert, and users, respectively, served as evidence for this. This educational game was created to add variation to teaching methods; however, it is not able to take the place of the lecturer in the process of teaching. Since the development of this instructional game is still in its early stages, additional research can be carried out by adding new materials with a more attractive appearance using added animation or music in the background.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495362","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 Affecting Students‘ Willingness to Use Gamification in University Settings","authors":"Yousef Alrashed, A. Rasheed, Mohamed Gohari, Najla Eltanahi, Samah Ramzy, W. Saleh, R. Abduljawad, Hoda Wahab","doi":"10.18178/ijiet.2023.13.8.1924","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.8.1924","url":null,"abstract":"This study aims to investigate the factors affecting students’ willingness to use gamification. To achieve this objective, a quantitative research method was used, and data were collected employing the survey technique. The sample of the study consisted of 105 university students in Jordan. The survey was structured to take into consideration the inclusion of students from different colleges and majors. The results indicated that perceived usefulness, normative beliefs and task-technology fit are the factors that have the most significant effect on students’ willingness to use gamification as a learning technique. Hopefully, the results of this study will help in formulating policies and in introducing a new technique to be used by both instructors and students, especially in the classroom setting. The study will also help determine the effectiveness of the technology apps used by university staff in Jordan.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495436","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":"HOTS-Oriented e-Project-Based Learning: Improving 4C Skills and Science Learning Outcome of Elementary School Students","authors":"N. Rati, I. B. Arnyana, G. Dantes, N. Dantes","doi":"10.18178/ijiet.2023.13.6.1892","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1892","url":null,"abstract":"Overcoming elementary students learning loss during the pandemic Covid-19 through implementing an online project-based learning model has been taken into account. The study aimed to determine the effectiveness of the high-order thinking skills oriented online project-based learning (HOTS-oriented E-PjBL) tools for improving 4C skills and science learning outcomes of fourth-grade elementary students. A quasi-experimental design with a post-test control group design was implemented. The samples were 301 pupils consisting of 149 experimental class students and 152 in the control group. The learning outcome data were collected through an essay-type test. The observation sheet was used to measure 4C’s skills. The data were analyzed by using the inferential statistical analysis of MANOVA. The results showed an effect of the HOTS-oriented E-PjBL tools on improving 4C skills and science learning outcomes simultaneously and partially. Another finding was that the HOTS-oriented E-PjBL tools affected 21st-century skills more than the science learning outcomes. Thus, HOTS-oriented E-PjBL is recommended to improve students’ 4C skills and science learning outcomes in elementary schools.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495479","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 Power of Digital Storytelling: Students’ Perceptions about Its Utilization in Developing Practical Understanding in an Instructional Technology Context","authors":"Nader S. Shemy","doi":"10.18178/ijiet.2023.13.9.1947","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.9.1947","url":null,"abstract":"Dependence on technological concepts and applications to improve learning outcomes and learners’ performance has broad positive effects on deepening students’ understanding, especially in higher education and postgraduate studies. Digital storytelling (DST) is a high-value-added tool for achieving many learning goals. This study aims to explore students’ perceptions about the use of DST in strengthening the understanding of practical concepts among students on a master’s program in instructional technology at the Arab Open University in Oman. Both quantitative and qualitative methods were used to gather the required data. A total of 67 students participated in the study through a questionnaire, and a semi-structured personal interview format was used to gather qualitative data from ten of these participants. The results indicated that the students used DST for the purpose of learning and deep understanding of some practical concepts in an effective, fun, useful and constructive way in order to achieve targeted learning. The students’ most positive perception was of the technique when used in the following categories: information stability, application of concepts in a variety of contexts, and problem-solving skill development (M = 4.186, SD = 0.7371; M = 4.051, SD = 0.7558; and M = 4.023, SD = 0.7531 respectively). At the same time, the students’ perception was the least positive for DST in the analysis and discussion categories (M = 2.056, SD = 1.209). Most of the participants supported the idea that DST was a perfect and enjoyable tool for learning and deep understanding in their specialization. They also agreed that DST helped them to fix what they had learned and helped them to achieve broad interaction with the content and that it also contributed effectively to the application of the concepts in various learning contexts. DST developed students’ ability to solve any instructional problems but mainly contributed to raising the motivation toward learning.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550920","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 Efficacy of Students‟ Knowledge Construction Process in Computer-Supported Collaborative Learning (CSCL) Environment: A Malaysian View","authors":"Suhaizal Hashim, Alias Masek, Nur Zahira Mohamed Zahir, Nurhani Khamis","doi":"10.18178/ijiet.2023.13.9.1949","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.9.1949","url":null,"abstract":"The present educational system must be digitalised in light of the growth of communication technology and the current confined lifestyle caused by the pandemic’s expansion. However, efforts to digitise education usually encounter two major issues: first, the applications developed are more likely to emphasise the qualities of graphics and animations; second, the multimedia presentation highlighted in the application is a stereotype that causes users to become bored. Thus, the purpose of this research was to look into the effects of Computer Supported Collaborative Learning (CSCL) as a medium for knowledge construction in the School Based Assessment (SBA) environment using the Collaborative Portfolio Assessment (CPA) learning system. The sample comprised 61 students from two Malaysian secondary schools partaking in the History teaching and learning (T&L) process utilising the CPA learning system. The value of Sig. (p-value) was 0.000, less than 0.05, based on the results of the pre and post-test evaluations for both groups of students. In essence, there is a substantial difference in the average test scores of the children before and after the intervention. According to the data, all selected students received an average grade of 80% or better on their 13 task question marks, indicating a good grade on the task questions. Finally, all students interviewed believed that the CPA learning system helped with their studies, especially in learning more about the History subject through quizzes, group projects, and discussion sessions.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550923","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":"Digital Content System Development with a Reality Program Format to Enhance Learning Achievements in Digital Media Technology","authors":"Randa Kanabsak, Siriruang Phatchuay, Noppasak Tantisattayanon, Phisit Pornpongtechavanich","doi":"10.18178/ijiet.2023.13.10.1958","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1958","url":null,"abstract":"Technology has advanced so fast and communication media is also rapidly adapting. Previously, people read publications from newspapers, magazines, documents, books. But when the technology has changed, the media was changed as well. There are more chances to get access to media that have more content, such as Google, YouTube, Facebook, Line, and Twitter. So, the changes have led to content on digital media to be adjusted to meet the needs of media users. Content on digital media will attract people’s attention for easy access to information. Content on digital media is very important for the understanding of media readers. If the content on digital media is good, easy to read, beautiful, interesting, it will be better to get the reader’s understanding. Therefore, the purposes of this research were: 1) Use synthesize documents and international research to design architecture digital content system with a reality program format to enhance learning achievements in digital media technology, by using content analysis techniques to draw conclusions and using diagram software and flowchart maker in architectural design; 2) Develop a digital content system with a reality program format to enhance learning achievements in digital media technology, with the Systems Development Lifecycle (SDLC) development model and evaluate the efficiency of the system in the form of black box testing. The research results showed that the developed architecture was at the highest level of suitability and the system black box testing results showed that the system performance was at the highest level.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136259484","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":"Strengthening the Competencies of Gen-Z Students as Future Change Agents: Learning from Extension Science and Communication of Innovation Course (KPM121C)","authors":"Siti Amanah, Dwi Sadono, Anna Fatchiya, Asri Sulistiawati, Titania Aulia, Annisa Utami Seminar","doi":"10.18178/ijiet.2023.13.10.1973","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1973","url":null,"abstract":"The rapid development of communication and information technology is capable of supporting the learning and teaching process in higher education. This leads to the consideration of self-evaluation by the course team teaching “Extension Science and Communication of Innovation”. Therefore, the research aimed to develop the course best suitable to equip Gen-Z (Z Generation) students with future change agents’ skills. In this development process, the teaching team engaged in a competitive learning innovation known as Hibah Kompetitif Inovasi Pembelajaran (Competitive Grant for Learning Innovation) at Institut Pertanian Bogor (IPB) University, also known as Bogor Agricultural University, through an experiential approach modified with an action research model. In addition to face-to-face meetings, the team uses Learning Management System (LMS) to plan, monitor and assess student performance. Several data were also obtained from the course, including curricula, learning contents, and students’ projects. Moreover, the context, input, process, and product evaluation models were used for the analysis. The results showed that the learning and teaching transformation adjusted from course content fulfilment to strengthening the students’ competencies. Based on the HKIP-based evaluation, the score for course performance also improved from 75/93 to 85/93. To strengthen students’ competencies, the teaching team updated learning outcomes, completed course regulations and documents, documented academic experiences, and co-operated with technical staff for more effective use of LMS. From the results, the teaching team also implemented additional approaches to develop the skills of students, including (1) practicing collaborative learning, (2) learning from real-world situations, (3) group projects based on problem-solving, and (4) mixed media for extension education. In this case, the regular adjustment of the course to present and future challenges assisted the students in meeting the learning outcomes.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136259490","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}