Education and Information Technologies最新文献

{"title":"Impact of AIoT education program on digital and AI literacy of elementary school students","authors":"JiYeon Hong, Kwihoon Kim","doi":"10.1007/s10639-024-12758-0","DOIUrl":"https://doi.org/10.1007/s10639-024-12758-0","url":null,"abstract":"","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The predictive relationships between children's digital game addiction tendencies and mothers' digital parenting awareness and digital literacy levels","authors":"Şeyma Türen, Pınar Bağçeli Kahraman","doi":"10.1007/s10639-024-12932-4","DOIUrl":"https://doi.org/10.1007/s10639-024-12932-4","url":null,"abstract":"","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"E-learning preparedness of nursing students at Kamuzu University of Health Sciences in Malawi","authors":"Billy Konyani, Pempho Katanga, Felistas Chiundira, Chisomo Mulenga, Patrick Mapulanga","doi":"10.1007/s10639-024-12930-6","DOIUrl":"https://doi.org/10.1007/s10639-024-12930-6","url":null,"abstract":"","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Future metaverse-based education to promote daily living activities in learners with autism using immersive technologies","authors":"Hussein Karam Hussein Abd El-Sattar","doi":"10.1007/s10639-024-12844-3","DOIUrl":"https://doi.org/10.1007/s10639-024-12844-3","url":null,"abstract":"","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using video modelling to teach motor knowledge in a physical education context: A morning-afternoon differences investigation","authors":"Ghazi Rekik, Yosra Belkhir, Ghada Jouira, Mohamed Jarraya, Cheng-Deng Kuo, Yung-Sheng Chen","doi":"10.1007/s10639-024-12902-w","DOIUrl":"https://doi.org/10.1007/s10639-024-12902-w","url":null,"abstract":"<p>The current study was designed to investigate how varied time of day (ToD) could affect the acquisition of basketball game actions from different video formats. First-year physical education students (i.e., novice practitioners) were quasi-randomly assigned to three experimental conditions: continuous video, macro-segmented video, or micro-segmented video. Morning (between 08:00 and 09:00) and late afternoon (between 16:00 and 17:00) sessions were conducted, involving study phases (i.e., observation of the scenes of play) and immediate-recall tests (i.e., game comprehension test and game performance test). Oral temperature and mood states were also collected at the beginning of each session. Compared to the morning, the results revealed that afternoon hours resulted in higher oral temperature, higher negative mood states (e.g., anxiety and fatigue), and lower positive mood (i.e., vigor) in all experimental conditions. For both short-term learning tests, the results showed that: (i) students performed significantly better in the morning rather than in the late afternoon (regardless of video formats), (ii) students exposed to the two segmented videos performed better than those exposed to a continuous video at the two ToD (without any significant difference between macro-segmented and micro-segmented videos). The findings highlight the morning’s superiority in the acquisition of motor knowledge from different video formats, due to mood disturbances and lower arousal levels. The present experiment encourage basketball teachers to use segmented videos, especially in the morning, to explain tactical information for novices.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the student performance prediction and action framework through a learning analytics intervention study","authors":"Khalid Alalawi, Rukshan Athauda, Raymond Chiong, Ian Renner","doi":"10.1007/s10639-024-12923-5","DOIUrl":"https://doi.org/10.1007/s10639-024-12923-5","url":null,"abstract":"<p>Learning analytics intervention (LAI) studies aim to identify at-risk students early during an academic term using predictive models and facilitate educators to provide effective interventions to improve educational outcomes. A major impediment to the uptake of LAI is the lack of access to LAI infrastructure by educators to pilot LAI, which typically requires substantial institution-wide efforts and investment to collect related data sets and develop accurate predictive models that identify at-risk students and also provide tools to facilitate interventions. This paper presents a novel LAI framework, termed Student Performance Prediction and Action (SPPA), that facilitates educators to seamlessly provide LAIs in their courses avoiding the need for large-scale institution-wide efforts and investments. Educators develop course-specific predictive models using historical course assessment data. In learning analytics, providing effective interventions is a challenge. SPPA utilises pedagogy principles in course design and interventions to facilitate effective interventions by providing insights into students’ risk levels, gaps in students’ knowledge, and personalised study/revision plans addressing knowledge gaps. SPPA was evaluated in a large undergraduate course on its ability to predict at-risk students and facilitate effective interventions as well as its ease of use by academics. The results are encouraging with high performance of predictive models, facilitating effective interventions leading to significant improved educational outcomes with positive feedback and uptake by academics. With its advantages, SPPA has the potential to catalyse and influence wide-scale adoption in LAIs.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The acceptance of artificial intelligence in education among postgraduate students in Malaysia","authors":"Fahmi Zaidi Abdul Razak, Mohd Amli Abdullah, Badli Esham Ahmad, Wan Hashridz Rizal Bin Wan Abu Bakar, Nur Aulia Fahada Binti Misaridin","doi":"10.1007/s10639-024-12916-4","DOIUrl":"https://doi.org/10.1007/s10639-024-12916-4","url":null,"abstract":"<p>The utilization of artificial intelligence (AI) among students is rapidly gaining prominence worldwide. However, Malaysia lags in terms of research and information in this area. This quantitative study aims to identify the factors that contribute to the adoption of AI among postgraduate students. The study focuses on the postgraduate student population in Malaysia, employing convenience sampling techniques. The research findings reveal that two variables, namely hedonistic and habit, significantly influence the adoption of AI among postgraduate students. These findings are expected to provide valuable insights to stakeholders for future implementation of AI among postgraduate students. By understanding the key factors influencing AI adoption, relevant parties can effectively strategize and enhance the utilization of AI technology in the postgraduate education landscape.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Decoding educational augmented reality research trends: a topic modeling analysis","authors":"Hacer Ozyurt, Ozcan Ozyurt","doi":"10.1007/s10639-024-12943-1","DOIUrl":"https://doi.org/10.1007/s10639-024-12943-1","url":null,"abstract":"<p>This study aims to examine the temporal evolution and changes of research interests and trends in the educational augmented reality (AR) literature. To this end, 3718 articles published in the 2003–2022 period and indexed in the Scopus database were analyzed through machine learning-based semantic topic modeling and descriptive analysis. The findings indicate a notable upswing in studies on educational AR, particularly since 2015. The articles were categorized into eleven primary themes through topic modeling analysis. The three most prevalent topics in terms of volume are “Augmented Reality in Education and Cultural Heritage”, “Medical Education and Patient Care”, and “Enhancing Safety and Information in Food Consumption”. Observations across different times reveal that “Augmented Reality in Electrical and Electronic Systems” and “Gesture-Based Instruction and Maintenance” were studied in the initial periods. Since 2015, there has been a notable increase in applications falling under the “Serious Games” category. The least voluminous and slowest-evolving topics are identified as “Serious Games for Children with Autism Spectrum Disorder”, “Augmented Reality in Chemistry and Biology Laboratories”, and “Augmented Reality for Safe and Efficient Driving”. Considering the recent momentum gained by these topics, it is anticipated that they will become popular topics for future studies. This study represents a significant milestone as the first and most comprehensive research using machine learning in its field, not only explaining the current state of the field but also providing valuable information for future research efforts.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching in a collaborative mathematic learning activity with and without a social robot","authors":"Sara Ekström, Lena Pareto, Sara Ljungblad","doi":"10.1007/s10639-024-12926-2","DOIUrl":"https://doi.org/10.1007/s10639-024-12926-2","url":null,"abstract":"<p>There is a growing interest in whether social robots, which are embodied and exhibit human-like behaviour, can be used for teaching and learning. Still, very few studies focus on the teacher’s role. This study focuses on how a teacher acted in a learning-by-teaching activity with 20 children. In this small-scale field experiment, the teacher’s interactions and teaching actions were observed when the teacher scaffolded a learning activity where children played a collaborative digital mathematics game to strengthen their mathematical reasoning and conceptual understanding of arithmetic. When playing, the children were acting as tutors for a tutee, according to the learning-by-teaching principle. In one scenario, the tutee was a younger child; in the other, the tutee was a social robot. Twenty 30-minute game-playing sessions are observed, video-recorded, and transcribed. The study explores the teacher’s interactions and teaching actions in the two scenarios and discusses the results from the perspective of the teacher’s role, social norms, and teacher digital competence. The interaction and thematic analyses show similarities and characteristic differences in the teacher’s interaction patterns in the two scenarios. The teaching actions are similar on a structural level and differ regarding the types and distribution of teaching actions. In the child-child scenario, the teacher directs most teaching actions to both players, and the actions are didactic (mathematical) scaffolding. In contrast, in the child-robot scenario, the teacher only addresses the tutor, and the scaffolding is socially oriented. Implications for a teaching practice involving social robots as learning companions are discussed regarding teachers’ presence and participation, types of social robot knowledge that go beyond digital competence, and new challenges introduced by using social robots as learning companions in the classroom. The study contributes new insights into the teacher’s role and actions when teaching with a social robot in a collaborative learning situation, which is relevant for educational research and teaching practice.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-development of senior primary students’ computational thinking concepts and practices: Implications for teaching and learning","authors":"Siu-Cheung Kong, Ming Lai, Yugen Li, Tak-Yue Dickson Chan","doi":"10.1007/s10639-024-12922-6","DOIUrl":"https://doi.org/10.1007/s10639-024-12922-6","url":null,"abstract":"<p>Concepts and practices are widely used to assess students’ development in computational thinking (CT). However, less is known about how the development of each construct relates to that of the other. With a sample of 997 grade 6 students (average age = 11.43 at the beginning of the school year) from 14 primary schools, we examined the co-development of students’ CT concepts and practices based on the research method commonly used in the literature on conceptual and procedural knowledge for studying the relations between the two constructs. We first designed an instrument to measure CT concepts using an evidence-based approach, and validated it through item response theory. By applying multidimensional item response theory, we confirmed the four dimensions of CT practices using an instrument applied in a previous study. We found that after one year of CT learning, the students had improved in terms of both concepts and practices, indicating the effectiveness of the CT intervention. Structural equation modelling indicated that CT concepts and practices facilitated each other’s development; practices played a particularly important role in facilitating the development of CT. Our study provides solid evidence for the importance of the problem-solving aspect of CT as reflected in the dimension of practices. It also provides valuable insights for future pedagogical models, such as allocating sufficient time for students to practise in programming tasks.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}