Education and Information Technologies最新文献_第8页

A model proposal explaining the influence of smartphone addiction related factors on high school students’ academic success 解释智能手机成瘾相关因素对高中生学业成功影响的模型提案

IF 5.5 2区教育学

Education and Information Technologies Pub Date : 2024-08-26 DOI: 10.1007/s10639-024-12947-x

Engin Kutluay, Feride Karaca

{"title":"A model proposal explaining the influence of smartphone addiction related factors on high school students’ academic success","authors":"Engin Kutluay, Feride Karaca","doi":"10.1007/s10639-024-12947-x","DOIUrl":"https://doi.org/10.1007/s10639-024-12947-x","url":null,"abstract":"An exploratory sequential mixed-method study is designed to develop and test a comprehensive model explaining the relationships between factors associated with smartphone addiction and high school students’ academic achievement. Involving two main phases of qualitative and quantitative, focus group discussions with high school students and interviews with teachers were conducted in the first phase, both to decide on the factors and to reveal the relationships between the factors in the model. According to the qualitative results, the most important factors were found as social media usage, cyberloafing, academic procrastination, external and internal academic locus of control. Then, a hypothesis model involving these factors was developed to explain high school students' academic achievement. Obtained from 410 high school students, quantitative data are collected online by the use of some scales measuring the factors included in the model. Using the path analysis method, the hypothesis model was tested, and it was observed that the model fit the data well. As a result, the factors that most influence academic achievement were found as duration of social media usage, external academic locus of control, smartphone addiction, internal academic locus of control, academic procrastination, and cyberloafing respectively. The uniqueness of the presented model in this research is believed to lie in its holistic perspective on the relationships between smartphone addiction and related factors, and their effects on academic achievement. Looking from a big picture, this model is expected to provide a roadmap for practitioners and decision-makers in terms of how to improve students’ academic achievement.","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186247","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}

引用次数: 0

Parents’ perspectives on using virtual reality for learning mathematics: Identifying factors for innovative technology acceptance 家长对使用虚拟现实技术学习数学的看法：确定接受创新技术的因素

IF 5.5 2区教育学

Education and Information Technologies Pub Date : 2024-08-26 DOI: 10.1007/s10639-024-12935-1

Mei-Shiu Chiu, Meihua Zhu

{"title":"Parents’ perspectives on using virtual reality for learning mathematics: Identifying factors for innovative technology acceptance","authors":"Mei-Shiu Chiu, Meihua Zhu","doi":"10.1007/s10639-024-12935-1","DOIUrl":"https://doi.org/10.1007/s10639-024-12935-1","url":null,"abstract":"Virtual reality (VR) has gained prominence and a growing prevalence. However, parental attitudes toward using VR for educational purposes (i.e., educational VR (EVR)) are under-researched. This study investigates parents’ perceptions and experiences regarding the use of EVR, focussing on mathematics learning. Using the technology acceptance model (TAM) as a guiding framework, qualitative interviews with parents and their children from ten families (15 interviewees) were conducted. The participants interacted with a VR serious game, solving 12 mathematical problems, followed by interviews. Qualitative data analysis reveals four main factors influencing parents’ acceptance of educational VR: cognitive-developmental, affective-physical, technical, and contextual/chronological aspects. The original TAM's positive factors (usefulness and ease) are validated, while this study extends the model to include new positive (e.g., interest) and negative factors (e.g., health risks) specific to VR. Novel contributions to the literature include controversial factors (e.g., preference for 2D or 3D and mental effects) and positive factors (e.g., pandemic context, parent–child perspectives, and manipulatives). These findings not only contribute to the advancement of theory in EVR acceptance, but also provide valuable information for EVR design, parental involvement in educational initiatives, and informing educators and policymakers about diverse perspectives on educational technology.","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186250","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}

引用次数: 0

Effects of teachers’ rapport-building strategies on EFL learners’ cognitive load and computer-assisted language learning motivation 教师建立融洽关系的策略对英语学习者认知负荷和计算机辅助语言学习动机的影响

IF 5.5 2区教育学

Education and Information Technologies Pub Date : 2024-08-26 DOI: 10.1007/s10639-024-12961-z

Huan Kang, Hong Chen

{"title":"Effects of teachers’ rapport-building strategies on EFL learners’ cognitive load and computer-assisted language learning motivation","authors":"Huan Kang, Hong Chen","doi":"10.1007/s10639-024-12961-z","DOIUrl":"https://doi.org/10.1007/s10639-024-12961-z","url":null,"abstract":"This study investigates the effects of online instructors' use of initiation and maintenance rapport-building strategies (RBS) on Chinese EFL learners' CALL motivation and cognitive load management. Mixed methods research was used to concurrently triangulate different strands of data on the effects of RBS on 86 randomly sampled EFL learners. The interpretations were made based on methodological triangulation of QUAN + QUAL data and running one-way ANOVA. The results show that the interactive use of initiation and maintenance RBS is statistically significant in enhancing CALL motivation (F(1,84) = 23.45, p < .001) and lowering cognitive load (F(1,84) = 17.89, p < .001) compared to isolated use of these strategies. The study reveals that teachers' interactive use of RBS enhances learners' CALL motivation by increasing learning interests (mean difference = 1.98, p < .001), catering to dynamic motivational needs (mean difference = 1.64, p < .001), and creating a learner-friendly environment (mean difference = 1.42, p < .001). Moreover, the study confirms the psychological effects of interactive use of RBS in lowering cognitive load through information-sharing (mean difference = 1.89, p < .001), common-grounding (mean difference = 1.56, p < .001), and personalized instruction strategies (mean difference = 1.34, p < .001) during the CALL course. The implications of the study inform researchers and practitioners of CALL about the efficacy of using a static and flexible combination of initiation and maintenance RBS to enhance EFL learners' motivation and cognitive load.","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186246","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}

引用次数: 0

Enhancing learner affective engagement: The impact of instructor emotional expressions and vocal charisma in asynchronous video-based online learning 提高学习者的情感参与度：异步视频在线学习中教师情绪表达和声音魅力的影响

IF 5.5 2区教育学

Education and Information Technologies Pub Date : 2024-08-26 DOI: 10.1007/s10639-024-12956-w

Hung-Yue Suen, Kuo-En Hung

{"title":"Enhancing learner affective engagement: The impact of instructor emotional expressions and vocal charisma in asynchronous video-based online learning","authors":"Hung-Yue Suen, Kuo-En Hung","doi":"10.1007/s10639-024-12956-w","DOIUrl":"https://doi.org/10.1007/s10639-024-12956-w","url":null,"abstract":"In the rapidly evolving landscape of higher education and adult learning, asynchronous video-based online learning has not only become the new norm but has also emerged as the cornerstone of instructional delivery for Massive Open Online Courses (MOOCs). Despite its widespread adoption, this learning mode confronts a critical challenge: the inherent lack of social presence, posing a significant risk of diminishing learner affective engagement and, consequently, jeopardizing the efficacy of learning outcomes. Addressing this pressing issue, our study conducted a comprehensive analysis of 240 instructional videos from 240 distinct instructors on a MOOC platform, supplemented by 845 post-course learner feedback surveys from a diverse cohort of college students and adult learners. Using deep learning and statistical analysis, the research revealed that the on-screen presence of instructors does not inherently affect students’ affective engagement. The study revealed that learners’ affective engagement is affected by distinct combinations of the instructor’s facial and paraverbal expressions, including happiness, surprise, and anger, which vary depending on whether the instructor is visible. The discovery that vocal attractiveness is a pivotal element in enhancing learners’ affective engagement with instructional videos marks a paradigm shift in our understanding of digital andragogy and heutagogy. This study propels academic discourse by illuminating the critical role of instructor non-verbal cues in establishing social presence and facilitating emotional contagion within asynchronous video-based online learning but also provides educators and content creators with empirically-backed techniques to revolutionize video instruction and amplify affective engagement.","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":5.5,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186249","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}

引用次数: 0

Impact of AIoT education program on digital and AI literacy of elementary school students AIoT 教育课程对小学生数字和人工智能素养的影响

IF 4.8 2区教育学

Education and Information Technologies Pub Date : 2024-08-09 DOI: 10.1007/s10639-024-12758-0

JiYeon Hong, Kwihoon Kim

引用次数: 0

The predictive relationships between children's digital game addiction tendencies and mothers' digital parenting awareness and digital literacy levels 儿童的数字游戏成瘾倾向与母亲的数字育儿意识和数字素养水平之间的预测关系

IF 4.8 2区教育学

Education and Information Technologies Pub Date : 2024-08-09 DOI: 10.1007/s10639-024-12932-4

Şeyma Türen, Pınar Bağçeli Kahraman

引用次数: 0

E-learning preparedness of nursing students at Kamuzu University of Health Sciences in Malawi 马拉维卡穆祖卫生科学大学护理专业学生的电子学习准备情况

IF 4.8 2区教育学

Education and Information Technologies Pub Date : 2024-08-09 DOI: 10.1007/s10639-024-12930-6

Billy Konyani, Pempho Katanga, Felistas Chiundira, Chisomo Mulenga, Patrick Mapulanga

引用次数: 0

Future metaverse-based education to promote daily living activities in learners with autism using immersive technologies 利用沉浸式技术促进自闭症学习者日常生活活动的未来元数据教育

IF 4.8 2区教育学

Education and Information Technologies Pub Date : 2024-08-09 DOI: 10.1007/s10639-024-12844-3

Hussein Karam Hussein Abd El-Sattar

引用次数: 0

Using video modelling to teach motor knowledge in a physical education context: A morning-afternoon differences investigation 在体育教学中利用视频建模教授运动知识：上下午差异调查

IF 5.5 2区教育学

Education and Information Technologies Pub Date : 2024-08-07 DOI: 10.1007/s10639-024-12902-w

Ghazi Rekik, Yosra Belkhir, Ghada Jouira, Mohamed Jarraya, Cheng-Deng Kuo, Yung-Sheng Chen

{"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":"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.","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}

引用次数: 0

Evaluating the student performance prediction and action framework through a learning analytics intervention study 通过学习分析干预研究评估学生成绩预测和行动框架

IF 5.5 2区教育学

Education and Information Technologies Pub Date : 2024-08-06 DOI: 10.1007/s10639-024-12923-5

Khalid Alalawi, Rukshan Athauda, Raymond Chiong, Ian Renner

{"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":"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.","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}

引用次数: 0