Most recent issue published online in the International Journal of Technology Enhanced Learning.
International Journal of Technology Enhanced Learning
http://www.inderscience.com/browse/index.php?journalID=246&year=2024&vol=16&issue=1
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International Journal of Technology Enhanced Learning
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© 2024 Inderscience Publishers Ltd
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International Journal of Technology Enhanced Learning
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http://www.inderscience.com/browse/index.php?journalID=246&year=2024&vol=16&issue=1
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Expectation shock in education: utilising industry SERVQUAL to enhance student perception of STEAM and STEAM careers
http://www.inderscience.com/link.php?id=135425
In industry, an expectation shock occurs when a customer has a post-experience perception that greatly exceeds their prior expectations. In our study, the customers are students and teachers. An expectation shock might occur when, for example, a student 'just did not expect to find STEAM so interesting'. The objective of this research was to determine how expectation shock might be used in schools to enhance student perception of STEAM and STEAM careers. It was found that expectation shock in the form of Hothousing intensive, collaborative workshops can be used in schools to greatly enhance student perception of STEAM and STEAM careers and give them experience of industry practise valuable for their future careers. Educational practice should focus on enhancing student or teacher perception rather than stated importance. It is essential to examine perception post-experience versus prior expectation to identify benefits (or not) from the activity.
Expectation shock in education: utilising industry SERVQUAL to enhance student perception of STEAM and STEAM careers
Tony Houghton; Zsolt Lavicza; Robert Weinhandl; Imam Fitri Rahmadi; Brigitta Békési; Yves Kreis
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 1 - 15
In industry, an expectation shock occurs when a customer has a post-experience perception that greatly exceeds their prior expectations. In our study, the customers are students and teachers. An expectation shock might occur when, for example, a student 'just did not expect to find STEAM so interesting'. The objective of this research was to determine how expectation shock might be used in schools to enhance student perception of STEAM and STEAM careers. It was found that expectation shock in the form of Hothousing intensive, collaborative workshops can be used in schools to greatly enhance student perception of STEAM and STEAM careers and give them experience of industry practise valuable for their future careers. Educational practice should focus on enhancing student or teacher perception rather than stated importance. It is essential to examine perception post-experience versus prior expectation to identify benefits (or not) from the activity.]]>
10.1504/IJTEL.2024.135425
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 1 - 15
Tony Houghton
Zsolt Lavicza
Robert Weinhandl
Imam Fitri Rahmadi
Brigitta Békési
Yves Kreis
Department of STEM Education, Linz School of Education, Johannes Kepler Universität Linz, Austria ' Department of STEM Education, Linz School of Education, Johannes Kepler Universität Linz, Austria ' Department of STEM Education, Linz School of Education, Johannes Kepler Universität Linz, Austria ' Department of STEM Education, Linz School of Education, Johannes Kepler Universität Linz, Austria ' Department of STEM Education, Linz School of Education, Johannes Kepler Universität Linz, Austria ' Department of Education and Social Work, Institute for Teaching and Learning, University of Luxembourg, Luxembourg
STEAM
careers
perception
expectation
2023-12-12T23:20:50-05:00
Copyright © 2023 Inderscience Enterprises Ltd.
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2023-12-12T23:20:50-05:00
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The use of generative music in nonlinear music composition for video games
http://www.inderscience.com/link.php?id=135428
The future of video game music will call for more nonlinear musical compositions as interactive audio technology and algorithms advance. There is a lack of literature exploring in-depth the potential of generative music in a commercial product. The purpose of this archival case study is to explore how the inclusion of generative music systems enhances nonlinear music composition in video games. This archival case study consists of a thematic analysis of Jolly and McLeran's (2008) presentation at the <i>Game Developer's Conference</i> on applying the innovative areas of composing generative music for the video game <i>Spore</i>. The findings of this study indicate that wider adoption of generative methods in video game music provides many benefits but poses new challenges for game developers. Despite this, the case of <i>Spore</i> shows the feasibility of integrating a generative music system into a video game, even if it is restricted to specific areas of gameplay.
The use of generative music in nonlinear music composition for video games
Alexi Harkiolakis
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 16 - 26
The future of video game music will call for more nonlinear musical compositions as interactive audio technology and algorithms advance. There is a lack of literature exploring in-depth the potential of generative music in a commercial product. The purpose of this archival case study is to explore how the inclusion of generative music systems enhances nonlinear music composition in video games. This archival case study consists of a thematic analysis of Jolly and McLeran's (2008) presentation at the <i>Game Developer's Conference</i> on applying the innovative areas of composing generative music for the video game <i>Spore</i>. The findings of this study indicate that wider adoption of generative methods in video game music provides many benefits but poses new challenges for game developers. Despite this, the case of <i>Spore</i> shows the feasibility of integrating a generative music system into a video game, even if it is restricted to specific areas of gameplay.]]>
10.1504/IJTEL.2024.135428
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 16 - 26
Tony Houghton
Zsolt Lavicza
Robert Weinhandl
Imam Fitri Rahmadi
Brigitta Békési
Yves Kreis
King's College London, Strand, London, WC2R 2LS, UK
generative music
nonlinear music
music composition
video game music
video games
archival case study
audio technology
Spore
interactive music
algorithms
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Copyright © 2023 Inderscience Enterprises Ltd.
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26
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Designing game-driven augmented-reality scenarios with real-world implications to facilitate intercultural exchange: the alien scenario
http://www.inderscience.com/link.php?id=135426
Building on Klopfer and Squire's (2008) study on design-based research (DBR), this paper investigates the process involved in conceptualising, designing, developing, and implementing augmented reality (AR) scenarios during intercultural exchanges, which were enacted as part of a transnational interdisciplinary project, ReDesign. In the case study discussed, the potential of involving all interested stakeholders in the design process of the AR scenario and the subsequent two scenarios are explored. In addition, during the testing phase, an adept Dutch teacher trainer and five instructors contribute to the enhancement of the AR scenarios, through their feedback suggestions. An alien scenario is initially designed, while students are invited to share salient cultural artefacts which are then designed in 2D or 3D. Three scenarios are designed that have broader socio-political, institutional, and pedagogical implications, while enacting affordances to reflect on students' culture and experience the pedagogical potential of novel technologies implemented in their curriculum.
Designing game-driven augmented-reality scenarios with real-world implications to facilitate intercultural exchange: the alien scenario
Stella Hadjistassou; Petros Louca
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 27 - 48
Building on Klopfer and Squire's (2008) study on design-based research (DBR), this paper investigates the process involved in conceptualising, designing, developing, and implementing augmented reality (AR) scenarios during intercultural exchanges, which were enacted as part of a transnational interdisciplinary project, ReDesign. In the case study discussed, the potential of involving all interested stakeholders in the design process of the AR scenario and the subsequent two scenarios are explored. In addition, during the testing phase, an adept Dutch teacher trainer and five instructors contribute to the enhancement of the AR scenarios, through their feedback suggestions. An alien scenario is initially designed, while students are invited to share salient cultural artefacts which are then designed in 2D or 3D. Three scenarios are designed that have broader socio-political, institutional, and pedagogical implications, while enacting affordances to reflect on students' culture and experience the pedagogical potential of novel technologies implemented in their curriculum.]]>
10.1504/IJTEL.2024.135426
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 27 - 48
Stella Hadjistassou
Petros Louca
KIOS Research and Innovation Center of Excellence, 1 Panepistimiou Avenue, 2109 Aglantzia, P.O. Box 20537 CY-1678, Nicosia, Cyprus ' KIOS Research and Innovation Center of Excellence, 1 Panepistimiou Avenue, 2109 Aglantzia, P.O. Box 20537 CY-1678, Nicosia, Cyprus
augmented reality
design-based research
DBR
affordances
intercultural exchange
2023-12-12T23:20:50-05:00
Copyright © 2023 Inderscience Enterprises Ltd.
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48
2023-12-12T23:20:50-05:00
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How does entrepreneurship education promote creativity and innovation?
http://www.inderscience.com/link.php?id=135431
The aim of this paper is to synthesise the literature on how entrepreneurship education fosters creativity and innovation in entrepreneurs. Entrepreneurship education (EE) has long been a priority for higher education institutions around the world, as it encourages creativity and innovation. However, literature yields conflicting results. Therefore, it is critical to comprehend how entrepreneurship education can be restructured to better foster creativity. For this bibliometric study, the Web of Science (WoS) database was used, and 374 journal articles were retrieved. VOSviewer, the Science of Science tool, and Gephi were used to analyse the results. The findings identified four major themes: <i>EE and entrepreneurial intent</i>, <i>EE and innovation and creativity</i>, <i>entrepreneurial intent and innovation and creativity</i>, and <i>innovation and creativity and entrepreneurial success</i>, none of which have matured and are regularly researched. The study contributes by identifying ways to improve the effectiveness of EE in improving creativity and innovation.
How does entrepreneurship education promote creativity and innovation?
Manoj Sinha; Shekhar; Marco Valeri
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 49 - 73
The aim of this paper is to synthesise the literature on how entrepreneurship education fosters creativity and innovation in entrepreneurs. Entrepreneurship education (EE) has long been a priority for higher education institutions around the world, as it encourages creativity and innovation. However, literature yields conflicting results. Therefore, it is critical to comprehend how entrepreneurship education can be restructured to better foster creativity. For this bibliometric study, the Web of Science (WoS) database was used, and 374 journal articles were retrieved. VOSviewer, the Science of Science tool, and Gephi were used to analyse the results. The findings identified four major themes: <i>EE and entrepreneurial intent</i>, <i>EE and innovation and creativity</i>, <i>entrepreneurial intent and innovation and creativity</i>, and <i>innovation and creativity and entrepreneurial success</i>, none of which have matured and are regularly researched. The study contributes by identifying ways to improve the effectiveness of EE in improving creativity and innovation.]]>
10.1504/IJTEL.2024.135431
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 49 - 73
Manoj Sinha
Shekhar
Marco Valeri
Aryabhatta College, University of Delhi, Plot No. 5, Benito Juarez Marg, South Campus, Anand Niketan, New Delhi, Delhi 110021, India ' Faculty of Management Studies, University of Delhi, Prof. ND Kapoor Marg, Opp. Kirorimal College, Delhi School of Economics, University Enclave, New Delhi, Delhi 110007, India ' Niccolò Cusano University, Via Don Carlo Gnocchi, 3, 00166 Rome, Italy
entrepreneurship education
creativity
innovation
self-efficacy
review
intent
success
motivation
2023-12-12T23:20:50-05:00
Copyright © 2023 Inderscience Enterprises Ltd.
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73
2023-12-12T23:20:50-05:00
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How to provide intelligent assistance to learners in e-learning environments?
http://www.inderscience.com/link.php?id=135433
The health consequences caused by the spread of the COVID-19 disease have motivated many countries to turn to e-learning environments. This technological solution is the only one that has allowed the continuity of the educational process. Unfortunately, this widespread teaching mode also poses multiple problems that may negatively affect the learning process, including the autonomy of learners, the lack of interaction and collaboration between them, the lack of feedback on their activities, and the lack of appropriate support for learners with difficulties. Solutions to these challenges include personalising educational content and providing personalised and adapted assistance. Providing help and support to learners can decrease some of the harmful effects of the previously mentioned problems. The present work falls within this context and aims to propose an approach that uses the traces left by learners to detect those who have difficulties and provides them with adequate assistance. An online learning system called SANED adopted the proposed approach. To validate the proposed ideas, real students tested the proposed tools. Found results are encouraging and very promising.
How to provide intelligent assistance to learners in e-learning environments?
Riad Bourbia; Samia Drissi; Yacine Lafifi
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 74 - 101
The health consequences caused by the spread of the COVID-19 disease have motivated many countries to turn to e-learning environments. This technological solution is the only one that has allowed the continuity of the educational process. Unfortunately, this widespread teaching mode also poses multiple problems that may negatively affect the learning process, including the autonomy of learners, the lack of interaction and collaboration between them, the lack of feedback on their activities, and the lack of appropriate support for learners with difficulties. Solutions to these challenges include personalising educational content and providing personalised and adapted assistance. Providing help and support to learners can decrease some of the harmful effects of the previously mentioned problems. The present work falls within this context and aims to propose an approach that uses the traces left by learners to detect those who have difficulties and provides them with adequate assistance. An online learning system called SANED adopted the proposed approach. To validate the proposed ideas, real students tested the proposed tools. Found results are encouraging and very promising.]]>
10.1504/IJTEL.2024.135433
International Journal of Technology Enhanced Learning, Vol. 16, No. 1 (2024) pp. 74 - 101
Riad Bourbia
Samia Drissi
Yacine Lafifi
Computer Science Department, University of Mohamed Cherif Messaadia, Souk Ahras, P.O. Box 1553, 41000 Souk Ahras, Algeria; LabSTIC Laboratory, University 8 Mai 1945, Guelma, P.O. Box 401, 24000, Guelma, Algeria ' LiM Laboratory, Faculty of Science and Technology, University of Mohamed Cherif Messaadia, Souk Ahras, P.O. Box 1553, 41000 Souk Ahras, Algeria ' LabSTIC Laboratory, University 8 Mai 1945, Guelma, P.O. Box 401, 24000, Guelma, Algeria
intelligent assistance
adapted assistance
traces
indicators
learning difficulties
learning environment
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Copyright © 2023 Inderscience Enterprises Ltd.
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