Forthcoming articles

 


International Journal of Learning Technology

 

These articles have been peer-reviewed and accepted for publication in IJLT, but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

 

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International Journal of Learning Technology (8 papers in press)

 

Regular Issues

 

  • MS-Kinect in the development of educational games for preschoolers   Order a copy of this article
    by Raul Marcelo Lozada Yanez, Luis Rivera Escriba, Fernando T. Molina Granja 
    Abstract: The fast development of several programming tools has enabled researchers to explore interactive technology targeting various areas of human knowledge. Despite the several studies about the benefits of using the interactive technologies in the educational field, it is necessary to generalize these affirmations through of field studies that determine how those devices facilitate and improve teaching and learning. This research aims to apply an MS-Kinect-based learning system in a real pre-school environment and, based on the results of this experiment, to answer some questions related to the motivational impact, effectiveness and acceptance of the teacher in teaching and learning process. This research uses a MS-Kinect based learning system and several childrens educational games in an initial stage of studies; the developed learning system has been tested in two preschool education centers and was evaluated positively. In the field test, the learning system evaluation was determined to have a mean 95,5% acceptance rate and a mean 93,18% utility rate.
    Keywords: preschoolers education; kinect; human-computer interaction; learning game.

  • Attitudinal Learning and its Relation to Gender, Age, Ethnicity, Enrollment Purpose, and Most Impactful Learning Activity in a Science of Happiness MOOC   Order a copy of this article
    by Sunnie Lee Watson, William R. Watson, Ji Hyun Yu, Secil Caskurlu, Shamila Janakiraman, Holly Fiock 
    Abstract: This mixed-method study examined learners perceptions of attitudinal learning gains in a MOOC and the impact of their demographics, enrollment purpose, and perception of the most impactful learning activity on those gains. Interview data provided greater insights into survey results, with learners sharing their thoughts on instructional design choices and learning challenges and how those impacted attitudinal learning in the MOOC. Furthermore, a series of hierarchical multiple regression analyses revealed that age and ethnicity were the best predictors for affective learning gains; gender and perception of impactful activity for behavioral learning gains; and ethnicity, enrollment purpose, and perception of impactful activity for cognitive learning gains. Implications for the design and facilitation of instructional activities in MOOCs designed to enhance attitudinal learning, are discussed.
    Keywords: MOOC; Attitudinal Learning; Instructional Design; Course Facilitation.

  • ARCS motivation model adapted to gamification applications on a programming language course   Order a copy of this article
    by Fezile Ozdamli 
    Abstract: This study was conducted in order to examine the effects of gamification applications adapted to an ARCS (Attention, Relevance, Confidence and Satisfaction) motivation model for programming courses on the academic achievement and motivation of students. Also, it was planned to identify students opinions regarding the applications. During the application process, for the experimental group, the Moodle LMS system with gamification in the classroom was used. For both groups, during an eight-week blended study period, the ARCS motivation model was used. The results of this study indicate that both groups successfully adapted to the ARCS model. Nevertheless, the experimental group, supported by gamification, reported better success than the control group. Another important finding is that students in both groups were highly motivated in the areas of self-confidence and satisfaction, but there was a significant difference in favour of the experimental group supported by gamification applications. It is hoped and believed that this study will provide a valuable contribution and background to the relevant literature.
    Keywords: Gamification; ARCS motivation; Programming; Java.

  • An Integrated Competency Acquisition Progress Tracking System in Competency-Based Higher Education   Order a copy of this article
    by Secil Caskurlu, Iryna Ashby 
    Abstract: This conceptual paper aimed to address the gap with competency tracking as seen in the current literature thereby propose a standalone comprehensive competency acquisition progress tracking system (iCAPTS). The iCAPTS integrates critical aspects of individualized learning and differentiated support in competency-based education within a digital ecosystem, namely 1) planning component; 2) assessment component; 3) curriculum sequencing component; and 4) achievements, credentialing, and progress dashboard component. The proposed interactive iCAPTS would offer stakeholders a single access to the individual learners aggregated progress data, including chosen goals, learning pathways, and competency acquisition process in order to ensure the individualization of academic and professional career goals that meet students needs.
    Keywords: competency-based education; competency tracking; individualized learning; differentiated support.

  • Self-Efficacy and Self-Esteem in Online Learning Environments of Adult Learners   Order a copy of this article
    by Chang Zhu 
    Abstract: This study examines two psychological aspects of adult learners which are related to the learning processes associated with online learning. In particular, the relationship between specific self-efficacy (computer and internet self-efficacy and self-efficacy in terms of online learning environments) and self-esteem in the online learning of adult learners were investigated. The participants included 260 adult learners in Belgium who were following courses in Adult Education Centers and Employment Training Centers. Quantitative cross-sectional correlational research was conducted. The results show that there were no significant differences in terms of specific self-efficacy (computer and internet self-efficacy and self-efficacy in online learning environments) and with regard to self-esteem in the online learning of adult learners with regard to their gender, age, and educational levels. Among the influencing factors, the daily use of computers was found to have an effect on specific self-efficacy and self-esteem in such an environment. In addition, the findings indicate that specific self-efficacy (computer and internet self-efficacy and self-efficacy in online learning environments) was positively related to the self-esteem in online learning of adult learners.
    Keywords: online education; computer and internet self-efficacy; online learning self-efficacy; self-esteem; adult education.

  • How Compulsive Social Media Use Influences College Students Performance: A Structural Equation Analysis with Gender Comparison   Order a copy of this article
    by Haya Ajjan, Yingxia Cao, Richard Hartshorne 
    Abstract: The purpose of the paper is to uncover antecedents that can predict compulsive social media use by college students and examines the impact of such use on their academic, social, and physical performance. This paper reports the findings from an online survey with 223 respondents at one university in Taiwan. The study shows that college students' compulsive use is predicted by hedonic technology characteristics and negatively related to student's academic, social, and physical performance; male students who use social media to strengthen their friendships online are less likely to be compulsive users; compulsive use of social media is found to have a higher negative impact on academic performance for male students than for female students. Further, this paper provides a research model of the relationships among technology characteristics, impulsive social media use, and college students academic, social, and physical performance, and offers several important recommendations regarding social media use.
    Keywords: compulsive use; social media; academic performance; social performance; physical performance; path analysis; emerging technology; social networks; higher education.

  • Digital tools will never take the place of a good teacher: Understanding teachers resistance to using technology through Glassers Choice Theory
    by Anat Wilson, Orly Fuhrman, Kristina Turner 
    Abstract: The development of adaptive technologies presents new challenges regarding teachers resistance to the use of technology and questions their role and autonomy. This paper presents findings from a qualitative case study with a group of Australian teachers who trialled a new reading comprehension tool developed by the Centre for Educational Technology, Israel. Drawing on notions from Glassers Choice Theory, findings emerged to be aligned with five basic needs: (1) a need for survival in a changing workplace; (2) a need to be free from disturbances and free to make ones own choices; (3) needing to feel a sense of professional belonging; (4) a need for power over what students do and over how learning is experienced; (5) and, the need for enjoying work and fun in learning. The paper puts forward a call to further explore teacher-training through a Choice Theory framework.
    Keywords: .

  • Impact of Tablet PCs on Learning Outcomes in a Classroom Environment   Order a copy of this article
    by Yasir Javed, Khalid Samara 
    Abstract: It is evident that Information and Communication Technology (ICT) plays a vital role in educational settings. However, it is also important to determine how learners use ICT in different settings. Currently, ICT is mostly used as a supporting tool for the existing learning process, however, it is still unable to revolutionise the learning and teaching process. The reason for this can be its failure to unleash its original potential and capabilities. This study adopted a quasi-experimental method to measure the impact of using tablet PCs on the learning outcomes of 255 children inside classrooms. Data was collected from both types of classroom i.e. classrooms using and not using mobile tablets for learning and the difference-in-differences technique has been coupled with a t-test to make the comparison. The results show that children using tablet-PCs in the classroom have better learning outcomes.
    Keywords: mobile learning; tablet PC; tablet computing; technology enhanced learning.