Forthcoming and Online First Articles

International Journal of Smart Technology and Learning

International Journal of Smart Technology and Learning (IJSMARTTL)

Forthcoming articles have been peer-reviewed and accepted for publication 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 Articles will not be published until the final proofs are validated by their authors.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 Smart Technology and Learning (6 papers in press)

Regular Issues

  • Personalized Emotion-Aware e-Learning Systems with Interventions   Order a copy of this article
    by Zahra Karamimehr, Mohammad Mehdi Sepehri, Soheil Sibdari, Toktam Khatibi, Hassan Aghajani 
    Abstract: Personalized education, automated tutoring, and targeted evaluation are among the top technology-intense advances in education today. Automated intervention in online student learning is essential in the absence of human instructors. These interventions need to consider non-observable features of e-learners and offer instructions according to the systems perception of these features. In this paper, we study the intervention methods in learning process according to the emotional state of e-learner. We adopt Control-Value Theory of achievement emotions as our research basis to infer about the affective state of e-learners. We offer educational and affective strategies based on the learning behavior of the e-learner and determine the time to intervene in addition to the type of support and materials that are required in each intervention. The efficiency of our proposed personalized system is evaluated by conducting an experiment in a real e-learning platform using three learning metrics learning gains, course engagement, and satisfactions.
    Keywords: achievement emotions; emotion-aware personalization; human-computer interaction; intelligent tutoring systems; online learning behaviors; smart learning; the control-value theory.

  • Iraqi University Students Adoption of and Satisfaction with Digital Technologies for Their Learning Purposes in the Post-COVID-19 Pandemic Period   Order a copy of this article
    by Lavin Fakhir Najmaldeen, Muhammad Rafi 
    Abstract: Information communication and technologies (ICTs) have the potential to increase educational possibilities significantly. ICTs are a significant instrument which aids institutions of higher education in offering high-quality education. A number of nations that recognize the full benefits of ICTs have already implemented and developed them in the higher education sector, but Iraq still faces certain hurdles in this area. Thus, the purpose of this study, from the perspective of Iraqi students, is to determine the critical factors that impact the adoption of and satisfaction with ICTs in higher education. In this study, the Online Database Adoption and Satisfaction (ODAS) model was applied, and constructs like computer self-efficacy, perceived ease of use, perceived usefulness, intention to use, and satisfaction are speculated to be major challenges. Using a questionnaire-based survey, responses were gathered from the University of Koya, a public university in Koya city in the Kurdistan region. A stratified random selection approach was used to choose 200 students. Through exploratory factor analysis, the questionnaire's validity was tested, and the relationships among the factors were identified using structural equation modeling.
    Keywords: information communication technologies; higher education; COVID-19; post-pandemic; ODAS model; digital technologies.
    DOI: 10.1504/IJSMARTTL.2023.10057061
  • Learning English as a Foreign Language through Technology-mediated Gamification in a Rural Setting   Order a copy of this article
    by Na Meng, Shum Yi Cameron Lee, Wan Yee Winsy Lai, Samuel Kai Wah Chu 
    Abstract: With educational disparities between urban and rural learning environments around the world, some students, for whom English is a foreign language (EFL), in rural areas might require a higher degree of motivation to improve their English literacy abilities. This study seeks to bridge the urban-rural gap in English learning motivation by introducing a gamified e-learning platform to English lessons for rural school children. A qualitative approach incorporating numeric reporting was used with questionnaires and interviews designed based on self-determination theory. Students aged 10 to 12, their parents and teachers were invited to the study. Results showed that the gamified e-learning platform has significantly motivated rural students to learn English by appealing to their curiosity and interests, strengthening the parent-child bond, and fostering parent-child co-playing. For future EFL class designs for rural students, teachers can integrate gamification into their lessons to enhance students’ learning engagement and motivation when teaching English.
    Keywords: English learning; gamification; motivation; self-determination theory; rural setting.
    DOI: 10.1504/IJSMARTTL.2023.10057636
  • Examining Factors that Impede Effective Implementation of ICT-Based Curriculum in Namibian Primary Schools   Order a copy of this article
    by Lukas M. Shilongo  
    Abstract: The implementation of an ICT-based curriculum in schools has received both favor and criticism on a global scale It is also true that countries like Namibia have been compelled to create and include ICT-based curriculum in their educational systems due to the global demand for digital literacy This study was inspired by the notion that various elements interact to inform the efficient adoption and deployment of ICT-based curriculum in schools This qualitative study sought to investigate the barriers to the effective implementation of ICT-based curriculum in Namibian primary schools, specifically in the Otjozondjupa region This study is framed by TPACK and TAM theories, and relevant related literature was reviewed A purposive sampling technique was used to select eight principals and sixteen ICT-based curriculum teachers from eight primary schools Structured questionnaires and semi-structured interviews were used to solicit data from the samples, respectively The validity and reliability of the research instruments
    Keywords: effective; barriers; ICT-based curriculum; implementation; TPACK; TAM.
    DOI: 10.1504/IJSMARTTL.2023.10058892
  • Fused Multimodal Biometric Authentication for an Open Distance Learning Environment Online Examination   Order a copy of this article
    by Prince Yaw Owusu Amoako, Ernest Mnkandla 
    Abstract: The recent development of digital sensors such as cameras and scanners for capturing images and sound analysis systems for voice verifications has contributed significantly to authentication mechanisms in many applications The validation of students’ identity during examinations in an open-distance electronic learning (ODeL) environment continues to pose challenges As a result, much attention has not been given to the implementation of authentication techniques in this area to prevent a third party from dictating answers at an unnoticeable location to an agent during an examination This paper proposes a fused multimodal biometric authentication model based on facial recognition, voice recognition, and keystroke dynamics An experiment conducted on Moodle learning management system (LMS) on a client-server platform for 220 diverse students and 25 imposter students indicated prediction accuracy of 90% with a false acceptance rate (FAR) of 1 11% and false rejection rate (FRR) of 3 8% The results show significant improvement.
    Keywords: Fused Multimodal Biometric; Authentication; Online Examination.
    DOI: 10.1504/IJSMARTTL.2023.10059328
  • Hybrid Learning in Ghanaian Higher Education: Implications of the Diffusion of Innovation Theory   Order a copy of this article
    by Mildred. A. Adeaba  
    Abstract: Technology adoption is crucial in hybrid classrooms, the study investigated the factors that led to university students’ adoption of innovations for hybrid lessons through the application of the Diffusion of Innovation Theory after the pandemic. Two hundred students from the University of Ghana were surveyed through an online questionnaire and data analyzed through structural equation modeling and SPSS. The findings show that Ghanaian higher education students view Zoom as the newest innovation introduced for hybrid learning, the innovation adopter types are predominately early majority. Findings also show that Ghanaian higher education students’ intention to adopt hybrid learning is significantly interrelated and impacted by relative advantage, complexity, and observability. Compatibility and trialability were highly correlated and did not provide significant feedback. It was recommended that higher education authorities organize regular training on hybrid innovations for students and staff and technology integration in schools should be done from primary school onward.
    Keywords: hybrid learning; Diffusion of Innovation Theory; innovations; adopters; factors; Ghanaian higher education.
    DOI: 10.1504/IJSMARTTL.2023.10059846