International Journal of Technology Enhanced Learning (32 papers in press)
Integrating emotional attachment, resource sharing, communication and collaboration into UTAUT2 to examine students behavioural intention to adopt social media networks in education
by Ali Tarhini, Ali Alalwan, Dongmei Cao
Abstract: This study aims to develop and test an amalgamated conceptual framework based on Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) with trust (TR), emotional attachment (EA), resource and material sharing (RA), communication (COM) and collaboration (COL), which might be the salient factors that may influence the adoption of Social Networking Sites (SNS) for educational purposes. Data were collected from 399 Omani university students who use SNSs for their academic purposes using a self-administrated questionnaire. Confirmatory Factor Analysis (CFA) was employed to perform reliability and validity checks, and Structural Equation Modeling (SEM) was employed to test the proposed conceptual model. As hypothesized, the findings of this research revealed that students behavioural intention (BI) was positively and significantly influenced by COM, RA, performance expectancy (PE), COL, EA, hedonic motivation, and habit, in their order of influencing power and explained 67.7 % of the variance in behavioural intention. However, effort expectancy and TR did not has affecting impact on BI. This study could help instructors and managements at higher educational institutions to formulate strategies to encourage the students to use the social networking sites for academic purposes.
Keywords: Unified Theory of Acceptance and Use of Technology; Social media,; Facebook; Technology adoption; structural equation modeling; Developing countries.
Vodcasting Tasks in Online L2 Classes: Investigating the Potentials and Challenges in Distance Language Learning
by Sajad Faramarzi, Hossein Heidari Tabrizi, Azizeh Chalak
Abstract: Video podcasting technology or vodcasting has proven to be in the forefront of distance education in general and computer assisted language learning in particular. It has flourished by minimizing the possible needs of learners physical presence in second language classes and removing their affective barriers. The purpose of this study was to investigate the major potentials and challenges of vodcasting technology in improving major language skills from EFL learners perspectives. In order to achieve this, 120 EFL students were selected to receive a long term treatment of collaborative online practice of different skills by using Telegram application. The participants received the video podcasting tasks and were assigned to do the tasks collaboratively. At the end of the treatment, they were interviewed about the experience. The results of the semi-structured interview yielded remarkable information about the capabilities of the experience and the challenges which need to be obviated for future studies.
Keywords: Distance Language Learning; Listening Comprehension; Online Learning; Podcasting; Video Podcasts; vodcasting.
Seamless teaching and ubiquitous learning: An e-solution to the delivery of technology-infused lessons
by Imed Louhichi, Paul Noel, Rashid Emoron, Dalel Alouani
Abstract: A fundamental assumption in education is that the successful integration of technology in language classrooms can lead to improved teaching and learning. However, researchers often report that the implementation of technology by teaching practitioners remains much more limited than expected due to personal, institutional, and technological factors that influence teachers decision to integrate technology. This limitation is augmented by the exigencies of a new learning ecology in which ubiquitous learning accessing content and interaction from anywhere and at any time is born out due to ubiquitous computing everyday learning environments supported by mobile devices, embedded computers, and wireless networks. To address these limitations, we report on OLE - an e-tool we have created to offer teachers the opportunity to deliver technologically-infused lessons complete with warmers, formative assessments, and provisions for fun-based homework. Equally, OLE offers learners the chance to access lessons ubiquitously and to interact with teachers and peers synchronously and asynchronously.
Keywords: technology; ubiquitous learning; ubiquitous computing; TPACK framework; lesson planning; PPP model.
Educational Technology in Abu Dhabi Public Schools: Teaching With Interactive Whiteboards (IWBs)
by Olga Samsonova
Abstract: The main purpose of this study was to evaluate Abu Dhabi public school teachers perceptions of interactive whiteboards (IWBs) and find out how this technology is used in the classroom setting. This study was conducted at the Teacher Training Institute in Abu Dhabi, UAE during professional development sessions in January 2019. One hundred twenty-three teachers (Grades K-12) from numerous public schools completed structured pre and post-training surveys and were participants of group discussions. The result of the study highlighted a positive attitude and a great deal of satisfaction among most teachers towards IWBs. Preparing lessons, teaching, engaging, and motivating students, as well as assessing with IWBs all appeared to be beneficial for public school teachers. The research stressed the main benefits of IWBs usage and provided suggestions for professional development sessions on IWBs to be more effective for teachers practice.
Keywords: interactive whiteboards; public school teachers; technology; professional development sessions; assessing with technology.
Academics views of adaptive e-learning technology in a South African University
by Anass Bayaga
Abstract: The current study draws on research conducted on cognitive enhancement and adaptive e-learning technologies at a South African higher education institution. The research was motivated by the failure of implementation processes or delayed adoption rates regarding adaptive e-learning (AEL) technologies as compared to other industries or environments. This study was conducted involving ten academics recruited from a South African university. The design was exploratory in which participants experiences were analysed via discourse analysis. This study found that too many of the university faculty participants lacked sufficient understanding of AEL for AEL to be adequately implemented and used at the university.
Keywords: Adaptive learning technology; e-learning; e-health; computational cognition; information processing.
Developing a Student Attendance App Using QR Codes: Educational and Practical Considerations
by Sami Shaban, Mohi Eldin Magzoub, Margaret Elzubeir, Omar Hilal Shaban, Ahmed R. Alsuwaidi, Mohammed AlHouqani, Alsajir Basheer, Zeeshan Noor Mohammed, Widad El-Jaily, Ahmed Fathy Abdellatif
Abstract: Recording student attendance in educational institutions is a tedious, manual process that is both time-consuming and error prone. We have developed an app to capture student attendance. During each class session, the students will point their device at a unique QR Code displayed on the teachers projector. Each students attendance will be recorded immediately on the learning-management system. The app has been developed for both Apple and Android platforms to enable attendance capture in all classroom settings; a module added to a home-grown learning-management system enables display of the appropriate QR Code for each class session. We conclude that it is possible to develop an app that records student attendance using QR codes and institutional information systems. Implemented efficiently, student attendance can be recorded accurately and effectively, saving class time. Overall user satisfaction with the system was high, demonstrating that information technology can positively drive and support change in medical education.
Keywords: Student attendance; QR Code; App development; learning management system; medical education.
Designing an interactive educational software involving children as design partners
by Zamratul Asyikin Amran, Azlina Ahmad, Norshita Mat Nayan
Abstract: This paper describes a requirement study to design an interactive educational software for children. The study demonstrates the importance of involvement of children as design partners. Eleven (11) students aged 8 to 12 from a local government school participated in the study. Educational software used in the study were three (3) applications to help children learn mathematics. Observations and survey methods were used to evaluate fun, learning and ease of use. We used Smileyometer and Fun Sorter as tools for the children to evaluate the applications. We found that the Fun Sorter was a better evaluation tool for children. Results of the study show that children were aware of their needs for learning. They were able to produce creative ideas in designing an educational software for learning mathematics. The children believe that educational software should mainly focus on learning, but at the same time it should be fun and exciting.
Keywords: child computer interaction; educational software; participatory design.
Interaction between teacher and student beliefs when using different technology tools in a tertiary context
by Jeanne Kriek, Annaretha Coetzee
Abstract: Teachers and students have different beliefs about the use of technology, but beliefs guide the way teachers teach and influence student learning. This study explores: (i) how different teachers' beliefs about the use of prescribed technology tools influence their pedagogical reasoning and (ii) student beliefs concerning the impact of technology tools on their learning. An exploratory case study research design was followed with two teachers and 77 students. Five instruments were used, a teacher belief questionnaire, student content test, observation protocol, teacher reflective questionnaire and student feedback questionnaire. Findings confirm that different beliefs of teachers caused them to use the same technology tools differently, with little impact on student beliefs regarding their learning. The two groups ranked the technology tools to promote learning in the same sequence despite the differences in teacher behaviour, and favoured activities that involve active learner involvement.
Keywords: beliefs; technology tools; blended learning; videos; clickers; simulations; pedagogical reasoning.
Secondary Education Students Digital Scenario and Learning Strategies Use.
by Mark Peart, Prudencia Gutiérrez Esteban, Sixto Cubo Delgado
Abstract: The aim of this study is to identify and describe the influence of digital scenarios and sociodemographic variables on the learning strategies used by 78 secondary school students. A quantitative study was conducted, to find out how digital technologies are influencing learners inside and outside of the classroom, but also in other digital scenarios as the use of technologies is becoming increasingly intensive in everyday lives. Participants completed two Likert-scale questionnaires in which they provided information about their learning strategy and digital technology use in academic, work and free-time digital scenarios. The results show that there are significant differences between acquisition, codification, recovery and aid to processing learning strategy use, in addition to showing differences between the age and sex of participants.
Keywords: Learning Strategies; Digital Technology; Secondary Education: ICT.
Use of Smartphones amongst Undergraduates in Nigeria: Aid or Distraction to their Studies?
by Peter Egielewa
Abstract: Smartphone usage has revolutionised interpersonal communication in the world with the launch of the first Smartphone device called The Simon established by IBM in 1994. With the introduction of smartphone mobile Applications (Apps) such as dictionaries, calculators, Word Document, etc., undergraduates see their smartphones as an important companion in their studies. However, there are negative impacts of smartphones by undergraduates. Based on the Media Richness theory, this research investigates the role of smartphone in undergraduate studies using quantitative research design method, and with questionnaires administered to 380 students of two Nigerian higher institutions. The research concludes that smartphone can significantly be an aid but can also be a distraction to undergraduate studies if no institutional checks are put in place. This paper recommends that undergraduates should be encouraged to use helpful academic apps during their studies but higher institutions should put checks in place to prevent abuse of smartphone usage.
Keywords: Smartphones; Apps; Undergraduates; Studies; Institutions.
Effectiveness of e-learning in refugee camps: A case study of Certified Public Accountancy Course offered at Kakuma Refugee Camp
by Alfred Kitawi, Joseph Sevilla, Regina Nkonge, Kennedy Munene, Philomena Mwangi, Victor Malombe
Abstract: E-learning can improve the quality of learning outcomes among migrants and especially in refugee camps. Some studies have been done in Europe and Asia on migrant communities and how e-learning can empower them acquire knowledge to earn a living and for right living. This accountancy e-learning intervention was done by @iLabAfrica for the past two years among refugees in Kakuma in collaboration with Windle Trust, Kenya and UNHCR. A study was needed to measure the effectiveness of e-learning from the human and design dimensions and in relation to student performance.
Keywords: E-learning; Technology-enhanced learning; Refugee; Migrant communities; Accountancy.
An Integrative Framework to Investigate the Impact of Blended Learning Adoption in Higher Education: A Theoretical Perspective
by Bokolo Anthony Jnr., Adzhar Kamaludin, Awanis Romli, Anis Farihan Mat Raffei, Gan Leong Ming, Danakorn Nincarean A/L Eh Phon, Aziman Abdullah, Nurbiha A Shukor, Mohd Shukri Nordin, Suria Baba
Abstract: The importance of Blended Learning (BL) in institutions is momentarily increasing at all educational levels and particularly for higher education. However, relatively little research addresses students, lecturers, and administrators readiness towards BL adoption. Although, such study would support higher education to strategically assess current state and future direction of BL. Therefore, this study develops an integrative framework based on the Organization for Economic Co-operation and Development (OECD) framework, Hexagonal E-Learning Assessment Model (HELAM), and Khan octagonal framework to investigate the impact of BL towards measuring students, lecturers and administrators readiness and further explore on the intensity of implementation of BL impact in higher education. Survey data was collected from 87 samples from 3 Malaysia public university. Findings from this study findings provide understanding of BL initiatives, and offers insights to universities on improving teaching and learning effectiveness. Besides, our findings will be valuable to improve the impact of BL implementation.
Keywords: Higher education; Blended learning; Technology mediated learning; Technology mediated enhanced; Adoption and implementation; Impact.
Gen Zers Video Game Preferences and Learning Outcomes: Toward designing better games
by Elena Shliakhovchuk, Rostislav Oliynyk, Adolfo Muñoz
Abstract: This study presents the results of a survey consisting of broad, mostly open-ended questions concerning the video game preferences of Generation Z gamers and casual players (N=427). One of our aims was to gain relevant insights into the gaming preferences of Generation Z players and to describe what they find appealing in AAA entertainment games. In particular, this study revealed the video game genres, characters, and in-game elements and features that Gen Zers find attractive both in general and by gender. Our study also explored the genres, characters, in-game elements, and features that Gen Zers miss and are looking for in future games. Understanding the preferences of Gen Z players allows game designers, especially designers of educational and serious games dealing with current global and social issues, to make inferences about the Generation Zs preferred game features and thus
better personalise gameplay. Our findings also confirmed that video games are both fun and educational: our respondents indicated that they learned and reinforced knowledge about the English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity during video gameplay.
Keywords: generation Z; video game preference; educational technology; nonformal education; survey; digital natives; video game design.
Nanotechnology and Mobile Learning: Perspectives and Opportunities in Young Childrens Education
by Pandora Dorouka, Stamatios Papadakis, Michail Kalogiannakis
Abstract: The adoption of digital technologies in early childhood settings attracts the attention of an increasing number of researchers and scholars throughout the globe. Despite the proliferation of investigations focusing on learning through digital technologies in preschool and early-primary education, there are fields of knowledge in which the impact of digital technologies has yet to be explored. A typical example is that of Nano-Science and nano-Technology (NST). NST is a new interdisciplinary field with products and applications (apps) that utilize the cutting-edge technology and is increasingly penetrating into today's everyday life, promising to solve global challenges. The objectives of this paper are to (a) examine, based on relevant literature, whether digital technologies could enhance the teaching of concepts related to NST in early childhood settings (b) present the perspectives of mobile devices and their educational apps in young childrens learning procedure. The study concludes with a theoretical analysis of the research findings and a brief proposal for future research.
Keywords: Digital technologies; mobile learning; preschool and early-primary education; Nano-Science; Nano-Technology.
The Use of Social Media in Healthcare: Knowledge Transfer in the Cyprus Health Care System
by Marcos Komodromos, Nicholas Nicoli, Charalambos Papacharalambous
Abstract: Social media is considered one of the most popular channels used by healthcare practitioners to communicate with their publics, transfer their knowledge and promote health. The purpose of this paper is to investigate the benefits of the use of social media in healthcare to enhance knowledge in the Cyprus healthcare system. This qualitative study elaborates the orientation of physical experts about social media and knowledge exchange in the workplace. The face-to-face interview approach was used to investigate the exposition with the help of 184 non-directive and semi-structured interviews from the physical experts in Cyprus, using convenience sampling and thematic analysis was done using NVivo-11 plus. The results end up with three major themes. The social media applications extend communication and relationship between employees. These social media applications are equally beneficial for acquiring existing and new knowledge transfer. Social media applications advance knowledge exchange by promoting knowledge sharing and transfer.
Keywords: digital communication; new media; knowledge transfer; social media communication; healthcare system; clinical practice.
Disconnected Connectivity and the Information and Communication Technology
for Development (ICT4D) Initiatives in Bangladesh
by Abureza Muzareba
Abstract: This paper presents insights on the use of information and communication technology for development (ICT4D) in Bangladesh. It uses qualitative research approach and incorporates perspectives of information and communication technology (ICT) users, ICT4D project officials, government officials, ICT experts, and development experts. It examines three cases that use e-learning (learning using electronic device) as an informal means of learning. Thematic data analysis shows that ICT4D initiatives follow a top-down approach which underestimates aspirations of end-users to adopt ICT. Lack of social acceptance of ICT4D often undermines considerable economic gains earned by technopreneurs (Internet-based entrepreneurs). Notions of disconnectedness are instilled by ICT4D project priorities that limit rural peoples conceptualization of ICT, disconnecting them from sensing broader perspectives of it. Exclusion of academicians in knowledge encoding process for e-learning, and development of ICT4D discourses reflecting incomplete scenarios are the other instances of disconnectedness.
Keywords: information and communication technology for development; disconnected; connectivity; technopreneur; e-learning; Bangladesh.
Recommendations of robotics platforms for secondary school education
by Stuart Forsyth
Abstract: Over the past decade, robotics has become more commonly taught in secondary (high) schools. However, research shows that teachers face difficulty in choosing a suitably aligned curriculum, pedagogy and robotics platform. This paper provides recommendations of suitable robotics platforms for teaching three areas of a robotics curriculum: mechatronics, robot programming and robot construction. It also illustrates how pedagogy approaches are aligned to the three strands of the robotics curriculum by reviewing literature related to the robotics curriculum targeting high school students and a technical review of a range of robot brands and models available in the market.
Keywords: educational robotics; secondary school robotics; high school robotics; selecting robotics platforms; robotics curriculum; pedagogy for secondary school robotics.
Role of technology Anxiety within UTAUT in understanding non-user adoption intentions to Virtual Learning Environments: The state university lecturers perspective
by Asanka Gunasinghe, Samudaya Nanayakkara
Abstract: Aim of this study is to examine the significance of technology anxiety within the UTAUT framework by determining VLE adoption intentions of Sri Lankan state university lecturers. A developing country like Sri Lanka can potentially expand higher education sector potentials through ICT integration into the state universities. Thus, understanding lecturers perceptions about educational technologies such as VLEs is valuable. An online survey tool was used for data collection. # 219 valid responses were obtained. Data analyzed using structured equation modelling. rnBy adding technology anxiety as an external component (i.e., affection) to UTAUT factors (mainly cognitive and behavioral), this study enhanced the response power of the framework. Further, the theorized relationships between UTAUT factors and technology anxiety would fulfil the gap in the lack of literature that connects affective, cognitive components to predict technology adoption. Results revealed that performance expectancy and facilitating conditions have positive correlations with VLE adoption intention, while technology anxiety confirms its significant negative effect on the same. Further, it was found that technology anxiety has positive effects on both performance expectancy and effort expectancy although only PE indicate a mediation effect. The effect of technology anxiety on all hypothesized relationships was moderated by lecturers age and gender.
Keywords: Unified Theory of Acceptance and Use of Technology (UTAUT); Virtual Learning Environment (VLE); Anxiety; Blended Learning; Teacher Technology Acceptance; Structured Equation Modelling (SEM); Mediation; Moderation;.
Context-Aware Ubiquitous and Mobile Learning Systems: Research Gaps and Challenges
by David Santiago Garcia Chicangana, Oscar Santiago Lopez Erazo, Carolina González, Jorge Muñoz, Jovani Alberto Jiménez Builes
Abstract: There is a tendency for mobile and ubiquitous learning systems to be context-awareness as context provides valuable information that can be used for content or service adapted to the environment and the user. These systems are applied in both formal and informal contexts. In this study, we carried out a systematic mapping with the aim of providing a more updated panorama of the state-of-the art, identifying gaps and future works in mobile and ubiquitous context awareness learning systems, especially in characteristics such as the most used entities in the context, adaptation of content, extraction of user information and gamification strategies that have been applied in an informal context. Our results show that the location and the users profile are the entities of the most used context; that the most used type of adaptation is the adaptation of educational resources; that the gamification strategies allow to improve the learning experiences in the informal contexts; and that there are several studies aimed to extract users information indirectly.
Keywords: M-Learning; U-Learning; content adaptation; Context-aware,learning environment; systematic mapping.
University Student Satisfaction with Blended Learning: A Cross-National Study between North Macedonia and Jordan.
by Jusuf Zeqiri, Baker Ahmad Alserhan
Abstract: The study aims to investigate the impact of blended learning as a novel teaching and learning methodology that combines conventional face to face classes with online instructional content on students satisfaction. Two different learning platforms were considered in this study; Google Classroom used at the South Eastern European University (SEEU) and Moodle used at Princess Sumaya University for Technology (PSUT). In the study 369 respondents participated from North Macedonia and Jordan. The significance of this study is attributed to its confirmatory approach and comparative nature. While it investigates the impact of blended learning as a new approach on students satisfaction, it also investigates this impact in two different groups of students. The aim of the former is to confirm/reject the findings of previous studies or at least to see if their findings apply within the context of this study. The aim of the later is to find out if attitudes towards blended learning are differ across different students groups. Such a difference, if it existed, would mean that different blended learning approaches will need to be adopted.rnResults from multivariate regression analysis reveal that the interaction between teachers and students is significantly improved with blended learning. Both, atmosphere created during the process and independent learning were positively related to students satisfaction with blended learning. In addition, it was accepted that blended learning platforms make it easier for publishing resources and organizing courses. Moreover, although blended learning was preferred over a traditional lecture format at the university level by both groups, results show that there are some differences in satisfaction between students in Jordan and students in North Macedonia. Finally, the study could be further improved with more rigorous statistical analysis and conducting wider in depth cross-country/culture comparative studies to investigate if the differences observed in this study will withstand further scrutiny. If results hold and significant differences exist then educational institutions in different countries should take into consideration such a difference during their transition into blended learning environments.
Keywords: Blended learning; Moodle; Google classroom; learning and teaching; satisfaction.
The COVID-19 Pandemic: When E-Learning Becomes Mandatory Not Complementary
by Mohammed Akour, Mamdouh Alenezi, Hiba Al Sghaier, Yazan Al Shboul
Abstract: The novel coronavirus, SARS Coronavirus-2 (SARS-COV-2), is a new strain of coronavirus that causes COVID-19. SARS-COV-2 was first identified in China and spread rapidly across the world. Many countries have implemented extraordinary measures in response to the COVID-19 outbreak, including closing schools and universities and moving to remote teaching. E-learning is an important education method and many e-learning systems were developed to provide fast delivery, effective learning, and better and easier communication. E-learning was previously a complementary methodology or a luxury but the COVID-19 outbreak has made e-learning mandatory. It is the only way to continue schools and universities educational programs. Assessing the value of e-learning is more important than ever. Students are the focal point of the educational process; continuous and conscious monitoring of their satisfaction is crucial for the feasibility of e-learning. This paper aims to study the impact of the sudden move to remote teaching (e-learning educational process) on students at four universities in two countries (the Kingdom of Saudi Arabia and the Hashemite Kingdom of Jordan). Participating students were surveyed to measure their perceptions in terms of current e-learning processes and systems, and their experience with the e-learning educational process. The hypotheses are accepted and rejected based on statistical analysis of student responses. Overall, students had a negative attitude towards e-learning, which was expected as the move to e-learning occurred quickly and without proper planning.
Keywords: E-Learning; COVID-19 Epidemic; Courses Quality.
Education of Preschool and Elementary Teachers on the Use of Adaptive Gamification in Science Education
by ?lkinoos-Ioannis Tzourmpakis, Stamatios Papadakis, Michail Kalogiannakis
Abstract: The use of games regarding education is not something new. Their use, especially in the early stages of the education system, is notably widespread in helping students learn and develop various skills. Although students are considered the center of teaching, the teacher plays a central key role. He/She is called upon to care and understand the needs of each individual student, provide the proper learning material and evaluate the whole learning process. We propose exploring how active and pre-service teachers design and integrate adaptive gamified environments into teaching science education.
Keywords: Preschool and Primary Education; Teacher Education; Digital Technologies; Adaptive Gamification; Science Education; mobile learning.
Inservice teachers beliefs about educational robotics in preschool classroom
by Stamatios Papadakis
Abstract: Children today live in a digital world that is evolving with technological advances and innovative technologies. Governments and policymakers around the globe are becoming interested in how to effectively bridge technology and economic prosperity as a driver for transforming teaching and learning through digital education. In early childhood education especially, educational robotics is a type of technology that is more suited than other tools. The reason is that robots have appealing features and functions keeping childrens attention, improving their performance, concentration, cognitive flexibility among others. But any effort to facilitate educational robotics in school settings must necessarily consider the role of the teachers, who are called to realize the goals specified by national curricula and educational programs. This study is designed to investigate Greek teachers' beliefs of using educational robotics technology, as well as key issues to consider for the future establishment of these technologies in the preschool classroom.
Keywords: Educational robotics; Preschool Education; In-service teachers; Kindergarten; Beliefs; Perceptions; Computational Thinking; Coding; STEM.
Potential and limits of game-based learning
by Simon Greipl, Korbinian Moeller, Manuel Ninaus
Abstract: Because educational games increasingly find their way into the classroom, we aim at outlining potentials but also limitations of game-based learning. First, we compile widely acknowledged benefits, like the ability of learning games to engage and meet the learner's situation. Moreover, we argue that the reduced use of games for learning in higher education does not seem warranted. We propose a three-dimensional framework that highlights the potential of adaptive game-based learning to catalyse the learning process by addressing cognitive, emotional and social factors of the learner and characteristics of the respective learning environment. We emphasise mandatory considerations like the inability of 'serious games' to replace but complement and enhance traditional educational approaches as well as the misunderstanding that the current generation has a 'native' understanding of technology. With adequate resources, theoretical frameworks, interdisciplinary competencies and clear goals, one can realise effective game-based learning that meets the requirements of modern education.
Keywords: game-based learning; effectiveness; limitations; education; adaption; resources; balance.
Learning actor ontology for a personalised recommendation in massive open online courses
by Sara Assami, Najima Daoudi, Rachida Ajhoun
Abstract: Massive Open Online Courses revolutionised online learning and instigated research on information and communication technologies for learning to enhance the learner experience and increase his engagement level. In earlier research, we identified the recommendation criteria that could be used to recommend suitable MOOCs for the learner's needs and motivations. Thus, criteria like the level of knowledge, competences and the pace of learning introduced by MOOCs and preferred by learners will be matched by a personalised recommender system. In this paper, we model the Learning Actor ontology to be used for this matching process. It is a domain ontology that was developed by following the phases of the on-to-knowledge methodology: feasibility study, kickoff phase, refinement phase, evaluation and validation phase and, finally, the maintenance phase. At last, we obtained the learning ontology that describes the "learning actor" major class by using a complex definition of characteristics and their relationship and range of values.
Keywords: MOOC; massive open online course; recommender system; personalised recommendation; learning actor ontology; on-to-knowledge methodology; QMOOCs; quality MOOCs; ontology engineering; domain ontology.
Opportunities of MOOCs and flipping micro-learning models in international joint academic degree programs
by George Sammour, Abdallah Al-Zoubi, Jeanne Schreurs
Abstract: This research paper investigates the readiness of students to opt for MOOC courses in universities offering a joint master degree international program. A study is conducted on two joint academic study programs offered by the University of Hasselt in Belgium and Princess Sumaya University for Technology in Jordan. The study examines the readiness of students to take MOOC courses and their acceptance by universities' management staff and professors. The study reveals promising results as they suggest that such virtual study programs are readily accepted in both universities by professors and students, though management staff and some professors expressed concerns on the approval of the equivalence of a MOOC onto courses. A flipping microlearning class-learning model is proposed as the future excellent educational model, creating the flexibility for the students to study courses or on distance or on campus. MOOCs have been found a suitable option for delivering learning content online.
Keywords: online learning; MOOC; massive open online courses; adoption of MOOCs; flipping class; micro-learning; readiness of students to take MOOCs.
What makes web-enhanced learning successful: four key elements
by Moatasim A. Barri
Abstract: The rapid change in Learning Management Systems (LMS) is presenting challenges for users to adapt. Yet, there is a need for a conceptual e-learning evaluation framework which tracks that change. This study was conducted to determine how accurately a linear combination of four key elements: usability, technology self-efficacy, content quality, and interaction quality can predict students' satisfaction with web-enhanced learning. Data on 85 students from a university were collected using an online closed-ended questionnaire. Multiple procedures were utilised for instrument validation, data screening, and data analysis. Findings from the study confirmed the validity of the proposed model for evaluating the effectiveness of learning facilitated by an LMS. In addition, the findings showed that the four key elements usability, technology self-efficacy, content quality, and interaction quality affected students' satisfaction with the web-enhanced learning. Further studies and practical implications are discussed.
Keywords: student satisfaction; technology self-efficacy; usability; content quality; interaction quality; web-enhanced learning; LMS.
Understanding the requirement of a 3D aided augmented reality mobile app dictionary for children
by Chit Su Mon, Kasthuri Subaramaniam
Abstract: Today's world is powered by advance technologies and mobile technology has become part of our daily lives. However, the usage of mobile device by children is usually for playing games, watching videos or listening to music and therefore has not been properly utilised by children to achieve educational goals. Through education, children can gain knowledge and skills that they need in their lives. Early childhood education is important because it can lead them to a better future. Edutainment is one of the popular methods to engage children in learning and this research explores the requirement of 3D aided augmented reality (AR) mobile app dictionary for children. The study is based on studying the existing popular augmented reality applications related to researches as well as conduct a questionnaire involving parents and teachers who interact with children. According to the result collected in this research, it is found that the proposed requirement will allow children to use mobile device in more effective and fun ways.
Keywords: augmented reality; education; children; virtual reality; mobile app; 3D.
The viability of UTAUT-3 in understanding the lecturer's acceptance and use of virtual learning environments
by Asanka Gunasinghe, Junainah Abd Hamid, Ali Khatibi, S.M. Ferdous Azam
Abstract: This research aims to assess the viability of Unied Theory of Acceptance and Use of Technology 3 (UTAUT3) in understanding lecturer's acceptance of virtual learning environments (VLE) in Sri Lankan state universities. The study employed quantitative methodology, random sampling technique to obtain 441 responses. It was found that performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC), habit (HB) and hedonic motivation (HM) were significant influences of lecturer's acceptance of VLE. However, Social Influence and Personal Innovativeness in IT (PI) were not significant determinants of VLE acceptance in the study context. The study recognised a set of factors that affect the academic staff acceptance of VLE in the state university context. Finally, this research contributes to the growing body of IS literature by examining the validity of UTAUT3 framework in the use and acceptance of educational technology in a developing country.
Keywords: UTAUT 3; VLE; virtual learning environment; teacher's technology acceptance; SEM; structured equation modelling.
Special Issue on: ERPBSS-2018 Technology in the Classroom Innovations in Teaching and Learning
3D-Printing Techno-network to Help Students Overcome Mathematical Learning Difficulties
by MARIA MAVRI
Abstract: Three-dimensional (3D) printing is a new manufacturing technology that has many applications related to social, economic, and environmental activities. In this study, we introduce the concept of a 3D printing techno-network, which is a network of humans and the resources they use, to engage in a 3D printing procedures. We claim that this network could both influence and improve educational activities to help students with mathematics learning difficulties (MLD) better understand mathematics. The paper proposes an educational scenario of teaching mathematical algorithms using this innovative technology. Mathematical understanding learning outcomes and the adoption of technological achievements are evaluated through a proposed framework consisting of 12 educational and technological indicators.
Keywords: 3D printing; 3D printing techno-network; mathematical learning difficulties (MLD); educational scenario.
Industry Academia Outreach: A Study of Student Perception
by Engie Bachir, Krishnadas Nanath, Fehmida Hussain
Abstract: The importance of industry outreach and collaboration has been increasingly recognized by the Department of Computer Engineering and Informatics at an international branch campus of a British university based in Dubai. Through the past few years, the department has focused on exposing its students to the industry through various activities such as guest lectures, field trips, events and several Academic Alliance Programmes (AAP) and certifications. This initiative has been placed to enhance the students experiences at this department and immerse them in the most recent innovations and cutting-edge technologies. A study has been designed to examine the students views and values of these industry activities from three perspectives namely: academic relevance, career and network building, and overall satisfaction and experience. activities and enhancements. 129 students participated in the study. According to students, the implemented outreach initiative has been successful in terms of academic learning and experience, and satisfactory in terms of career and network building. The findings have provided the department with insights towards future industry outreach that would enhance its students experiences.
Keywords: Academia; Industry; Collaboration; Partnerships; Industry Outreach Activities; Students’ Experiences; Students’ Learning; Students’ Careers; Students’ Attitudes.
Proposing new innovative technological features to support human e-learning interaction processes in academic organizations
by Jamil Razmak, Wejdan Farhan, Ghaleb A. El Refae
Abstract: The rapid growth and widespread adoption of e-learning technologies with human interaction has sparked a revolution in learning styles. These adaptations in the interaction process have been organized around two methods of interaction: synchronous and asynchronous. The present study utilizes this revolution to enhance human interaction and learning styles by designing a real application of an e-learning user interface (ELUI) that allows users to benefit from the effects of online interaction. This design is implemented in a practical way that enables users to use, evaluate, and test the daily transactions of the ELUI. Quantitative and qualitative data were collected through surveys and semi-structured interviews to measure students and teachers perspectives regarding usage of the ELUI. The findings indicated that students were satisfied with the new features added to the suggested e-learning interface. The interview with teachers enhanced the study by further validating the overall high satisfaction among their students. Teachers responded positively to the ELUI, particularly regarding the design of the ELUI and its features supporting the human e-learning interaction process. The results provide students, teachers, academic institutions and developers some guidelines on the design and implementation of the future e-learning system. Teachers acceptance of their roles in the early stages is essential because these will expand to involve other roles including content facilitator and manager. This is particularly so when embedding the interactional communication features for learning purposes through interactive learning settings, using video, audio and acceptable screen color and font size, which improve the ease of use of the learning outcomes.
Keywords: e-learning user interface; human-computer interaction; student satisfaction; teacher perspective.