Research Article
Ali Sharaf Al Musawi, Asma Al Suhi, Zainab Al Mamari
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep562
ABSTRACT
Virtual reality (VR) has fundamentally changed how students interact with their subjects and learn because it offers an immersive learning environment. This qualitative study aims at exploring Omani English as a foreign language (EFL) teachers’ perceptions of using VR. It employed semi-structured interviews with 20 schoolteachers working in Al-Dhahira Educational Governorate in Oman, 10 females and 10 males. The findings revealed positive perceptions towards VR integration into education. However, the study found key challenges hindering the implementation of VR in education, including time constraints, technological barriers, financial concerns, the need for professional training, content creation challenges, and the necessity for students to acclimate to VR technology. Further, it showed that the primary concerns related to VR focus on cultural considerations, hacking, privacy, data security, and potential addiction. It also illustrated teachers’ main recommendations of providing sufficient infrastructure, institutional support, and continuous research on such technology. This research fills a gap in literature regarding the effective integration of VR into the Omani educational system. By tackling the specific challenges related to this context, it provides valuable implications and recommendations for Omani policymakers and educators to introduce VR for students in public schools in Oman.
Keywords: virtual reality, Oman, EFL schoolteachers, perceptions, technology integration
Research Article
Lane Maxcy, Denise A. Soares, Judith Harrison
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep563
ABSTRACT
The current study evaluated the effect of technology-based self-management on disruptive behavior and academic engagement (AE) with a student with an emotional and behavioral disorder. A multiple baseline design across three general education settings was used to assess the effectiveness of the intervention, self-management using the CellF-Monitoring app. The use of technology based self-management resulted in an increase in AE across all three academic settings. Furthermore, students and teachers rated CellF-Monitoring app as highly social valid
Keywords: emotional behavior disorders, self-management, academic engagement, disruptive behavior, intervention
Research Article
Antony Musasa, Jameson Goto, Geoffrey Lautenbach
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep564
ABSTRACT
Educators must effectively integrate technology into their teaching practices in today’s technology-driven world. This study investigated factors influencing technology integration into teaching among mathematics educators in Gauteng secondary schools in South Africa. The unified theory of acceptance and use of technology, extended by adding the technological pedagogical content knowledge (TPACK) framed the study. Data was collected using an online questionnaire from 309 mathematics educators. Exploratory and confirmatory factor analyses were used to validate and verify the measurement model. The structural equation modelling analyses indicated that hedonic motivation (HM), performance expectancy (PE) and TPACK influenced behavioral intention (BI) to integrate technology. TPACK, facilitating conditions (FC), effort expectancy (EE), social influence (SIN), descriptive norms (SID) and habit (HT) influenced the behavioral use (BU) of technology integration. The second-order structural modelling indicated that all the constructs contributed to technology integration. Still, TPACK was the most important, with the highest explained variance of 64.4%, followed by EE, FC, HM and HT, which all had explained variances above 50%. BI and BU, PE and social influence contributed less than 50% of the explained variance. Our findings could provide insights into future interventions for effective technology integration for in-service educator training.
Keywords: TPACK, facilitating conditions, technology integration, effort expectancy, mathematics
Research Article
Izida I. Ishmuradova, Alexey A. Chistyakov, Tatyana A. Brodskaya, Nikolay N. Kosarenko, Natalia V. Savchenko, Natalya N. Shindryaeva
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep565
ABSTRACT
This investigation aimed to ascertain latent profiles of university students predicated on fundamental factors influencing their intentions to acquire knowledge in artificial intelligence (AI). The study scrutinized four dimensions: supportive social norms, facilitating conditions, self-efficacy in AI learning, and perceived utility of AI. Through the utilization of latent profile analysis (LPA), the investigation endeavored to unveil distinct subgroups of students delineated by unique amalgamations of these factors. The study was carried out with a cohort of 391 university students from diverse academic disciplines. LPA disclosed five unique subgroups of students: Cautious Participants, Enthusiastic Advocates, Reserved Skeptics, Pragmatic Acceptors, and Disengaged Critics. These categories showed somewhat different goals to learn AI; Enthusiastic Advocates showed the highest intention while Disengaged Critics showed the lowest. The findings enhance the growing corpus of research on AI education in higher education by providing a sophisticated knowledge of the variation among university students about their attitudes and preparedness to learn AI. Subgroups of students show that learners need unique educational strategies and interventions to meet their diverse needs and attitudes. AI is changing many fields, therefore college students must learn about it and prepare for it. The findings advance AI education research and impact curriculum and policy.
Keywords: artificial intelligence, higher education, latent profile analysis, situated expectancy-value theory, intention to learn AI
Research Article
Sofía Rocha-Castillo, Cynthia Pasquel-López, Yolanda Heredia-Escorza
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep566
ABSTRACT
Evidence indicates that the integration of information and communication technologies (ICT) in education improves knowledge acquisition, reduces socioeconomic disparities, fosters autonomous learning, and develops problem-solving and collaboration skills. Teachers and their professional development play a crucial role in facilitating an effective process and redefining perceptions of ICT in education. The study aimed to examine the implementation of a technological integration initiative in rural, indigenous, bilingual, and multi-grade elementary schools in Chiapas. The study used an action research approach and considered a social intervention. The participants were 166 students from 1-6 grades of primary school, some in single grade, others in multi-grade, and six teachers. We use a variety of action research techniques: participant observation, active listening, in-depth interviews, and teacher surveys. The results suggest that the acceptance and application of educational technology vary among teachers, showing an inconsistent level of adoption at the pedagogical level. It was revealed that, although the integration of technological tools in pedagogical practices tends to be positively accepted, in this case, it has not been fully assimilated with the ease, naturalness, and enthusiasm expected in its daily application. The implementation of this initiative demonstrates the importance of adapting educational innovation projects to the specific needs and characteristics of communities to develop culturally relevant projects.
Keywords: technology-based learning, indigenous education, impact evaluation, technology integration
Research Article
Kaur Kiran, Rohaida Mohd Saat, Lieven Demeester, Magdeleine Duan Ning Lew, Wei Leng Neo, Nopphol Pausawasdi, Thasaneeya Ratanaroutai Nopparatjamjomras
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep567
ABSTRACT
Online teaching during the COVID-19 pandemic compelled many instructors to seek efficient and effective ways to stay connected with their students and improve the learning experience by using a wide range of available technologies. This multiple-case study, in three South-East Asian universities, investigated whether the use of technology in university teaching and learning during that period influenced personalized learning, and if so, how. The study also explored the kinds of institutional support for teachers and learners that led to increased technology-enhanced personalized learning (TEPL). Using a qualitative approach, the study analyzed 23 individual interviews and 3 document analyses (circulars, announcements, etc.), involving six administrators (AD), six faculty developers (FD), and eleven instructors. Purposeful sampling targeted AD involved in policy development and strategic planning, FD responsible for professional development programs, and instructors with high teaching evaluation scores and expertise in online learning across various disciplines. Thematic analysis revealed that technology enhanced flexibility in learning pace, time, and place, increased student choice in learning methods, enabled needs-driven teaching adjustments, and provided more and broader personalized feedback, sometimes facilitated by anonymity. The provision of training and resources, including emotional, physical, and infrastructure support for students, facilitated the growth of TEPL. The significance of this study lies in discussing how online teaching, and institutional support for it, facilitated the growth of TEPL. Universities can explore collaborations to further advance this growth.
Keywords: technology-enhanced personalized learning, online teaching and learning, instructors, faculty developers, administrators, university support
Research Article
Amina Bashir, Aamir Aziz, Muhammad Imran, Norah Almusharraf
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep568
ABSTRACT
With technological advancement, multimodality has received paramount importance in teaching and learning. Different technology-based assistance is available nowadays, and computer-assisted language learning (CALL) is one of them. It uses computer-based tools, materials, resources, and information to assist second language learning. Motivation keeps learners focused and persistent, making them more willing to communicate in a second language. This quantitative study unearths how the use of multimodal pedagogical resources motivates language learners and promotes their willingness to communicate (WTC). For this purpose, data is collected from the English language learners of three semesters from the department of English, University of Sahiwal. From the 3rd, 5th, and 7th semesters, the data is collected using Google Forms, and a five-point Likert scale questionnaire is utilized as the research instrument. The responses are analyzed descriptively using SPSS 29. The validity and reliability analysis of the questionnaire is also done to check the quality and strength of the instrument utilized. Inferential Statistical Analysis is done by using two non-parametric tests, the Mann-Whitney U Test and Kruskal-Wallis H test. From the responses received and the descriptive analysis, it is observed that the use of multimodal pedagogies motivates the learners and makes them more willing to communicate in the target language not only inside the classroom but also outside the classroom.
Keywords: CALL, motivation, WTC, multimodal pedagogy, multimodality
Research Article
Raihan Zainudin, Hutkemri Zulnaidi, Nofouz Mafarja, Mohd Zahurin Mohamed Kamali
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep569
ABSTRACT
Traditional rote learning methods often fail to adequately develop reasoning skills in mathematics, particularly among pre-university students. This study addresses challenges in fostering mathematical reasoning abilities, as evidenced by declining TIMSS results and resistance to pedagogical innovations. My online teaching with GeoGebra (MyOT_G+) kit was developed as a technology-enhanced teaching solution to improve students’ understanding of propositional logic. Grounded in constructivist theory, the kit integrates GeoGebra software and Venn diagrams for an interactive learning experience, focusing on subtopics such as De Morgan’s laws, conditional, converse, inverse, contrapositive, and biconditional statements. Using the design and development research approach and the ADDIE model, the study combined qualitative and quantitative methods. Phase 1 involved interviews with five mathematics lecturers and five pre-university students in Kuala Lumpur to identify instructional needs. Phase 2 focused on designing and validating the MyOT_G+ kit with input from 13 experts. Findings revealed the kit’s user-friendliness, adaptability, and ability to reduce cognitive load, facilitating a deeper understanding of mathematical concepts. This study highlights the potential of integrating technology into mathematics education, offering scalable solutions for improving reasoning skills in pre-university contexts. The MyOT_G+ kit provides evidence that interactive, visual tools enhance comprehension of complex topics, with implications for pre-university education and teacher training programs.
Keywords: online teaching, GeoGebra, MyOT_G+ kit, propositional logic, mathematical reasoning
Research Article
Sonia Triana-Vera, Omar López-Vargas
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep570
ABSTRACT
This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (Cundinamarca-Colombia). The research followed a quasi-experimental design with two independent variables: (1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners’ personal judgments about their abilities to learn content within the field of technology.
Keywords: self-efficacy, motivational scaffolding, adaptive scaffolding, in computer-based learning environments
Research Article
Olga V. Sergeeva, Marina R. Zheltukhina, Tatyana Shoustikova, Leysan R. Tukhvatullina, Denis A. Dobrokhotov, Sergey V. Kondrashev
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep571
ABSTRACT
Generative artificial intelligence (GAI) technologies are gaining traction in higher education, offering potential benefits such as personalized learning support and enhanced productivity. However, successful integration requires understanding the factors influencing students’ adoption of these emerging tools. This study investigates the determinants shaping higher education students’ adoption of GAI through the lens of the unified theory of acceptance and use of technology 2 framework. Data was collected from Pyatigorsk State University students and analyzed using structural equation modeling. The findings reveal habit (HB) as the most influential predictor of GAI adoption among students, followed by performance expectancy. Hedonic motivation, social influence (SI), and price value positively influenced behavioral intention (BI) to use these technologies. Surprisingly, facilitating conditions (FCs) exhibited a negative effect on BI, suggesting potential gaps in support systems. The study identifies no significant gender differences in the underlying factors driving adoption. Based on the results, recommendations are provided to foster HB formation, communicate benefits, enhance hedonic appeal, leverage SI, address price concerns, and strengthen FCs. Potential limitations include the cross-sectional nature of the data, geographic constraints, reliance on self-reported measures, and the lack of consideration for individual differences as moderators. This research contributes to the growing body of knowledge on GAI adoption in educational contexts, offering insights to guide higher education institutions in responsibly integrating these innovative tools while addressing student needs and promoting improved learning outcomes.
Keywords: UTAUT2, generative AI, higher education, adoption of AI, hedonic motivation, habit
Research Article
Osamah Mohammad Ameen Aldalalah, Yousef Wardat, Ali Abdul Hadi Al-Omari, Raed Mahmoud Khodair
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep572
ABSTRACT
The study aims to examine the effectiveness of interactive digital content based on the technological pedagogical content knowledge framework (TPACK) model in developing the skills of educational aids production and enhancing cognitive achievement among early childhood students at Jadara University. The researcher relied on the quasi-experimental approach with two groups to identify the effectiveness of the independent variable teaching method (the effectiveness of interactive digital content based on the TPACK model) on the dependent variable (educational aids production skills and cognitive achievement). This study used two instruments: an achievement test and an observation card. The study sample comprises 47 female students from Jadara University. The results showed the effectiveness of interactive digital content based on the TPACK model in developing skills for producing educational aids and cognitive achievement. Based on the results, the researcher recommends providing training courses for students on designing digital course models to develop various skills.
Keywords: digital content, TPACK, teaching aids, achievement
Research Article
Fatema Al Nabhani, Mahizer Bin Hamzah, Hassan Abuhassna
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep573
ABSTRACT
This study sought to investigate the effects of employing artificial intelligence (AI) on the customization of educational content and the enhancement of academic performance and engagement among students and teachers. The research involved a sample of ninth-grade students and their educators from diverse subjects, utilizing questionnaires to evaluate their expectations and experiences with AI in education. The data were examined utilizing statistical techniques including means, standard deviations, and one-way ANOVA. The findings indicated that students held strong positive expectations regarding the influence of AI on the personalization of educational content, suggesting that customizing material to their specific needs would enhance their academic performance and boost engagement with the learning resources. Teachers concurred with the significance of AI in improving content personalization, especially given the difficulties encountered with conventional techniques. The study indicated that educators from various disciplines exhibited no significant differences in their evaluations of AI’s influence on education, implying that this technology may be advantageous across multiple courses. Furthermore, both educators and learners anticipated that AI would deliver swifter and more efficient feedback, hence improving the educational experience and engagement within the classroom. The study advocated for the incorporation of AI into educational curricula and the establishment of training programs for educators on the appropriate utilization of this technology. It also recommended undertaking additional long-term experimental research to assess the effects of AI over prolonged durations and within broader student populations. The study advocated for the enhancement of technology infrastructure to facilitate the effective integration of AI in educational settings, hence promoting more tailored and efficient learning experiences.
Keywords: artificial intelligence, personalizing educational content, integrated educational environment
Review Article
Klarisa I. Vorobyeva, Svetlana Belous, Natalia V. Savchenko, Lyudmila M. Smirnova, Svetlana A. Nikitina, Sergei P. Zhdanov
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep574
ABSTRACT
In this analysis, we review artificial intelligence (AI)-supported personalized learning (PL) systems, with an emphasis on pedagogical approaches and implementation challenges. We searched the Web of Science and Scopus databases. After the preliminary review, we examined 30 publications in detail. ChatGPT and machine learning technologies are among the most often utilized tools; studies show that general education and language learning account for the majority of AI applications in the field of education. Supported by particular learning approaches stressing student characteristics and expectations, the results show that automated feedback systems and adaptive content distribution define AI’s educational responsibilities mostly. The study notes major difficulties in three areas: technical constraints and data privacy concerns; educational and pragmatic barriers. Although curriculum integration and teacher preparation are considered major concerns, pedagogical challenges come first above technology integration. The results also underline the need for thorough professional development activities for teachers and AI tools for especially targeted instruction. The study shows that the efficient application of AI-enabled PL requires a comprehensive strategy addressing technological, pedagogical, and ethical issues all at once. These results help to describe the current state of AI in education and provide ideas for future developments as well as techniques for its use.
Keywords: artificial intelligence, personalized learning, adaptive learning, intelligent tutoring systems, ethics in AI education
Research Article
Jose Belda-Medina
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep575
ABSTRACT
This study investigates the impact of augmented reality (AR) on vocabulary and content learning, as well as attitudes, in a content and language integrated learning (CLIL) setting. The research, based on convenience sampling, involved 162 secondary education students from three schools, divided into an experimental group (EG) and a control group (CG). The EG engaged in AR-based activities, while the CG used traditional handbook activities. The study’s objectives included evaluating the effectiveness of AR in enhancing learning outcomes and examining student attitudes toward AR. A quasi-experimental design was employed, incorporating pre- and post-tests and surveys. Results indicated that the EG showed significantly better retention and understanding of English vocabulary and content compared to the CG, suggesting that AR can enhance educational outcomes. Additionally, students in the EG reported higher levels of engagement and motivation, highlighting AR’s potential to improve student attitudes towards learning. These findings suggest that integrating AR into CLIL settings can provide substantial educational benefits, warranting further exploration and implementation in diverse educational contexts.
Keywords: augmented reality, CLIL, vocabulary acquisition, secondary education, educational technology
Research Article
Ragad M. Tawafak, Waleed Mugahed Al-Rahmi, Abdulrahman Alshimai, Ibrahim Yaussef Alyoussef, Ayad Aldaijy
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep576
ABSTRACT
The importance of gameplay extends beyond mere entertainment, playing a crucial role in shaping behavioral intentions (BIs) in various contexts. This research aims to discover how digital gameplay influences students’ BIs, mainly in the context of technology adoption in education. The main objective is to investigate the impact of digital gameplay on students. This study is based on the technology acceptance model (TAM), which serves as the theoretical framework consisting of six hypotheses for research. This study aimed to assess the frequency and nature of engagement in digital gameplay while measuring students’ acceptance of technology adoption. This study was conducted during the first academic semester, from October 1, 2023, until January 18, 2024. The survey was distributed among 125 participants from two departments English and information technology students. Unlike previous studies that mostly focused on the entertainment value or reasoning benefits of gameplay, this research uniquely integrates digital gameplay within the framework of technology acceptance in an educational setting. By applying TAM, this study provides empirical evidence on how gameplay engagement can influence students’ readiness to adopt technology, offering new insights into the intersection of gaming, education, and technology adoption. The results highlight the potential of digital games as a leisure activity and a useful tool to promote technology acceptance were perceived usefulness (PU) R-squared (0.532) and the factors connected to PU also supported (technology integration PC = 0.402 and perceived ease of use PC = 0.446) effective integration in educational settings. This result suggests that incorporating digital gameplay into educational strategies may effectively promote more receptive attitudes toward technology among students.
Keywords: technology integration, digital gaming, behavior intention, TAM, risk-taking
Review Article
María de los Ángeles Domínguez-González, Antonio Luque de la Rosa, Carlos Hervás-Gómez, Pedro Román-Graván
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep577
ABSTRACT
Constant teacher training and up-dating is fundamental to provide quality teaching and learning. Digital competences are among the skills that teachers must acquire in order to improve the teaching and learning processes. The aim of the present study was to review the scientific production of the last five years regarding teacher digital competence (TDC). To this end, the preferred reporting items for systematic reviews and meta-analyses methodology was used, performing research in two relevant databases: Scopus and Web of Science. A total of 19 articles that met the pre-established criteria were ultimately selected and analyzed. The thorough analysis of the documents was conducted with ATLAS.ti software. To analyze the co-occurrence of keywords, VOSviewer was employed. The main results show that scientific production is increasing, and studies are mostly focused on exploring the level of TDC, which is usually low. The samples of the studies are mainly composed of secondary education teachers. This review concludes by highlighting the need to develop training programs for the improvement of TDC and to carry out further studies in this research line.
Keywords: teacher digital competence, education, ICT, innovation, teacher training
Research Article
Wu Xiaofan, Nagaletchimee Annamalai
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep578
ABSTRACT
This investigation utilized a phenomenological approach to investigate the experience of English language educators in employing artificial intelligence (AI) tools into English language learning. The study used purposive sampling and 20 participants were interviewed. The data analysis was guided by Bronfenbrenner’s (1979) ecological systems theory, particularly microsystem, exosystem, and macrosystem. The findings demonstrated that the AI tools enable interactive, personalized, and gamified learning experiences that enhance student engagement, motivation, and English proficiency. The study also emphasized the importance of technological content knowledge and technological pedagogical knowledge in improving instructional methodologies. Challenges, including AI-related distractions and reduced direct interaction between educators and students, were identified, necessitating a balanced integration of these tools despite the inherent advantages. Furthermore, the research underscored the significance of institutional support, which encompasses ongoing professional development and technical assistance, to facilitate the successful integration of AI into education.
Keywords: artificial intelligence, English language learning, phenomenology, qualitative study, technology