Review Article
Ritesh Chugh, Darren Turnbull
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep405
ABSTRACT
Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multi-disciplinary, cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary & secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit serious game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.
Keywords: learning strategies, information and communication technology, teaching practices, knowledge creation, gamification, bibliometric analysis
Research Article
Isabel María Gómez-Trigueros
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep406
ABSTRACT
This paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. Based on the disciplinary pedagogical technological knowledge (TPACK) model, it is intended to measure the correct inclusion of technologies in the classroom. For this, a descriptive exploratory methodological design study was carried out. The instruments used have been the Likert scale questionnaire and the personal interview, organized into four dimensions in which the self-perception of professional ethical knowledge, ethical knowledge of technology, pedagogical technological ethical knowledge and disciplinary technological ethical knowledge of the future teachers. The questionnaire has been applied to a sample of 1.051 trainee teachers from a European university in the context of COVID-19 and 822 students participated in the interview.
The results show the scarce training in professional ethical knowledge of teachers in training and the importance of addressing this knowledge in the 21st century, a post-pandemic context. Another of the conclusions is the need to include the ethical component in the TPACK model to achieve a correct and ethical use of digital resources in the classroom.
Keywords: professional ethics, teaching digital competence, technology, teachers in training, TPACK
Research Article
M. Anas Thohir, Erif Ahdhianto, Siti Mas’ula, Fitri April Yanti, Moh Irma Sukarelawan
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep407
ABSTRACT
Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.
Keywords: virtual reality, TPACK, TAM, PLS-SEM, pre-service teacher
Research Article
Kulthida Tuamsuk, Lan Thi Nguyen, Issara Kanjug, Grichawat Lowatcharin, Teeradej Manakul, Kornwipa Poonpon, Weerachai Sarakorn, Anucha Somabut, Niwat Srisawasdi, Saksuriya Traiyarach
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep408
ABSTRACT
This study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand’s secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers’ evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE (x =4.64, x =4.61, and x =4.49, respectively). The findings of this study have implications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.
Keywords: success factors, learning community, digital learning ecosystem, secondary schools, Thailand
Research Article
Afif Ikhwanul Muslimin, Nur Mukminatien, Francisca Maria Ivone
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep409
ABSTRACT
This study aimed to scrutinize the correlation between English as a foreign language (EFL) lecturers’ digital literacy competence (DLC) based on the TPACK-SAMR framework and their technostress. In addition, this study revealed how the variables correlated to the lecturers’ EFL teaching performances. Therefore, a correlational design with a descriptive explanation model was conducted. The participants were six EFL lecturers from six different universities in various cities in East Java Province, Indonesia. The data were collected by administering TPACK-SAMR DLC and technostress questionnaires, conducting a semi-structured interview, and documenting the teaching scenarios. The results showed that most participants were more confident with their pedagogical knowledge and content knowledge. They claimed it was hard to mingle them into harmonious teaching performances with technology that challenged them to achieve the higher TPACK-SAMR DLC level. Relevant to this finding, their DLC had a negative ‘very high’ correlation with technostress, shown by -.824 Pearson correlation coefficient. Henceforth, their EFL teaching performances reflected the minimum operation of technology, according to SAMR stages, to mediate EFL teaching by substituting and augmenting the technology. Therefore, this study highlights the importance of DLC training to escalate the positive outcomes of EFL teaching with technology and minimize technostress.
Keywords: digital literacy competence, EFL, TPACK-SAMR, teaching performance, technostress
Research Article
Anh Tuan Pham
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep410
ABSTRACT
This study aims to examine the impact of gamified learning using Quizizz on English as a second language (ESL) learners’ grammar achievement. The pre-/post-test control group design was applied to research 63 English-majored freshmen. 20 multiple-choice quizzes were designed based on grammar points included in the basic grammar course over a 10-week intervention period. There were 33 students from the experimental group doing the quizzes on Quizizz, while 30 participants from the control group did the same quizzes on paper. The findings indicate that although students from the two groups both improved their marks on the post-test compared to the pre-test, students from the treatment group got significantly higher scores than those from the control group on the achievement test. However, educators are supported to consider using this gamified learning platform as a supportive tool besides choosing the appropriate instructional content to optimize the quality of their teaching.
Keywords: assignments, gamification, Quizizz, grammar, ESL
Research Article
Gholamreza Gholizadeh, Mehrak Rahimi
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep411
ABSTRACT
Mobile learning has extensively influenced students’ learning gains and motivation due to the hardware and software development of mobile devices and applications in recent decades. On-the-go learning increases the capacity for flexible and joyful learning and guarantees access to the instructional content anywhere, anytime. Despite their potential benefits, the presence of mobile applications in students’ every educational activity can be detrimental to their cognitive abilities as misuse or overuse of specific applications may influence students’ concentration and critical thinking. One such downside is reported for overusing automatic spelling correction software, known as AutoCorrect (AC), in language learning. Uncertainty regarding the educational values of AC has increased as students’ spelling skills and vocabulary knowledge have declined. The main problem this study addressed is examining the relationship between EFL learners’ AC use and their vocabulary size; and if their academic self-regulation mediates this association. Data were gathered from 101 foreign language learners who completed the measures of AC use, academic self-regulation, and vocabulary size. The results showed significant positive correlations between AC use, vocabulary size, and self-regulation. Further, testing the model supported a mediating role for self-regulation in the relationship between AC use and vocabulary size, suggesting that AC use can lead to more knowledge of English words in the condition of deploying self-regulatory strategies. The study signifies how academic self-regulation can assist learners in exploiting mobile learning (m-learning) to their advantage and attaining their educational goals more efficiently.
Keywords: AutoCorrect, vocabulary, size, self-regulation, mediating
Review Article
Chen Chuang, Nurullizam Jamiat
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep412
ABSTRACT
Emergent literacy is the term used to describe the reading and writing experiences of young children before they learn to write and read conventionally, and it is important for the construction of children’s early reading skills and the enhancement of their later reading performance. The systematic review was conducted to examine the effectiveness of children’s interactive reading apps in promoting emergent literacy for children between the ages of three and eight over the last decade (2013-2022). A total of 50 studies were included in this review, and it can be concluded that multimedia features (e.g., a dictionary, background music, and animated pictures) in children’s interactive reading apps are effective for enhancing emergent literacy. Conversely, interactive functions (such as games and hotspots) may distract children’s attention, leading to poor reading performances. This review also demonstrated the positive effects of children’s interactive reading apps on improving their learning outcomes and behavior. In addition, the results indicated that well-designed apps could promote children’s emerging literacy skills. However, more in-depth studies will be required in the future to provide designers with a well-defined guideline for designing reading apps for children.
Keywords: emergent literacy, interactive, application, systematic review
Research Article
Alexander Volfson, Haim Eshach, Yuval Ben-Abu
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep413
ABSTRACT
Circus art excites amazes and delights. Most of circus genres are based on the principles of classical physics. Dialogic discussions are known as an instrument to identify conceptual barriers (misconceptions) and facilitate their further revision. The present study integrates the three worlds: physics education, dialogic teaching and circus art; and provides a research foundation for experiential physics teaching through dialogic discussions about circus tricks (DDCT) in formal and informal setups. It aims at examining the potential of DDCT as a tool for identifying misconceptions and facilitating conceptual change regarding physics concepts. The study encircles about 40 DDCT provided in the Israeli KESHET circus. In total, about 5,500 people watched the shows. From them, about 400 actively participated in the DDCT. We analyze in details four typical DDCT relating (a) circular motion, (b) moment of inertia, (c) torque, and (d) heat transfer. For each DDCT we demonstrate the way it pinpoints participants’ knowledge and its implementation in circus devices’ analysis. Further we examine whether and how the DDCT could facilitate developing physics knowledge and/or going through a meaningful conceptual change regarding each of these concepts. Due to our results DDCT seems to be an original and promising approach to bring advanced physics ideas to the general public, in ways that are interesting, experiential and relatively easy to understand. We finish with practical recommendations for physics educators (as well as circus artists) who would like to implement DDCT in their classes (shows).
Keywords: physics education, dialogic teaching, informal teaching, misconceptions, conceptual change, circular motion, moment of inertia, torque, heat transfer
Research Article
Rida Afrilyasanti, Yazid Basthomi, Evynurul Laily Zen
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep414
ABSTRACT
The global expansion in the Internet access and the rise of digital media are compatible with students’ characteristics as generations-Z who mainly engage in nature through mobile applications. Because of the characteristics of today’s students and the growth of digital media and information, there is a need for critical media literacy (CML) instructions and the use of digital-based and student-centered learning approaches such as online discussion forums (ODFs). Through an exploratory study, we aim to understand better students’ perceptions of ODF for their CML learning within EFL classes, factors affecting students’ active participation in ODF, and teachers’ roles in ODF while facilitating students’ CML learning in an EFL context and enhancing students’ engagement and performance in ODF. 250 EFL students from Indonesian secondary schools took part in this study. The participating students were studying English with CML embedded into the lessons. The research showed significant conclusions about factors that need to consider while having ODF in CML learning within the EFL context and the roles of teachers in ODF. We have also provided some practical and feasible suggestions from which practitioners in the area might benefit.
Keywords: critical media literacy, digital literacy, EFL classes, students’ perception, teachers’ perception, online discussion forum
Research Article
Katherina Gallardo, Leonardo Glasserman, Nohemi Rivera, Lizette Martínez-Cardiel
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep415
ABSTRACT
A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.
Keywords: innovation in education, competency-based education, higher education, learning outcomes, performance assessment
Research Article
Kannattha Chaisriya, Siriwatchana Kaeophanuek, Lester Gilbert
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep416
ABSTRACT
Communication skills are soft skills critical for students’ development in educational institutions in the digital age. This study aims to determine the feasibility and practicality of a learning model, which combines digital storytelling with a metacognitive strategy called the DSTMC model. This learning model utilized digital storytelling as a primary learning step and integrated metacognitive strategies to monitor the thinking process to improve students’ communication, such as listening, speaking, reading, writing, and presentation skills. The research was conducted through case studies at a regional, southern Thailand university. The data were collected from 30 undergraduate participants. The research instruments were expert validation, pre-/post-test data, and a self-assessment questionnaire. The study showed that the DSTMC learning model is an alternative teaching method to improve communication skills, including listening, speaking, reading, and writing. The results of students’ test scores and self-assessments provide significant evidence indicating that it increases their learning and retention of information. The paper concludes with suggestions for using various strategies and motivating activities to encourage learners’ communication proficiency. Future research should investigate the creation of a system to track how learners improve their communication skills.
Keywords: digital storytelling, metacognition, communication skill, learning model, active learning
Research Article
Tufan Adiguzel, Mehmet Haldun Kaya, Mehmet Akin Bulut, Sinem Emine Mete, Yesim Nalkesen-Akin
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep417
ABSTRACT
For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.
Keywords: cognitive presence, professional development, K-12, learning community, practical inquiry model
Research Article
Mohamad Ahmad Saleem Khasawneh
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep418
ABSTRACT
The purpose of this study is to investigate the factors that are facilitating or impeding the use of video media in distance learning for deaf students, as well as the solutions that have been implemented. The method of inquiry in this study was a phenomenological qualitative approach. This research also makes use of descriptive analysis. In this study, data was gathered by observation, interviews, and documentation. The data’s reliability may be checked and double-checked in a number of different ways, including via increased involvement, extended observation, and the use of triangulation. There were several steps involved in the data analysis process, starting with data collection and ending with conclusions drawn from the data. Attempts to use video media in distance learning for deaf students are entangled with a number of circumstances, some of which are helpful and others of which are hindering. These include the student, the teacher, and the school’s physical location. Aside from that, all teachers are attempting to address the challenges faced by deaf students who utilize video-based learning resources as part of their distance education courses.
Keywords: distanced learning, deaf students, learning media
Research Article
Dichitchai Mettarikanon, Weeratian Tawanwongsri, Adisak Wanchai, Naparat Chookerd
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep419
ABSTRACT
Cutaneous malignancy is one of the leading causes of cancer-related morbidities and mortalities. Patient self-screening is helpful for early detection. Among educational pedagogies, game-based learning (GBL) has received increasing attention in recent years. We appraised the effectiveness of GBL, using Wordwall, to enhance cognitive performances pertaining to fundamental knowledge of cutaneous malignancies and perspectives on the intervention compared with a digital pamphlet. This multi-center study utilized a quasi-experimental research design and was conducted between February and April 2022. Participants were recruited and randomly assigned into a game group and a pamphlet group with a 1:1 ratio. Fundamental knowledge of cutaneous malignancies was assessed with pre- and post-intervention tests consisting of ten multiple choice questions with four alternative answers. These tests asked about prominent or pathognomonic features of cutaneous malignancies. During the five-day intervention period, recognition scores of participants in the game group were recorded. Perspectives on the interventions were also collected for analysis. A total of 94 participants were included, 60 (63.8%) were female. The mean age was 19.8 years (standard deviation [SD]=0.8). The increase in knowledge scores of the participants in the game group and pamphlet group was 2.57 (SD=1.30) and 2.36 (SD=1.52), respectively. In the game group, the mean best recognition score (13.89, SD=2.83) was significantly higher than the mean first recognition score (9.53, SD=2.48) with a p-value <0.001. The overall satisfaction among the participants in the game group and pamphlet group was 4.41 (SD=0.57) and 4.23 (SD=0.59), respectively. This study suggests potentiality of GBL to enhance knowledge and recognition performances of common cutaneous malignancies with high satisfaction. Embedding this approach in the primary prevention of cutaneous malignancies might be a promising option to prevent cancer-related morbidities and mortalities.
Keywords: game-based learning, cutaneous malignancy, pamphlet, game education, skin cancer
Research Article
Adisti Yuliastrin, Rian Vebrianto, Mery Berlian, Musa Thahir
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep420
ABSTRACT
The Open University is a university that has been around for a long time, so that it is able to develop a learning process that demands the development of science and technology, both online and offline independently. Therefore, this study aims to describe and analyze the process and results of the development of a virtual science laboratory to support UT’s role as a pioneer of cyber-university in Indonesia. This research is a development-research that uses the ADDIE model. The instruments used were validation sheets filled in by 64 validators, practicality sheets and effectiveness sheets filled out by 237 respondents. The data analysis used to answer the research objectives was descriptive and inferential statistical tests using the IBM SPSS 23.00 program. The results showed that product development in the form of textbooks based on the virtual laboratory of science met the valid, practical and effective criteria for use in the process learning. The results of this study have implications for stakeholders and teachers to be able to implement this media in a more appropriate and interesting learning process and can be a source of inspiration for conducting current research.
Keywords: developing media, virtual laboratory, science, ADDIE model
Research Article
Mohanad Halaweh
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep421
ABSTRACT
Since the launch of ChatGPT for public use, educators have expressed a variety of concerns about its integration into educational settings. This paper has been written to provide an in-depth examination of these issues and explore the potential use of ChatGPT in educational contexts. Specifically, it aims to (i) present an argument in favor of incorporating ChatGPT into education and (ii) provide educators with a set of strategies and techniques to ensure responsible and successful implementation of ChatGPT in teaching or research. By doing so, this paper aims to promote a more informed discussion around the use of ChatGPT in education.
Keywords: ChatGPT, artificial intelligence (AI), education, educational technologies
Research Article
Shonn Cheng, Mary Parker
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep422
ABSTRACT
This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, first-order and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if first-order barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.
Keywords: technology integration, first-order barriers, second-order barriers, school SES, equity
Research Article
Damar Isti Pratiwi, Budi Waluyo
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep423
ABSTRACT
This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including Google Form, Quizizz, Quizlet, Kahoot!, and Socrative, and the efficacy of these tools in online English classrooms. Utilizing a quasi-experimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre- and post-test), and was analyzed using descriptive statistics, the N-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating Google Form, Quizizz, Quizlet, Kahoot!, and Socrative were more effective than traditional classes in terms of learning outcomes. Therefore, this study proposed a learning model utilizing digital technologies and autonomous learning concepts to improve students’ learning outcomes.
Keywords: autonomous learning, digital classroom, digital technology, EFL classroom, online learning