Research Article
Teodora Kiryakova-Dineva, Dilyana Yaneva
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep544
ABSTRACT
To educate capable and literate citizens in the current digital age, high adequacy in all facets of education is required. One could argue that innovation necessitates educational needs and specific knowledge including general literacy for a more profiled human activity towards new emerging technological, digital and social standards. The way that teaching and learning are traditionally understood in relation to the idea of literacy is affected by this shift. The traditional conception of teaching and learning with regard to the idea of literacy is impacted by this remodeling as well. It becomes clear in this case that financial literacy, digital literacy, or economic literacy cannot be regarded as the only, best, or most appropriate kind.
With respect to the concept of literacy in marketing, the current study explores the educational requirements that stem from the broader definition of literacy. Utilizing a state-of-the-art approach and a mixed methodology, the authors explore the needs for specific literacies in marketing and search for a new model for their application in marketing itself. The focus is on how the students feel about needing a particular kind of literacy. Certain aspects of the literacies set and their requirements within the context of higher education institutions are related, according to the findings of a questionnaire survey. This study’s discussion attests to the intricacy and dynamic nature of education at the tertiary level and reveals the concept of literacy in its widest sense.
Keywords: marketing education, basic literacies, state-of-the-art approach
Research Article
Xiaotong Yu, María Ángeles Gutiérrez-García, Roberto Soto-Varela, Melchor Gómez-García
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep545
ABSTRACT
Robotics education and robot-embedded learning have become focal points in recent interdisciplinary and innovative education. Despite the identified opportunities, there are still limitations and considerations before integrating educational robotics into foreign language education on a large scale. This survey investigates foreign language teachers’ perceptions and acceptance of teaching with educational robotics and robot-assisted language learning. To achieve this, the ERPA scale, containing five subscales measuring teachers’ technological, pedagogical, and content knowledge, and the perceived usefulness of robots, was adapted as the data collection instrument. The scale consisted of 19 items based on a 5-point Likert scale. A total of 109 foreign language teachers from Spain participated in the survey. The results suggest a positive relationship between teachers’ basic digital competence, technological knowledge of robot usage, pedagogical knowledge in foreign language teaching, and perceived usefulness of robots. Additionally, the length of service and target language positively affect acceptance. This research contributes to current educational robotics studies by identifying features of robots considered suitable for language teaching, such as animal-like embodiments instead of humanoid forms.
Keywords: attitudes, acceptance, educational robotics, EFL, second language
Research Article
Łukasz Tomczyk
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep546
ABSTRACT
The aim of the article is to present ways of resolving the situations related to cyberbullying and cyberaggression that occur in Polish schools. The research fills a gap (taboo subject) in the means of solving crisis situations related to attacks on teachers that occur online. The qualitative research (online interviews) conducted in Poland at the end of 2023 and the beginning of 2024 involved teachers who had been attacked by students and/or parents because of their profession. On the basis of the analysis and categorization (in the grounded theory stream), nine strategies were identified: educational and preventive actions targeted at students; working with the student’s family; removal of harmful content from the Internet; independent action by teachers; notifying the police; involvement of judicial authorities; individual consequences for the student; a combination of these different forms; and no response to the cyber-attack. The research was carried out as part of the digitally safer teacher project and is characterized by a praxeological dimension related to the special attention paid to the protection of teachers in cyberspace.
Keywords: attacks, cyberbullying, cyberaggression, teachers as victims, students, parents, school
Research Article
Marwan Mohammad Abualrob
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep547
ABSTRACT
This study aims to uncover the prompts most frequently repeated by pre-service teachers when using the Copilot technique, as well as their reflections on its use in preparing and planning science lessons for fourth graders. The qualitative research methodology with an exploratory case-study design was conducted on a purposeful sample of 20 pre-service teachers. The sample was divided into four focus groups. Data was collected through document analysis of the outcomes from the pre-service teachers’ artificial intelligence creations, their reflective journal entries, and the discussion that occurred during the four focus groups’ interviews. The study’s results revealed that the applications mostly used by pre-service teachers include lesson plans, instructional media, authentic assessment, tables, pictures, drawings, and instructional strategies. Six themes emerged from the reflective Journal and focus groups’ interview analysis connected to the use of the Copilot method in teaching. These themes were the following: developing cognition of new ideas, attracting attention to things that never crossed their minds, saving time and effort, compatibility with students’ needs, less human interaction, and dependency.
Keywords: artificial intelligence, Copilot, pre-service teachers, science
Research Article
Abbas Bodaubekov, Shakhrizat Agaidarova, Talgat Zhussipbek, Davronzhon Gaipov, Nuri Balta
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep548
ABSTRACT
This study investigates the effectiveness of feedback provided by teachers versus feedback generated by the Write & Improve platform in enhancing the writing skills of senior undergraduate students enrolled in a “two foreign language” program at a private university in Kazakhstan. The quasi-experimental design involved four teachers, each teaching one control and one experimental class, totaling eight groups of students. Pre- and post-tests were conducted over a period of five weeks, focusing on task achievement, coherence and cohesion, lexical resource, grammar and accuracy, and overall score. Data analysis included descriptive statistics, Mann-Whitney U tests for pre-test comparisons, and MANCOVA analyses for post-test comparisons. Results show no significant difference in the impact of Write & Improve feedback compared to traditional teacher feedback across multiple dimensions of the writing test, both within individual teachers’ classes and when combined. Longitudinal analysis reveals fluctuating scores over time with no consistent improvement. Thus, the study concludes that the Write & Improve tool is equally effective as teacher feedback in improving students’ writing skills. This implies that educational institutions can potentially integrate technology-based feedback systems like Write & Improve alongside traditional teaching methods to enhance student learning outcomes in writing proficiency.
Keywords: AI feedback, English language, student learning outcomes, teacher feedback, Write & Improve tool
Research Article
Mohamed Ali Elkot, Eltaieb Youssif, Omer Elsheikh Hago Elmahdi, Mohammed AbdAlgane, Rabea Ali
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep549
ABSTRACT
Utilizing artificial intelligence (AI) technology in educational institutions for students with mild intellectual disabilities offers promising avenues for enhancing this population’s learning outcomes and skill development. This study aims to investigate the effect of using generative conversational AI to improve English communication skills among students with mild intellectual disabilities. The study involved twelve students diagnosed with mild intellectual disabilities, divided equally into two groups. Six students engaged in guided conversations with AI, while the other six participated in free conversations with AI. These participants were randomly chosen from educational institutions specializing in intellectual disability education and mainstream schools. The results indicate that guided conversations significantly enhance English communication skills among participants. Additionally, the study highlights the development gains from engaging in guided conversations by AI applications. Statistical analysis reveals notable differences in the effect of guided versus free conversational approaches, with guided conversations yielding superior outcomes. This underscores the importance of structured guidance for comprehension and participation in different English communication skills among students with mild intellectual disabilities. Moreover, the study recommends the integration of AI tools in education to support students with disabilities, emphasizing the need for tailored AI applications to cater to diverse learning needs.
Keywords: conversational AI, intellectual disability, education, communication skills
Research Article
Anh Tuan Pham
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep550
ABSTRACT
Blended massive open online courses (bMOOCs) have emerged as a potential educational model that combines conventional in-person instruction with online learning. The investigation into students’ level of interaction in bMOOCs is significant to the effective implementation of bMOOCs in higher education. This study investigates the perceived level of student interaction with their peers, instructors, content, and technology in bMOOC environments, the relationship between their interaction and satisfaction, and ways of enhancing student interaction. This research employs a mixed-method data collection approach, including qualitative semi-structured interviews and quantitative data analysis, with the participation of 339 students at a higher education institution in Vietnam. The findings reveal that students’ perceived level of interaction was quite high. Student interaction in offline classes was preferred to the massive open online courses environment. Besides, student interaction types and their satisfaction were positively correlated. The paper also addresses possible suggestions for maximizing student interaction in bMOOC environments and practical implications for educational practices in higher education.
Keywords: blended learning, MOOCs, interaction, Coursera
Research Article
Jhon Holguin-Alvarez, Juana Cruz-Montero, Jenny Ruiz-Salazar, Raquel Leonor Atoche Wong, Irene Merino-Flores
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep551
ABSTRACT
The application of gamification methods is still complex for most Latin American teachers who apply gamified pedagogies. Many confuse their nature with cognitivist classes that are totally confusing when using gamified tools for active learning of their students. The background information states the reduction of academic obstacles for students to perform at a high level, especially when participating in an interactive and combinatorial way with gamification technologies offered by the teacher. We tested the effects of the D-S-F[IR] proposal (dynamics, strategies, feedback, and interactive reinforcement), replicating gamified pedagogical phases with virtual applications, the use of video games in academic underachievement; and a follow-up verbal interactive reinforcement. The method made it possible to develop between 1,600 and 1,800 verbal didactic interactions of knowledge (orientation, questioning, and reassuring). The approach consisted of 60 reinforcement sessions (± 8 months of implementation), for 140 students with low cognitive performance at school (range[age] = 8.5-12.5), who were previously selected and randomly assigned to three comparison groups (EG[1] = 47; EG[2] = 47; CG = 46). The results were evidenced by performance tests, reporting significant improvements in mathematics cognitive performance (F = 53.316; p < 0.05). A specific analysis of performance in science and communication allowed for significant improvement (F = 93.119; F = 85.770; p < 0.05), although no differentiating effects were evident between the experimental groups. It is important to conclude that mixed gamification was responsible for the reduction of the low level of school cognitive performance.
Keywords: gamified learning, cognitive processes, learning to read, mathematical skills, scientific competences
Research Article
Cao Tuong Dinh
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep552
ABSTRACT
In the rapidly evolving landscape of online education, understanding what drives student satisfaction is crucial for designing effective learning experiences. The study examines the factors influencing English as a foreign language (EFL) students’ satisfaction with online cooperative learning (CL) in massive open online courses (MOOCs). Employing a mixed-methods approach, the research investigates how different aspects of CL contribute to student satisfaction and identifies challenges students face in such environments. Quantitative data were gathered from 374 students through a structured survey, while qualitative insights were derived from semi-structured interviews with 16 participants. The findings suggest that CL enhances academic performance, engagement, and social interaction among students. However, challenges such as language barriers, unequal participation, and technological issues were also highlighted. The study emphasizes the importance of clear task assignments, effective leadership, and structured collaboration to mitigate these challenges. The research underscores the need for further exploration into the nuanced experiences of EFL students in MOOCs, particularly concerning cultural and linguistic factors that may influence their learning outcomes. These insights contribute to the broader understanding of how CL can be optimized in online education settings to enhance student satisfaction.
Keywords: online cooperative learning, MOOCs, constructivism theory, higher education
Research Article
Mohd Elmagzoub Eltahir, Najeh Rajeh Alsalhi
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep553
ABSTRACT
As we examine the pandemic’s impact on higher education, we can see that many previously traditional teaching and learning frameworks have been invalidated, and the need for new teaching and learning approaches has increased. This indicates that the traditional frameworks for higher education may no longer be effective. Consequently, there is a need for a new approach, and the flipped classroom model could be a suitable solution for the future of higher education after the pandemic subsides. This study measured the impacts of the flipped classroom method on students’ academic achievement, engagement, and motivation in the introduction to data analysis course (STA113), which is a compulsory general course for all undergraduate students at Ajman University in the United Arab Emirates. A quasi-experimental design involved 71 students divided into two groups: an experimental group (N = 36) using the flipped classroom method and a control group (N = 35) receiving traditional instruction. Educational videos and e-content were provided via Moodle. A cognitive achievement test and a survey assessed students’ motivation and engagement. Results showed statistically significant differences favoring the experimental group, with these students demonstrating greater improvement in skills, knowledge, and motivation compared to those in the control group. This research contributes to the literature by providing evidence that the flipped classroom method can enhance undergraduates’ academic achievement, motivation, and understanding of STA113 topics.
Keywords: flipped classroom, achievement, engagement, motivation, higher education
Review Article
Johan Syahbrudin, Edi Istiyono, Moh. Khairudin, Anita Anggraini, Indah Urwatin Wusqo, Metta Mariam, Yenni Muflihan
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep554
ABSTRACT
Computer-based assessment (CBA) is a top-rated tool for conducting assessments, mapping learning outcomes, and selecting new candidates. Research that examines the development and use of CBA is also increasing from year to year, so without bibliometric analysis, it would be quite challenging to keep up with all of these studies. This study aims to clarify the status and world trends in CBA research around the world. Bibliometric analysis was performed using bibliometrix based on 2,020 articles published in Scopus from 1982 to 2023 (data update time on 5 January 2024). This bibliometric analysis identified the state of research publications, scientific productivity, the network state of research publications, and CBA research priorities and directions going forward. Results show that research on CBA has grown rapidly, with the highest number of publications in 2022, with the USA being the most productive country. Greiff is the most prolific and Wise is the most impactful author. The journal with the highest impact is “Computers and Education”. These findings also indicate that research themes that show research potential due to their high relevance to CBA but are still little studied are those related to “regression analysis”, “automation”, “information technology”, “assessment”, “motivation”, “quality control”, “problem solving”, “online systems”, “decision making”, and “teaching”.
Keywords: bibliometric, bibliometrix, computer-based assessment, assessment
Review Article
Leonardo Gallego Joya, Martha Andrea Merchán Merchán, Ellie Anne López Barrera
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep555
ABSTRACT
The systematic review permitted the characterization of training programs in digital teaching competence using an analysis of their structure, implementation, and results. A comprehensive search was conducted across five databases, namely Scopus, Web of Science, Redalyc, Science Direct, and LENS, to retrieve scientific articles published between 2017 and 2023. The search was conducted using the inclusion-exclusion criteria, and the articles were selected to answer five guiding questions. The review addressed five aspects: initiatives and practices, configuration, implementation, concrete results, and dimensions according to recurrent frames of reference. It was observed that there has been an improvement in digital competence and teacher motivation, with elements such as information literacy, communication, digital content creation, and information security. However, there is a lack of alignment with current needs. It is important to articulate with reference frameworks such as DigCompEdu. To prepare future teachers and train active ones, it is suggested that conceptual, procedural, and attitudinal aspects be considered.
Keywords: education, digital competence, teacher training program
Research Article
Miguel Sanhueza, Luis Sandoval, María Ormazabal, María Zúñiga
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep556
ABSTRACT
Information and communication technologies (ICT) can help increase teachers’ abilities and, as a result, the learning of new cohorts of students who, in the age of mass higher education, enter university classrooms less prepared. Although ICT-based teacher training initiatives are well-known, there is little proof that the results are useful for students. This research aimed to study the efficiency of a teacher preparation program that considered the usage of ICT, with follow-up in the ensuing years. The sample consisted of all students enrolled at the Universidad Tecnológica Metropolitana of Chile from 2017 to 2022. The method of analysis grade point average was compared using a t-test to detect significance each year. The results show that in 2017–2022, students who had courses with trained instructors performed better on tests than students who had classes with untrained teachers on average. Also, it has been found that in science, technology, engineering, and mathematics (STEM) areas instructors receive training that is generally more effective than non-STEM teachers. Consequently, women in STEM and non-STEM fields perform better when their teachers are qualified.
Keywords: ICT and teaching, training’s teachers, student and ICT
Review Article
Jessica del Rocío Fernández-Velásquez, Oscar López-Regalado, Gisela Analy Fernández-Hurtado
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep557
ABSTRACT
The systematic review explores the integration of gamification with the flipped classroom in basic education, combining game mechanics with flipped teaching methods to improve student engagement and motivation, and examines the evolution of scientific production between 2022 and 2024, using the preferred reporting items for systematic reviews and meta-analyses approach to select 37 articles from Scopus and Web of Science. The search focused on terms such as “gamification” and “flipped classroom”, and a bibliometric analysis was applied to assess research trends and methods. The results indicate that gamification in flipped classrooms increases motivation, autonomy and content retention, in addition to improving satisfaction and academic performance, revealing a student preference for gamified environments that facilitate interactive and autonomous learning; on the other hand, the ATLAS.ti software qualitatively revealed key issues through a cross analysis of the perceptions of the various authors, concluding that this integration is effective in increasing student motivation and satisfaction, recommending its application to teach in multidisciplinary environments.
Keywords: gamification, flipped classroom, education, academic motivation
Research Article
B. Herawan Hayadi, Taqwa Hariguna
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep558
ABSTRACT
This study explores the factors influencing student engagement and behavioral intention towards mobile learning platforms, with a focus on widely used platforms in Indonesia, such as Ruangguru, Zenius, and Quipper. A total of 375 questionnaires were distributed, out of which 363 were deemed valid and used for analysis. The research employed structural equation modeling with partial least squares to analyze the data, aiming to uncover the key determinants driving the adoption of mobile learning. The findings highlight the significant impact of perceived usefulness (PU) on students’ attitudes toward mobile learning, emphasizing the crucial role of perceived utility in shaping positive attitudes. However, the study also reveals that the direct influence of PU on behavioral intention towards mobile learning is minimal, suggesting that attitude toward mobile learning plays a critical mediating role in this relationship. Additionally, the study demonstrates that perceived entertainment and facilitating conditions have substantial effects on shaping attitudes and behavioral intentions, underscoring the importance of enjoyment and support systems in fostering student engagement. The structural model developed in this research offers strong explanatory power, providing a comprehensive understanding of the factors that contribute to the success of mobile learning platforms. The insights gained from this study offer valuable guidance for educators and developers seeking to enhance mobile learning experiences and improve educational outcomes through targeted interventions that address these key determinants.
Keywords: mobile learning platforms, student engagement, behavioral intention, structural equation modeling, educational technology
Research Article
Edmund De Leon Evangelista
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep559
ABSTRACT
The rapid advancement of artificial intelligence (AI) technologies, particularly OpenAI’s ChatGPT, has significantly impacted higher education institutions (HEIs), offering opportunities and challenges. While these tools enhance personalized learning and content generation, they threaten academic integrity, especially in assessment environments. This study systematically examines the impact of ChatGPT on academic integrity in HEIs, focusing on exam design, assessment strategies, AI detection tools, and policy frameworks. This research draws from current literature and expert recommendations to identify practical approaches for developing assessments that foster critical thinking and deep cognitive engagement, making them less susceptible to AI-generated content. Key areas explored include the creation of complex, analytical exam formats, deploying advanced AI detection software to counter AI-assisted cheating, and formulating institutional policies that promote the ethical use of AI. This comprehensive framework aims to equip educators and administrators with practical strategies to preserve academic standards while harnessing the potential benefits of AI, ensuring the continued validity of assessments in the AI-driven educational landscape.
Keywords: ChatGPT, academic integrity, higher education, exam design, AI detection, assessment strategies, AI policies
Research Article
Gilber Chura-Quispe, Cristina Beatriz Flores-Rosado, Alex Alfredo Valenzuela-Romero, Enlil Iván Herrera-Pérez, Avenilda Eufemia Herrera-Chura, Mercedes Alejandrina Collazos Alarcón
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep560
ABSTRACT
Information literacy is a fundamental component in the academic development of future professionals. The aim of the study was to evaluate the metric properties of the ‘questionnaire of self-perceived information competences’, analyzing the factorial structure, internal consistency, convergent validity, factorial invariance according to gender and to propose cut-off points in Peruvian university students. The study followed an instrumental and descriptive design in which 30 items distributed in 4 factors were analyzed. The participants consisted of 1,173 university students from 12 Peruvian universities. The results show that the items show adequate values in the descriptive analysis; however, the analysis of the polychoric correlations determined the need to eliminate item 13. Confirmatory factor analysis was carried out with two models (with and without item 13), in which the second model showed better fit indices of χ2/gl, CFI, TLI, RMSEA, and SRMR and factor loadings > 0.5. Convergent validity and internal consistency showed expected scores, and the instrument is shown to be gender invariant. Finally, it was established that there is not enough difference according to sociodemographic data to establish cut-off points based on sociodemographic variables, and the cut-offs for each factor were based on quartiles. In conclusion, the instrument is valid and reliable for measuring self-perceived information literacy in Peruvian university students.
Keywords: informational competence, validation, information literacy skills, reliability, invariance
Review Article
Ángela Novoa-Echaurren, Alejandra Canales-Tapia, Linda Molin-Karakoç
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep561
ABSTRACT
Rapid technological developments have heightened global interest in pedagogically sound uses of information and communication technologies (ICTs) in education. However, universal principles for ICT integration need to better align with the local realities of teachers and schools for optimal uptake. Using Chile and Finland as case studies, this research summarizes, appraises, and synthesizes literature on teachers’ ICT uses before and during the pandemic. Adopting a ‘glocal’ framework (Manca et al., 2021), the study identifies local and global trends in ICT uses, including potential research shifts that carry implications for both theory and practice. A systematic literature review was conducted to examine Finnish and Chilean teachers’ ICT uses as reported in studies across five databases. The search was limited to peer-reviewed, English-language publications over a thirteen-year period and yielded 26 high-quality papers that were analyzed using meta-aggregation. Findings reveal that the reported ICT uses depended on the research methods employed to study these where qualitative studies documented innovative uses and quantitative studies more traditional uses of ICT. During the pandemic, research shifted to focus more on teacher experiences with Finnish studies highlighting positive ICT-related experiences and Chilean studies negative experiences including teachers’ lack of training and practical issues. Based on the findings, recommendations are given to continue to enhance ICT integration both locally and globally.
Keywords: ICT integration, pedagogical uses of ICT, systematic literature review, COVID-19 pandemic, Finland, Chile
Review Article
Alez Lagos-Castillo, Andrés Chiappe, María-Soledad Ramirez-Montoya, Diego Fernando Becerra Rodríguez
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep543
ABSTRACT
It may seem that learning platforms and systems are a tired topic for the academic community; however, with the recent advancements in artificial intelligence, they have become relevant to both current and future educational discourse. This systematic literature review explored platforms and software supporting personalized learning processes in the digital age. The review methodology followed PRISMA guidelines, searching Scopus and Web of Science databases. Results identified three main categories: artificial intelligence, platforms/software, and learning systems. Key findings indicate artificial intelligence plays a pivotal role in adaptive, personalized environments by offering individualized content, assessments, and recommendations. Online platforms integrate into blended environments to facilitate personalized learning, retention, and engagement. Learning systems promote student-centered models, highlight hybrid environments’ potential, and apply game elements for motivation. Practical implications include leveraging hybrid models, emphasizing human connections, analyzing student data, and teacher training. Future research directions involve comparative studies, motivational principles, predictive analytics, adaptive technologies, teacher professional development, cost-benefit analyses, ethical frameworks, and diverse learner impacts. Overall, the dynamic interplay between artificial intelligence, learning platforms, and learning systems offers a mosaic of opportunities for the evolution of personalized learning, emphasizing the importance of continuous exploration and refinement in this ever-evolving educational landscape.
Keywords: improving classroom teaching, data science applications in education, human-computer interface, learning communities, distributed learning environments