Adoption Of Educational Technology Research Articles

Simulation-Based Medical Education: 3D Printing and the Seldinger Technique

Three-dimensional (3D)-printed models with high anatomic fidelity are an increasingly viable tool in simulation-based medical education. One advantage of 3D models is they provide enhanced tactile and spatial understanding of complex anatomy to develop technical skills used in minimally invasive procedures. We propose that 3D anatomical models can improve the development of interventional radiology vascular access skills—first described in the 1950s as the Seldinger technique—for pre-clerkship medical students. The early adoption of 3D-printed technology in pre-clinical medical education can lead to improved student engagement and satisfaction when learning procedural techniques. This study involved creating a 3D model of the upper limb vasculature from an anonymized Computed tomography (CT) angiogram, using it as a medical education tool for 31 pre-clinical medical students practicing the Seldinger Technique on a prefabricated venipuncture upper limb, and assessing student satisfaction with this form of learning. Overall, attendees responded positively to the incorporation of the 3D model in medical education to improve their anatomic understanding and application of the Seldinger technique. These results indicate that the use of 3D models in simulation-based medical education can provide benefits in acquiring technical skills and the potential to decrease training costs without harming a patient.

Exploring Technology Integration in Education: Lecturers Perspective on Outcomes-Based Education Platforms

Informatics education is evolving rapidly through the adoption of Outcome-Based Education (OBE), necessitating a rigorous investigation into the effectiveness of the implementation. This study was conducted using the advanced Unified Theory of Acceptance and Use of Technology (UTAUT)-3 model to assess the potential of OBE systems in enhancing teaching and learning processes. The study integrated a comprehensive set of nine variables to measure the acceptance level of OBE systems among lecturers at Maranatha Christian University Bandung and Universitas Muhammadiyah Malang. UTAUT-3 provides a more explicit understanding by incorporating Hedonic Motivation (H.M.), Habit (H), and Personal Innovativeness (P.I.). The Model also integrated the core constructs of Performance Expectancy (P.E.), Effort Expectancy (E.E.), Social Influence (S.I.), Facilitating Conditions (F.C.), Behavioral Intention (B.I.), and Users Behavior (U.B.). The result showed that B.I. was a central determinant of U.B., suggesting users' preparedness to engage with OBE systems.Furthermore, the routine use of technology as Habit (H) was closely related to Behavioral Intension (B.I.), showing that familiarity with technology facilitated the intention to adopt OBE systems. The result showed that UTAUT-3's comprehensive framework was superior in evaluating educational technology adoption due to its ability to account for users' engagement as Hedonic Motivation (H.M.), dispositional tendencies toward Personal Innovativeness (P.I.), and the critical role of established habits. Consumers' actual experiences and technological proficiency significantly influence adoption rather than individual characteristics. Therefore, UTAUT-3 was a more effective tool for predicting and understanding the Acceptance of OBE systems, guiding educational institutions toward successfully integrating information systems in learning environments.

Exploring the knowledge and awareness on applications of virtual reality and augmented reality technology among dental healthcare professionals - a crosssectional survey.

To assess the knowledge and awareness of Virtual Reality (VR) and Augmented Reality (AR) technology in dentistry. A questionnaire survey-based study was conducted using Google forms on a sample of 273 dental healthcare professionals (DHCP) from October- November 2023, after obtaining ethical approval. A validated questionnaire, divided into three sections, was used to assess the knowledge and awareness of dental healthcare professionals on virtual and augmented reality. Section A was about demographic statistics, section B assessed knowledge and awareness regarding VR and AR and section C consisted of future acceptability of VR and AR among DHCP. The frequency of each question was reported in percentages. To assess the difference of knowledge and awareness of AR and VR among different specialties of DHCP, one-way ANOVA test was applied and in case of significant results pairwise comparison was performed by post-hoc Tukey test. There was a statistically significant difference of knowledge (1.40 ± 0.49) among different dental healthcare professionals. On pairwise comparison, a statistically significant difference (p = ˂0.05) of knowledge and awareness of AR and VR was found among dental specialist and other dental health professionals. A concerning lack of knowledge and awareness among dental healthcare professionals regarding AR and VR technology in dentistry was found. Interestingly, within the spectrum of specialties, dental specialists demonstrated a comparatively higher awareness than their counterparts in other specialties. Addressing barriers, notably a lack of knowledge, is crucial for successful technology adoption in dental education and practice.

Narrative Inquiry into the Challenges of Implementing XR Technologies in Education: Voices from Future Hub 2023

This research explores the multifaceted challenges and opportunities inherent in the integration of Extended Reality (XR) technologies—comprising Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR)—within educational contexts. Utilizing a narrative inquiry methodology, this study draws upon the experiences and perspectives of participants at the Future Hub Forum 2023, a gathering of researchers, educators, and technologists specializing in immersive learning technologies. Through the collection and analysis of narrative materials, including interviews, presentations, and observational data, the study aims to elucidate the complex interplay of technological, pedagogical, and infrastructural challenges that influence the adoption and effective use of XR technologies in education. Key findings reveal significant barriers to widespread XR integration, including issues of access and affordability, which exacerbate existing digital divides; challenges in training and securing buy-in from stakeholders; content creation and deployment hurdles; and infrastructural and administrative obstacles. Despite these challenges, the study also uncovers a collective optimism about the transformative potential of XR technologies to revolutionize pedagogical approaches and learning outcomes, provided these barriers can be overcome. The implications of this research extend beyond the immediate context of XR technology implementation, offering insights into broader questions of educational equity, the evolving landscape of digital pedagogy, and the future of immersive learning experiences. By highlighting the voices and experiences of those at the forefront of XR adoption in education, this paper contributes to a deeper understanding of the conditions necessary for the successful integration of these technologies into diverse educational settings. Through its narrative approach, the study also underscores the value of storytelling and personal narratives in uncovering the nuanced realities of educational technology adoption, offering a rich, contextualized perspective that quantitative methods alone may not capture.

The Year in Graduate Medical Education: Selected Highlights from 2023

This special article is the third in an annual series for the Journal of Cardiothoracic and Vascular Anesthesia that highlights significant literature from the world of graduate medical education that was published over the past year. Some of the major themes that will be addressed in this review include the potential uses and pitfalls of artificial intelligence in graduate medical education, trainee well-being and the rise of unionized house staff, the effect of gender and race/ethnicity on residency application and attrition rates, and the adoption of novel technologies in medical simulation and education. The authors would like to thank the editorial board for again allowing us to draw attention to some of the more interesting work published in the field of graduate medical education during 2023. We hope that the readers find these highlights thought-provoking and informative as we all strive to successfully educate the next generation of anesthesiologists.

A Study on Teacher Perception of Korean Language Classes Using Metaverse: Focusing on the Change in Perception of Teachers Before and After Metaverse Education

his study investigated the potential of metaverse-based Korean language education by examining teachers’ perceptions and willingness to adopt metaverse technologies in their teaching. Additionally, the study proposes directions for teacher training to facilitate the implementation and sustainability of metaverse-based Korean language education. To achieve the aims of this study, a teacher training program on metaverse-based Korean language education for Korean language teachers was conducted. Pre- and post-training surveys were administered to assess changes in the teachers’ understanding, perceived necessities, challenges, willingness to adopt the technology, and desire to support future metaverse-based classes. The results showed that while teachers currently do not utilize metaverse technologies in their classrooms due to factors such as their limited understanding of the technology, inadequate technical skills, and institutional system issues, they expressed ahigh degree of willingness to incorporate metaverse technologies in their future teaching. Additionally, there was a strong demand for follow-up training when it comes to the metaverse. The study also found that a single teacher training session significantly reduced teachers’ perceived burden regarding the understanding and use of metaverse functionalities. Therefore, this study suggests that continuous and coherent teacher training programs can enhance Korean language teachers’ digital literacy and promote the adoption of metaverse technologies in Korean language education.

Changes to business faculty perceived skills with online teaching tools and educational practices: The pandemic effect

AbstractIn the spring of 2020, universities worldwide closed their campuses and transitioned their face‐to‐face courses to remote teaching with educational technologies due to the COVID‐19 pandemic. This unprecedented transition to online instruction created a unique learning environment for students and faculty. Our case‐based, qualitative study explores the perceived skill level changes of professors who implemented (with minimal training) online educational technologies to deliver business courses at a business school in the southwest United States. Business faculty completed a Likert‐scale survey instrument that used the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) teacher competency framework, which includes digitally communicating with students, delivering asynchronous material, delivering synchronous classes, using the learning management system, and providing digital assessments and feedback (2018). Study outcomes indicate that instructors’ perceived skill sets in most topics grew due to the adoption of online educational technologies at the onset of the pandemic. Further study might focus on determining the long‐term implications of the growing integration of educational technology on business faculty instruction in both online and face‐to‐face classrooms.

Unlocking educational frontiers: Exploring higher educators' adoption of google workspace technology tools for teaching and assessment in Lesotho dynamic landscape

The rapid integration of google workspace tools in higher education has the potential to transform education. To fully realize this potential, it is crucial to understand the factors that influence educators' attitudes and intentions toward adopting these tools. However, current research has mainly focused on specific contexts, highlighting the need for a comprehensive examination in different educational settings. This study delves into the complexities of the Technology Acceptance Model and expands its scope by considering additional external variables. Data was collected through an online survey, with 396 educators sharing their perspectives and intentions regarding google workspace tools. We used composite-based structural equation modeling, implemented by the SEMinR package in the R programming language, to rigorously assess the measurement and structural models of the constructs. The study's findings reveal significant relationships among the factors that shape educators' perceptions and behaviors in relation to google workspace tools. Notably, all paths show significant influence, except those connecting social influence to perceived usefulness and ease of use to attitude. Additionally, the research identifies the moderating impacts of gender, which do not significantly contribute to the observed relationships. This study contributes substantially to the growing knowledge of technology adoption in higher education. Furthermore, it offers valuable insights that can benefit educators, institutions, and policymakers who want to leverage the potential of google workspace tools for teaching and assessment. Lastly, the study provides clear directions for future research in this area.

The academic TikTok: Academics’ perceptions and uses of Microsoft Flip as a vlogging platform

Vlogs, asynchronous video blogs where individuals film themselves to share personal experiences, have been widely used in educational settings. This study explores the integration of Microsoft Flip (Flip), a vlogging platform, in higher education, focusing on its use by academics during a 3-year pilot preceding institution-wide adoption. Grounded in Driscoll and Burner’s (2005) constructivist theory, this research involved interviews with 10 academics from an Australian university, examining their experiences, challenges and recommendations for using Flip. The findings reveal that Flip facilitates innovative activity design, promoting user-friendliness, interaction and self-directed learning. However, privacy concerns, technical difficulties and engagement shortfalls were identified consistent with broader educational technology adoption issues. To minimise these challenges, academics suggested setting clear guidelines on how to use Flip to enhance learning and offered suggestions on how to organise the activities effectively. This research offers insights for academics and learning designers considering Flip in the tertiary educational context, highlighting its potential as a tool for enhancing learning experiences. Implications for practice or policy: Implement scaffolded teaching in higher education, emphasising peer interaction, sequential assessments, and clear instructions to boost student learning outcomes. Provide academics with targeted resources and training to effectively integrate vlogs in teaching, addressing technological barriers. Use vlogging for summative assessments to ensure authentic uptake which also mitigates challenges within identity verification and artificial intelligence misuse in higher education.

Exploring the Influence of Religious Institutions on the Implementation of Technology for Stunting Understanding

Exploring the Influence of Religious Institutions on the Implementation of Technology for Stunting Understanding

Obstacles to the Adoption of Educational Technologies at Sana'a University

يهدف البحث إلى تحديد معوقات توظيف تقنيات التعليم في جامعة صنعاء من وجهة نظر أعضاء هيئة التدريس والقيادات الإدارية ،والى استقصاء آرائهم حول درجة أهمية تلك المعوقات . وقد تم تقسيم البحث على : مقدمة وإطار نظري ودراسات سابقة ، وإجراءات البحث ،والنتائج ومناقشتها ،الخاتمة ، وقد توصل البحث الى مجموعة من النتائج أهمها : اتفقت عينة الدراسة التي تشمل أعضاء هيئة التدريس من الكليات الإنسانية والتطبيقية والقيادات الإدارية على أن أداة الدراسة تشتمل على أهم معوقات توظيف تقنيات التعليم بجامعة صنعاء. كما أظهرت نتائج الدراسة أن أعضاء هيئة التدريس في النوعين من الكليات ، والقيادات الإدارية يتفقون على أن درجة أهمية المجالات هي إما ( كبيرة جدا ) او ( كبيرة ، ويتفقون على أن أقل مجالات المعوقات أهمية هو مجال المعوقات المتعلقة بأعضاء هيئة التدريس .

Utilizing Advanced Technologies for eLearning in Clerkship

The clerkship phase in medical school is pivotal for clinical training. In response to the COVID-19 pandemic, the adoption and implementation of educational technology in medical education became inevitable, leading most medical schools to shift toward distance learning. While technologies cannot entirely replace hands-on clinical teaching, faculty members have devised effective ways to utilize technology, such as virtual patients, virtual reality, first-person video streaming, simulators, gamification, and mobile apps. This article provides a summary of the technologies employed, the challenges associated with them, and the advantages and instructional outcomes resulting from their use.

Exploring the Impact of Emerging Educational Technology in MBA Programs: Enhancing Brand Equity through Virtual Reality

Purpose: The increasing emphasis on continuous development in student learning worldwide, particularly in the Digital Age, necessitates leveraging technology to enhance educational experiences. This research focuses on exploring the potential of virtual reality (VR) to transform MBA education, aiming to inspire innovative teaching methods that extend beyond conventional knowledge exchange. Design/Methodology: Employing a mixed-methods approach, this study comprehensively examines the implementation and impact of VR-based learning experiences in MBA programs, Through surveys data is gathered from MBA students. This methodology enables a thorough evaluation of VR's effectiveness as a pedagogical tool in enhancing engagement, comprehension, and retention of MBA subjects Findings: The study uncovers a range of advantages and challenges linked to the integration of VR technology in MBA education. On the one hand, VR offers immersive, interactive learning experiences that bolster comprehension and critical thinking skills. However, significant challenges persist, including the initial cost of VR implementation, ensuring technological accessibility for all students, and providing sufficient faculty training to effectively leverage VR in teaching. Conclusion: This empirical study underscores the transformative potential of VR in enhancing MBA education. By providing immersive and interactive learning experiences, VR has the capacity to significantly enrich the learning journey of MBA students. VR shows promise in simulating complex business scenarios and bridging theory with real-world application. Originality/Value-This research aims to inspire greater adoption of educational technology, enhancing MBA learning experiences and preparing students for success in the digital age. Paper Type- Empirical Analysis

Challenges and Strategies in Adopting Google Workspace for Education: Perspectives from Educational Leaders in Indonesia

Effective educational technology adoption and implementation have become crucial for educational institutions in the digital transformation era. However, this study aims to identify the challenges faced by educational leaders in adopting and implementing Google Workspace for Education in educational institutions, as well as strategies to address these challenges. A qualitative approach was employed, utilizing in-depth interviews and specially designed spreadsheets to gather perspectives and data from 70 educational foundation leaders and school principals in Indonesia. Thematic analysis was used to analyze the collected data. The findings revealed challenges such as mindset change, technological barriers, collaboration issues, and resource constraints in adopting Google Workspace for Education. The study identified six strategies to overcome these challenges, including supervising teachers' work, enhancing participation in training, fostering collaboration among teachers, monitoring and evaluating usage, preparing supportive infrastructure, and gaining support from school leaders. This research provides insights into the perceptions and strategies of educational leaders in adopting and implementing Google Workspace for Education, contributing to a deeper understanding of the digital transformation in educational institutions and its implications for educational technology development in Indonesia.

Educational Technology Adoption in India : Theory of Consumption Values Perspective

Educational Technology Adoption in India : Theory of Consumption Values Perspective

Navigating Digital Frontiers in Music Education: The MUSENSE Project's Contribution to E-Learning

The integration of digital technologies into music education, particularly through the MUSENSE project, marks a pivotal evolution in teaching and learning practices within this creative domain. This research paper explores the project's innovative approach to leveraging state-of-the-art technologies that include AI (Artificial Intelligence), IOT (Internet of Things), robotic and eXtended (XR)/virtual (VR)/augmented (AR) reality and other emerging technologies to enhance music education and performance. With the advent of the COVID-19 pandemic, traditional music education faced significant challenges, catalyzing the need for alternative, technologically driven pedagogical strategies. MUSENSE addresses this gap by facilitating the digital transformation of music education, aiming to enrich learning experiences and broaden access to music performance education. This is implemented through a mixed-methods research approach that utilises an open repository designed to collect, decompose, present the functions of the basic functional components and elements of appropriate case studies. In addition, through the collection of stakeholder interviews and expert contact information, the project reports on the current state of emerging technology adoption in music education, assesses the educational implications of these technologies, and explores their potential to foster innovative teaching and learning practices. Initial findings suggest a positive impact on music education through immersive learning experiences provided by state-of-the-art technologies, alongside an increasing receptivity among educators and students towards integrating digital tools. However, challenges such as the digital divide and the need for curriculum adaptation emerge as critical considerations. This paper contributes to the discourse on digital innovation in music education by highlighting the opportunities and obstacles presented by integrating digital technologies, offering insights for educators, policymakers, and technology developers in navigating the future of music education in the digital age.

Exploring students’ acceptance and continuance intention in using immersive virtual reality and metaverse integrated learning environments: The case of an Italian university course

AbstractImmersive virtual reality (IVR) and Metaverse applications are gaining attention in the educational field, showing potentials in transforming traditional learning methods by supporting active and experiential forms of learning. Our study, conducted within the context of an Italian university course, employs the Extended Expectation-Confirmation Model (EECM) as a theoretical framework to explore the key aspects of students’ acceptance and continued intention to use IVR and Metaverse integrated learning environments in educational settings. The EECM, which bridges the gap between pre-adoption expectations and post-adoption experiences, provides a comprehensive perspective for exploring technology adoption in education. Students’ attitudes were assessed before and after they completed an elective course offered by the university that delved into IVR and Metaverse applications. During the course, students explored the theoretical and practical applications of these technologies, engaging in a variety of experiences, from immersive relaxation exercises to immersive educational platforms in the emerging Metaverse. Contrary to common assumptions, pre-adoption factors like performance and effort expectancy had limited impact on expectancy confirmation. However, when students’ initial expectations matched their experiences, their perceptions of the technology’s usefulness, satisfaction, and confidence in its use were positively enhanced, influencing their continued intention to integrate these tools in education.

Technology-Enhanced Collaborative Writing (TECW): Malaysian ESL Teachers’ Challenges and Strategies

Researchers have increasingly turned their attention toward Technology-Enhanced Collaborative Writing (TECW) as a valuable tool for second language acquisition. Despite the rapid adoption of technology in education, there exists a notable research gap concerning the challenges and strategies encountered by Malaysian ESL (English as a Second Language) teachers when incorporating technology into their collaborative writing classrooms. This paper seeks to bridge this gap by shedding light on the specific challenges faced by ESL teachers in Malaysia and the strategies they employ to integrate technology effectively into collaborative writing instruction. The research employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) Model to measure these challenges, employing qualitative data collection methods through interviews with four ESL teachers situated in Kuala Lumpur’s Keramat District, all of whom are participants in the Bring-Your-Own-Device (BYOD) pilot program. These findings emphasize the strategies needed for ESL teachers to elevate the quality of their instruction aspects. Ultimately, this research hopes to provide valuable insights to guide teachers in crafting context-specific guidelines for TECW procedures and offers a foundational framework for enhancing ESL instruction in the Malaysian context.

Management Support and Acceptance of the Implementation of Classroom Technology Integration Among Private School Teachers

This study evaluated the level of support provided to teachers in leadership, instructional practices, technology infrastructure, and professional development, and measured the extent of technology integration in classrooms. It also investigated the correlation between classroom technology integration, management support, and teachers' acceptance of technology. The study employed a quantitative, descriptive analytical approach. Findings indicate that teachers have a positive perception of technology integration, particularly when they receive robust support from school leaders, have access to adequate resources, and possess sufficient technological knowledge. Furthermore, the study reveals a significant relationship between management support and teachers' acceptance of technology integration in the classroom, underscoring the crucial role of administrative support in facilitating technology adoption in education. Based on these results, the study offers recommendations for policymakers, school leaders, and educators to enhance technology integration. Recommendations include developing comprehensive ICT policies, ensuring adequate support and resources for teachers, implementing mentorship and training programs, and fostering a culture of continuous professional development. The study highlights the importance of aligning management support with teachers' acceptance to effectively integrate technology and improve educational outcomes in private secondary schools.

A Systematic Review of the UTAUT and UTAUT2 Among K-12 Educators

Aim/Purpose: The purpose of this systematic literature review is to evaluate the application of UTAUT and UTAUT2 frameworks in K-12 education. Background: This study included an analysis of peer-reviewed empirical studies that use the UTAUT and UTAUT2 frameworks to understand the factors that influence technology adoption among K-12 educators. New constructs were identified, and core determinates of the models were studied. Methodology: The researchers used a systematic literature review. Inclusion criteria required articles to be written in English, non-duplicate, peer-reviewed, focused on K-12 educators, and employing quantitative methods to test or extend the UTAUT or UTAUT2 models. We used a strategic search string to conduct standardized searches across multiple databases in education, psychology, business, engineering, and multi-disciplinary publications. We conducted a screening process on the initially identified 98 articles. We kept 14 articles for final analysis, as they met the inclusion criteria. Contribution: This study contributes to the fields of (a) information science, (b) information technology (IT), and (c) education by offering a more detailed analysis and understanding of the use of UTAUT and UTAUT2 in studying technology adoption among K-12 educators. Findings: The results show performance expectancy and social influence are the most used core factors. A total of 27 new variables were identified and organized into a taxonomy. Discrepancies in the application of the models were identified and further discussed. The use of UTAUT and UTAUT2 in K-12 education is minimal. Recommendations for Practitioners: Findings inform stakeholders in education (e.g., directors of technology operations, administrators, educators) and educational technology businesses (e.g., software engineers, interface and content designers, and user experience designers) how to create and integrate products that fit the true needs of the end-users. Technology must align with the tasks needed to accomplish educational objectives (performance expectancy), and certain environmental conditions are needed to support technology usage. Educators should also be aware their decisions regarding technology adoption are influenced by social factors, such as their superiors and peers. Recommendation for Researchers: Researchers need to conduct more studies using UTAUT and UTAUT2 within K-12 education. It is likely that teachers are influenced by their students, although little research exists to study this relationship through the lens of these models. Moreover, consideration should be given when renaming variables, using certain relationships, and developing research models. Impact on Society: Findings support our understanding of educational technology adoption, which benefits our education system, especially teachers and students alike, when done successfully. Future Research: Future research should include a meta-analysis exploring the statistical extent of relationships and new variables identified.