Advanced Educational Technology Research Articles

Экологическое просвещение детей и молодежи в условиях цифровой трансформации российского общества

The purpose of the study is to identify the contradictions generated by the introduction of advanced digital educational technologies based on the analysis of the digitalization processes of the domestic environmental and educational sphere and to propose recommendations for resolving the identified contradictions. The article examines approaches to understanding the digital transformation of education, characterizes modern digital technologies from the standpoint of applicability in the process of forming an ecological culture, describes measures taken at the state level to introduce advanced digital technologies and contribute to the development of the domestic environmental education sector. The scientific novelty of the research consists in specifying the possibilities of using modern digital technologies in the process of forming the ecological culture of compatriots, such as artificial intelligence, virtual, mixed and augmented reality, deepfake, digital twin, internet of things, chatbots with generative artificial intelligence. As a result of the research, the contradictions generated by the introduction of advanced digital educational technologies into the environmental education sphere have been identified, and recommendations for resolving the identified contradictions have been proposed.

VR 360 영상을 활용한 예술교육 효과성에 대한 연구 - 전통 가면무 교육영상을 중심으로

This study aims to design a dance lesson plan utilizing VR 360 cameras and apply it with actual dance class participants. An empirical analysis was conducted to measure the effectiveness of dance education using VR 360 cameras (student satisfaction and class efficiency). This quantitative evaluation assessed the impact of VR technology on dance learning outcomes. In analyzing the differences in class efficiency and satisfaction by gender, males scored significantly higher than females in both class efficiency and satisfaction. The analysis of differences by grade level showed significant variations in class efficiency and satisfaction, with higher grades generally reporting higher efficiency and satisfaction. Additionally, the analysis of differences based on the duration of instruction indicated that class efficiency varied depending on the duration of instruction, with those who had more than five years of instruction showing the highest satisfaction. There were also statistically significant differences in class satisfaction. These results provide important implications for the future of art education development, emphasizing the necessity of integrating various advanced technologies in convergence education.

Multiple Generative AI Pedagogical Agents in Augmented Reality Environments: A Study on Implementing the 5E Model in Science Education

Notwithstanding the growing advantages of incorporating Augmented Reality (AR) in science education, the pedagogical use of AR combined with Pedagogical Agents (PAs) remains underexplored. Additionally, few studies have examined the integration of Generative Artificial Intelligence (GAI) into science education to create GAI-enhanced PAs (GPAs) that enrich the learning experiences. To address these gaps, this study designed and implemented a GPA-enhanced 5E model within AR environments to scaffold students’ science learning. A mixed-methods design was conducted to investigate the effectiveness of the proposed approach on students’ academic achievement, cognitive load, and their perceptions of GPAs as learning aids through using the 5E model. Sixty sixth-grade students from two complete classes were randomly assigned to either an experimental group engaged in AR science learning with a GPA-enhanced 5E approach or a control group that followed the traditional 5E method. The findings revealed that the GPA-enhanced 5E approach in AR environments significantly improved students’ academic achievement and decreased cognitive load. Furthermore, students in the experimental group reported positive perceptions of the GPA-enhanced 5E method during the AR science lessons. The findings offer valuable insights for instructional designers and educators who leverage advanced educational technologies to support science learning aligned with constructivist principles.

School Climate, Incentives and Feedback Mechanism in Chinese Universities

This study aims to explore the school climate, incentives and feedback mechanisms in Chinese universities and their effects on teachers and students. This paper analyzes how a good school climate, effective incentives and sound feedback mechanisms can enhance teachers’ career satisfaction, professional growth. A total of 400 valid questionnaires were collected for this study, and descriptive analysis, analysis of variance, and regression analysis were conducted using SPSS 26.0. The majority of teachers in Chinese universities are women and are sensitive to remuneration and benefits. The findings revealed a positive relationship between school climate, incentive mechanism and feedback mechanism in Chinese universities. This means that the better the school climate in university, the better incentive mechanism and the better feedback mechanism. The findings suggest that a campus culture of trust and cooperation, a transparent and fair compensation and benefits system, personalized career development planning, and a timely and constructive feedback mechanism are key factors in enhancing the quality of education. Based on this, this paper proposes a series of specific strategies to optimize the university’s school climate, motivation, and feedback mechanisms, including strengthening culture, providing career development opportunities, establishing sound assessment and feedback mechanisms, applying advanced educational technologies, and creating a positive career development environment for teachers and retaining more teachers in universities.

Enhancing reflective practices in higher education with AI-supported anthropomorphic coaches

This paper reports on a pilot study exploring the use of generative AI and anthropomorphic coaches to enhance students’ reflective practices. Reflective practice is crucial for critical thinking and self-awareness. AI-driven feedback systems and lifelike avatars may create interactive, engaging environments for deeper student reflection. Drawing on observations from an ongoing project using Soul Machines Studio at the University of Auckland Business School, this inquiry considers anthropomorphic AI coaches’ ability to provide timely feedback and support reflective work in postgraduate courses. As a work-in-progress, we describe two use cases: (a) Refining team collaboration through AI-guided reflection and (b) providing feedback on reflective journal writing. We also outline future work on scalability, longitudinal studies, learning management system integration, cross-cultural adaptation, and ethical frameworks. We highlight AI's potential to develop students’ reflective practices and contribute to integrating advanced technologies in education.

The Effects of Cooperative Learning Approaches on Emotional Involvement to Enhance Artistic Creative Literacy among Third-Grade Art Students in Chinese Secondary Vocational School

This study focused on the Yuehua Secondary Vocational School students in Dezhou City. The objectives of this research were: (1) study the cooperative learning method’s impact on the emotional involvement of art majors in secondary vocational schools, (2) to investigate how students’ emotional involvement influences their learning outcomes and artistic creativity literacy in the context of cooperative learning methods at the criteria of 70%, and (3) to examine the effect of emotional involvement affected on learning outcomes and artistic creativity. Krejcie and Morgan’s table shows that the research sample included 1400 students, with a subset of 302 students, who finally participated in this study. The research employed a mixed-methods approach, combining both quantitative and qualitative analysis. To interpret the data, statistical analysis was conducted using percentages, means (M), standard deviations (SD), and narrative analysis. The primary research tools were questionnaires, tests, and lesson plans. The results revealed that: (1) the overall mean score for all variables was 3.76, with a standard deviation of 0.88, indicating a generally high level of agreement among respondents; (2) based on the test results, 70% of the students who participated showed that emotional involvement positively affected their learning outcomes and artistic creativity, as evidenced by the majority receiving grades of “Very Good” or “Excellent”; and 3) after implementing the emotional involvement difference before learning outcomes and artistic creativity literacy at the mean of 58 with a standard deviation of 0.98. These findings suggested that cooperative learning methods significantly enhanced students’ emotional involvement, positively influencing their academic performance and creative abilities. The study underscored the importance of creating emotionally engaging cooperative learning environments. Recommendations included personalizing learning approaches, strengthening teacher-student relationships, providing professional development for teachers, and incorporating technology to boost emotional involvement and creative outcomes further. Future research should explore the longitudinal impacts and the integration of advanced educational technologies to improve cooperative learning strategies continuously.

Advanced and AI Embedded Technologies in Education: Effectiveness, Recent Developments, and Opening Issues

This paper offers a brief analysis highlighting the effectiveness of several well-known Artificial Intelligence (AI) technologies applied in education, particularly in teaching and learning. It provides an overview of how modern classrooms can benefit from more effective teaching strategies that encourage students to engage in hands-on learning. Advanced technologies are changing how knowledge is found and shared, as well as how teaching is delivered. Memorization has been emphasized in educational models as a crucial learning skill until relatively recently. The technologies alter how knowledge is accessed and taught in schools today. Based on that, most knowledge is readily available, quickly accessible, and available online. The skills of reading, sharing, listening, and acting are now prerequisites for schooling. Most recent developments in advanced technologies in education are provided. Some analyses related to opening issues and challenges are shown for future work.

Enhancing English Learning Through Virtual Environments and Formative Assessment: SDG Focus

Objectives: This study investigates the impact of virtual environments and formative assessments on English language learning among undergraduate students at a university in Lima, within the framework of Sustainable Development Goal (SDG) 4: Quality Education. The study aims to determine how these factors influence language skills, including listening, speaking, reading, and writing. Theoretical Framework: The research draws on the theories of connectivism, socio-constructivism, and the communicative approach to language teaching, emphasizing the role of digital tools and continuous feedback in enhancing language learning. Method: A quantitative, correlational, non-experimental design was employed, using structured questionnaires to collect data from 98 undergraduate students. Ordinal logistic regression was used to analyze the impact of the independent variables on English proficiency. Results and Discussion: The results indicate a significant influence of virtual environments and formative assessments on English language learning, with the Nagelkerke coefficient for the general model at 0.223. The findings highlight the importance of these educational strategies in improving language skills, particularly in reading and overall proficiency. Research Implications: The study underscores the need for integrating advanced educational technologies and formative assessments in language instruction, aligning with the broader goals of SDG 4. It provides practical insights for educators and policymakers seeking to enhance English language learning in a post-pandemic context. Originality/Value: This research contributes to the limited literature on the role of virtual environments and formative assessments in the Peruvian educational context, offering localized strategies for achieving quality education as outlined by SDG 4.

Comparative Analysis of Mixed Reality and PowerPoint in Education: Tailoring Learning Approaches to Cognitive Profiles.

The term immersive technology refers to various types of technologies and perspectives that are constantly changing and developing. It can be used for different purposes and domains such as education, healthcare, entertainment, arts, and engineering. This paper aims to compare the effectiveness of immersive technologies used in education, namely mixed reality, generated with Microsoft HoloLens 2, with traditional teaching methods. The experiment involves comparing two groups of students who received different training methods: the first group saw a PowerPoint slide with an image of the human muscular system, while the second group saw a 3D hologram of the human body that showed the same muscle groups as in the PowerPoint (PPT). By integrating the Intelligence Quotient (IQ) levels of the participants as a predictive variable, the study sought to ascertain whether the incorporation of mixed reality technology could significantly influence the learning outcomes and retention capabilities of the learners. This investigation was designed to contribute to the evolving pedagogical landscape by providing empirical evidence on the potential benefits of advanced educational technologies in diverse learning environments. The main finding of this study indicates that while MR has potential, its effectiveness is closely tied to its interactivity. In cases where the content remains static and non-interactive, MR does not significantly enhance in-formation retention compared to traditional PPT methods. Additionally, the study highlights that instructional strategies should be adapted to individual cognitive profiles, as the technology type (MR or PPT) alone does not significantly impact learning outcomes when the information presented is identical.

Pre-service Teachers' Perspectives on the Integration of Technology in Future Education: Between English Education and Ethics Education Majors

The current study aimed to investigate the perceptions of pre-service teachers regarding the integration of advanced technologies into future education and to examine whether these perceptions differ significantly based on the pre-service teachers' academic majors. The participants consisted of 110 pre-service teachers majoring in Ethics education and English education at a university in Korea's Gyeongsang Province. A questionnaire comprising 59 items was administered, addressing aspects such as interest in the utilization of advanced technologies, resistance to their use, concerns about their application, and expectations for the future of education over the next decade. Statistical analyses, including a paired t-test, an independent <i>t</i>-test, frequency analysis, and analysis of variance, were employed to examine differences based on variables of gender and major. </br>The study revealed statistically significant disparities in the perceptions of pre-service teachers from distinct majors, particularly between English education majors and ethics education majors, concerning the incorporation of advanced technologies in education. English education majors demonstrated notably high awareness, particularly in the domain of neural machine translation. Conversely, ethics education majors demonstrated a lower inclination to embrace the use of advanced technologies in their instructional practices. Additionally, ethics education majors expressed the belief that the role of teachers would become more pivotal in classes integrating these technologies. Considering these research outcomes, it becomes evident that future education for pre-service teachers should underscore comprehensive training in both digital technology education and the development of competencies in areas where artificial intelligence cannot replace the role of educators.

Inbound learning: revolutionizing educational paradigms

This paper explores the transformative potential of Inbound Learning in educational settings, integrating principles from inbound marketing to foster personalized, engaging, and effective learning experiences. Through a comprehensive literature review, the study examines the application of Inbound Learning strategies across diverse educational levels and contexts, highlighting significant improvements in student engagement, academic performance, and educator satisfaction. The methodology employed combines quantitative and qualitative approaches to assess the impact of these strategies, revealing a positive correlation between personalized educational content and improved learning outcomes. Challenges such as technological access, resource allocation, and teacher training are discussed, alongside future perspectives that suggest the integration of advanced educational technologies and policy support to overcome these barriers. The findings underscore the efficacy of Inbound Learning in meeting the contemporary needs of learners and educators, advocating for its broader adoption to revolutionize educational practices.

A narrative literature review on new technologies for teaching anatomy

The study examines the integration of emerging technologies into anatomy education and focuses on the impact on learning results and student involvement. It uses a comprehensive literature search to identify technologies such as virtual reality, three-dimensional printing of anatomical models, augmented reality, artificial intelligence, virtual dissection, online resources, interactive software, haptic technology, anatomy software, simulation technology, gamification, mobile applications, and social media. The findings reveal that these technologies offer advantages such as enhanced interactive learning experiences, realistic simulations, and adaptability to various learning styles. However, challenges such as cost, ethical concerns, and specialized training accompany their implementation. The study concludes that the integration of advanced technologies in anatomy education has the potential to revolutionize the learning experience, fostering increased accessibility and engagement. The following core competencies are addressed in this article: Medical knowledge, Systems-based practice.

Інноваційні методи навчання медичної та біологічної фізики у вищій школі: інтеграція педагогічних технологій і наукового підходу

The article examines modern approaches to teaching medical and biological physics in higher education institutions, emphasizing innovative pedagogical methods. The integration of traditional scientific approaches with advanced educational technologies, such as gamification, interactive modeling, virtual laboratories, case studies, and the use of multimedia resources, is explored. The potential of digital platforms for conducting lessons is highlighted, including the use of e-textbooks, video tutorials, and test programs aimed at enhancing learning efficiency. Special attention is given to the interdisciplinary approach, which facilitates the integration of knowledge from biology, medicine, and physics, and practice-oriented learning aimed at developing professional competencies in future specialists. The advantages of feedback mechanisms and personalized educational trajectories in the learning process are outlined. Recommendations are provided for educators on creating a favorable learning environment that stimulates the cognitive activity of higher education students. The study also emphasizes the need to modernize educational programs in line with the requirements of contemporary medicine and biophysics.

Enhancing maritime education for ocean sustainability: A multidisciplinary approach

This research critically explores maritime education’s role in fostering ocean sustainability and preparing seafarer students to tackle environmental challenges. It highlights the importance of marine science and technology literacy and proposes innovative solutions aligned with ocean health, resilience, and global climate change mitigation. Through qualitative descriptive analysis of select research papers, this study offers insights beneficial to the maritime industry and environmental conservation. The findings stress the need for curriculum enhancements, advocating for integrating marine science subjects and advanced technologies in maritime education. Proficiency in marine science and technology literacy is crucial for students to become competent professionals and responsible stewards of the marine environment. Green shipping practices, eco-friendly vessel design, and environmental bio-monitoring are identified as transformative opportunities for the industry, requiring support from policymakers and stakeholders in line with international emissions reduction agreements. Integrating marine eco-biology education into maritime curricula empowers students to actively engage in marine biodiversity conservation. This interdisciplinary approach bridges theory and practice, offering a sustainable future for our oceans through collaboration between educational institutions, industry stakeholders, policymakers, and researchers.

ПРОБЛЕМНЫЕ КОНТУРЫ КУРСА "ОСНОВЫ РОССИЙСКОЙ ГОСУДАРСТВЕННОСТИ" В МЕТОДОЛОГИЧЕСКОМ КОНТЕКСТЕ

In the conditions of global geopolitical instability and challenges to the unipolar world, the author emphasizes the importance of consolidating the mental resources of Russian youth to ensure sustainable development of the country. The thesis is asserted that studenthood carries not only demographic significance but also represents a key resource for the future of Russia. However, youth faces challenges in the form of information warfare and anti-Russian propaganda. Attention is drawn to the importance of the educational system in resisting these challenges and shaping geopolitical consciousness among students. The author also notes the need to rethink Russia's internal image and its place in the world, which is actualized in political-ideological initiatives, including national security strategies and new educational courses. The text highlights the significance of preserving and strengthening traditional spiritual and moral values in the context of geopolitical changes and contemporary challenges. The author emphasizes the importance of the participation of Russian scientific schools in developing the content of a course that reflects the key aspects of Russia's humanitarian sovereignty. Also emphasized is the importance of abandoning straightforward propaganda in favor of forming a civic position and ethical judgment among students. The author calls for the development of students' ability to analyze information and interact with various viewpoints based on ontological understanding and ethical principles. The main focus is on the fact that the value of the course lies not only in providing information about Russia but also in ensuring the social functionality and development of the civic position of students. The author underscores the need to supplement knowledge about the world with ethical judgment and action, linking education with social functionality. The main idea of the course «Foundations of Russian Statehood» is to define the role of Russia as a civilization-state, as well as to develop national contours and ideological foundations for a multi-ethnic Russian society. The course was created by the teaching community, agreeing on an interdisciplinary platform. The importance of advanced educational technologies is emphasized in conveying key national meanings and shaping the civic identity of student youth based on Russia's historical path and traditions.

Exploration and Practice of the Integration and Development of Educational Technology and Teaching in Colleges and Universities in the Context of Educational Informatization

Abstract In the context of education informatization, this paper discusses how to deeply integrate advanced educational technology with traditional teaching. By constructing a blended teaching model with the goal of deep learning and using linear regression, decision tree and other algorithms to build a data analysis framework, this paper aims to assess the practical application effect of educational technology in universities. The empirical study explores the development of deep blending between educational technology and teaching by taking the Information Technology Course of University J as an example. The results showed that after the teaching, the posttest mean of profound learning ability of students in the mixed, online, and offline groups were 1.948, 0.182 and 0.065 higher than the pretest mean, respectively. z-values ranked in the top three were the perseverance of students in the mixed group (-12.642) and the ability to think creatively (-11.682) and critically (-9.875), which were higher than those of students in the online group and the offline group, the overall profound learning ability of students in the mixed group was effectively improved, which verified the effectiveness of the blended teaching model proposed in this paper.

A Machine Learning Based Method to Evaluate Learning in Gamification Practices

With the integration of advanced methods and technologies in higher vocational education, educational gamification has emerged as a new approach to encourage students’ active participation in learning. However, it is difficult to accurately evaluate student participation in this environment and delve into the process of interactive evolution. Most existing research methods primarily focus on qualitative analysis, while attempts to conduct quantitative analysis are often constrained by traditional statistical methods. Moreover, these methods frequently fail to consider the interactive dynamics that occur between teachers and students. This study proposes a method to evaluate learning participation in educational gamification. K-means clustering was used, and a framework for educational gamification was constructed using a process interaction evolutionary game. By conducting a thorough analysis of the interactive dynamics between teachers and students, this study offers practical guidance and strategies for educators.

Learning in the Digital Age: Harnessing Decision Support Systems and Case Study for Physics Tutoring Program

In the contemporary educational landscape, the integration of Decision Support Systems (DSS), particularly the Simple Additive Weighting (SAW) method, offers a structured approach to evaluating teaching methods. This study focused on applying the SAW DSS in a Physics Tutoring Program. The results highlighted Interactive Simulations as the most effective teaching approach, emphasizing the role of technology in modern education. Hands-on Experiments and Group Discussions followed closely, underscoring the importance of experiential learning. Traditional Lectures, while foundational, benefit from enhanced interactivity. The SAW DSS's systematic approach ensures objective decision-making, though weight assignment can introduce subjectivity. A notable research gap emerged around the integration of SAW DSS with advanced educational technologies and its application across diverse cultural contexts. Future research avenues include refining the SAW method with real-time feedback and AI integration. In conclusion, as education evolves, tools like the SAW DSS provide invaluable insights, necessitating continuous adaptation to meet dynamic educational needs.

Specificity of Organizational and Methodological Ensuring the Learning Process in the Information and Educational Environment

The article identifies the main trends characterizing the modern educational space; analyzed the content characteristics of the informational educational environment as a pedagogical system that combines informational educational resources, computer learning tools, educational process management tools, pedagogical techniques, methods and technologies. Based on the analysis of the scientific works of leading scientists, the main characteristics of the informational educational environment (variability, contextuality, polyfunctionality, adaptability) are determined, and their explanation is given; the functions of the informational educational environment are determined and the structure is substantiated. It has been proven that the information and educational environment consists of the goals and tasks of the organization of the project process, as well as the program-methodical (normative support for the functioning of the educational system), information-knowledge (a set of competencies), communication (interaction of the subjects of the educational process), technological ( modern teaching aids) components. The specifics of the use of advanced educational technologies in the information and educational environment are clarified. The conclusion that the information and educational environment of higher education institutions in modern conditions solves the following tasks is substantiated: improving the quality of education and the level of professional competence formation; ensuring the availability of educational services; lifelong learning; preparing students for the use of information technologies in an open digital society; increasing the efficiency of the education system in general.

Rethinking Education: An In-Depth Examination of Modern Technologies and Pedagogic Recommendations

Educational technology has changed the teaching and learning process in many ways. As teachers needed new strategies to adapt to emerging technology tools and to interact with students, immediate feedback and digital instructional resources had become the norm. Teaching and learning expectations are growing because of technological improvements. Many digital libraries and online resources are now easily accessible to teachers and students. Therefore, a qualified teacher must be aware of the new teaching requirements and the adjustments related to educational technology trends. Additionally, it is important to adopt a Technological Pedagogical Content Knowledge (TPCK) framework and to clarify how teachers and students can collaborate to achieve learning outcomes through updated educational practices. This collaborative education can occur because technology makes it easier for students and teachers to interact together, despite the physical distance that could separate them. This paper emphasizes the optimum use of educational technologies and the potential of new digital tools that have already been exploited in an unprecedented way. It aims to provide a comprehensive review of current technologies with pedagogic recommendations, to highlight the importance of educational technologies in teaching, and to reconsider strategies for acquiring digital skills in the Artificial Intelligence era. The discussion revolves around identifying and depicting various advanced educational technologies that can be integrated with engaging pedagogical approaches. Furthermore, it explains how each technology can enhance the learning experience, emphasizing the teacher’s role in the technology-based educational process.