Educational Technology Design Research Articles

A Roadmap to Support the Development of Chemistry Virtual Reality Learning Environments Merging Chemical Pedagogy and Educational Technology Design

A Roadmap to Support the Development of Chemistry Virtual Reality Learning Environments Merging Chemical Pedagogy and Educational Technology Design

Accessible Educational Resources: Assistive Technology and Information Design Promoting Educational Inclusion for People with Hearing Disabilities

This article explores how accessible educational resources, assistive technology and information design can collaborate to promote the educational inclusion of people with hearing impairments. Combining these approaches contributes to the understanding of content, engagement and participation of students with hearing impairment, as well as enhancing their communication and interaction, raising self-esteem and confidence. This study aims to investigate how these resources can promote the educational inclusion of people with hearing impairment, identifying their capabilities and limitations and proposing strategies to improve accessibility and quality of life in the educational environment. The methodology employed will be the systematic literature review (RBL). It is concluded the importance of these approaches for the educational and social inclusion of people with hearing impairment. Investments in research and development of these resources are fundamental to promote the inclusion of these people on equal terms in society.

Enhancing Metacognitive and Creativity Skills through AI-Driven Meta-Learning Strategies

This study investigates the efficacy of a meta-learning approach in improving metacognitive and creative skills. This quantitative study focused on an experimental group using a onegroup pretest-posttest research design. All participants underwent a pretest to assess their initial metacognitive abilities and were subsequently exposed to a meta-learning framework throughout the course. A post-test was conducted to assess the impact of the intervention. The findings indicate a statistically significant improvement in metacognitive skills from the pretest to the post-test. This study confirms the effectiveness of meta-learning strategies and elucidates the relationship between meta-learning and metacognition. Meta-learning enables students to comprehend their own learning processes, thereby improving their capacity to strategize, oversee, and control their cognitive functions with the assistance of artificial intelligence (AI). This approach incorporates creative elements that can stimulate metacognitive thinking, encouraging students to adjust their learning strategies and think outside the box. This research suggests that meta-learning can improve metacognitive abilities, providing valuable insights into educational technology and course design in higher education settings.

Effects of adaptive feedback through a digital tool – a mixed-methods study on the course of self-regulated learning

AbstractLifelong learning is emerging as a key priority for promoting equity and sustainability in societies. Self-regulated learning (SRL) is a fundamental requirement for achieving successful lifelong learning, and digitization is increasingly influential in this regard. This mixed-methods study explores the degree to which adaptive learning technology (ALT) can assist university students in their SRL with timely and personalized support. Additionally, the study examines how students perceive this feedback and incorporate it into their learning behavior. Using hierarchical linear modeling, we investigated the development of SRL over a 9-week period. Semi-structured interviews were conducted with purposively selected learners, based on stimulated recalls. The quantitative results demonstrate positive development in certain components of SRL. Furthermore, the results indicate that metacognitive activity can be partially predicted by motivational and emotional states. The qualitative findings reveal that learners have varying perceptions of feedback received from ALT and integrate it into their learning behaviors based on their individual benefits. The results support the assumption that feedback provided through educational technology must be precisely tailored to the needs of learners, taking into account the dynamics of their individual learning processes. The study contributes to the ongoing discussion on the design of educational technology.

Understanding the educators’ practices in makerspaces for the design of education tools

AbstractMakerspaces persist as formal and informal spaces of learning for youth, promoting continued interest in studying how design can support the variety of learning opportunities within these spaces. However, much of the current research examining learning in makerspaces neglects the perspectives of educators. This not only hinders our understanding of educators’ goals and how educators navigate makerspaces but also constrains how we frame the design space of the learning experiences and environments. To address this, we engaged in a set of semi-structured interviews to examine the contexts, goals, values, and practices of seven educators across five makerspaces. A thematic analysis of the data identified six key categories of competencies that these educators prioritize including a range of skills, practices, and knowledge, such as technical proficiency, communication, and contextual reflection. The analysis also identified five categories of strategies to accomplish certain goals, such as scaffolding, collaboration, and relationship building. Last, it also shed light on three categories of challenges faced at the student-level, teacher-level, and institutional level. We conclude with a discussion on our insights into how we can broaden the problem space in the design of educational technologies to support learning in makerspaces.

A systematic review of changing conceptual to practice in learning experience design: Text mining and bibliometric analysis

Learning experience design (LXD) is a new wave in educational technology and learning design. This study was conducted to clarify conceptual change to practice by applying a systematic literature review to a combination text mining and bibliometric analysis technique to visualization network. Based on the study selection articles from SCOPUS. Our research questions focused on the changing concept, the elements of dimensionality, and the process or practice of LXD. The findings showed that 152 articles were finally selected to be analyzed. Conceptualizing LXD is currently underway in design thinking and user research methods with emphasis on the empathize process. Moreover, three dimensions to consider including (1) design dimension focus on user experience design in a technology context, (2) learning dimension focus on instructional design and learning theory, and (3) standard dimension focus on assessment and evaluation in learning goal and project management. In addition, five steps cycle for practice follows: research learners as users and learning goals, design with ideate, develop prototyping, validity testing, and launch and follow-up. These factors enhance learning engagement and aesthetics for a great learner experience and learning efficacy.

Reflections on 50 Years of Experience in Educational Technology

I came to the world of educational technology in the 1980s from a position as a computer science professor at a regional state university in Alabama where I had been practicing as an educational technologist without awareness that I was doing so. In the intervening years, I have come to realize the complexities and challenge of educational technology and instructional design, thanks to mentors such as Robert Gagné, David Merrill, Robert Tennyson, and many others too numerous to name. Those learning experiences were largely unplanned and happened more or less by coincidence as I left teaching computer science to become the senior scientist for instructional systems at the Air Force Human Recourses Laboratory (a.k.a. Armstrong Laboratory) in San Antonio, Texas. I have also had the pleasure of being a tenured professor at the University of Bergen, Syracuse University, Florida State University, the University of Georgia, and the University of North Texas, where I have tried to apply the lessons learned along the way. Regretfully, what I see now happening in the broad domain of educational technology is a return to the beliefs I had when I entered this field so many years ago. Those unaware of the complexities and challenges and untrained in educational technology and learning science but adept with one or more technologies believe they can apply their technology knowledge to solve any educational problem that arises. If these remarks have any benefit, it is to help those technophiles understand that the emphasis and focus in educational technology and learning science should be placed initially and primarily on the learner and not on a particular technology nor the content to be learned. Technologies come and go, and those with keep knowledge in a content domain have already indicated what can be learned in that domain. As a result of my focus on the individual learner in this paper, this will not be a typical academic research paper. Rather it will be a plea to consider what really matters – not one’s own prominence or advancement but helping others develop their own thoughts and understanding. Onward through the fog (a slogan borrowed from Oat Willie’s in Austin, Texas).

Expanding the Technology Acceptance Model (TAM) to Consider Teachers Needs and Concerns in the Design of Educational Technology (EdTAM)

While technological innovations are designed with the users in mind, this same design approach—designing technology to enhance the students’ learning experience—often falls short of acceptance with teachers and educators. This paper suggests a theoretical model with which EdTech can be designed to enhance the adoption of technology among teachers. At its core, the Educational Technology Acceptance Model (EdTAM) utilizes a double-user scenario, focusing on both the needs and concerns of teachers as well as the needs of students. As a result, a proof of concept in the form of an educational game designed in strict accordance with the EdTAM Model is presented. Thus showing that the theoretical model can be transferred into the design of a real-world product. A further study testing the effect of the model and the produced games acceptance rate with teachers is planned to support the theoretical model with empirical data.

Exploring the Role of Personalization in Adaptive Learning Environments

: In recent years, the integration of technology in education has sparked interest in enhancing learning experiences. Adaptive learning environments, which customize educational content and strategies to individual learners, offer a promising approach. Personalization within adaptive learning environments is crucial for addressing learner diversity and maximizing engagement and learning outcomes. This research project aims to explore the role of personalization in adaptive learning environments and its impact on the user experience and educational outcomes. By investigating the effectiveness of personalized interfaces and adaptive strategies, we seek to understand how these technologies can create more engaging and effective learning environments. The project objectives are threefold. Firstly, we aim to design and implement adaptive learning interfaces with personalized elements to customize the learning experience for each user. Secondly, we will evaluate the impact of personalization on user experience dimensions, including engagement, satisfaction, and motivation. Lastly, we will assess the effect of personalization on learning outcomes, such as knowledge acquisition and retention. This research contributes to the field of educational technology and user experience (UX) design. By examining the role of personalization in adaptive learning environments, we aim to inform the development of more effective and learner-centered educational tools and strategies.

Multimodal analysis of interaction data from embodied education technologies

AbstractThe emergence of immersive digital technologies, such as shared augmented reality (shAR), virtual reality (VR) and motion capture (MC) offers promising new opportunities to advance our understanding of human cognition and design innovative technology-enhanced learning experiences. Theoretical frameworks for embodied and extended cognition can guide novel ways in which learning in these environments can be understood and analyzed. This conceptual paper explores a research method in Educational Technology—multimodal analysis for embodied technologies—and provides examples from shAR, VR, and MC projects that use this approach. This analysis involves tracking learners’ gestures, actions on physical and virtual objects, whole body movements and positions, and their talk moves, in addition to other relevant modalities (e.g., written inscriptions), over time and across space. We show how this analysis allows for new considerations to arise relating to the design of educational technology to promote collaboration, to more fully capture students’ knowledge, and to understand and leverage the perspectives of learners.

What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level

AbstractIn the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner NotesWhat is already known about this topic Universal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level. Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach. The transformative potential of technology in educational contexts was not fully realised pre‐COVID. The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices. What this paper adds This paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression. There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration. The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect). Implications for practice and/or policy While technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed. There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations.

Student Attitudes towards Chat GPT: A Technology Acceptance Model Survey

This study aimed to develop and validate an instrument to explore university students' perception of Chat GPT, while also investigating potential variations across gender, grade level, major, and prior experience with using Chat GPT. Employing a quantitative research approach, the study involved 239 students enrolled in the Science and Mathematics Education Program at a private university in Almaty, Kazakhstan. The results indicated an overall positive perception of Chat GPT among the participants. Notably, the only significant disparity in perception between male and female students was observed in the dimension of "Perceived ease of use." Moreover, no significant differences were found across any survey dimensions when comparing students from different grade levels (first to fourth grade). However, statistically significant differences emerged in the dimension of "Perceived social influence" between Mathematics majors and Chemistry-Biology majors, as well as between Chemistry-Biology majors and Physics-Informatics majors. Additionally, except for the dimension of "Perceived social influence," statistically significant differences were observed among groups based on their prior experience using artificial intelligence (AI) or chatbots. These findings provide valuable insights into university students' perceptions of Chat GPT and highlight the influence of factors such as gender, major, and prior experience on their perceptions. The implications of these findings can inform the design and implementation of educational technologies involving AI-based chat systems in higher education settings.

A reflective design case of practical micro‐ethics in learning analytics

AbstractA burgeoning literature, policy landscape, and set of practice resources and guidelines have emerged around ethical educational technology development and implementation, particularly in the context of data or artificial intelligence informed tools. However, while these resources provide valuable tools to support navigation of the ethical landscape, they suffer from some limitations. These include a focus on coarse‐grained, clear cut cases; a lack of attention to dilemmas and tensions; and a potential focus on procedural aspects of ethics, rather than our moment‐to‐moment ethics‐in‐action. This paper provides a case study description, using a reflective design case to provide a more textured micro‐ethics. The case approach, its exemplification as a tool for micro‐ethics, and the features of interest in our particular case each provide valuable tools for the educational technology community. Practitioner notesWhat is already known about this topic Ethical concerns are central to the design, development and implementation of educational technologies (edtech). A range of guidelines, policies and law exist, providing principles that guide edtech research and use. However existing resources tend to reflect coarse procedural aspects of ethics, providing a navigation aid, but not a defined path, in ethical edtech practice. What this paper adds This paper provides a novel method—a reflective design case—for describing and exploring micro‐ethics in edtech. Through applying this method, we demonstrate that micro‐ethical analyses of ‘ethics‐in‐action’ help to uncover the nuanced decisions we make in ethical conduct. This exemplification provides insight into a specific body of work on writing analytics, of relevance to the field. Implications for practice and/or policy Policy and guidance for ethical conduct should make use of cases that demonstrate how such ethical materials are drawn on in ethical conduct, and as demonstrations of micro‐ethics in action. Practitioners—those who design, develop, and implement edtech—may use the method developed to explore and share their own cases to support their work. Practitioners—those who design, develop, and implement edtech—may draw on shared reflective design cases in learning regarding navigating application of procedural ethics and developing ethics‐in‐action.

Philosophical aspects of application of information and communication technologies in contemporary continuous education of adults

The widespread use of Information and Communication Technologies (ICTs) in education has raised a number of philosophical questions regarding their role, impact and ethical implications. As technology becomes more integrated into our lives, it is increasingly important to understand the philosophical underpinnings that shape our relationship with it. In the field of education, the use of ICTs has the potential to transform teaching and learning, but also raises concerns about issues such as access, equity, privacy, and control. Philosophical inquiry into the use of ICTs in education can help to illuminate the values and assumptions that underpin different approaches, and can provide a critical lens for evaluating the benefits and drawbacks of different technological interventions. This essay will explore some of the key philosophical questions surrounding the use of ICTs in education, and will consider the implications of different philosophical approaches for the design and implementation of educational technology.

The Relationship between Neuropedagogic Approaches and the Formation of Skills of Primary School Students

The article analyzes the relationship between neuropedagogic approaches and the formation of skills of primary school students. Educational technology design potentially introduces another area of expertise and a new set of issues that require the integration of neuroscience, education, and technology concepts and insights. The educational process involves the implementation of a conceptual education system that begins with the child entering the first grade and ends with obtaining a qualification for a person. Therefore, studying involves an educational process, as a result of which certain competencies will be acquired. Thus, education will be effective for a person only when the degree of acquired competencies of the child at school, their value orientations and readiness for education are taken into account. So, in order to introduce effective education, we chose the direction of research on the study, analysis, justification of measures to increase the level of motivation of children to the educational process based on the conclusions of neuropedagogy. For the purpose of the study, the integration method of synthesis of the figurative structure was applied, for analysis on the theory and learning technology. Methods of synthesis in the pedagogical activity of the study can be traced on a number of educational technologies. The results of the study show that in general, neuropedagogic teaching technologies contribute to increasing motivation to learn among primary school children.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ЗДОРОВ'ЯЗБЕРІГАЮЧОЇ КОМПЕТЕНТНОСТІ У ВИЩІЙ ПЕДАГОГІЧНІЙ ОСВІТІ

The paper explores the principles of "health-preserving competence" and "health-preserving pedagogy," focusing on the challenges of cultivating such competence among students in higher pedagogical education. It establishes the educational conditions essential for this competence's development. Notably, there has been a rising focus on the health and well-being of the student population in recent years, a trend amplified by societal transformations and rapid advancements in technology. Contemporary approaches to health preservation and a balanced lifestyle are examined, along with an assessment of the significant role that health-focused pedagogical methods play in education. This work is particularly useful for educators, researchers, and professionals interested in fostering the holistic development of students and preparing future teachers with a keen awareness of health and well-being. A key highlight is the emphasis on safety education, especially pertinent in conflict zones and occupied regions. Moreover, the paper offers actionable recommendations, such as the initiation of virtual platforms for sharing best practices, targeted stress-management training under crisis conditions like war or pandemics, and the design of educational technologies tailored for crisis management. These strategies hold promise for making the educational landscape more adaptive and responsive, catering especially to those who have experienced trauma or have unique needs. The conclusions underscore that health-preserving competencies are fundamental in shaping a balanced and health-conscious educational environment. The conditions outlined could form the basis for future programs aimed at elevating the quality of education and nurturing. Overall, the contribution of this work to pedagogical science is notable. It not only addresses pressing issues but also introduces specific, practical interventions that could enhance the educational setting amid the challenges of the modern world.

New Kids on the Block? Exploring technological preferences of a new generation

Over the past decades, reported research have continuously alluded to the impact of “digital natives,” “millennials,” and a range of reported “generations,” and warned about the need to adapt across all spheres, including education, educational approaches and student support. Higher education akin to these demands. Contemporary trends in student styles indicate an ever-expanding preference in using digital options. In essence, the use and application of technology and expectations hereof are changing with the emergence of each new generation. This necessitates a deepening in understanding, of inter alia, developments and application of educational technology and instructional design. With the disruptive technological changes of the Fourth Industrial Revolution (4IR), a new entry-level student, characterised by an increased digital imprint and a marked preference to using only mobile technology, surfaced and is already coined in literature as “the phygital generation”. Phygital is the concept of using technology to bridge the digital world with the physical world with the purpose of providing a unique interactive experience for the user. The term has first been introduced by the marketing and consumer industries. Here, smart and mobile technologies enable interaction and experiences for increasingly daily needs such as online purchases, traveling, learning, communication. The question is: how does this new trend affect teaching and learning? Evidently, students from this generation prefers to learn from microcontent and they are averse to voluminous content. Is there an understanding of the nature of the phygital generation, with its focus on mobile technology? Will this exacerbate the digital divide in marginalised communities? Framed by Critical Pedagogy, this paper interrogates the knowledge that a group of lecturers and their support staff in a Higher Education Institution in South Africa must accommodate a new generation of students. Using an interpretive design, qualitative data were collected from a purposively selected group of educators and support staff. Semi-structured interviews were used in this case to gauge their awareness and readiness to accommodate this new generation in their teaching and learning ecosystem. Findings are that participants are aware of the change but are not prepared for contemporary trends. Informed by critical theory, the paper offers critical indicators to address the gap.

The Analysis of Problems and Needs of Educational Information Technology of Thailand National Sports University

The objectives of this study were to 1) investigate the problems surrounding the use of information technology in education at Thailand National Sports University Chon Buri Campus and 2) determine the university's information technology needs. The quantitative method was used to investigate the problems and needs associated with the use of information technology in education at Thailand National Sports University Chon Buri campus. A questionnaire was used to collect data from 92 individuals who worked at Thailand National Sports University's Chon Buri Campus as executive administrators, lecturers, and support staff. The study's findings indicated that the priority was placed on the design of educational technology that aided in teaching and learning. Following that, there was a need in designing educational technology to support research and educational technology designed to support academic services.

Taking data feminism to school: A synthesis and review of pre‐collegiate data science education projects

AbstractAs the field of K‐12 data science education continues to take form, humanistic approaches to teaching and learning about data are needed. Data feminism is an approach that draws on feminist scholarship and action to humanize data and contend with the relationships between data and power. In this review paper, we draw on principles from data feminism to review 42 different educational research and design approaches that engage youth with data, many of which are educational technology intensive and bear on future data‐intensive educational technology research and design projects. We describe how the projects engage students with examining power, challenging power, elevating emotion and lived experience, rethinking binaries and hierarchies, embracing pluralism, considering context, and making labour visible. In doing so, we articulate ways that current data education initiatives involve youth in thinking about issues of justice and inclusion. These projects may offer examples of varying complexity for future work to contend with and, ideally, extend in order to further realize data feminism in K‐12 data science education. Practitioner notesWhat is already known about this topic Data feminism is an emergent framework for changing data practices and discourse in service of equity and justice. Data science education is rapidly growing as a topic of interest in the educational technology research and design communities. Many educational technology and design projects have been launched and shared in publications that preceded the widespread distribution of the data feminism framework. What this paper adds Data feminism is partially re‐articulated in terms familiar to educational technology research communities. Prior and recent projects are organized with respect to how they illustrate potential connections to core data feminism principles. This paper identifies specific strategies that recent projects have used that have potential for realizing data feminism principles. Implications for practice and/or policy Educational technologists can use the re‐articulated principles of data feminism for education to inform their future design work. Tractable steps to achieve data justice that are attainable within existing educational systems can be pursued. Communities can and should bring together multiple ways of knowing to support new educational practices and futures with data.

The Inclusion of Children on the Autism Spectrum in the Design of Learning Technologies: A Small-Scale Exploration of Adults’ Perspectives

This research explores the inclusion of children on the autism spectrum in the design of educational technology from the perspectives of adult co-designers. A group of five non-verbal children with a diagnosis of autism participated in a series of four design workshops over the course of 6 weeks. Using a participatory design approach, a small team of three teachers and two technology developers worked alongside the children to design a language development and literacy app for use in a special education classroom. The outcome of this process was a stand-alone education app that comprised many of the contributions made by children during the workshops. The inclusion of children with autism in technology design ensures the end-product reflects their education needs and requirements. Using a qualitative approach, this small-scale study sought to examine the participation of children with autism through the various stages of the design process from the perspectives of their teachers and technology designers. Data were collected through individual interviews and a focus group with teachers and technology designers. Three major themes emerged from thematic analysis: (1) valuing contribution; (2) the challenge of listening; and (3) ownership in outcome. Emerging subthemes highlight challenges described by teachers and designers in facilitating and maintaining meaningful participation in design activities and their efforts to address these. Findings emphasise the value of participation while questioning participatory practices for specific phases of design. The study explores the challenges of equalising power between adults and children with autism in participatory design projects. It uncovers tension between the desire to ensure the authentic participation of children with autism where communication and engagement is significantly compromised by the complexity of their disability. The small number of participants and the modest scope of this design project limit the generalisability of the findings. However, it points to the value of recognising children’s contributions and the importance of striving to incorporate these in the final design artefact.