Development Of Educational Technology Research Articles

The “digitalization” of sociology: new opportunities and key contradictions

The article analyzes the impact of digitalization on sociology and the professional trajectories of a sociologist. The main stages of the “digitalization” of sociology are highlighted, within which not only the amount of data used changes, but also the methods of their processing and analysis. Speaking about the transformation of modern sociology, the author describes several projects of its “digitization”, defining the key features of each. The “digitalization” of sociology is considered as an ambivalent process, which, on the one hand, opens up a whole range of opportunities for the researcher, on the other, actualizes a number of serious problems. The development of computing technologies leads to the expansion of opportunities for rethinking and verification of individual classical theories, the widespread introduction of non-reactive methods of sociological research, to increase their evidence and reproducibility. At the same time, the problems of digitalization are: an increase in the “black box” effect, bias and opacity of artificial intelligence algorithms, a decrease in the interpretability of the results obtained by a sociologist working in the “big data” paradigm. This leads to the need to rethink the model of Russian sociological education, the development of educational technologies that integrate classical sociological thinking and new digital technologies.

Comparison of augmented reality with other teaching methods in learning anatomy: A systematic review.

Augmented reality (AR) has been investigated as an engaging educational tool that motivates undergraduate health science students to learn human anatomy. AR technology is developing rapidly, supporting medical education by presenting models of human anatomy as digital objects overlaid in the real world via mobile or head-mounted display (HMD). The purpose of this systematic review is to provide a post-pandemic analysis of AR compared with other methods for teaching anatomy and to determine the effects of AR on learning outcomes (LOs). Original research published between January 2020 and April 2024 was obtained from the WOS, Scopus, MEDLINE(Ovid), EMBASE, and PubMed databases, following PRISMA 2020 protocols. Articles included for analysis compared AR with alternative pedagogical methods of teaching undergraduate human anatomy. Studies that described AR as "mixed reality" (MR) were included, while those describing "virtual reality" (VR) were not considered. Risk of bias and limitations in individual studies were assessed using the Quality Assessment with Diverse Studies (QuADS) tool. Data were synthesized using a convergent integrated approach with LOs tabulated for visual analysis. A total of 17 articles were eligible for review: nine studies comparing AR via HMD hardware, and eight comparing mobile AR. The LOs of 12 studies were overwhelmingly reported as non-significant. Insufficient data precluded an accurate meta-analysis of LOs, and critical analysis revealed a considerable risk of bias and lack of justified methodology. While AR holds potential for supporting undergraduate students in learning anatomy, definitive outcomes from the current literature are limited by the heterogeneous nature of the studies and inconsistent use of terminology. It is recommended that future research employs professional AR technologies and incorporates the perspectives of university educators to ensure reliable outcomes that can direct the further development of AR technology in medical education.

Bridging the Visualization Gap

The integration of three-dimensional (3D) modelling tools in educational settings promises a transformative shift in teaching complex concepts. Despite their potential, the actual deployment of such tools faces substantial pedagogical and technical challenges, primarily due to the "visualization gap" between traditional 2D resources and 3D constructs. This gap can significantly hinder students' understanding and retention of complex spatial concepts critical in disciplines such as medicine, engineering, and architecture. To address these challenges, this paper introduces the Integrated VR Educational Technology Assessment (IVRETA) framework, designed to evaluate and guides the development of virtual reality (VR) and augmented reality (AR) tools in education. IVRETA assesses tools across three dimensions: Interaction and Usability, Learning Enhancement, and Authentic Pedagogy and Adaptability. Applying this framework, we evaluate 3D Whiteboard, a practical tool designed to facilitate dynamic interaction with 3D models and enhance educational outcomes through immersive learning experiences. The paper underscores the potential of the 3D Whiteboard in bridging the visualization gap and improving educational practices across various disciplines, demonstrating how IVRETA can guide the assessment and improvement of educational technologies. By providing a robust foundation for the development and enhancement of educational technologies, IVRETA supports ongoing innovation in educational settings.

The Giant Leap in the Development of Higher Engineering Education in China

Purpose This study discusses the development of higher engineering education and its future direction following the increased enrollment in higher education institutions in China. Design/Approach/Methods By compiling and analyzing corresponding policies and historical and statistical data, the large-scale expansion process and quality enhancement pathways of China's higher engineering education are summarized. Additionally, probable future development scenarios are identified based on the current situation. Findings Ever since the expansion of higher education enrollment in China, higher engineering education has experienced rapid expansion in scale and quality, leading China toward becoming a prolific global leader in this aspect. Through a series of national engineering educational reforms, such as “Engineering Program Accreditation,” “Outstanding Engineer Plan,” and “New Engineering Construction,” China has sought to improve the quality of engineering talent to “transition from a large state to a powerful state” in higher engineering education. Therefore, this development process can be considered a “golden age” of higher engineering education development in China. Going forward, China's higher engineering education should focus on continuous quality improvement, strengthen international exchanges and collaboration, and expansion into new engineering fields. Originality/Value This study systematically analyzes the large-scale expansion and quality enhancement routes of China's higher engineering education. By enhancing the understanding of such education, this study can serve as a reference for domestic and foreign engineering education researchers.

Trends and Developments in Engineering Education: A Bibliometric Analysis of Students' Competencies Research (2015-2024)

In this study, CiteSpace and VOSviewer bibliometrics software were used to analyze 257 papers on the topic of student competencies in engineering education included in the Core Collection of Web of Science databases from 2015 to 2024, revealing the research hotspots and development trends in this field. The study found that innovative research in engineering education mainly focuses on the areas of interdisciplinary integration, technology application and sustainable development, especially the application of project- based learning (PBL), augmented reality (AR) technology, and modeling tools have shown significant results in enhancing students' practical ability and innovative thinking. the extensive application of models such as BIM and LCSD further enhances students' professional skills in system analysis and engineering design. Meanwhile, the innovative curriculum design and the cultivation of innovative self-efficacy played an important role in the development of students' creativity. This study not only summarizes the hotspots of existing research, but also proposes future research directions in technology integration, global competency development and social responsibility education, providing a strong theoretical basis for the future development of engineering education.

Non-Technological Teaching Aid: Effectiveness in Developing Young Learners' Grammatical Accuracy

With the rapid development of educational technology in the teaching and learning of English, many instructors are beginning to integrate various technology related activities in their lesson. However, many of the recent studies states inaccessibility to technological infrastructure had hindered the implementation of said activities in the classroom. This study hence investigates the effectiveness of an interventional teaching aid that does not need technology on improving young learners’ grammar accuracy in terms of using preposition accurately and forming simple sentences using preposition. Sixty (n=60) year 4 learners of a primary school were enrolled in the quasi-experimental research where the Experimental Group (EG) were involved with the interventional teaching aid called Dice and Paste (DAP) activity. The results indicated that among the two groups, the EG who received instructions based on DAP activity improved the most in post-test for both preposition test (section A) and also simple sentence formation using preposition (section B). This researcher recommends ESL language instructors, other subject instructors, program coordinators, and other stakeholders to adopt DAP especially in an environment where technological infrastructures were lacking.

Enhancing Algorithmic Thinking Skills through Phygital Games: The Case of Space Codyssey

This paper presents an educational phygital game, Space Codyssey, aiming at cultivating the algorithmic thinking skills of young children. Space Codyssey is a phygital game, and its contains programming activities for the Sequence, Repetition, and Selection Structures, as well as Code Debugging activities (Debugging). The game utilizes Augmented Reality technology to present missions via QR cards. Additionally, digital storytelling is used as a means of assistance and teaching for preschool and early primary students. In the game, reading skills are not a prerequisite, and programming is accomplished using symbolic commands through a "Visual Programming Language." The participatory design methodology that was adopted, involving 28 educators from various specialties, reflects a holistic approach to the development of educational technologies. This interdisciplinary collaboration allowed for the integration of diverse pedagogical perspectives, ensuring that the game meets the multifaceted needs of modern education. The paper highlights the educational goals and learning outcomes for the designtated age group. It presents the scenario, the subject, the elements of the game, the rules, and the game mechanics. It also describes the implementation stages and the development of the application. Finally, it presents the results from a study, which involved 28 educators and aimed to improve the game before its use in educational settings.

Research on the Pathway to Cultivating College Students' Innovation and Entrepreneurship Abilities in a Digital Context

In the context of accelerating globalization and digitization, the innovation and entrepreneurship abilities of college students have become vital for driving economic and social development. This paper explores how higher education institutions can cultivate these abilities in a digital environment, analyzes the contradictions between the current educational system and market demand, and proposes targeted solutions. The research indicates that utilizing advanced technologies such as artificial intelligence, big data, and online learning platforms is steering innovation and entrepreneurship education in universities towards a more personalized and diversified approach. A new theoretical model is constructed that emphasizes the significance of digital educational tools, personalized learning paths, and evaluation systems. Furthermore, specific recommendations for educational policymakers, higher education institutions, and educational technology developers are summarized. This study provides theoretical support and practical guidance for digital innovation and entrepreneurship education, aiming to enhance college students' overall quality and their ability to face future challenges.

A comprehensive review of the application of NLP technology in language learning

The rapid development of Natural Language Processing (NLP) technology has provided new perspectives and tools for the acquisition of second languages. As our world becomes increasingly interconnected, the role of NLP in facilitating language learning has become more prominent. This paper reviews the multifaceted applications of NLP technology in language learning, including auxiliary teaching functions such as reading assistance, writing feedback, oral interaction, and personalized learning. These applications have significantly enhanced language learners' abilities in vocabulary acquisition, grammatical application, pronunciation accuracy, and reading comprehension through real-time feedback, enhanced interactivity, and promotion of cultural understanding. Despite the immense potential of NLP technology in second language learning, challenges such as technical accuracy, cultural adaptability, and data privacy exist. This paper proposes strategies, such as ensuring technical accuracy, curating diverse datasets and safeguarding data privacy to address these challenges. Looking forward, the future development of NLP technology in second language education holds great promise. As NLP continues to evolve, it is expected to contribute to more personalized, effective, and accessible language learning solutions. This paper aims to provide valuable references and insights for educators, technology developers, and policymakers, enabling them to harness the transformative potential of NLP in language education and to navigate the future of educational technology with confidence and foresight.

Pilot Study: Engineering Students Use Generative AI to support the development of playful educational technology

This qualitative pilot study provides an example of how generative Artificial Intelligences (GenAI) can be applied in an engineering course focused on the development of playful educational technology. In this context, playful educational technology refers to games or game-like applications designed for educational purposes. We explore various applications of GenAI in creative design processes such as brainstorming, acting as a collaborative partner in design, facilitating image and sound creation, and aiding in the resolution of coding challenges. By examining examples from 36 engineering students' semester-long projects, we highlight the potential and drawbacks of GenAI as an extra teammate in enhancing the design process for developing educational game-based learning experiences. Key findings from the study include: The students opted to use a GenAI as a teammate, whose input required validation. They employed GenAI in areas where they found it effective and where no major ethical issues were involved. It was also surprising to observe the wide variety of AI tools the students incorporated.

Mastering the Game: How Level Structure and Game Elements Shape Competency Acquisition

Understanding the dynamics of level structure and game elements in digital educational games is paramount to fostering competency acquisition. How levels are organized within a game, along with the use of various game elements, has a significant impact on the learning outcomes and skill development of individuals. Through the strategic design and implementation of these components, educational games can effectively engage learners and facilitate the acquisition of competencies in multiple domains. In addition to structure, the integration of gamification elements can have a profound impact on learner engagement and sustainable skill acquisition. Therefore, a key element for the success of a serious game is to create appropriate personalization and a balanced relationship between learning and gaming experience. As a result, a mini-game called "Basketball Physics Challenge" has been designed to be integrated into an intelligent, adaptive physical learning game centered around force and motion as part of an ongoing research project. By playing the game "Basketball Physics Challenge", players will apply their understanding of basic physics principles in a realistic, interactive, and virtual setting. An experimental design was used to test the mini-game, in which a gamified and a non-gamified version were used and compared. 20 participants completed the experiment, and their learning progress was meticulously tracked. Using competency-based knowledge space theory, the mini-game facilitated in-game competency assessment, enabled monitoring of learning progress, tailored learning experiences, and provided individualized formative feedback. The pilot was used to develop and implement a competency model that will be the subject of future in-depth studies. The results indicated that the gamified version of the game led to slightly higher engagement and performance levels compared to the non-gamified version, although the difference in learning outcomes between the two versions was not statistically significant. The analysis also showed that an optimal number of levels and a balanced integration of game elements are crucial for maintaining engagement without causing cognitive overload. Furthermore, the order in which the game versions were presented affected player performance, with initial exposure to gamification leading to better outcomes. These findings provide valuable information for the design of educational games and their effectiveness in skill acquisition. This research supports the development of powerful educational technologies that enhance learning through a coherent level structure and meaningful use of game elements that effectively promote learner engagement.

Exploring the Potential of Immersive Technologies to Enhance Online Learning Experiences and Engagement: A Systematic Literature Review

The purpose of this research is to find out how immersive technology can improve online learning and student engagement. The study investigates how immersive technologies, for example augmented reality (AR) and virtual reality (VR) can be incorporated into online learning environment using a case study methodology. The paper explores how immersive technologies affect online course satisfaction among learners generally through learning results, and student involvement. By conducting a comprehensive literature review, the paper synthesizes existing knowledge and identifies gaps in the literature. In the systematic review in which exclusion and inclusion criteria was used to identify the suitable articles to be analyzed based on the study questions. The outcome of the study revealed that immersive technologies significantly boost learner engagement, improving the student learning outcomes thereby increasing their overall course satisfaction with online courses. However, it also identifies challenges and gaps in current research, emphasizing the need for further exploration. Recommendations for educators and policymakers include investing in immersive technologies learning tools, providing adequate training, fostering collaboration, and addressing issues of access and affordability. This paper sough to enhance the comprehension of how immersive technologies can be strategically leveraged to revolutionize online learning environments. By exploring the integration of advanced digital tools and techniques, the study uncovered various ways in which virtual and augmented reality can significantly improve the effectiveness and engagement of online learning. Ultimately, the findings provide valuable insights that can guide educators, institutions, and educational technology developers in optimizing online learning environments through the thoughtful application of immersive technology.

Educational Technology and e-Learning

This research investigates the historical development, current patterns, and effects of educational technology and e-learning on student involvement, motivation, and academic performance. Its objective is to pinpoint the obstacles and limitations in implementing these technologies and offer suggestions for their successful integration into educational frameworks. Using a qualitative research methodology, the study encompasses an extensive review of existing literature and case study analysis. Information was gathered from academic sources, educational documents, and official websites, with thematic analysis highlighting key issues and trends. Findings reveal that educational technology and e-learning have greatly transformed education, providing numerous advantages alongside challenges that must be addressed. The study offers valuable insights and practical advice for educators and policymakers, such as investing in infrastructure, improving digital literacy, promoting inclusive practices, adopting student centered teaching methods, and ensuring privacy and security, to enhance educational practices through technology.

Exploring the Acceptance of Mobile-Assisted Peer Feedback in English Speaking among Chinese EFL Students

Grounded in the Technology Acceptance Model (TAM), this quasi-experimental study examined the use of Mobile-Assisted Peer Feedback (MAPF) tools via the Tencent Mini Programme among Chinese university EFL learners to enhance English speaking proficiency. A mixed-methods approach was employed, using descriptive statistics for questionnaire data and thematic analysis with NVivo for interview data. Sixty non-English major students (CEFR levels A2-B1) were selected through purposive sampling and assigned to three groups: one-way, dialogic, and visualised peer feedback. Results showed positive responses across all modes, with visualised feedback rated highest for usefulness, behavioural intention, and speaking improvement. The study highlights the need to consider technological, individual, and sociocultural factors in mobile-assisted feedback for language learning. Future research should explore long-term effects, application in diverse contexts, and further refinement of mobile-assisted feedback modes to enhance learner engagement. This study contributes to the research on MAPF in English speaking and offers practical insights for educational technology development.

Research on VR Geography Teaching Mode Based on SOLO Classification Theory

With the deepening of educational reform and the rapid development of educational technology, VR (virtual reality) technology is increasingly widely used in the field of education. In the face of various VR technology means and application paths, how to design scientifically in middle school, geography VR teaching mode has become an urgent problem to be solved. This paper aims to explore the VR geography teaching model based on SOLO classification theory, and improve the effectiveness of geography teaching and the level of students geography thinking by integrating the immersion of VR technology and the hierarchy of SOLO classification theory. This paper first introduces the theoretical basis of SOLO classification theory and VR technology, then analyzes the problems existing in current geography teaching, and finally proposes and designs the VR geography teaching mode based on SOLO classification theory, in order to guide the orderly development of VR teaching in middle school geography and improve the scientific and technological content of middle school geography teaching.

Generative Artificial Intelligence Systems and the Challenges in Latin American Education

This article examines the transformative role of Generative Artificial Intelligence (GAI) in education, exploring diverse disciplines such as engineering, medicine, programming, and information systems. GAI emerges as a revolutionary force, promising to fundamentally change educational practices. The PRISMA 2020 methodology (Page et al., 2021) was used to evaluate the relevant scientific literature. The systematic review identified research that applied specific criteria in the analysis of IAG in education. The selected papers covered a variety of disciplines, providing a comprehensive view of the impact of IAG in education. The results show a diversity of approaches and institutional responses to IAG in education. From significant changes in teaching practices to the identification of specific opportunities in disciplines such as computer science and engineering, GAI stands out as a catalyst for transformation. The adaptation of tertiary education, the need for specific skills to work with GAI, and ethical responses emerge as key themes. It focuses on the need for a deeper and more consensual understanding of the role of GAI in education. Concrete research-supported opportunities are highlighted, but ethical limitations and concerns are also underscored. Collaboration, reflection, and adaptation to open educational practices are proposed as approaches to address the challenges and fully exploit the benefits of IAG in education. This comprehensive analysis contributes to understanding the current and future landscape of GAI in education, providing valuable guidelines for educators, institutions, and educational technology developers.

Effectiveness and Sustainable Applications of Educational Technology

Over the past few decades, the development and application of educational technology has drawn the attention of governments, academic organizations, educators, teachers, and parents around the world [...]

Review and analysis of software simulators for robotic information systems

The rapid development of educational technologies requires the active involvement of new means and effective teaching methods. One of the innovative tools of learning in the field of robotics is the use of robot simulators in the educational process, which open up many opportunities for better assimilation of knowledge and development of practical skills among students. Robot simulators are software complexes that allow you to visualize and simulate the behavior of real robots. With these tools, students can: program robots in a virtual environment, test code and debug without the risk of damaging real equipment; to study robotics and the principles of robot operation, exploring different types of sensors, actuators and algorithms of robot behavior; to solve problems in various fields, such as production automation, logistics, construction, etc.; practices your skills in a safe and controlled environment. Among the benefits of using robotic simulators are next: availability for a large number of students, as simulators are much cheaper than real jobs; safety, as the virtual environment eliminates the risks associated with working with real robots; flexibility that allows students to work at their own pace, explore different scenarios and experiment with different parameters; interactivity with a realistic 3D-environment and visualization. This work presents an overview and analysis of software that allows modeling robot control systems and simulating their operation for various algorithms. A review and analysis of the proposed software tools for simulating robotic systems, which are used to teach bachelor's and master's degree students in the specialties of "Computer Science", "Information Systems", "Industrial Mechanical Engineering" and "Applied Mechanics" and have proven their effectiveness and effectiveness in distance learning at the Kyiv National University of Construction and Architecture.

AI Solutions for Accessible Education in Underserved Communities

This paper explores the application of artificial intelligence technology in the field of education, particularly how it can help bridge educational gaps in remote and underserved communities through scalable and accessible learning solutions. The aim of the study is to enhance educational equity and provide personalized learning experiences by utilizing AI technologies such as adaptive learning systems, language processing technologies, and data analytics. The paper analyzes these tools and discusses how they integrate with practical cases like mobile learning platforms, cloud infrastructure, open resources, and collaborative learning to massively distribute educational resources and address global educational inequalities. The research methods include case studies and data analysis, with results indicating that these technologies significantly improve learning efficiency and engagement among students in remote areas. Ultimately, the paper demonstrates the potential of artificial intelligence in promoting global educational equity and offers suggestions for the future development of educational technology. This work is of significant importance to the field of educational technology, providing innovative perspectives and practical solutions for addressing disparities in educational resources.

A Study of Classroom Behavior Recognition Incorporating Super-Resolution and Target Detection.

With the development of educational technology, machine learning and deep learning provide technical support for traditional classroom observation assessment. However, in real classroom scenarios, the technique faces challenges such as lack of clarity of raw images, complexity of datasets, multi-target detection errors, and complexity of character interactions. Based on the above problems, a student classroom behavior recognition network incorporating super-resolution and target detection is proposed. To cope with the problem of unclear original images in the classroom scenario, SRGAN (Super Resolution Generative Adversarial Network for Images) is used to improve the image resolution and thus the recognition accuracy. To address the dataset complexity and multi-targeting problems, feature extraction is optimized, and multi-scale feature recognition is enhanced by introducing AKConv and LASK attention mechanisms into the Backbone module of the YOLOv8s algorithm. To improve the character interaction complexity problem, the CBAM attention mechanism is integrated to enhance the recognition of important feature channels and spatial regions. Experiments show that it can detect six behaviors of students-raising their hands, reading, writing, playing on their cell phones, looking down, and leaning on the table-in high-definition images. And the accuracy and robustness of this network is verified. Compared with small-object detection algorithms such as Faster R-CNN, YOLOv5, and YOLOv8s, this network demonstrates good detection performance on low-resolution small objects, complex datasets with numerous targets, occlusion, and overlapping students.