Effectiveness Of Educational Technologies Research Articles

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.

Role of Educational Technology on the Students’ Performance at University Level

The purpose of the study was to explore the role of educational technology on student’s performance at the university level. Objectives of this study were: (1) To investigate Students' perceptions about educational technology at the university level. (2) To find out the effects of educational technology on students’ performance at the university level. In this Research work, the following questions were used: (1) What are the students’ perceptions about educational technology at the university level? and (2) What are the effects of educational technology on students’ performance at the university level? All (2,139) of the BS students who participated in this study were students at Abdul Wali Khan University. In this study, samples of 402 BS students were used as the research sample. The sample was chosen randomly. A closed-ended questionnaire was created to collect data. Every step of the research procedure was followed. Data was collected in accordance with the sample. The gathered data was tabulated and then evaluated using percentage analysis. It was concluded that the role of educational technologies is very constructive and beneficial for the students. Based on the conclusion, it was recommended that learners should also use other search engines and focus on continuously updating and upgrading education technologies in their day-to-day lives.

The application and effects of educational technology in English education

In the current information age, people interact with various technologies daily, and education, as a social activity for imparting knowledge and nurturing talents, naturally relies on technological support. The integration of information technology into curriculum and the application of modern educational technology in teaching are gradually changing people's perception and understanding of education. Based on this, the paper examines the application performance, effects, and drawbacks of educational technology in English education. It proposes targeted optimization suggestions with the aim of leveraging the advantages of educational technology to promote reforms in English education and enhance the quality of English education.

Application of effective methods in the educational process based on innovative, interactive, and game technologies

The article aims to examine the content and effectiveness of educational technologies in the educational process. In the study, a combination of methods including literature analysis, synthesis, induction, deduction, generalization, and design were employed. The article provides a brief overview of interactive, game-based, and innovative educational learning technologies, analyzes research on their effectiveness in various age groups of children and adults, and explores their potential for individuals with disabilities. The study also identifies the conditions necessary for the effective utilization of these technologies in the educational process. Based on the findings, it is concluded that these technologies have the potential to enhance learning outcomes and meet the diverse needs of learners. Recommendations for future directions include further research on the optimal integration of these technologies and their continuous adaptation to keep pace with evolving educational requirements. Keywords: Educational process; game technologies; innovative technologies; interactive technologies.

Regional ecosystem of technological entrepreneurship: Model and methodology for assessing performance (the case of the Novgorod region)

The article proposes a model of a multi-level regional ecosystem of technological entrepreneurship and a methodology for assessing its effectiveness. The problems of innovative development of high-tech industries are significant, but only a small part of first-time entrepreneurs associate their businesses with high technology. In Russia, only 3% of startups emerge at universities. The most favorable environment for the development of technological entrepreneurship is entrepreneurial ecosystems covering university, regional and sectoral levels. The article focuses on the formation of technological entrepreneurship ecosystems in the regions that generate business projects with a high potential for market success. Using the ecosystem approach, the theory of entrepreneurship, the structural and functional typology of economic systems, the study discusses a methodical approach to the creation and development of regional ecosystems of student technological entrepreneurship. The paper shows the object, project, process, and environmental elements of the regional ecosystem of student technological entrepreneurship. Methodology for assessment of the performance of regional ecosystems of student technological entrepreneurship is proposed, including assessment at the level of university (the effectiveness of educational technologies, programs, climate, and infrastructure), industry and the region. The results are significant for the formation of an optimally functioning economy in the current conditions, the acceleration of import substitution, and the achievement of the country's technological sovereignty.

A three wave longitudinal study of school innovation climate and entrepreneurship teachers' acceptance to technology: Moderating role of knowledge sharing and knowledge hiding.

Entrepreneurship and business school teachers must extensively use technological and innovative tools to increase the efficacy of their instructional methods. This research aimed to investigate the teachers’ acceptance of technology in the school innovation climate, to enhance the use and effectiveness of educational technology in Thai entrepreneurship and business schools. Furthermore, the conditional influence of knowledge hiding and sharing on the link between school innovation climate and educational technology has been investigated and reported. Using a longitudinal study design data were gathered from the 204 entrepreneurship teachers of six different universities in Pattani, Bangkok, and Songkla Provinces, Thailand. Based on SamrtPLS 3.3.3 analysis, results revealed that the “school innovation climate” positively impacts educational technology use. Additionally, knowledge hiding and sharing moderated the relationship between “school innovation climate” and acceptance of educational technology (actual use of educational technology, perceived usefulness, and perceived ease of educational technology). Current research attempted to bridge the gap between knowledge management and innovation theories application in entrepreneurship education. The study brings key policy implications for school leaders and practitioners and suggests several directions for future research.

Effect of Educational Technology on Students’ Foreign Language Anxiety: A Thematic Literature Review

Foreign language anxiety (FLA), as a common affective filter, has impeded the language learning process. In order to reduce the FLA, researchers have explored several methods via enhancing language learning settings. Technology as a crucial tool in improving the learning environment has been considered on this topic as well. However, the results of these empirical studies are inconsistent. After reviewing 24 relevant experimental and quasi-experimental research articles from 2016 to 2021 and calculating the effect size for each article, it is evident that 46% of studies reported that technology-assisted instruction significantly decreased FLA, and 54% had no significant effect on FLA. Therefore, this paper aimed to examine the overall effect size on the topic and explore the moderators that caused these inconsistent results through examining five potential moderators (technology type, using methods for integrating technology into a foreign language classroom, exposure duration of technology in experimental groups, FLA type and target language) from the reviewed studies, which are based on the sources of FLA (Young, 1991; Yan & Horwitz, 2008). Two moderators (using methods for integrating technology into foreign language classrooms and target language) were found to get significant predictions on the effect of technology on students' FLA, p<0.05. These findings provide educators, researchers, and practitioners a new direction for future research on different methods of teaching the target language using suitable technology in the classroom.

The Effect of on Educational Technology on EFL Learners' Self-Efficacy.

This paper aimed at investigating the related studies on educational technology and its effect on English as a Foreign Language (EFL) learner self-efficacy. Earlier studies have proved the positive and significant relationship between learner self-efficacy and educational technology use. Investigations have revealed that improving learners’ dynamic mindsets, online interaction, self-assessment, academic knowledge, and positive affectivity can increase learner self-efficacy. Moreover, the provision of the encouraging context can help develop learners’ self-efficacy in technology-supported education. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of learner self-efficacy in technology-supported educational contexts and its role in L2 education.

ОБУЧЕНИЕ ИНОСТРАННЫХ СЛУШАТЕЛЕЙ ПОДГОТОВИТЕЛЬНОГО ОТДЕЛЕНИЯ ИНФОРМАЦИОННЫМ ТЕХНОЛОГИЯМ В УСЛОВИЯХ ВСЕОБЩЕГО ДИСТАНЦИОННОГО ОБУЧЕНИЯ

Objective of the article is to identify trends in the field of education in higher education in modern conditions, to characterize the applied methods of using the preparatory department in teaching foreign students. Applied methods : The use of information and communication methods makes it possible to carry out the educational process in a distance format and to carry out the effectiveness of their application. The u-learning concept offers a wide variety of tools and means, thus offering the most appropriate way in the learning process. Results . The effectiveness of educational technologies used in teaching, such as the availability, structuredness of information for the purpose of its determinism and visualization, has been developed. The analysis of progress is carried out on the example of foreign students of the preparatory department in the discipline of Information Technologies. Application of various forms of technology to improve student achievement. Conclusions . The article deals with a complex and controversial problem of the educational process in the context of a general transition to distance learning. The new reality requires awareness of both new conditions and the teaching methods themselves. The use of social networks within the framework of the teacher's choice of forms of education and their adaptation for a specific training course ensures purposefulness, orderliness and efficiency of the educational process.

PERCEPTION OF MUSIC AS A PEDAGOGICAL ISSUEAUTHOR(S)

Introduction. The paper addresses the issue of how teenagers percept chamber and symphonic music and describes educational technologies and methods for boosting the perception of music as the main activity at music lessons. The research aims to identify the factors negatively affecting the perception of the chamber and symphonic music by teenagers and determine the most effective technologies and methods to offset them. Materials and Methods. The research object is the factors negatively influencing the perception of music in the educational process. Technologies and methods contributing to the development of interest and stimulating the perception of classical music by teenagers were considered effective educational instruments. The research involved schools in the city of Irkutsk. The methods employed in the research are analysis of methodological literature, pedagogical observation, and experiment. Results. Intermediate results of the experiment proved the effectiveness of educational technologies and methods stimulating perception of the chamber and symphonic music by teenagers. Positive dynamics in the perception development and increase in motivation for the educational process have been noted. The factors adversely impacting the perception of classical music have been partially neutralized. Conclusion. The educational technology and methods proposed in the paper are considered the most effective ones for increasing teenagers’ interest in classical music. Presented findings can be used by teachers of music at schools and supplementary educational institutions to improve the educational process.

Effectiveness of educational technology in early mathematics education: A systematic literature review

Abstract Despite the general agreement regarding the importance of stimulating young children’s early mathematical skills, mathematical learning opportunities in preschool are limited. Educational technology (ET) may be an effective tool to address this problem. Taking into account the weaknesses of previous reviews, we conducted a systematic and comprehensive review of the research literature on the effectiveness of ET in early mathematics education, critically analyzing the findings of studies adhering to a media comparison approach (comparing an ET condition to a non-ET condition or another ET condition) versus studies following a value-added approach (comparing at least two ET conditions which only differ with respect to one feature in the ET or in its implementation). Reviewing 54 studies, we systematically analyzed (1) the effectiveness of ET, (2) the features of the ET and ET implementation associated with ET effectiveness, and (3) child characteristics associated with ET effectiveness. Our analyses indicated that media comparison studies comparing an ET to a non-ET condition provide evidence for the effectiveness of ET for enhancing young children’s mathematical competencies. Second, value-added studies pointed to ET implementation features associated with ET effectiveness, namely teacher support during ET use and an individual grouping structure. Finally, both media comparison and value-added studies revealed that ET effectiveness is associated with children’s performance in the ET and with their prior knowledge. To further advance the field, value-added studies on features of the ET and its implementation are required, as well as studies focusing on important child characteristics that are associated with ET effectiveness.

Use of educational technologies in the promotion of children's cardiovascular health: a systematic review.

The aim of this study was to investigate the effectiveness of educational technologies for cardiovascular health promotion in children. A systematic review was carried out through a search in Biblioteca Virtual de Saúde, Comissão de Aperfeiçoamento de Pessoal do Nível Superior, EBSCOHot Information Services, and US National Library of Medicine National Institutes of Health databases, using the descriptors: play and plaything, cardiovascular diseases, child, and health promotion, between 2012 and 2019. Eight articles were selected for this review. The identified technologies were based on low-tech interventions, such as play workshops, using tools such as CARDIOKIDS, the SI! program, MOVI-2, and activities with wide-ranging digital tools such as Fooya!, Fit2PlayTM, and the exergame cycling program. It is noteworthy that all of the analyzed interventions were effective and those that involved playing were better accepted by the children.

The effect of educational technology on college students’ labor market performance

This paper presents some of the first evidence on the effect of information and communications technology (ICT) on college students’ labor market performance. Using a large, representative survey of college students in China, we examine outcomes before and after students were exposed to technology-aided instruction, compared with students who were not exposed to such instruction. The results indicate that the ICT program significantly increased students’ likelihood of obtaining a job offer in the labor market and the wage they were offered. The positive effect comes from students’ increased use of computers and the internet for job search. While most previous studies of the use of technology in education focus only on students’ academic achievement and find zero or negative effects, our study demonstrates that technology may be an effective tool for improving college students’ labor market performance, and that the potential benefits of technology might be underestimated if we focus only on test scores and ignore students’ career development.

Сучасний стан інклюзивної освіти в країнах європейського союзу

У статті розглядається проблема інклюзивної освіти в сучасному освітньому просторі. Головною метою інклюзивного навчання є усунення будь-якої дискримінації в освітньому процесі, забезпечення доступності освіти для всіх, то досягнення цієї мети може бути організовано по-різному, що й спостерігається в освітніх системах різних країн. Висвітлено завдання, що потребують впливу з боку системи державного управління освітою щодо організації навчання дітей з особливими потребами.

Principles of Organizing Self-directed Learning of First-year Students within the Flipped Classroom Technology

The quality of professional education depends on the effectiveness of educational technologies. The Flipped Classroom technology is being successfully tested at the Russian Language Department of Vladivostok State University of Economics and Service within the “Russian Language and Culture of Speech” course. The article analyzes the experience of teaching with the use of the Flipped Classroom technology; it discusses the special features of teaching first-year students, and the principles for organization of self-directed learning process. In flipped learning, self- directed learning is the dominating type of educational activity. Teachers must prepare their students for self-directed learning in the Moodle electronic educational environment, they must motivate them to independently master the theoretical material and to do the practical and controlling assignments and tests. In mixed education, self-directed learning helps to intensify the educational process; forms first-year students’ self-education skills; develops such important personal qualities as independence, activity, consciousness and responsibility. When organizing self-directed learning of students, special attention should be given to the development of practical assignments for testing and control. In teaching the “Russian Language and Culture of Speech” course, the following interactive and electronic tasks are used to form skills and abilities in a reproductive, reconstructive, and creative performance: essays, glossary, mutual reviews, business games, projects, etc. Active methods of control and an electronic survey at the end of the course facilitate the optimization of the self-directed learning process. Considering the special features of mixed education of first-year students, the author defines the main principles for organizing self-directed learning. They are continuity and systematicity; regularity and rhythm; intensity and optimality of workload; interactivity, individualization, feedback and control; effectiveness of activity; development of self-educational skills and such personal qualities as independence, activity, consciousness and responsibility.

Effectiveness of Educational Technology in Promoting Quality of Life and Treatment Adherence in Hypertensive People.

The objective of this study was to test the effectiveness of an educational intervention with use of educational technology (flipchart) to promote quality of life (QOL) and treatment adherence in people with hypertension. It was an intervention study of before-and-after type conducted with 116 hypertensive people registered in Primary Health Care Units. The educational interventions were conducted using the flipchart educational technology. Quality of life was assessed through the MINICHAL (lowest score = better QOL) and the QATSH (higher score = better adherence) was used to assess the adherence to hypertension treatment. Both were measured before and after applying the intervention. In the analysis, we used the Student’s t-test for paired data. The average baseline quality of life was 11.66 ± 7.55, and 7.71 ± 5.72 two months after the intervention, showing a statistically significant reduction (p <0.001) and mean of differences of 3.95. The average baseline adherence to treatment was 98.03 ± 7.08 and 100.71 ± 6.88 two months after the intervention, which is statistically significant (p < 0.001), and mean of differences of 2.68. The conclusion was that the educational intervention using the flipchart improved the total score of quality of life in the scores of physical and mental domains, and increased adherence to hypertension treatment in people with the disease.

Tecnologie per apprendere: quale il ruolo dell’Evidence Based Education?

Technologies for Learning: What Is the Role of Evidence Based Education? If we ask ourselves whether technology improves learning, then evidence-based research provides us with a substantial body of knowledge, mainly derived from systematic comparisons of experimental designs. In the first part of the paper, the state-of-the-art regarding the evidence on the effectiveness of educational technology, e-learning/blended learning, digital reading, and interactive whiteboards at school (K-12), is introduced underlining the contrast between these data and the rhetoric that accompanies discussion about technological innovation in schools. The second part highlights that evaluation merely based on evidence, although necessary, is not a sufficient condition for decision-making on technological innovation in schools. The introduction of technology has different implications: it requires a careful consideration of untapped potential and involves evidence-based information with other evaluation criteria, related to reasons of utility or ethical issues and values.

Updated Meta-Analysis of Learner Control Within Educational Technology

Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play a role in the effectiveness of educational technology. The search terms identified 85 distinct articles, 18 of which met the inclusion criteria (29 effects were computed). The overall effect of including learner control within educational technology was almost zero (g = 0.05), and were also near zero when examining most characteristics of control and classroom contextual factors. Moderate effects were reported for providing learner control within social studies/history courses and for comprehensive technology instructional programs. The effects were larger for behavioral outcomes than academic outcomes, but both were small.

The Student-Centered Classroom of the 21st Century: Integrating Web 2.0 Applications and Other Technology to Actively Engage Students

Background and Purpose. As technology has evolved, so has the ability to actively engage students inside and outside of the classroom. The primary purpose of this article is to describe implementation of selected web applications to build a 21stcentury, student-centered classroom. Each application will be described, including how the technology has been integrated in the classroom, faculty feedback regarding advantages and disadvantages for each application, data from students, and recommendations for implementation. Case Description. This case report describes various types of technology integrated into a traditional, face-to-face Doctor of Physical Therapy (DPT) degree curriculum. Technologies described and implemented into the classroom include Moodle Learning Management System, Raptivity, Camtasia Studio, Jing, and Triptico. Outcomes. Faculty identified advantages and disadvantages of using technology in courses. Students’ perceptions of educational technology were assessed using a survey developed by the Research and Evaluation Team from the Office of Informational Technology at the University of Minnesota. The survey collected data points in the following categories: portable devices, active use of the web, effects of educational technology, preferences for the amount of technology, usefulness of educational technology, comfort levels with technology, barriers encountered with educational technology, and digital distractions. Outcome data presented include only the aspects of the survey that relate to web applications presented in the case description. Discussion and Conclusion. Three summary points emerged from the survey: (1) Students know basic computer concepts, but are using the web in a limited fashion. (2) Students like the use of educational technology in the classroom. (3) Students recognize the limitations of technology. The implementation of technology can enhance learning by making the classroom more active and student-centered. Considering learning objectives when choosing technology, realizing that it is important to know faculty and student comfort level with technology, planning for distractions, and overcoming barriers to implementation all must be taken into account for successful implementation.

An Appraisal of the Effects of Technological Changes and Development on Learners in Higher Education

The effects of technology in higher education have focused on a variety of physical, social, and cognitive contexts of learning and indeed have changed in its theoretical platform over the years. Technological developments continue to offer new experiences in both theory and practice of learning, teaching and growing for those in higher education. Through a comprehensive analysis, this paper will look at the effects of educational technology in higher education. The paper will also discuss the role of distant education in learners and, take a look at computer- assisted instruction in higher education. It must be noted that the possibilities of technology are endless in learning, teaching and growing.