Technology In Learning Environment Research Articles

Features of the formation of interiors of educational space of primary schools based on energy efficiency, technology and safety

The article explores the scientific and technical sources and principles of the design of premises of primary schools and identifies the main aspects of the formation of educational space in primary schools taking into account the needs of modern conditions, ergonomic, emotional, psychophysiological, anthropometric, aesthetic requirements and standards to create an effective, technological and safe learning environment for children of primary school age. The specificity and problems of the impact of space on the psycho-emotional state of the student, the process of learning, perception, and assimilation of the material by the students as a whole are formed and highlighted. Recommendations for the design of functional interiors of the educational environment of primary schools are given. Within the framework of the study, various parameters of interior design were analyzed, such as the selection of furniture and finishing materials, the placement of furniture and equipment in the space, the principle of flexible classroom zoning, the selection of a color solution for the future educational environment, etc. The article emphasizes the importance of maintaining and taking into account these features of the design of modern school spaces, to create such conditions that would meet the most important needs of children of early school age, were efficient, technological, and at the same time safe.

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

There has long been an increased focus on and investment in digital technology in schools to improve the quality of education. While digital tools have gained access to pedagogical spheres, physical activity has been overlooked, as pupils often engage in activities that require minimal bodily movement. In this article, we discuss pupils’ experiences with learning through an augmented reality (AR)-based game application and explain how the application supports embodied learning. Digital tools, including gaming, can supplement traditional activities, motivate children to become physically active and enhance their learning experiences. Integrating technology and physical activity can create a more varied, meaningful, and dynamic school day, positively supporting pupils’ learning processes. The AR game associated with this study facilitated physical activity and learning experiences through a mobile device application. The empirical material for the study includes interviews with pupils participating in an AR game in mathematics. The findings show that participating in an AR game promoted embodied learning and positively impacted pupils’ motivation, engagement and learning processes. More specifically, AR facilitated learners’ engagement in the learning process by fostering their active involvement through physical and social collaboration and by enhancing the pupils’ joy of learning. Additionally, the pupils expressed that they enjoyed the application’s variations and the experiences that followed working collaboratively with the tasks. Moreover, they commonly found the physical and collaborative components of the AR game exciting and academically motivating. Studies on AR games and technology focusing on the opportunities and pedagogical foundations for their use in education are relevant in these precarious times. Indeed, more knowledge is needed on the ways creative and flexible learning processes that transpire within a technological learning environment influence embodied learning, knowledge that is essential for designing teaching and learning in the technical future.

Intelligent Analysis System for Teaching and Learning Cognitive Engagement Based on Computer Vision in an Immersive Virtual Reality Environment

The 20th National Congress of the Communist Party of China and the 14th Five Year Plan for Education Informatization focus on digital technology and intelligent learning and implement innovation-driven education environment reform. An immersive virtual reality (IVR) environment has both immersive and interactive characteristics, which are an important way of virtual learning and are also one of the important ways in which to promote the development of smart education. Based on the above background, this article proposes an intelligent analysis system for Teaching and Learning Cognitive engagement in an IVR environment based on computer vision. By automatically analyzing the cognitive investment of students in the IVR environment, it is possible to better understand their learning status, provide personalized guidance to improve learning quality, and thereby promote the development of smart education. This system uses Vue (developed by Evan You, located in Wuxi, China) and ECharts (Developed by Baidu, located in Beijing, China) for visual display, and the algorithm uses the Pytorch framework (Developed by Facebook, located in Silicon Valley, CA, USA), YOLOv5 (Developed by Ultralytics, located in Washington, DC, USA), and the CRNN model (Convolutional Recurrent Neural Network) to monitor and analyze the visual attention and behavioral actions of students. Through this system, a more accurate analysis of learners’ cognitive states and personalized teaching support can be provided for the education field, providing certain technical support for the development of smart education.

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities

This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a quantitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources.

THE ROLE OF THE TEACHER AND THE LEARNING ENVIRONMENT

The present work entitled the role of the teacher and the learning environment, intends to reflect on the role of the teacher in e-learning, presenting the relevance in the innovative perspective in relation to the technological learning environment and the dynamic teacher x technology x students. In search of the consolidation of the theme, it was developed through bibliographical research as a deepening of the subject's knowledge, which is aimed at understanding the importance of the teacher as a mediator for social transformation and as a determinant in the construction of learning. In contemporary times, the role of the teacher is paramount so that we actually have a favorable environment for the development of learning. All the changes promoted by technological innovations must be seen as an anchor for the growth and development of learning and, in this perspective, understand that the role of the teacher will never be replaced, that is, it will always be paramount, since technological resources are here to stay and will always expand the modalities of teaching, thus providing students with diverse knowledge.

DISCRIMINANT ANALYSIS IN DETERMINING THE DIFFERENTIATING FACTORS OF BLENDED LEARNING SUCCESS IN EDUCATIONAL INSTITUTIONS

Blended learning has become an increasingly popular approach in the educational field because it combines traditional/conventional learning with digital technology-based learning. However, the success of implementing blended learning in educational institutions can be influenced by various different factors depending on the characteristics of the educational institution. Therefore, this study aims to analyze the differentiating factors that influence the success of blended learning in educational institutions. The discriminant analysis method in this study was used to identify and determine the differentiating factors that distinguished the high success blended learning group from the low success group. Research data was collected from various educational institutions that have implemented blended learning in their curricula. The results of the analysis show that there are several significant differentiating factors between the high and low success groups in applying blended learning. Some of these factors include Implementation Standards and Guidelines, Infrastructure and Technology mastery, Learning Strategy, Human Resources, Learning Content and Learning Environment. This research makes an important contribution to the development of more effective blended learning implementation strategies in educational institutions. By understanding the differentiating factors that influence success, educational institutions can increase their efforts to create a conducive learning environment and improve the quality of student learning outcomes.

Bridging the gap: Using robotics to enhance emotional and social learning in K-12 education

This research explores the integration of robotics into K-12 education to enhance emotional and social learning (ESL). The theoretical framework draws from constructivism, social learning theory, experiential learning, socio-cultural theory, and emotional intelligence models. Implementation strategies include curriculum design, teacher training, student engagement, and ethical considerations. Challenges encompass ethical dilemmas, access disparities, and socio-cultural sensitivity. The future of robotics in education involves technological advances, global collaboration, and adaptive learning environments. The conclusion emphasizes the transformative potential of robotics in cultivating well-rounded individuals with technical proficiency and heightened socio-emotional skills. As the educational landscape evolves, the integration of robotics emerges as a dynamic force shaping a generation prepared for the complexities of the 21st century.

Hands-on Learning: Assessing the Impact of a Mobile Robot Platform in Engineering Learning Environments

As the world continues to change and evolve, students must acquire a diverse set of competencies and skills that focus on sustainability. This term extends beyond environmental matters, encompassing educational aspects, such as critical thinking, communication, creativity, collaboration, and problem solving, all of which are crucial components. In order to promote these aspects in an engineering learning environment, using educational tools that emulate real-life tasks related to students’ future careers can significantly boost their motivation. It could be worth considering the integration of teaching techniques that align more closely with the professional work of engineering. By embracing this pedagogical approach, educators can empower students, contributing to the advancement of science and technology. The field of programming embedded or integrated systems presents numerous professional opportunities for students of Telecommunications and Electronics Engineering degrees. An embedded systems engineer is a specialized professional responsible for co-designing electronic devices based on a processor. This contribution analyzes the impact of introducing a mobile robot platform as a cutting-edge teaching approach that merges problem-based learning (PBL) with hands-on learning. The platform’s main features include robustness in reducing interconnection problems and the possibility of co-designing projects with multiple integrated sensors and actuators. This learning tool makes it possible for students to work with a professional embedded system that they can find in their future careers. Hence, assessing the impact of this learning strategy using the robot and how students perceive it to enhance their professional skills is fundamental. This evaluation compares students’ experiences in previous subjects with the learning approach proposed in this research that intends to support students to prepare them more effectively for transitioning to professional life. The evaluation involves a previous and post-questionnaire that examines three dimensions: energy, absorption, and dedication. Based on the findings, it can be concluded that the general satisfaction item showed the highest growth rate (1.05 out of 5.00) and the best score in the post-questionnaire. This indicates that, overall, the students evaluated the impact of using the learning strategy described positively. After completing the learning experience, the dimension of dedication showed the highest increase (0.73 out of 5.00) among all three dimensions.

ZPD Technological Learning Environment In Learning Computational Thinking Skill-Based Mathematics

This research was conducted as an innovation related to learning problems that often occur in students. This research aims to develop a technological prototype of the mathematics-computation learning environment for playing skills using the Zone of Proximal Development (ZPD) approach based on intelligent technology. This type of research is Research and Development using the 4-D model flow (Four-D Models). The sampling technique is purposive sampling. Data collection in this study uses angles for learning environment data sources and computational thinking. Then interviews are used as a source of learning experience data. Data analysis on quantitative data types used descriptive and inferential statistics in the form of independent sample t-tests and the Miles and Huberman model. This study found differences in the computational thinking abilities of male and female students, and the dominant computational thinking abilities were male students. This development research has produced an online learning environment product where the product is valid in the opinion of experts in the good category, exciting and feasible to implement. The learning environment assists and facilitates students in learning mathematics by using technology geared toward improving thinking.

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed a high commitment to engaging and completing the tasks that required less manipulative and pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience in science simulations and technology skills. This study highlights several issues concerning student engagement in a self-regulated online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

A constructivist approach to music education with DAWs

Increased interest in music technology education in recent years has prompted music teachers, technology educators and theorists to reconsider both the human and technical processes rendered by creative work in digital sound media. Music technology learning environments range from more structured classroom learning to informal, autodidactic practices, where student identity and creative agency are paramount. However, there is a need to develop more specific teaching and learning strategies that move beyond basic instructional or blended learning environments for digitally literate students (Darlis & Sari, 2021). This chapter discusses common learning practices of Digital Audio Workstation (DAW) users, and the dangers of superimposing conventional music teaching strategies to music technology when the learning style, participatory culture and multimodal affordances are inherently different. This article draws on a recent study involving a constructivist approach with secondary school students in Aoteaora New Zealand via creatively navigating “blocks” in students’ autodidactic processes. Some findings are reported before some initial ideas of how teachers can incorporate aspects of individual identity (e.g., cultural, social, and political contexts) into DAW learning are offered.

Gamification in Cybersecurity Education: The RAD-SIM Framework for Effective Learning

The effectiveness of gamification in educational technology and digital learning environments has been the subject of research for over a decade. Gamified interventions encourage active learning by promoting role-playing, mentalisation, and experimentation. Learner-centred approaches have been shown to increase learning outcomes compared to traditional methods in some domains. Although the behavioural drivers associated with gamified learning are now well documented, practical advice for game designers who produce workplace training is much less common. This paper proposes the RAD-SIM framework for behaviourally effective cybersecurity games design, whereby psychological and behavioural principles are combined with learning theories to facilitate practical game-based learning. Using the framework will increase the engagement and retention of knowledge of the end-user. Although designed with cybersecurity training in mind, there are implications for educational game design in general. Future avenues for research, including potential case studies in practice, increasing the customisability of gamified interventions, and utilising natural data from organisations are considered. Social Machines conducted this work funded by the Research Institute for Sociotechnical Cyber Security (RISCS).

LIBRARY AS A HUB: CHANGING ROLE AND FUNCTIONS OF ARCHITECTURAL LIBRARY

The importance of learning is rising in the sphere of knowledge. The beginning of human learning occurs at birth. In the past, books served as the main educational, administrative, and industrial resource. A library is a location that has a sizable book collection. It can therefore be used as a main source of education. But as time goes on, the use of libraries declines due to the development of computers and the internet. Customers only need to perform one search on the internet to find the information they want. Furthermore, geographical distance is removed. It was not necessary for the person to go somewhere in order to get information. This puts the survival of libraries in jeopardy. The goal of the current research is to increase library utilization through the addition of additional resources. I explain how to turn a conventional library into an educational center. A learning hub is an advanced technology learning environment with physical and virtual components that offers formal and informal learning opportunities for students to interact with instructors, classmates, and other subject matter experts. The purpose of redefining and refocusing traditional library responsibilities is to support the expansion of knowledge via research. Ten libraries from architectural colleges provided data for the project, and when the data was analyzed, none of the libraries had redesigned their physical spaces to become hubs for learning.

Blended Learning Reimagined: Teaching and Learning in Challenging Contexts

The COVID-19 global pandemic has caused disruptions around the world with devastating consequences socially and economically. Education was not spared. Schools and institutions of higher learning (IHLs) had to grapple with new sets of demands. With most countries forced into lockdown to stem the spread of the virus, some turned to technology-mediated learning to provide some kind continuity for learning to still take place. This concept paper will share some of the key learning points and strategies culled from experiences having to pivot almost overnight to embracing technology and new learning environments, which were sometimes remote or neglected in a milieu and culture that often prided itself in effective physical face-to-face interactions. This article will then draw upon how the Blended Learning approach, undergirded by Connectivism, was implemented in a local IHL. Examples of the different types of blended learning designs that were employed will be described alongside examples on how educators can distinguish between them to engage their learners in both modes.

THE EFFECT OF TECHNOLOGICAL LITERACY, LEARNING FACILITY, AND FAMILY ENVIRONMENT ON STUDENTS’ LEARNING MOTIVATION

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>Student achievement is influenced by a variety of factors, both internal and external, such as school and home amenities. This study intends to assess the effect of technological literacy, amenities and learning environment on the learning motivation of SMK students during the pandemic. This is a quantitative Expos-Fact style of study. This study's population and sample consisted of 58 students majoring in Automation and Office Governance at SMK PGRI Turen; questionnaires and observations were used to collect data. Multiple linear regression test was employed for data analysis. The analysis reveals that technical literacy has a favorable influence on learning motivation, that facilities have a positive effect on learning motivation, and that the learning environment has no effect on learning motivation. The environmental impact is not attributable to the fact that a lack of suitable facilities at home is not a motivating factor for student learning.</p></td></tr></tbody></table></div>

TEACHERS’ SELF-PERCEPTIONS FOR TECHNOLOGY INTEGRATION IN TEACHING THROUGH THE LENS OF TPACK FRAMEWORK

Technology can provide everlasting advantages in teaching and learning if utilized effectively however, it seems impossible without enhancing teachers’ technological skills. The aim of this study is to analyze the current status of teachers’ use of technology in their pedagogy and to examine teachers’ self-perceptions regarding their technological and pedagogical knowledge using technological, pedagogical and content knowledge (TPACK) framework. The study was carried out in the context of Shah Abdul Latif University, Khairpur. The quantitative survey method was adopted for current case study to explore self-perceptions of the participants regarding level of understanding for their technological and pedagogical skills. Total 123 Teaching Assistant (TAs) taught in different departments of SALU, Khairpur, holding master degrees in their concerned field were selected purposively. Results revealed that all teaching assistants perceived themselves at high level of understanding in all pedagogical related skills while their self-perceptions displayed that they were at low level of understanding in all technological based domains. In the light of findings, current study recommended that the areas where TAs perceived themselves at low level need to be strengthened through technology trainings, secondly TAs can prepare themselves for technology aligned pedagogical practices to contribute in teaching and learning and administration needs to plan and execute trainings on technological pedagogy specifically using TPACK framework to promote and encourage technological enriched teaching and learning environment.

Facilitating Mathematical Competencies Development for Undergraduate Students During the Pandemic Through ad-hoc Technological Learning Environments

In this article we show how to facilitate the development of mathematical skills using 3D surface visualization tools and virtual environments in an online, project-based learning context. The “Lumen” software is presented, which is an ad-hoc solution, designed and developed to visualize and combine mathematical surfaces in 3D, based on their associated equations. Several activities were designed with the use of Lumen, to measure the learning gain and problem-solving skills of the students, obtaining that a mean learning gain of 43% was observed on 242 students on the analysis of the pre- and post-tests for the first monitored activity, while a mean learning gain of 30% was observed on 210 students on the analysis of the second monitored activity. Based on these analyses, we make the point that although remote learning in the context of the COVID-19 pandemic poses difficult challenges for learners and professors, the use of ad-hoc technological applications is an important resource that supports the reinterpretation of the learning process, as it shifts the focus to the development of skills through active learning.

Learning analytics of embodied design: Enhancing synergy

Two nascent lines of inquiry in the Learning Sciences are contributing to research and development of interactive digital resources for STEM education. One is embodied design, a research program to create theoretically driven and empirically validated technological learning environments where students ground STEM concepts in new perceptual capacity they develop through solving motor-control problems. The other is multimodal learning analytics, a methodological approach to investigating learning processes through gathering, analyzing, triangulating, and presenting data from multiple measures of students’ actions and sensations. This special issue looks at a set of articles reporting on pioneering efforts to coordinate these parallel lines of inquiry into a theoretically coherent research program informing an integrated design framework. The following editorial frames and motivates these research efforts, surveys the set of papers, and speculates on possible futures for the learning analytics of embodied design.

Pre-service teachers’ approaches to designing technology-based activities in anchored instruction framework

Teachers’ beliefs and skills in, and attitudes towards technology are the factors shaping their technology use in education. However, teacher preparation programs don’t sufficiently support pre-service teachers in this regard. One way to improve their technology beliefs and skills in, and attitudes towards technology is to have them design theory-based technology learning environments. In this study, pre-service mathematics teachers designed anchored instruction-based mathematics learning environments and their approaches for the process were revealed. 52 pre-service teachers went through a 14-week learning period and then asked to build technology-based mathematics learning materials. Their materials were designed based on three design principles of anchored instruction. Upon the completion, projects applying all the necessary requirements in good, average, or poor level were selected with a purposive sampling method. The requirements were specified as workability, interactivity, narration, completeness and representing anchored instruction’s three design principles. The designers of these selected projects were interviewed with semi-structured interview questions. Results indicated that their design approaches are in line with anchored instruction theory’s suggested benefits. Their technology beliefs are positively affected and their judgments about technology-based instructional material design are supported by related literature in favor of students’ learning. Implications for teacher education programs are discussed.

Content Analysis on the Effectiveness of Using Virtual Reality in Foreign Language Learning

The prevalence of implementing virtual reality in foreign language education in the recent years has attracted language learners’ interests and provided them with extremely conducive technological learning environment. The primary objective of the current research article is to analyse the most recent studies carried out on the effectiveness of virtual reality on foreign language education. For the sake of the study, 20 peer-reviewed published papers conducted between 2019 and 2022 were carefully selected.The meta-analysis of the studies targeted four paramount research components: (1) data collection method, (2) sample size, (3) research design and (4) language skills. The results of the analysis revealed that mixed-method was the most employed approach and undergraduate groups with a sample size of 1–50 most prevalently selected. For the sake of data collection, 40% of the related studies employed questionnaires to gather the data. Moreover, 30% of the studies investigated the impact of using virtual reality in improving English vocabulary. Thus, this content analysis study recommends addressing other language skills, i.e. receptive and productive.