Field Of Educational Technology Research Articles

EdTechnica: a vision of an educational publishing community of practice that is accessible, flexible, and just

Open Educational Resources (OER) and Open Educational Practices (OEP) have the potential to transform and positively impact individuals, institutions, and society. As educators, we have a unique responsibility to explore opportunities and possibilities afforded by openness enabled by current technologies to reimagine and reshape current educational reality and provide a more hopeful and equitable future for all. EdTechnica is an openly licensed living encyclopedia that provides background information on central topics and theories in the field of educational technology. As an OER, EdTechnica extends the 5Rs of openness—retain, reuse, revise, remix, and redistribute by also attending to the 3Rs of social justice—recognition, representation, and redistribution—bringing about a responsive product that reimagines what encyclopedias should be. Additionally, the governing board enacts principles of openness in its practice, striving for OEP in all its activities. This article explores how EdTechnica promotes knowledge creation and academic discourse by attending to key principles of openness in terms of ensuring accessibility, flexibility, justice, and sustainable generosity. Specific examples of OER/P in the EdTechnica context offer an insight into our practices and ambitions to improve the current educational landscape, illustrating what is possible at the intersection of justice, hope, and educational technology when we strive for openness and are guided by the values of sustainable generosity and sustainable improvement.

The Impact of Integrating Various Digital Games in EFL Classrooms on Soft Skills Development

It is axiomatic that research in the broader field of educational technology has highlighted the capacity of digital games to engage students actively in the learning process, promoting motivation and facilitating knowledge retention. However, the specific impact of digital games on soft skills development within EFL contexts remains an underexplored area. Hence, this article investigates the impact of integrating diverse digital games into EFL classrooms on the development of soft skills among Moroccan EFL students. This quasi-experimental longitudinal study aimed to investigate the relationship between participation in an online gaming club and the development of soft skills, specifically English communication skills and critical thinking skills, over a six-month period. The hypothesis posited that engaging in online gaming activities would lead to improvements in both English communication skills and critical thinking skills among participants. The findings suggested that engagement in online gaming has a positive impact on the development of soft skills such as English communication skills and critical thinking skills. The study contributes to the broader discourse on innovative pedagogical approaches in EFL contexts, shedding light on the potential of digital games as effective tools for fostering essential skills beyond language proficiency. The implications of the research extend to educators, curriculum designers, and policymakers seeking to enhance the holistic development of students in EFL classrooms.

(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination

This article argues for exploring, connecting, and applying utopian imagination, speculative design, and planetary thinking as a way forward for higher education to reimagine and move towards more hopeful planetary futures. It examines hopepunk and solarpunk perspectives on possible futures to propose a design agenda for rewidening and rewilding higher education and educational technology with utopian imagination. Firstly, the article outlines and develops a framework for wider and wilder futures in higher education, emerging from utopian thinking and desire. Secondly, it connects hopepunk with speculative design and solarpunk with planetary design to highlight and put forward rebellious strategies of hope in envisioning more preferable futures. Thirdly, it approaches the field of educational technology within the context of wide and wild education to establish four planetary orientations concerning educational technology: Higher Education for, in, with, and by the world. Taken together, the article proposes a design agenda for educational technology that integrates utopian imagination and solarpunk practices with planetary educational technology to catalyse the development of more preferable futures in a more-than-human world.

Comparative performance of undergraduate students in micro-teaching using Telegram and WhatsApp in collaborative learning settings

The growing concerns to accommodate large classroom sizes, lack of microteaching laboratory and inadequacy of time for every student to present and be properly assessed has affected the performance of students in micro-teaching in Nigeria. This therefore calls for different innovative approaches backed up by technology to ameliorate the problem. Thus, this study checked the ­­­comparative performance of undergraduate students in micro-teaching using Telegram and WhatsApp in collaborative learning settings in Gombe State, Nigeria. A sample of 282 students enrolled on Telegram and WhatsApp from Federal University Kashere and Gombe State University, respectively was purposively selected for the study. The two sampled groups were assigned into experimental group I (Telegram) and experimental group II (WhatsApp) in collaborative learning settings using a simple random sampling technique. The instruments for the study comprised of micro-teaching achievement test validated by experts in the field of educational technology and curriculum studies, where a split-half method of reliability was used to obtain a figure of 0.91 using Pearson product moment correlation. Descriptive statistics involving mean and standard deviation was used to answer the research questions while inferential statistics involving an independent sample t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that while the students in both Telegram and WhatsApp platforms performed better in the post-test, a significant difference was obtained in the achievement and retention of the two groups in favor of WhatsApp. It was therefore recommended that lecturers should deploy the use of Telegram and WhatsApp in collaborative learning settings to cover for large classroom sizes and lack of micro-teaching laboratory.

The role of the exposure of education technology on learners' internet self-efficacy

The advancement of educational technology has undoubtedly had a influence on how teachers present learning materials and interact with students in the language teaching context over the last few decades. Despite the fact that many studies have been conducted in the field of educational technology, few of them have focused on the relationship between educational technology and internet self-efficacy. Based on social cognitive theory, which views learners as active agents who can not only affect but also be affected by environment, the purpose of this research is to evaluate how exposure to educational technology impacts learners' internet self-efficacy. Furthermore, this research explores how potential variables such as gender, grade, and discipline influence learners' internet self-efficacy. Seventy-one students from a Chinese vocational institute were asked to finish the College Students' Internet Learning Self-efficacy Questionnaire (Xie, 2011) and a questionnaire designed on the basis of the AECT committee's definition, and some participated in a semi-structured interview. The findings indicate that the relationship between exposure to educational technology and learners' internet self-efficacy has significantly facilitated our understanding of how to improve teaching and learning with educational technology. The implication of this study is that when incorporating educational technology into English teaching, teachers should consider the quantity, quality, and methods.

Enhancing Tajwid Skills through Harakah-Based Learning Media: An Evaluation of MPQu-Berkah among Schoolchildren

The research explores the efficacy of MPQu-Berkah, a harakah-based digital media, in enhancing tajwid skills among schoolchildren (Elementary Students), specifically focusing on Makhārijul hurūf and Ṣifātul hurūf. Utilizing a Nonequivalent Pretest-posttest Control Group Design, the study compares the tajwid proficiency of students engaging with MPQu-Berkah to those following traditional learning methods. The methodology encompasses pretests and posttests, alongside an independent t-test for statistical analysis, to evaluate the impact of the learning media on Quranic reading accuracy and fluency. Findings reveal a significant improvement in the experimental group's tajwid abilities, highlighted by an 11% average competency increase, evidencing MPQu-Berkah's effectiveness. The developed media, tailored for elementary education in the digital era, features audio-visual content designed to facilitate accessible and engaging tajwid learning. Despite the positive outcomes, the study acknowledges limitations due to its experimental setting and suggests future research to investigate the wider application and sustained impact of digital learning tools in religious education. This research underlines the potential for integrating multimedia tools in educational curricula, proposing a shift towards technology-enhanced learning environments to cater to the digital-native generation's needs. The findings advocate for a paradigm change in Quranic education, indicating that technological integration can substantially improve learning outcomes, contributing to the fields of educational technology and linguistic skill teaching.

GRAMMAROUS Revolutionizing English Vocabulary Acquisition for Children through Gamified Learning

Interactive Learning through Gamified Activities: The Grammarous App This paper presents Grammarous, a novel Android application that revolutionizes children's English vocabulary acquisition through interactive and gamified activities. By leveraging cutting-edge technologies and principles of gamification, Grammarous incorporates a diverse range of engaging features tailored to cater to various learning styles, making vocabulary acquisition an enjoyable and highly effective process for young learners. The app employs innovative techniques such as Shake-to-Spell, where children can rearrange scrambled letters into words by shaking their devices, fostering both visual and kinesthetic learning. Other features include Fill-in-the-blanks to reinforce memory and spelling, Spelling Bees for friendly competition, Rearrange Words to stimulate critical thinking, Matching Games for solidifying vocabulary relationships, and Shake Alphabets for letter recognition and mastery. Grammarous leverages Firebase Authentication for secure user management and real-time data retrieval to facilitate personalized learning experiences. By seamlessly integrating education and technology, the app creates an immersive and adaptive learning environment that actively engages children and promotes cognitive development. With its innovative approach to gamifying language learning, Grammarous has the potential to revolutionize the field of educational technology, providing a fun and effective platform for children to acquire essential English vocabulary skills crucial for academic and personal growth. Keywords: android app, vocabulary, gamification, spelling bee, innovative, educational games, language expansion, interactive learning, cognitive development, personalized education

Digitalization of Physics Teaching: Using Computer Models and Animations

The article analyzes current trends in the introduction of information technologies into the physics teaching process – the use of computer modeling and visualization to improve the efficiency of mastering complex physical material by students. The relevance of the work is due to the importance of using innovative digital teaching tools in the context of the rapid modernization of education. Using the example of modeling the discharge of a capacitor through a resistor, the technique of creating mathematical computer models with software implementation in Python and graphical visualization using Matplotlib is examined in detail. Various approaches to computer animation (multi-screen, fragmentary, elemental, figurative) are considered for presenting dynamic systems. Specific examples of animation of physical processes are given. The systematic technique of developing interactive electronic posters for teaching physics is highlighted. Methodological recommendations for the use of computer models in different types of lessons and at different stages of the educational process are formulated. The materials of the article are addressed to physics teachers, methodologists and specialists in the field of modern educational technologies. The article provides a methodological rationale for the feasibility of introducing information and communication technologies into physics teaching, analyzes various approaches to computer modeling and visualization, and examines specific examples and stages of creating animation and modeling tools for schoolchildren.

From hype to insight: Exploring ChatGPT's early footprint in education via altmetrics and bibliometrics

AbstractBackgroundThe emergence of ChatGPT in the education literature represents a transformative phase in educational technology research, marked by a surge in publications driven by initial research interest in new topics and media hype. While these publications highlight ChatGPT's potential in education, concerns arise regarding their quality, methodology, and uniqueness.ObjectiveOur study employs unconventional methods by combining altmetrics and bibliometrics to explore ChatGPT in education comprehensively.MethodsTwo scholarly databases, Web of Science and Altmetric, were adopted to retrieve publications with citations and those mentioned on social media, respectively. We used a search query, “ChatGPT,” and set the publication date between November 30th, 2022, and August 31st, 2023. Both datasets were within the education‐related domains. Through a filtering process, we identified three publication categories: 49 papers with both altmetrics and citations, 60 with altmetrics only, and 66 with citations only. Descriptive statistical analysis was conducted on all three lists of papers, further dividing the entire collection into three distinct periods. All the selected papers underwent detailed coding regarding open access, paper types, subject domains, and learner levels. Furthermore, we analysed the keywords occurring and visualized clusters of the co‐occurring keywords.Results and ConclusionsAn intriguing finding is the significant correlation between media/social media mentions and academic citations in ChatGPT in education papers, underscoring the transformative potential of ChatGPT and the urgency of its incorporation into practice. Our keyword analysis also reveals distinctions between the themes of the papers that received both mentions and citations and those that received only citations but no mentions. Additionally, we noticed a limitation that authors' choice of keywords might be influenced by individual subjective judgements, potentially skewing results in thematic analysis based solely on author‐assigned keywords such as keyword co‐occurrence analysis. Henceforth, we advocate for developing a standardized keyword taxonomy in the educational technology field and integrating Large Language Models to enhance keyword analysis in altmetric and bibliometric tools. This study reveals that ChatGPT in education literature is evolving from rapid publication to rigorous research.

A NARRATIVE INVESTIGATION ON TPACK ENGLISH TEACHERS’PROFICIENCIES

Abstract: The introduction of the Merdeka curriculum has brought significant changes in the curriculum, particularly in terms of the autonomy and flexibility of teachers’ teaching especially regarding to digital literacy. The Merdeka curriculum is based on the Technological Pedagogical Content Knowledge (TPACK) framework, which seeks to integrate subject expertise, pedagogical skills, and technological content. Despite extensive research on TPACK, there is a noticeable gap in qualitative studies that explore teacher experiences and perceptions, particularly in the context of Indonesia’s Merdeka curriculum. The novelty of this research lies in its methodological approach—using Narrative Inquiry to explore the experiences of English teachers. This approach provides a deeper, more nuanced understanding of how teachers perceive and implement TPACK in their classrooms. To gain a comprehensive understanding of this issue, we examined 50 teachers from various regions in West Java. Our findings indicate that a significant portion of teachers (55%) have successfully incorporated technology in their teaching practices. Furthermore, the majority of teachers (84%) feel confident utilizing efficient teaching strategies and delivering targeted content (80%). We note that a large percentage of teachers (76%) exhibit proficiency in integrating technology into the teaching-learning process, while also acknowledging their proficiency in technology, pedagogy, and content (79%).However, we also identified several obstacles such as internet connectivity issues, which were identified as a significant potential hindrance (68%), students' unfamiliarity with the application (20%), and data quota limitations (5%) as restrictions. A minor yet distinguished percentage illuminated issues such as school procedures (3%), lack of access to smartphones (2%), and indecision in using LCD facilities (2%) as pitching factors that hinder the smooth merging of technology into teaching and learning. Based on the available evidence, it can be inferred that despite facing several obstacles, a majority of teachers have demonstrated a high level of confidence in their ability to implement digital literacy TPACK-related skills. These skills are essential for promoting effective teaching and learning in a digital age. However, it is important to note that the challenges faced by teachers in this regard cannot be ignored. To ensure that teachers are adequately equipped to navigate these challenges, it is essential to provide them with appropriate training and support. Moreover, the result of this study could contribute to the field of English language teaching, educational technology, and policymaking in education.

Digital rights and responsibility in education: A scoping review

Studies on digital rights in education have both gained attention and provided a framework for research, policy and practice in educational research within the field of educational technology. The potential benefits we appreciate in Internet use are inseparable from the maximum risks involved. Faced with this responsibility, individuals demand that their rights and freedoms be guaranteed in the digital environment according to their various roles as students, teachers, families or staff. This scoping review selects and analyses 54 theoretical and empirical studies from the last decade (2013-2023), identifying the main topics investigated as privacy protection in online environments, right to digital security or cybersecurity, and right to digital education. The review underscores the need to guide efforts towards digital education for citizens because the legal regulation of rights and responsibilities is necessary but insufficient. The paper also makes arguments about acceptance, limitations and implications for teacher training.

Deconstructing the Normalization of Data Colonialism in Educational Technology

As learning analytics and educational data mining have become the “new normal” in the field, scholars have observed the emergence of data colonialism. Generally, data colonialism can be understood as the process by which data were considered “free” to take and appropriate. Building on this theoretical understanding, this study aims to contextualize data colonialism in educational technology by identifying and reviewing learning analytics studies that adopted a predictive analytics approach. We examined 22 studies from major educational technology journals and noted how they (1) see data as a resource to appropriate, (2) establish new social relations, (3) show the concentration of wealth, and (4) promote ideologies. We found evidence of data colonialism in the field of educational technology. While these studies may promote “better” ideologies, it is concerning how they justify the authorities capitalizing on “free” data. After providing a contextualized view of data colonialism in educational technology, we propose several measures to decolonialize data practices, adopting a postcolonialist approach. We see data colonialism not only as a privacy issue but also as a culture that must be challenged.

Research and Practice on Innovative Talent Cultivation Model in the Field of Educational Technology from the Perspective of Education Artificial Intelligence

Research and Practice on Innovative Talent Cultivation Model in the Field of Educational Technology from the Perspective of Education Artificial Intelligence

The Development Course of Modern Educational Technology in China

In the late 19th and early 20th centuries, with the progress of science and technology, new media continuously entered the field of education, promoting the development of educational technology. In the Current Educational Technology stage, the theories and practices of educational technology in the United States have significant influence. This article mainly takes China and the United States as examples to briefly describe the development process of modern Educational Technology domestically and internationally. The evolution of Educational Technology in the United States comprises two parallel threads: one is the development of media technology (materialized technology), and the other is the development of intelligent technology (non-materialized technology). The interaction and organic integration of two threads constitute the development history of Educational Technology. Modern Educational Technology in China started with electrified education. It emerged in response to the developmental needs of the country, drawing on foreign technology and experience to address urgent issues related to the public's diathesis at the time. From its inception, it embarked on a different development path from other countries, known as "big electrified education". The development process of modern Educational Technology in China can be divided into five stages in terms of time: newly established, lay a foundation, development, transformation, and in-depth development. This has resulted in the creation of a unique field of Educational Technology in the world, encompassing Educational Technology disciplines (including majors), undertakings, and industries.

Knowledge Mapping Applied to the Construction of a Theoretical Resource Base for Teaching English at the University Level

Abstract In the evolving field of educational technology, knowledge mapping has emerged as a pivotal tool for university English education. This study examines its role in building a theoretical resource base to enhance the efficiency of organizing, accessing, and utilizing teaching materials. This research constructs a knowledge graph for English teaching resources by employing a seven-step process to create a domain ontology and an enhanced TF-IDF algorithm for keyword extraction. Results show the knowledge graph significantly boosts information retrieval accuracy and user satisfaction. The experimental group reported a 25% increase in learning efficiency, a 30% enhancement in the quality of learning outcomes, and a 12.63% rise in average grades, outperforming the control group. The findings suggest knowledge mapping substantially benefits the development of a theoretical resource base for university English teaching, improving teaching and learning quality.

Investigating The Transformative Effects of Active Learning Methodologies in The Field of Engineering Education to Improve Learning Outcomes in Students by Unleashing Their Potential

Investigating The Transformative Effects of Active Learning Methodologies in The Field of Engineering Education to Improve Learning Outcomes in Students by Unleashing Their Potential

Development of web-based learning application to enhance understanding in Philippine history

This study introduces a web-based learning system designed to enhance the recall and understanding of Philippine history through engaging quizzes and games, aligning with ISO 25010 standards. The system prioritizes functional suitability, usability, reliability, performance efficiency, and portability, with the aim of aiding users, particularly students, in remembering and studying Philippine history. Leveraging interactive features such as game content and quizzes, the system actively engages learners, promoting comprehension and retention of historical facts. Instant feedback mechanisms further contribute to users' ability to identify strengths and weaknesses in understanding Philippine history. To evaluate the system's performance, the researchers applied the Locally Weighted Learning (LWL) algorithm, adhering to ISO 25010 guidelines. The LWL algorithm, combining lazy learning and a decision stump classifier with linear weighting kernels, achieved an impressive 90% accuracy on the "Book1" dataset. This comprehensive evaluation validated the system's reliability and effectiveness, showcasing high accuracy in assessing attributes such as data accuracy, system availability, user-friendliness, responsiveness, and security assurance. The study also includes a regression analysis, indicating a moderate positive linear relationship (multiple R of 0.4243) between independent variables (functional suitability, usability, performance efficiency, reliability, and portability) and the dependent variable (software quality score). While the model explains approximately 22.38% of the variability, the non-significant p-value in the ANOVA table prompts consideration for further refinement. Overall, this research contributes to the field of educational technology by providing valuable insights into the development and evaluation of a history-focused learning application, emphasizing both practical usability and theoretical reliability within the framework of ISO 25010.

Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approach

Purpose A number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT. Design/methodology/approach This study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses. Findings The outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots. Originality/value This study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.

Studying the Opinions of Pedagogical University Graduates About Learning Technologies

The purpose of this study is to study the opinions of senior students at a pedagogical university about educational technologies. A semi-structured interview form, which consisted of 4 questions, was used to collect data. An analysis of senior students’ responses to semi-structured interviews demonstrated a lack of understanding of the concept of ‘teaching technology’ in their teacher training. Most of the students not only failed to clearly identify which specific technologies they planned to use in their future careers, but also showed superficial knowledge in the field of modern educational technologies. The challenges and obstacles students face when integrating technology into teaching practice highlight not only their inexperience, but also their lack of confidence in their own skills. Most students express a lack of preparedness and call for more training in technology, indicating a need for systematic and structured training.

Constructing a Multilingual E-Learning Ontology through Web Crawling and Scraping

The emergence of digital technologies has transformed the landscape of education, driving the exploration of innovative methods to improve the efficiency and effectiveness of university e- learning. This study focuses on leveraging network management principles in combination with web crawling trends to propose a novel approach: a web crawling and scraping-driven method for constructing a multilingual ontology tailored specifically for university e-learning. The primary goal of this research is to create a comprehensive and continuously updated knowledge repository by systematically gathering and extracting information from a wide range of online sources. By incorporating multilingual capabilities into the proposed ontology, the aim is to transcend language barriers and establish a globally accessible and inclusive e-learning environment. This approach recognizes the intricate relationship between technology and education, highlighting the potential of automated data retrieval and ontology construction in reshaping the future of university e-learning. This research contributes significantly to the rapidly growing field of educational technology by introducing a forward-thinking paradigm. It empowers both educators and learners with a versatile and personalized learning experience that transcends cultural and linguistic boundaries. As the digital era continues to evolve, this approach serves as a beacon of innovation, exemplifying the transformative power of integrating cutting-edge technology with pedagogical efforts. In essence, this study presents a groundbreaking approach to enhance university e- learning by harnessing the capabilities of web crawling, scraping, and multilingual ontology construction. It emphasizes the importance of adapting to the ever-evolving digital landscape to provide an inclusive and accessible education experience for learners worldwide. Ultimately, this research represents a significant step forward in the ongoing effort to revolutionize education through the integration of advanced technology and pedagogical innovation.