Field Of Learning Technologies Research Articles

A Literature Review on the Effect of Artificial Intelligence on Education

The science of artificial intelligence has been advancing at a great pace in recent years. Artificial intelligence, one of the most important technologies of our age, will cause a great transformation for the world. Artificial intelligence has also affected education and training, leading to significant developments in the field of learning technologies and educational technology. Interest in computer systems and artificial intelligence is increasing and the studies on them are increasing. This article examines the issue of digital transformation in education as a result of the development of artificial intelligence, and the new educational processes that will occur as a result of the interaction of humans and intelligent machines. Therefore, the aim of this study is to understand the impact of artificial intelligence on education. For this purpose, firstly, information is given about what artificial intelligence is. Then, it is discussed whether machines show human-like behaviors or not. Finally, an analysis is made on how and in what way artificial intelligence contributes to education, what the advantages and disadvantages of artificial intelligence are, and which artificial intelligence applications can be used in education. The research was conducted with a literature review from qualitative research methods. Artificial intelligence has provided students with enhanced learning experiences as it enables learning materials to be customized and personalized according to students' needs and abilities. AI in general has had a major impact on education, especially on the management, teaching and learning areas of the education sector or in the context of individual learning institutions.

IMPROVING ASATIDZ'S TEACHING COMPETENCE THROUGH MAKING TEACHING MATERIALS USING MICROSOFT POWERPOINT AND CANVA

Today is an era of change in the use of information and communication technology in all aspects of human life. This adoption has also been accelerated by the emergence of the Covid-19 pandemic which has also had an impact on the education sector, including Islamic boarding schools that adopt technology on a more massive basis. Islamic boarding schools are becoming more involved in taking on digital and technological contests. Asatidz as a teacher are required to have skills in the field of learning technology. Creating and designing teaching materials that are interesting and in demand by students is a challenge for asatidz. The solution to this problem is to provide training for asatidz on how to make interesting teaching materials using Microsoft Powerpoint and Canva. This community service was carried out in November 2022 face-to-face with a total of 41 participants who were assistants at the Darussalam Kunir Islamic Boarding School, Subang Regency, West Java. The results of the training showed that there was a significant difference between the pre-test and post-test conducted by the participants. The conclusion is that this activity is perceived as useful by participants and can provide increased knowledge and skills in making presentations for asatidz.

Digital Literacy and Student Creativity Through E-Resources on the Quality of Learning in College

Student skills and the quality of learning in tertiary institutions are determined by the activities and creativity of lecturers in motivating student learning. In improving students' skills in the field of learning technology, students need to improve their skills. The purpose of this study is to improve students' ability regarding digital literacy and student creativity in utilizing e-resources to improve the quality of student learning. In this study using descriptive research method through quantitative approach. The determination of samples using purposive sampling, sampling is calculated using lameshow formula so as to get 96 research samples. Then the data collection using questionnaires that are shared through social media, as well as data supported by interview results. The data analysis in this study used associative data analysis, which is a multiple linear regression using the help of SPSS for windows v.25. Furthermore, the results of the data analysis are interpreted into sentences as explanatory. The results of the analysis in this study showed there is an influence between digital literacy and student creativity in utilizing e-resources to improve the quality of learning in universities indicating a moderate correlation. The correlation is shown by the existence of independent learning activities conducted by students in finding learning materials used in teaching and learning activities in universities.

Digital Literacy: Arabic Teacher Competencies in Distance Learning

The transformation of learning statically requires teachers to adapt to technology to face significant changes, especially in terms of adoption of digital education. What the teacher provides is not only the transmission of learning materials, but also digital literacy to facilitate the needs of students according to conditions in the field. Based on preliminary data, it is known that Arabic language teachers at Madrasah Aliyah Nuruzholam, Seruyan Regency, Central Kalimantan experience problems in terms of limited ability in the field of learning technology. The research method used was descriptive qualitative method which aimed to describe the digital literacy competence of Arabic language teachers at Madrasah Aliyah Nuruzholam. The results of the study showed that the digital literacy competence of Arabic language teachers can be seen from the teacher's activities such as; First, teachers can use the internet and use Google as a medium for finding information. Second, teachers obtain information by using the internet, Third, familiar teachers use the YouTube application as a means of finding information or learning Arabic resources. Fourth, the teacher uses the information obtained as a source of learning Arabic without any validation of data processing.

A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic

The COVID-19 pandemic has left more than 1.6 billion children and young people in 161 countries, nearly 80% of students enrolled in education systems globally, out of school. Many countries have resorted to online learning to reduce the repercussions of this shutdown. Many challenges have emerged, the most important of which are infrastructure and communication, and the knowledge of teachers and administrators of the necessary tools and processes are also key factors in providing online learning. In fact, nationwide lockdowns could have been an opportunity to test technological interventions for distance learning. Unfortunately, few systems have reached this point and are ready for implementation. The current study aimed to propose a strategy for distance education using the focus group method to gather the opinions of experts in the field of learning technologies and analyze their responses using text analysis software considering the McKinsey 7S Framework. The study found that the proposed strategy based on instructional design models that use OERs, i.e., blogs, audio recordings, and other resources, can improve the quality and efficiency of learning, provide students with skills, and achieve sustainable development goals in education in the Kingdom of Saudi Arabia.

Development of Mathematics Web-based Learning on Table Set-Up Activities

This paper aimed to discuss product design and expert validation of the mathematics web-based learning table set up activities in the hospitality industry. This research was a type of Research and Development, which aimed to develop a new product. The experts involved in this study were four experts. There were two experts in the field of learning technology as media validators and two experts in the field of mathematics education as material validators. In the process of validating the mathematics web-based learning in this study, using a questionnaire that had been prepared to evaluate it as a research instrument. This research had produced mathematics web-based learning which consists of five parts, namely, the initial part to recall about the Cartesian coordinates; the translation sub-material section; the reflection sub-material section; the rotation sub-material section; and the dilatation sub-material section. In the review activity by experts, the average percentage of material validators was eighty five percent, its means is very good and the average percentage of media validators was ninety five its means is very good also. It showed that this mathematics web-based learning can be said to be proper to use.

ADAPTIVE LEARNING IN COLLEGEIN THE PANDEMIC TIME COVID-19

The Covid-19 virus has triggered chaos in various fields of life globally, including education. Holding activities to gain knowledge together is no longer recommended to be held. Many countries eliminate face-to-face learning and replace it with online learning line. This policy was implemented to reduce the spread of the Covid-19 Virus. In line with these efforts, campuses as a place to forge themselves with knowledge also need to have a strategy to help reduce the spread of Covid-19. Efforts to prevent the spread of Covid-19 in the campus environment will be in line with the government's appeal, namely to organize online learning at home. Online learning creates logical consequences, for the perpetrators, both for students and teachers. One side of online learning is an alternative to minimizing the possibility of crowding, but online learning also creates challenges to present material in a manner that can accommodate scientific demands. Despite the challenges, online learning is certainly expected to foster an attitude of optimism, provide challenges and opportunities to develop student innovation, creativity, capacity, personality and needs. The solution, lecturers are required to have abilities in the field of learning technology. Another logical consequence is that higher education leaders must be active in optimizing the performance of using online facilities for all lecturers, students, and educational staff.

Ways of Independent Development of Pedagogical Competencies of Students in Innovative Activity (The Study Case of Azerbaijani Students in Mathematics and Computer Sciences)

Regular innovations in the field of learning technologies are being implemented with the aim of removing educational problems, flexible steps are taken to organize the learning process, and the content and methods of teaching are improved. The research highlights the main problems faced by Azerbaijani education and describes the author's methodological system that searches for their solutions. The purpose of the experiment was to develop the theoretical foundations for independent development of students' pedagogical competencies in the process of innovative activity and to exclude them from experimental verification. Initially, the working hypothesis of the study was formulated, favorable conditions for carrying out the experiment and universities to be experimented with were identified, and computerization was studied in two higher education institutions of the republic. Experimental and control groups were selected, in certain groups approximate equality of the students and the teachers' levels were provided, and the levels of the groups were learned in written and oral ways. Analysis of the results of the experiment has shown that the developed concept can be used in training pre-service and in-service teachers studying mathematics and computer science as it can improve the effectiveness of teaching in innovative activity.

How Online Learning Evaluation (Kahoot) Affecting Students’ Achievement and Motivation (Case Study on it Students)

It is undeniable that the development of technology in the present impacts on various aspects, especially in the field of learning technology. In learning, lecturers are required to implement innovations in the field of technology. One of the implementations of education technology is the implementation of evaluation by using Kahoot. Kahoot is a game-based learning platform. By implementing this learning evaluation, we expect students' achievement and motivation in learning to improve. The research method of this research is simple qualitative descriptive using a questionnaire that were distributed to the first semester Informatics Engineering students as the object of this research. From the questionnaire the results showed that 82.2% of students stated that Kahoot was able to increase their learning motivation. Other results is the increasing of students’ scores in this evaluations and the obstacle found in implementing this evaluation is the umstable connections or internet networks.

The Development Teaching Materials of Learning Technology based on Character Building

This study aimed to produce teaching materials about learning technology whose contents are integrated about the strengthening of characters packed using“We Can Do It”or "KITA BISA" formula. The word "KITA" represents lecturers and students, while "BISA" is an acronym of the characters Bernalar (Intelligent), Integritas (Integrity), Santun (Polite), and Adil (Fair). The developed teaching material was intended for students, lecturers, and observers of education, especially in the field of learning technology. The data were collected through literature study on several references that were in accordance with the research problem. This research resulted: 1) model of students’ character reinforcement evaluation, and 2)systematic teaching learning technology materials consist of 9 chapters: (1) the development, the area and the foundation of the philosophy learning technology, (2) the theoretical foundation of learning technology and elements of educational technology, (3) creation and management, (4) use and utilization, (5) process and learning resources, (6) ) facilitating learning, (7) performance improvement, (8) professional ethics and educational technology, and (9) online learning.

Stepping beyond the paradigm wars: pluralist methods for research in learning technology

This paper outlines a problem we have found in our own practice when we have been developing new researchers at post-graduate level. When students begin research training and practice, they are often confused between different levels of thinking when they are faced with methods, methodologies and research paradigms. We argue that this confusion arises from the way research methods are taught, embedded and embodied in educational systems. We set out new ways of thinking about levels of research in the field of learning technology. We argue for a problem driven/pragmatic approach to research and consider the range of methods that can be applied as diverse lenses to particular research problems. The problem of developing a coherent approach to research and research methods is not confined to research in learning technology because it is arguably a problem for all educational research and one that also affects an even wider range of disciplinary and interdisciplinary subject areas. For the purposes of this paper we will discuss the problem in relation to research in learning technologies and make a distinction between developmental and basic research that we think is particularly relevant in this field. The paradigms of research adopted have real consequences for the ways research problems are conceived and articulated, and the ways in which research is conducted. This has become an even more pressing concern in the challenging funding climate that researchers now face. We argue that there is not a simple 1 to 1 relationship between levels and most particularly that there usually is not a direct association of particular methods with either a philosophical outlook or paradigm of research. We conclude by recommending a pluralist approach to thinking about research problems and we illustrate this with the suggestion that we should encourage researchers to think in terms of counterpositives. If the researcher suggests one way of doing research in an area, we suggest that they should then set out an opposing research approach from another perspective or paradigm. We link this conclusion to the provision of research training and the kinds of curricula that might be offered and we argue against the superficial and box ticking ‘coverage’ of different standard research perspectives e.g. ‘qualitative methods’ - ‘qualitative methods’. Keywords: qualitative methods; quantitative methods; mixed methods; paradigms; methodology

Examining young children’s perception toward augmented reality-infused dramatic play

Amid the increasing interest in applying augmented reality (AR) in educational settings, this study explores the design and enactment of an AR-infused robot system to enhance children’s satisfaction and sensory engagement with dramatic play activities. In particular, we conducted an exploratory study to empirically examine children’s perceptions toward the computer- and robot-mediated AR systems designed to make dramatic play activities interactive and participatory. A multi-disciplinary expert group consisting of early childhood education experts, preschool teachers, AR specialists, and robot engineers collaborated to develop a learning scenario and technological systems for dramatic play. The experiment was conducted in a kindergarten setting in Korea, with 81 children (aged 5–6 years old). The participants were placed either in the computer-mediated AR condition (n = 40) or the robot-mediated AR condition (n = 41). We administered an instrument to measure children’s perceived levels of the following variables: (a) satisfaction (i.e., interest in dramatic play & user-friendliness), (b) sensory immersion (i.e., self-engagement, environment-engagement & interaction-engagement), and (c) media recognition (i.e., collaboration with media, media function & empathy with media). Data analysis indicates that children in the robot-mediated condition showed significantly higher perceptions than those in the computer-mediated condition regarding the following aspects: interest in dramatic play (satisfaction), interactive engagement (sensory immersion), and empathy with media (media recognition). Furthermore, it was found that the younger-aged children and girls, in particular, perceived AR-infused dramatic play more positively than the older-aged children and boys, respectively. The contribution of this study is to provide empirical evidence about the affordances of robots and AR-based learning systems for young children. This remains a relatively unexplored area of research in the field of learning technologies. Implications of the current study and future research directions are also discussed.

Experimental Evaluation of T-Learning Applications Usability

In the telecommunication realm the emergence of interactive digital television enables the formation of the T-learning concept. It further enriches the field of learning technologies. Moreover, this concept exemplifies a technique potentially attempting to address the topical issues with aging population. T-learning can enhance the involvement of elderly in everyday life and support the quality of their lives. Therefore, the paper examines how a specific target group of the elderly participants perceives the usability of the learning application using various types of interaction devices. The experiment with standard television device, set-top-box set, a commonly used remote control and a specially developed pointer for the purposes of this study is described. Two hypotheses are tested with the help of the System Usability Scale (SUS). Three tested applications reach standardised SUS scores 65.5±11.2; 63±14; and 59±12 which confirm their usability. The experiment proves that a control device does not play a role in the perception of usability by elderly within a cognitive application. Nevertheless, it might be influenced by the environment, in which T-learning applications are used.

Editorial: A Message from the Editorial Team and an Introduction to the January-March 2013 Issue

The authors are honored to be selected as the new editorial team for the journal and grateful to the TLT Steering Committee for giving us the opportunity to lead TLT for the next three years. The previous editorial team, led by Wolfgang Nejdl, shepherded the journal from its start to its current maturity, leaving it in an excellent state as a leading journal in the fi eld of learning technologies and e-learning. The journal now has an excellent flow of submissions. It has been able to reach an emerging community of researchers exploring innovative learning technologies and to attract excellent papers on a broad range of topics from many countries. The authors hope to continue this trend over the next few years while further expanding the journal's coverage. The next five years promise to be very exciting for researchers and practitioners in the area of learning technologies. The advancement of Internet and mobile devices further broadens the audience that can get access to modern learning technologies. The increased accumulation of learner data opens an opportunity for smarter, user-centered tools for learning approaches. The popularity of social technologies emphasizes the social dimensions of learning. All this stimulates a range of new and interesting developments coming from both industry and research labs - from massive open online courses to personalized iPhone learning apps. In addition, thanks to increased media coverage, prospective audiences have become more aware of these options and more eager to explore them. All this presents a challenge to any established journal in the field of learning technologies. One of our top goals as the new editorial team is to answer this challenge by ensuring a good coverage of important modern technologies and pedagogies. Among our first actions is to extend the Editorial Board and to plan special issues on a range of hot topics, such as social learning technologies and ubiquitous learning. The Call for Papers for the first of the planned special issues is already announced and the new Board members will be introduced in the next issue. For the current issue, we are pleased to introduce a collection of eight papers covering a range of topics.

EiC team farewell and new EiC team introduction

Over the last five years, IEEE Transactions on Learning Technologies (TLT) published 20 journal issues on a range of topics in the fi eld of learning technologies written by researchers from many countries and research teams. Altogether, these papers demonstrate an amazing diversity of our field, learning technologies, with a broad interest in this topic shown all over the world. In the last three years, the number of yearly submissions increased from 135 to 161, with the acceptance rate now at 17.8%. We hope that over the next five years, TLT will continue to serve as a leading archival journal, publishing papers on exciting new developments in various parts of our quickly expanding field. Continuity will be provided by the new editorial team, which has been fully engaged in TLT activities in the past. Peter Brusilovsky, who assumed the role of Editor-in-Chief (EiC) in January 2013, has served as the Associate Editor-in-Chief, and Mike Sharples, the new Associate EiC, has served as a guest editor and Editorial Board member. With this message, we welcome you to the sixth year of TLT, and we pass the leadership to the new team.

Learning technology in Scottish higher education - a survey of the views of senior managers, academic staff and 'experts'

Central concerns within the field of learning technology in higher education have been the promotion of institutional change and staff awareness and development. This focus on the need to bring about a 'culture shift' and the importance of 'change agents' is reflected in the Dearing Report (DfEE, 1997) and in Funding Council initiatives such as TLTP and TLTSN (Davies, 1995). It is common for many of us who work in this area to feel that although we see clearly the task ahead, we have little at our disposal by way of evidence about how far we have come. Much of the evidence which does exist, and which has been incorporated into lectures and reports, is anecdotal, local and small scale, although there have been some larger studies, notably the Information Technology Assisted Teaching and Learning project (ITATL, 1997), and a 1999 study of C&IT materials funded by the Funding Councils (HEFCE, 1999a), and in the United States the national survey of desktop computing and IT in higher education (Green, 1989-99). These showed a rapidly increasing use of learning technology in higher education, and some of the limitations and restrictions which staff feel, such as technical support. However, there had been no indepth study of the subject and institution-specific influences on academic staff use of, and attitudes to, learning technology.DOI:10.1080/0968776000080202

Theory in learning technology

This special issue is being published at a significant point in time in relation tosimultaneous changes in higher education, in technology and in the field of learningtechnology itself. As the 2011 ALT C conference themes clearly state, learningtechnology needs to learn to thrive in a colder and more challenging climate. In thisdifficult political and economic environment technological trends continue todevelop in terms of mobility, cloud computing, ubiquity and the emergence of whathas been called big data. E-learning has become mainstream and the field of learningtechnology itself is beginning to stabilise as a profession. Profession here isunderstood as a knowledge-based occupation and a form of cultural work where thetasks addressed are human problems amenable to expert advice and distinguishablefrom other kinds of work by the fact that it is underpinned by abstract knowledge(Macdonald, 1995). 10.1080/21567069.2011.632491

Theory in learning technology

This special issue is being published at a significant point in time in relation tosimultaneous changes in higher education, in technology and in the field of learningtechnology itself. As the 2011 ALT C conference themes clearly state, learningtechnology needs to learn to thrive in a colder and more challenging climate. In thisdifficult political and economic environment technological trends continue todevelop in terms of mobility, cloud computing, ubiquity and the emergence of whathas been called big data. E-learning has become mainstream and the field of learningtechnology itself is beginning to stabilise as a profession. Profession here isunderstood as a knowledge-based occupation and a form of cultural work where thetasks addressed are human problems amenable to expert advice and distinguishablefrom other kinds of work by the fact that it is underpinned by abstract knowledge(Macdonald, 1995).10.1080/21567069.2011.632491

EIC Editorial: Vision Issue

T fi eld of learning technologies has always been sensitive to the innovations in the computer, information, and communication areas. Such prominent innovations as compact discs, the Internet, mobile phones, or the World Wide Web were promptly recognized by early adopters and pioneers, fueling new research directions related to the use of these innovations in education and, in just a few years, provided a large impact on the whole fi eld. Can we expect that the time of innovation and rapid change is not over yet? Which modern research and technology advances will affect the fi eld of learning technologies in the next 10 years? Which emerging research directions should the readers of the IEEE Transactions on Learning Technologies (TLT) pay attention to? Which innovative ideas should be noticed and explored? To answer these questions, we approached several established leaders in the fi eld of learning and information technologies and asked them to share their vision on some important emerging research directions which will likely drive the advancement of learning technologies over the next 10 years. In this attempt, we specifi cally targeted recognized “visionaries”—those who were recently invited to deliver a keynote talk at one of the leading research conferences on learning technologies. Each of these experts was asked to prepare a paper for our journal to present their vision: to highlight an interesting emerging area, explain its relevance for the fi eld, discuss associated research problems, and provide some examples of pioneer research which address these problems. To assure quality, all invited papers went through a regular peer reviewing process and were extensively edited after review. This vision issue of the journal is the fi nal result of this process and we are delighted to present it to the readers and subscribers of TLT. The issue features fi ve papers that highlight emerging issues in very different areas of the fi eld of learning technologies. In her paper “Toward Social Learning Environments,” Julita Vassileva rethinks different aspects of the traditional educational process in the context of Web 2.0 ideas and the needs of a new generation of learners. She discusses both new needs and new opportunities and presents a range of social learning environments designed to address them. Judy Kay discusses the impact of emerging trends in user modeling and pervasive computing on e-learning. Her paper “Lifelong Learner Modeling for Lifelong Personalized Pervasive Learning” presents a vision of a lifelong user model as a core of personalized lifelong learning. She reviews the state of the art in several related research areas and presents several projects which explore some critical features of the future lifelong models. The interoperability of learning infrastructures has been an important aspect from the beginning, yet is diffi cult to achieve. Erik Duval and Katrien Verbert, in their paper “On the Role of Technical Standards for Learning Technologies,“ discuss the role of technical standards for learning technologies, including lessons learned and how standards matter for research. The paper “Video Collaboratories for Research and Education: An Analysis of Collaboration Design Patterns” addresses new trends in the area of Computer-Supported Collaborative Learning (CSCL). The popularity of digital cameras, along with the growth of video content available through both digital libraries and Web 2.0 sites such as YouTube, promise to turn digital video into the most popular type of educational content and is a growing medium for research discoveries. In this paper, CSCL experts Roy Pea and Robb Lindgren discuss “video collaboratories” as an emerging kind of collaborative learning environment centered on the need for interacting conversationally with video media and metadata. In the last paper of the issue, “Knowing, Communication, and Experiencing through Body and Emotion,” Kristina Hook explores the potential impact of the advancements in the fi eld of human-computer interaction (HCI) on e-learning. Through several examples, the paper presents modern HCI trends, such as emotional and embodied interfaces, and discusses their application in a learning context. We hope that these papers will be interesting for both researchers and practitioners in the fi eld of learning technologies and that this issue will help the readers to draw a broader picture of the fi eld development in the coming years.

Artificial Intelligence and learning, epistemological perspectives

In this article, I establish a theory of knowledge approach for evaluating the use of computers for educational purposes at the university. In so doing, I trace part of the history of the “enabling factor” of Artificial Intelligence in this sector, an important element that has been integrated into everyday learning environments. The result of my reflection is a dialogical structure, directly inspired by past technology assessment research, which illustrates the conceptual advancement of researchers in the field of learning technologies. The notions covered have implications in future policy-related discourse with regards to education.