Digital Learning Technologies Research Articles

RELEVANSI DAN KEBERLANJUTAN PEMBELAJARAN SASTRA INDONESIA DI ERA DIGITAL

Advances in digital technology have significantly changed the educational landscape, including the teaching and learning of literature. This research explores the relevance and sustainability of learning Indonesian literature in a digital environment. It examines the dynamics, challenges and opportunities that arise from digital platforms in the context of Indonesian literature education. It explores how digital tools and resources are reshaping pedagogical approaches, curriculum development, and student engagement in the study of Indonesian literature. Using a qualitative methodology it investigates the perceptions of educators, students and stakeholders regarding the integration of digital technologies in literature learning. It examines the effectiveness of digital platforms in increasing access to Indonesian literary works, encouraging critical thinking skills, and promoting cultural appreciation and identity. It also assesses the sustainability of digital initiatives in literature education, taking into account factors such as infrastructure, digital literacy and institutional support. The findings of this study contribute to the discourse on the role of digital technology in maintaining the relevance and vibrancy of learning Indonesian literature. Ultimately, this research advocates for a balanced approach that integrates traditional pedagogical principles with innovative digital practices to enrich the learning experience and preserve appreciation for Indonesia's literary heritage.

The Integration of Digital Technology in Task-Design on Eye-Tracking Studies in Geometry

Eye-tracking (ET) method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. The main principle of ET is that our gaze and our focus of attention are connected. Due to the advent of digital technologies, eye tracking studies are increasingly growing in different fields and in mathematics education. We assume that the provided task is one of the ways to analyse deeply cognitive processes, and we wonder how ET studies are dealing with the integration of digital technology in task-design in geometry. Starting from Strohmaier et al. (2020) we found three studies, one focused on geometric proofs and two based on construction of geometric objects. We highlight the contributions of integrating digital technology in learning and instruction, and in research in geometry.

Tantangan dan Strategi Pendidikan Jasmani Olahraga dan Kesehatan di Sekolah Dasar: Menuju Generasi Aktif dan Sehat

This study aims to determine the challenges and strategies in implementing Physical Education, Sports and Health learning in elementary schools. The research method used in this article is the literature review method. Data collection techniques with the literature review method used are articles published through Google Scholar. The data that has been obtained is then analyzed using descriptive analysis, starting from data collection, needs analysis, formulation of the subject matter to be studied, to conclusion making. The results of the analysis show that training for PJOK teachers to improve their qualifications and competencies in teaching and motivate students is also very important. Increasing the allocation of PJOK time in the elementary school curriculum can provide greater opportunities for students to participate in physical activity. Support from parents and the community should be increased through socialization programs and cooperation with local communities. In addition, the use of digital technology in PJOK learning can increase student motivation and help them master gross motor skills. The implementation of a creative, innovative, and fun PJOK program is also needed to attract students and instill sportsmanship values such as honesty, cooperation, and unyielding spirit

ASSESSING THE CHALLENGES IN USING DIGITAL TECHNOLOGIES IN TEACHING AND LEARNING IN STATE UNIVERSITIES IN CAMEROON

This study on assessing the challenges in using digital technologies in teaching and learning in state universities in Cameroon had as objective to find out the challenges faculty and students face in the use of digital technologies in teaching and learning in state universities in Cameroon. Four specific research questions guided the study – What challenges do faculty and students face in the use of LMS in state universities in Cameroon? What challenges do faculty and students face in the use of Video Conference Platforms in state universities in Cameroon? What challenges do faculty members face in the use of Microsoft PowerPoint in teaching in state universities in Cameroon? What challenges do faculty and students face in the use of smart devices in state universities in Cameroon? The study based on Rogers’ (1962) diffusion of innovation theory, supposing that the adoption of a new idea, behaviour or product does not happen simultaneous in a social system; rather it is a process whereby some people are more apt to adopt the innovation than others and Davis’ (1986) technology acceptance model, which posits that the more a technology is perceived as useful and easy to use; its actual usage increases. The researcher adopted a survey design in a qualitative study method. The accessible population consisted of 3666 teachers and final year undergraduate students of eight long existing state universities in Cameroon. Using Kothari and Garg (2014), 406 participants from professional faculties in five of the eight universities were selected to make up the sample size comprising 386 final year undergraduate students and 20 teachers. Stratified purposive sampling and purposive sampling techniques were used in the study. An online Google form alongside an interview guide were adopted as the study instruments. The qualitative data collected were analyzed thematically. The findings of the study showed that Poor internet connection, distractions, and frequent power cuts, were the dominant challenges reported by teachers and students in the use of digital technologies in teaching in state universities in Cameroon. Based on these findings, it was recommended that Government could cause telecommunications companies to improve on their quality of services rendered, as well as reduce the cost of internet. The Government can also diversify energy supply sources to include solar energy in universities Campuses to mitigate the effects of frequent power outages.

Digital Pedagogy to Transcend Education, Using Emerging Technologies

This research aims to generate knowledge about the teaching-learning process currently taking place both inside and outside the classroom through the utilization of emerging technologies in the educational sector, such as media and digital information and communication tools. It seeks to understand how the school community, including teachers and students, has adapted to the new normal resulting from the SARS-CoV-2 pandemic in Mexico. Information, Communication, Knowledge, and Digital Learning Technologies, collectively known as TICCAD, are fundamental tools primarily employed to enhance teachers' work on digital skills issues. Additionally, the significance of artificial intelligence (AI) and Three-Dimensional Immersive Digital Environments (EDIT) is underscored, as they facilitate innovation in teaching practices and student learning. The ongoing evolution in the educational sector has enabled us to analyze and identify both the benefits and areas of opportunity. These insights are crucial for the development of study plans and programs established by the Secretary of Public Education (SEP), ensuring a conducive learning environment both inside and outside the classroom. These emerging technologies have become invaluable allies in this regard.

Digital-inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective

Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers’ professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field state a pressing need to increase digital-inclusive transformation uptake in foreign language teacher education programmes to develop a transformation ‘mindset’ in (educational) stakeholders and (future) teachers. Transformation processes in education, however, interact with preparedness for digitalisation and inclusion among pre- and in-service teachers, since the attitude and the willingness of teachers to adapt to digital reality play a decisive role in improving the quality of (digitally enhanced) teaching and learning. Currently, little is known about the interrelationship between the preparedness to use digital technology for foreign language teaching and learning and the preparedness to include foreign language learners with diverse learning needs (DLN) in the digital-inclusive classroom. To this end, this bilateral cross-country study investigates factors that constitute an attitudinal component of foreign language teachers’ perceived preparedness for using digital technology with learners with diverse learning needs in Germany and Norway. The Teacher of English Preparedness to Diverse Learning Needs in the digital inclusive classroom questionnaire was administered to 221 participants. The results show a fresh perspective on preparedness for digitally enhanced inclusive teaching linked to educational system requirements for foreign language teaching. Importantly, confidence when using digital technology in the inclusive classroom is decisive. For teacher education, it is vital that the attitudinal component of teacher preparedness receives more attention throughout teacher training. It should be related to previous experience of teachers with DT in digital-inclusive environments and be part of a heuristic conceptualisation of teacher preparedness for digitalinclusive contexts.

ANEKA DISRUPSI PEMBELAJARAN BAHASA ARAB DI PONDOK PESANTREN

<p style="text-align: justify;"><em>Islamic boarding schools, as traditional Islamic educational institutions in Indonesia, play a central role in preserving and promoting Islamic religious and cultural traditions. One of the important elements of education in Islamic boarding schools is the teaching of Arabic. Arabic is not only a means of understanding the teachings of Islam but also a gateway to the rich intellectual heritage of the Islamic world. This qualitative research uses open questionnaires as a data collection technique. The questionnaires were distributed to Arabic teachers in seven Islamic boarding schools in Situbondo. The results cite the strengths of Islamic boarding schools in the form of their long-standing tradition of teaching Arabic and Islamic culture, the presence of knowledgeable teachers, a focus on memorizing the Quran, and a communal learning environment. However, weaknesses in the traditional curriculum may overlook practical aspects such as the use of digital technology in Arabic language learning in the modern world. To improve Arabic language learning in Islamic boarding schools, it is important to address the practical aspects of the language, maximize opportunities for collaboration and adoption of technology, and address challenges such as cultural and social change and competition from formal educational institutions offering Arabic language instruction.</em></p>

The impact of professional learning and development on primary and intermediate teachers’ digital technologies knowledge and efficacy beliefs

AbstractTo prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Māori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digital technologies in professional learning and development on primary and intermediate schoolteachers’ knowledge and efficacy beliefs (value beliefs, self-efficacy beliefs and teaching efficacy beliefs). Professional learning and development were found to have a positive long-term impact on teachers’ digital technologies knowledge and efficacy beliefs, yet no one professional learning and development model was found to be more effective than another. Post professional learning and development, teachers were found to want more support on how to plan for Digital Technologies curricula implementation and fully adopt twenty-first-century pedagogical practices. School environments were shown to influence efficacy beliefs, and a lack of time in the classroom to plan for and upskill in digital technologies was reported. Limitations of the study are discussed, and areas for future research are identified.

The Efficacy of a Programme Utilizing Digital Learning Technology in Fostering the Life Skills of Students with Learning Disabilities

The main aim of this research was to determine how the effectiveness of a programme that uses digital learning technology enhances the life skills of students who have learning disabilities. The research was conducted over a period of one month on a group of 32 students affiliated to educational institutions in the Governorate of Abha, Saudi Arabia. Sixteen individuals were assigned to each of an the experimental and a control group. The experimental group outperformed the control group on post-tests measuring social skills, independence skills, and emotional skills. There was no statistically significant disparity observed in the life skills scores between the experimental group and the control group at either the follow-up evaluation or the immediate post-intervention phase. The hypothesis posits that students' likelihood of experiencing sudden or premature departure decreases when they have the opportunity to practice and enhance their cognitive and practical abilities across various curriculum-defined situations.

Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.

Evaluating the management of ethnic minority heritage and the use of digital technologies for learning

PurposeThis article examines curatorial practices, both traditional and digital, in the Guizhou Provincial Museum’s ethnic exhibition to assess their effectiveness in representing ethnic minority cultures, fostering learning and inspiring curiosity about ethnic textiles and costumes and associated cultures. It also explores audience expectations concerning digital technology use in future exhibitions.Design/methodology/approachA mixed-methods approach was employed, where visitor data were collected through questionnaires, together with interviews with expert, museum professionals and ethnic minority textile practitioners. Their expertise proved instrumental in shaping the design of the study and enhancing the overall visitor experience, and thus fostering a deeper appreciation and understanding of ethnic minority cultures.FindingsVisitors were generally satisfied with the exhibition, valuing their educational experience on ethnic textiles and cultures. There is a notable demand for more immersive digital technologies in museum exhibitions. The study underscores the importance of participatory design with stakeholders, especially ethnic minority groups, for genuine and compelling cultural representation.Originality/valueThis study delves into the potentials of digital technologies in the curation of ethnic minority textiles, particularly for enhancing education and cultural communication. Ethnic textiles and costumes provide rich sensory experience, and they carry deep cultural significance, especially during festive occasions. Our findings bridge this gap; they offer insights for museums aiming to deepen the visitor experiences and understanding of ethnic cultures through the use of digital technologies.

Developing professional digital competence in Norwegian teacher education: a scoping review

The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually evolves, digital competence becomes a dynamic target. Thus, teacher education must effectively prepare student teachers to teach effectively with technology. Researchers are increasingly examining the concept of teachers’ digital competence and how teacher education supports student teachers’ acquisition of digital skills for future employability. In Nordic countries like Norway, the term Professional Digital Competence (PDC) frames a teacher’s essential knowledge for using digital technology in teaching and learning. Despite this focus, there’s limited understanding of how Norwegian teacher education fosters PDC. This scoping review investigates current research on PDC and its implementation within Norwegian teacher education. Findings from numerical and thematic analysis offer insights into the prevalent types of PDC research. Thirty-four peer-reviewed papers were identified and coded along three dimensions: (1) theoretical perspectives, (2) research questions and methods, and (3) application and implementation. The review reveals a predominant focus on student and teacher educator perceptions or self-assessments when measuring digital competence. Our findings show that professional digital competence in teacher education is diverse and multifaceted. However, there are gaps in the current state of knowledge. To address this, we propose a definition and a framework to guide teacher educators. Future research should broaden participant profiles and involve a more diverse group of educators.

Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations

The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussions about the role of digitalization and the need to support adults in developing digital skills also permeated other sessions such as “Preparing Adults for the Future of Work.” CONFINTEA VII sessions discussed challenges that vulnerable populations have in accessing digital tools and strategies for providing more equitable acccess and professional development to address this digital divide. This article describes learnings from CONFINTEA VII and related efforts at the national, regional, and local levels to support adult learners’ use of digital technologies to develop their literacy, numeracy, and occupational skills and the resources that are critical to those efforts. Also discussed is the need for data, research, and monitoring to understand how digital technologies can be effective in adult learning and education and in preparing adults to embrace a culture of lifelong learning.

ФОРМИРОВАНИЕ ЦИФРОВОЙ ГРАМОТНОСТИ УЧИТЕЛЕЙ В КЫРГЫЗСТАНЕ

Digital technologies are bringing more and more changes to various areas of human activity, including education. In the modern information society, digital literacy is becoming an integral part of education throughout the world. Due to the rapid development of technology and the increasing use of digital tools and resources in the educational process, teachers need to have the skills to work with them. In Kyrgyzstan, the problem of developing teachers’ digital literacy to improve the quality and expand access to school education is also relevant. This article analyzes educational policy on developing teachers’ digital literacy. The article discusses the results and experience of introducing modern digital learning technologies based on a competency-based approach in the Kyrgyz State Academy of Physical Culture and Sports named after B.T. Turusbekov. The pedagogical conditions for the formation of professional competence are discussed. The results of a survey among teachers of CIS countries’ universities to determine the level of development of digital skills in working on information platforms are presented.

Utilization of Digital Technologies in Doctoral Thesis Supervision at the University of Nairobi: Implications for Quality Assurance

The utilization of online digital technologies in higher education teaching and learning has gained impetus in the post-COVID-19 era. A number of higher educational institutions have invested in capacity-building programmes related to the utilization of online digital technologies for teaching and learning. However, the utilization of these technologies in doctoral supervision is hampered by challenges related to access to digital devices, internet connectivity and the general attitude among digital technology users. Furthermore, despite supervisors’ efforts to reinforce mentoring, the lack of in-person engagement between supervisors and students portends a greater challenge. Therefore, the study sought to determine the influence of doctoral students’ gender on their thesis progression, the relationship between the frequency of engaging supervisors and thesis progression, the preferred mode of supervisor engagement and the level of student utilization of digital technologies in their doctoral work. The study sampled 109 students from a population of 150 PhD students of the University of Nairobi. Data were gathered through questionnaires and interviews that were administered to doctoral students and their supervisors respectively. The results showed a weak negative correlation between student and supervisor engagement and their stage in theses writing. The study also established low utilization of digital technologies in doctoral thesis supervision. Nonetheless, the results showed that student-supervisor engagement has an impact on their progression and that a significant number of doctoral students were comfortable with engaging their supervisors through a combination of face-to-face/in-person and virtual/online sessions. The study recommends that universities should adopt a blended doctoral supervision model to leverage the strengths of both in-person and virtual student-supervisor engagement. Further, there is a need to train both students and supervisors in the use of digital tools to enhance their engagement

Predicting University Teachers’ Behavior Intentions Toward Digital Technologies: An Extension of the Unified Theory of Acceptance and Use of Technology Model (UTAUT)

Information and Communication Technologies over the past decades have enhanced University Teachers’ ability to provide effective and prompt teaching and learning. Therefore, this study explored University Teachers' behaviour intentions toward the use of digital technologies for teaching and learning in higher educational institutions in Ghana. We grounded our study on the Unified Theory of Acceptance and Use of Technology (UTAUT) by testing the contributions of two key variables, the Cost of Internet Data and the Cost of Smart Phones to predict Behaviour Intentions (BI) of university teachers in three higher educational institutions towards the use of Digital Technologies (DTs) for online teaching and learning. We applied Partial Least Square Structural Equation Modelling for data analysis. Hypotheses testing on how the Cost of Internet Data and the Cost of Smartphones influence university teachers' Behaviour Intentions (BI) toward the use of Digital Technologies (DTs) were supported. The findings of our study further showed that university teachers’ intentions to use DTs are influenced by determinants such as social influence, personal experience, and facilitating conditions. The study concludes that the polarity in the findings could help the university authorities to understand the factors to consider in selecting appropriate digital technologies for teaching and learning in universities. The findings from this study are a template for University teachers to get governments to change policies that affect the introduction of digital technologies in higher educational institutions.

TICCAD utilizadas por el profesorado universitario en pospandemia: perspectiva del estudiantado

The objective of the research was to identify the perspectives of university students on the use of information, communication and knowledge and digital learning technologies (TICCAD) in the post-pandemic by teachers. It is a qualitative study with a phenomenological approach, 41 students from two universities participated in four focus groups through a semi-structured interview with eight questions. The results showed that the main TICCAD used by teachers to identify prior knowledge, process information, develop integrative projects, work collaboratively, undertake, reflect on achievements and provide feedback are: Canva, Google Drive, Kahoot!, Moodle and Google Docs. In addition, students recommend that teachers receive training and an open attitude towards the use of new tools. As limitations, the importance of conducting a greater number of focus groups with students from related careers, to obtain more information, was highlighted. Furthermore, due to the few studies on the topic in the post-pandemic, the research is an important contribution to the integration of ICTCAD in educational processes. It is concluded that technological tools are valuable support in the teaching-learning process, since they facilitate access to information, exploration and discovery of knowledge, to enrich the educational experience.

Digital twin technology for blended learning in educational institutions during COVID-19 pandemic

This paper addresses the challenges and opportunities of using digital twin (DT) technology to support blended learning in educational institutions during the COVID-19 pandemic. DT is a state-of-the-art technology that creates a digital replica of a physical entity, process, or system. DT has been widely applied in various domains, such as manufacturing, healthcare, smart cities, and aerospace. However, its potential for education has yet to be fully explored. This paper proposes to use DT to build a digital prototype of an educational institution, which can integrate traditional and digital resources and physical and digital spaces to ensure the continuity and quality of the educational process. The paper also discusses the benefits of DT for blended learning, such as enhancing motivation, interest, and individualisation of learning. The paper analyses existing DT practices and identifies the problems and needs of the educational sector during the COVID-19 pandemic. The paper argues that DT can be an effective solution for coping with the disruption and uncertainty caused by the pandemic and preparing for possible future education scenarios.

DIGITAL LITERACY WITH EFL STUDENTS: DISCOVERING BANTEN’S STUDENTS' PERCEPTION ABOUT INTEGRATING DIGITAL TECHNOLOGIES IN COLLABORATIVE LEARNING

This research aims to investigates Bantenese students' perceptions of integrating digital technologies in collaborative learning. A descriptive qualitative approach was engaged, employing questionnaires as the primary means of data collection. Subsequently, the data underwent a comprehensive analysis involving data reduction, presentation, and the formulation of conclusions. The research revealed that the integration of technology in collaborative learning, from the viewpoint of Bantenese’ students, offers substantial support and benefits to both educators and learners. It provides convenient access to comprehensive information from various reputable sources, thereby reducing the time needed for assignments. Nonetheless, a drawback associated with the incorporation of technology in education is the risk of fostering passivity in students, as they may opt for immediate solutions through artificial intelligence or turn to assignment service websites, raising concerns about their authenticity and data security. This research also underscores the necessity for additional exploration into the difficulties encountered by students in Banten when engaging in collaborative learning approaches that incorporate technology.

EFFECTS OF DIGITAL GAME-BASED LEARNING IN STEM EDUCATION ON STUDENTS’ MOTIVATION: A SYSTEMATIC LITERATURE REVIEW

STEM education, which includes science, technology, engineering and mathematics, has been expanding for the past two decades. This study aimed to map new trends and the possibility of implementing digital game-based learning (DGBL) in STEM education. For this purpose, a systematic literature review was conducted. The resulting sample was further selected according to PRISMA guidelines, with screening and eligibility processes conducted based on the inclusion criteria defined concerning the research objective. This review consisted of twenty-eight studies. The findings revealed a growing interest in DGBL in STEM education from 2018 to 2023. Furthermore, most studies have focused on the K-12 education system and universities. According to the review, educational games for digital learning and simulation technology are the most promising tools used in research. The analysis is launched by studying the effects that influence the increase of student motivation in DGBL teaching STEM education. The findings support the conclusion that prior experience in gaming has a positive impact on increasing students' motivation to learn in DGBL STEM teaching. In addition, students' previous knowledge of a STEM subject increases engagement and motivation. Implementing educational computer games, therefore, showed a great interest in students in STEM education. Keywords: digital game-based learning, students’ motivation, STEM education, systematic literature review