Substitution, Augmentation, Modification, Redefinition Research Articles

Immersive Learning Environments in Education: Application, Effect and Challenges

The objectives of the present study are to search and critically analyse the immersive learning environments; and deriving the applications and effects of immersive learning environment in education with suitable examples by supporting empirical evidences. Based on the objectives and limitations of the present study, important research questions for critical analysis are formulated. The “Substitution Augmentation Modification Redefinition Model” (SAMR) of Dr Ruben Puentedura was used as the theoretical framework. The study is review-based and analytical in nature, where related literatures regarding the uses, effects and challenges of immersive learning environments in education in present and futuristic perspectives. Both inclusion and exclusion criteria were followed. From the intensive literature review regarding the immersive learning environments widely used in educational setting, the four important aspects were found, viz. immersive learning, virtual reality, augmented reality and mixed reality. The results revealed that ILEs have wide educational effects like providing learning autonomy, increasing attention, providing permanent learning, self-regulated learning, active participation, increasing comprehension of lesson, providing in-depth learning etc. in terms of cognitive effects. ILEs have some affective effects of students like satisfaction, fun, curiosity, enjoyable, interesting, exciting, motivating etc. After the critical analysis of the immersive learning environment systems used in education, game-based learning, project-based learning, experiential learning, collaborative learning etc. were found to be most frequently used. So far as its implementation part is concerned, some sorts of challenges have been noticed in research studies i.e., difficulty in understanding, technical problems, insufficient instruction, limited time, and health problems. Suggestions for further research were provided.

Analysis of the SAMR Model and Psychological Approach on Duolingo Livestreams by Hololive VTubers in Learning Japanese

This qualitative research endeavors to investigate the innovative intersection of technology, persona, and psychology in language education through a unique lens—the world of VTuber Hololive Duolingo livestreams. The study's primary objective is to analyze the transformative potential of this approach to language learning, guided by the SAMR (Substitution, Augmentation, Modification, Redefinition) model and psychological perspectives. Employing purposive sampling, the research centers around six Hololive VTubers: Ceres Fauna, Ouro Kronii, Nanashi Mumei, Gawr Gura, Ninomae Ina'nis, and Moona Hoshinova. The investigation uncovers how these VTubers, each with distinct personas, employ the Duolingo application to teach Japanese on livestreams and its impact on viewers' language acquisition. The findings illuminate the multifaceted effects of technology integration, ranging from familiarity to transformative language learning experiences using SAMR, accompanied by psychological engagement and motivation. This study contributes to the evolving landscape of language education in the digital age and offers a foundation for future research in this captivating domain.

Assessment of the Implementation of the Substitution Augmentation Modification Redefinition Model in Online Courses during the Prep Phase at University of Global Health Equity

Purpose: Instructional technology integration at the institutional level can be fraught with a lack of preparedness (25.6%) and understanding (39.1%) (Kihoza et al., 2016; Lacruz, 2018). To mediate these issues a sound instructional technology integration approach is critical to the success of educational programs. The Substitution, Augmentation, Modification, Redefinition (SAMR) model (Lacruz, 2018) was designed to aid educator’s measuring the level of technology integration in their class and to offer suggestions for the lack thereof. For technology integration to be successful overtime, faculty and student satisfaction must remain high. The purpose of this study is to implement an instructional technology approach based on the SAMR model and assess faculty and student satisfaction with this model.
 Methodology: This study was a mixed methods cross-sectional study that evaluated Prep Phase courses for the level of SAMR model use.
 Findings: Results showed that courses with a high level of technology integration at the Modification and Redefinition levels also had high levels of student satisfaction. What is distinctive in this study is that the implementation was tracked from beginning to end, with student and faculty satisfaction being assessed.
 Unique Contribution to Theory, Practice and Policy: The study recommends that a looser version of the SAMR Model may be used so that faculty training focuses more on engaging technologies and less on a broad model. Faculty training time can be limited so finding ways to maximize that time would certainly be beneficial.

Developing a Framework for Professional Teacher Technical Identity Development through Mobile Learning

Teacher identity development is an ongoing and dynamic process whereby individuals negotiate external and internal expectations as they make sense of themselves and their work as educators. With the advancements in technology education and the many studies being done to understand and provide a simplified yet effective implementation process, the role of teacher identity development is of crucial importance. This is due to the close connection between identity and practice. Numerous studies have focused on the contributing factors that influence technology integration and implementation in teaching. Several models have been created to understand technology acceptance amongst teachers and learners, but the identity development that takes place within a teacher has not been explored. This article provides a framework that can be used to evaluate professional teacher technical identity development (PTTID) using three existing models related to technology integration. The Technological. Pedagogical, Content Knowledge (originally TPCK) now known as Technology, Pedagogy, and Content Knowledge (TPACK), Technology Acceptance Model (TAM), and Substitution, Augmentation, Modification, Redefinition (SAMR) models were investigated to identify plausible links. An action research approach was applied to explore and identify common themes and trends that would lead to the development of a PTTID framework. This framework will provide a holistic approach to technology implementation and a logical understanding of the drivers for technology adoption amongst in-service teachers.

An Exploration of Students’ Learning Motivation and Level of Participation through the Use of Mobile Tech in Classrooms

This paper aims to combine Mobile Tech (Modible Technology) and the SAMR (Substitution, Augmentation, Modification, Redefinition) model to create suitable teaching materials to enhance students’ learning motivation and classroom participation. This course, “Classroom Management”, is a compulsory junior-year course. The department’s policy is to teach all compulsory courses in English only. However, students’ English ability may not be high enough to absorb teaching content successfully. In addition, with the availability of cellphones, students tend to become distracted easily if they have no access to their phones during class. It is apparent that the traditional teaching methods of using PPT and paper-based worksheets are not receiving enough attention from students. To enhance learning effectiveness and learning motivation, this study aims to design a course and relevant teaching materials with Mobile Tech following the SAMR model. The SAMR model by Dr. Roben Puentedura (2006, 2016) refers to using technology to perform substitution, augmentation, modification, and redefinition of the original teaching materials or activities. Following this model, this study hopes to design teaching materials combined with Mobile Tech that could better enhance students’ learning motivation.

The Use Of The SAMR Model To Improve Students Speaking Ability

Speaking is a God-given human ability to communicate with one another using voices and language that other humans can recognize. The education team hopes that students will be able to employ and master speaking strategies as a result of teaching and learning activities both inside and outside the classroom using the Technology SAMR (Substitution, Augmentation, Modification, Redefinition) Model. The study aims to determine whether there is a significant difference in student’s ability to speak English when using the SAMR Model compared to when using the Manual Model and also to learn about the experiences students have while learning to use the SAMR Model. This study conducts quasi-experimental research in order to collect significant improvement data on the use of the SAMR model to improve students' ability to speak procedure text. Taking the results of the pre-test and post-test scores on the type of presentation test and showing a high level of agreement between researchers and observers, the t-test and ANCOVA test showed a significant change in student learning outcomes, indicating that the SAMR Model follows the requested process and has an impact on student learning.

Orientation Online

This design case documents the reimagination of new faculty orientation for a mid-sized public university due to the COVID-19 global pandemic. This fully virtual iteration was facilitated during the summer of 2020 and is compared both to previous in-person iterations of new faculty orientation as well as a blended modality version of the orientation program offered in 2021. The redesign is explained using language from Puntedura’s (2006) Substitution- Augmentation- Modification- Redefinition (SAMR) model of technology application in distributed learning. Such terminology provided a helpful common vocabulary for a design team pressured to determine which elements of orientation needed to be fully reimagined for successful virtual implementation and where simple substitution would suffice. A description of synchronous elements from the fully virtual orientation as well as artifacts from the asynchronous portions is included. A lack of formal evaluation for the reimagined new faculty orientation space is shared as an element of design failure. The informal evaluation uncovered attendee appreciation of both flexibility and recursiveness, feedback our design team used to combat criticism of a lack of attention during virtual events. The paper concludes with a reflection on the need for transparent communication between event attendees, event designers, and other key invested partners (such as university administration) if the benefits of virtual orientation programming are to be adopted for our institution beyond emergency modalities.

Just in Time Teaching (JiTT) Infographics App for Teacher Development.

During clinical clerkships, medical students credit residents for enhancing their clinical knowledge. Residents can spend at least 25% of their time teaching medical students, and many training programs consider resident-as-teacher skills a core competency. Despite this key role, many residents lack adequate instructions and training in teaching and mentoring skills and methodologies.Given the growing demand to enhance the existing curriculum among our residents and faculty (concomitant with requirements set forth by accreditation bodies), faculty development is moving to Just in Time Teaching models for content delivery. The ubiquitous use and availability of smartphones and connectivity through applications (apps) has tremendous potential to enhance the ability of trainees and faculty to supervise learners on their clinical teams with evidence-based knowledge and skills across the continuum of medical education. Geographically dispersed academic health systems, which continue to grow, require access to educational resources to guide diverse teaching needs of clinicians.The Just in Time Teaching (JiTT) Infographics app was created by combining a pedagogical approach derived from the SAMR (substitution, augmentation, modification, redefinition) technological conceptual framework. The JiTT Infographics app is a novel teaching tips approach that delivers evidence-based clinically relevant teaching tips to trainees and clinical faculty in their environment and can be used alone or adapted for resident-as-teacher programs.Each JiTT infographic tool supports clinical teachers' access to faculty development with an asynchronous digital experience strategy to engage busy teachers in a geographically distributed medical education network.1 Educational content was developed by medical educators, clinician educators, and residents. Each JiTT tool is also downloadable as a PDF to explain foundational and specialty-specific clinical teaching tips during didactic sessions. JiTTs can be saved in a “Favorites” category to ease finding a JiTT in the moment of need.Foundational JiTT tools include brief podcasts to support learners who prefer listening to content. Foundational teaching principles include setting expectations, questioning techniques, feedback and coaching, and bedside teaching. Specific clinical teaching techniques include content pertaining to internal medicine, family medicine, pediatrics, obstetrics and gynecology, surgery, psychiatry, and neurology, as well as sub-specialties. In addition, categories focused on teaching wellness, quality, social justice, and research principles are included. Optional review questions are provided in each category for users to self-assess their acquired knowledge.The JiTT Infographics app is available in Google Play and the Apple Store. As of April 2022, the app has been downloaded by 3406 unique users across 90 countries, with the largest numbers of downloads from the United States (N=2337), Phillippines (N=179), Mexico (N=169), Canada (N=98), and Saudia Arabia (N=68). Preliminary analysis of app activity highlights the foundational teaching category, which includes: Domains of Social Determinants of Health; 5 Micro Skills: Precept with Limited Time; and Questioning as an Effective Teaching Skill. The results to date support a global interest in utilizing technology to increase accessibility to open access resources. As of April 2022, a brief video on YouTube (July 2021) that guides users on how to apply the JiTT in real-time teaching settings has been viewed 462 times. In March 2022, the app was accredited as an “enduring product,” enabling interprofessional users to obtain selected continuing education credits at no cost. The app as an evidence-based JiTT teaching tool is an outcome in itself, as it redfines technology for faculty development.Future efforts will focus on app evaluation by capturing end-user feedback via brief structured feedback surveys and more in-depth analyses of learner engagement metrics to determine the outcomes and effectiveness of the app. Requests for translation to other languages are in the pipeline, as are additional external collaborators.

The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.

The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.

Assessing Education for Sustainable Development in Engineering Study Programs: A Case of AI Ecosystem Creation

The issue of sustainability in education has never been more important for the future of our environment, and strategies to develop the skills needed by younger generations to meet this significant global challenge should be developed across all curricula. There is much focus on the topic of sustainability in business, finance, climate, health, water and education; however, there are some challenges when sustainability needs to be integrated into engineering or fundamental study programs (SPs). In the latter, sustainability is more often emphasized and implemented through its general principles or separate modules in social sciences and project activities. There are a number of questions and challenges in how to highlight sustainability aspects and evaluation metrics due to the specifics of the engineering study field. For evaluating the sustainability level in engineering studies, a hierarchical methodology employing the SAMR (Substitution, Augmentation, Modification, Redefinition) model is proposed, taking a technological university in Lithuania as the case study. As a more concrete example, the first and second cycle SPs titled ‘Artificial Intelligence’ are described and analyzed in all relevant perspectives of sustainability. The study proposes five tangible criteria that must be emphasized in the learning process in order to ensure the development of sustainability goals in IT/AI study programs.

Theoretical Models of Integration of Interactive Learning Technologies into Teaching: A Systematic Literature Review

With the fast progress of technology and the vast amount of research papers related to technology integration in education being published yearly, a study that reviews models used in these papers is needed. Therefore, this paper (1) reviewed and analysed theoretical frameworks with models used for integration of technology in classrooms, (2) reviewed studies that discussed the impact of technology integration on students’ learning capabilities, and (3) discussed the importance of preparing teachers to effectively integrate technology in teaching. The models reviewed were: Teacher Thoughts and Action Process (TTAP), Theory of Planned Behavior, Expectancy-Value Theory of Achievement Motivation (EVAM), Substitution Augmentation Modification Redefinition (SAMR), Technology Acceptance (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Technological Pedagogical and Content Knowledge (TPACK).

Technology Integration Models and Frameworks in Teaching and Training

The purpose of this study is to review the existing models and frameworks which has been implemented for technology integration during teaching and training. As discussed in the numerous literature Technological Pedagogical and Content Knowledge (TPACK), Substitution, Augmentation, Modification, Redefinition (SMAR), TPACK-based ID models such as TPACK-Comprehension, Observation of instruction, Practice of instruction, and Reflection on TPACK (TPACK-COPR) model, Introduce-TPACK, Demonstrate, Develop, Implement, Revise - a TPACK-based lesson, and Reflect on a TPACK-based lesson (TPACK-IDDIRR1) model, and TPACK-IDDIRR2 model have been applied by today’s instructors and trainers to achieve the specific goal for effective teaching and training. This paper intends to highlight the key features of the above-mentioned models and frameworks with few hurdles as found in the empirical-based studies. It also discusses how those hurdles could be mitigated by addressing the extraneous cognitive load of instructors as well as trainers to carry out technology integration with future recommendations for the research. It was found that specific frameworks and models are limited to the macro-level concept but today’s instructors, as well as trainers, are required to have adequate instructional guidance in chronological steps so that they could implement those models and frameworks in their teaching and training for productive outcomes.

Using technology integration frameworks in vocational education and training

ABSTRACT Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education contexts. This article explores the usefulness of two of these technology integration frameworks – Substitution Augmentation Modification Redefinition (SAMR) and Technology Integration Matrix (TIM) to understand the adoption of technology blended into courses within a vocational education and training context. Using a case study of technology integration and moves towards blended learning within an Australian Defence Force (ADF) Vocational College, this article raises important questions for VET colleges about the relevance of such frameworks to guide integration of technology into learning in VET contexts.

Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

The purpose of this literature review was to synthesize relevant research concerning the blended learning and flipped lesson models, and their potential role in performance-based music classrooms. I provide theoretical backgrounds of these models and introduce Puentedura’s Substitution Augmentation Modification Redefinition model as a possible framework for implementation. Overall effectiveness and challenges of the blended learning and flipped lesson models are discussed. Finally, research and experience-based suggestions for practice are provided to help music educators implement these learning models in their classrooms.

Do educators realise the value of Bring Your Own Device (BYOD) in fieldwork learning?

ABSTRACT This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork. This study investigated the educational benefits of BYOD and the barriers and challenges associated with BYOD in the field. Students were willing to use their own devices in the field and were engaged through the use of BYOD. Practitioners noted various benefits to using BYOD, including student engagement and familiarity with their own devices, potentially increasing time available in the field. Practitioners also highlighted a number of challenges and potential challenges with BYOD including supporting a range of devices, incompatibility and the potential for inequality. This paper also explores the use of mobile technology in fieldwork through the SAMR (Substitution, Augmentation, Modification, Redefinition) model and discusses the potential for BYOD to change practice.

Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation

The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition (SAMR) frameworks in their pre-service teacher preparation programmes. To ensure rigor, quality, and preparedness of pre-service teachers, there is a need to articulate expectations around effective use of these frameworks together with contemporary teaching and learning theories at the pre-service teacher preparation level. One-on-one in-depth interviews and participant observations were conducted with eight (8) teacher educators. The findings revealed that teacher educators are appropriating technology in ways harmonious with their prevalent traditional teacher-centred teaching strategies at enhancement levels. The researchers recommend the adoption of technology integration frameworks and teaching and learning theory at policy making levels in pre-service teacher training institutions.

“Am I Doing What I think I’m Doing?”: The Importance of a Theoretical Frame when Integrating Tablets in Teacher Education

In the following self-study, we share our investigation of the shifts in faculty pedagogical beliefs, instructional practices, and curricular decision-making while engaged in a cycle of reflection on tablet-focused teacher education course. We conducted this inquiry into our practice, using Technological Pedagogical Content Knowledge (TPCK) and the Substitution-Augmentation-Modification-Redefinition (SAMR) model as frameworks to examine data from interviews and reflective writing. We conclude the need for the explicit connection of technology professional development, specifically tablet technology, with a meaningful theoretical framework, in order for faculty to engage in effective integration. We also share our model for examining the development of instructor’s thinking about integrating technology, including influences on thinking and classification of instructional decisions into the SAMR taxonomy.

SAMR as a Framework for Modeling of Academic Information System in Higher Education Institution toward Education 3.0

The implementation of Education 3.0 in educational institutions, mainly in higher education institutions (HEIs) has been growing from day to day. The implementation of Education 3.0 has brought the institution towards better education. But on the other hand, the implementation also gives new problems to the institution. The problems are increased administrative processes, insufficient mobility access, and unavailability of access for parents and industry. The problems can be solved by using ICT tools that have been used in many educational institutions called academic information system (AIS). AIS can be used as a way out to overcome the problems mentioned above. To be used in support the Education 3.0, AIS must be transformed in accordance with the needs of Education 3.0. In the process of transforming an information system, a model is needed as a guide. This paper will discuss three models namely model-driven architecture (MDA), service-oriented architecture (SOA) and substitution-augmentation-modificationredefinition (SAMR) to find out which model best suits the characteristics of Education 3.0. At the end of the discussion, it can be concluded that SAMR is best suited to Education 3.0 characteristics.

“I didn’t say, ‘Macbeth,’ it was my Google Doc!”: A secondary English case study of redefining learning in the 21st Century

The substitution, augmentation, modification, redefinition (SAMR) model offers a framework by which schools and teachers can implement digital tools through curricular design that encourages participatory learning. 21st Century students should be producing content and making meaning in educational settings with high levels of engagement and by the same literacy methods they use in social contexts. This case study examines the digital pedagogy of one English teacher at a Western United States high school. Using the SAMR model as a theoretical framework, this article first reviews relevant literature on creating participatory cultures in schools with Google Docs. Then, through observations, interviews, and artifacts, the analysis attempts to pinpoint specific phases of the teacher’s instruction where the potential to enhance academic opportunities is transformed by creativity and collaboration and leads to a redefinition of the learning environment. This article considers both the teacher’s pedagogy in her Macbeth unit as well as the school’s technology procedures in measuring its progress within the SAMR model.

EFL TEACHER’S BELIEF AND PRACTICE ON INTEGRATING ICT IN THE CLASSROOM: A CASE STUDY ON THE IMPLEMENTATION OF SAMR MODEL IN TEACHING READING DESCRIPTIVE TEXT AT MA ASSALAM, SUKOHARJO

21st century learning demands the integration of Information and CommunicationTechnology (ICT) in teaching and learning process. Regarding this issue, this research isaimed at investigating English as a foreign language (EFL) teacher’s belief and practices onthe integration of ICT in English language teaching. To reach the objective, a case study onan individual teacher was used in this research. The participant was purposively andtheoretically selected because she was considered as the informant who could givesufficient information to answer the research questions. Teacher’s interview and classroomobservation were used as the data collecting techniques. Iterative data collection andanalysis were conducted continuously till theoretical pattern of concepts and categorieswere achieved. The Substitution Augmentation Modification Redefinition (SAMR) modelwas used as the data analysis tool resulted from the classroom observation to reveal to whatextent the teacher implements ICT integration. The results of this research indicate that theteacher believes that integrating ICT is very important as ICT has ability to maketransformation of all educational aspects by making use of it to reachinstructional objectives then the quality of teaching and learning will improve. Theresults also indicate that there is no discrepancy between belief and practice as the teacherhas been integrating ICT in the classroom. However, the teacher is still on the substitutionand augmentation stages in integrating ICT and hardly achieves modification and redefinitionstages. These results suggest that teachers be prepared for ICT integration to create moremeaningful learning in the classroom.