Innovative Educational Technologies Research Articles

The Impact of Immersive 360-Degree Video Learning on Enhancing Oral Communication Skills

This study investigates the pivotal role of immersive 360-degree video and its perceived advantages on the enhancement of oral communication skills within the framework of the ELC650 course, 'English for Professional Interaction'. The research involved twenty-four students enrolled in the Bachelor of Applied Language (Arabic Communication Professionals) (Hons) program. The distribution of questionnaires immediately after the students watched the video aimed to assess the role of immersive 360-degree video and its perceived advantages of this technology in preparing students for conducting assessments within a meeting discussion. Employing a cross-sectional design, the study collects both closed-ended and open-ended responses through the distributed questionnaires. The latter serves as a crucial means of triangulating the data, offering real-time insights into the students' understanding of professional interaction and assessment practices using 360-degree video. The study's findings on the use of 360-degree video in education can inform government decisions and contribute to achieving SDG 4, which aims to improve the quality of education. It is important for government and learning institutions to recognize and embrace the role of 360-degree video in enhancing learning quality, specifically in fostering communication skills within the area of professional interaction in English. Other than that, this study holds implications for refining curriculum design, shaping instructional strategies, and optimizing the integration of innovative technologies in language education, particularly for students specializing in Arabic communication.

Innovations in teaching: analysis of scientific publications in the Scopus database

The article analyzes scientific works related to innovative technologies in education. The increase in the number of publications in the Scopus database from 2000 to 2023 confirmed the relevance of the proposed topic. The purpose of the study is to identify the main trends and directions in this field based on a systematic review of 6653 scientific articles identified by the keywords “innovation” and “learning” from the Scopus database. The research methodology includes data collection and analysis using SPSS to determine the growth dynamics of scientific publications, as well as geographic and industry distribution. The theoretical significance lies in expanding knowledge about innovative technologies in education and forming the multidisciplinary nature of this field. The increase in the number of publications identified as a result of the study from 136 works in 2000 to 3255 in 2023 indicates an increased scientific interest in innovative technologies in the field of education in the global space.

Activation of Motivation in Foreign Language Classroom

This article examines how teaching a foreign language through motivation, novelty and a variety of forms and methods of the lesson effectively affects improving students' perception of the materials provided and increasing the level of knowledge of students, and also proves that it enriches, systematizes knowledge and leads to the activation of cognitive activity of students in a foreign language lesson. The definition of modern methods of teaching a foreign language and various forms of teaching is given. And most importantly, it promotes the wide use of the acquired knowledge as the owner of a professional profession, applying them on the basis of practice. In addition, non-traditional technologies of lessons are explained, methods of work useful for the student and effective for the teacher are differentiated. Innovative pedagogical technologies and non-traditional technologies, trainings related to other educational methods that allow effective and interesting use of new information technologies in the classroom, definitions and comments on new teaching methods and techniques are provided. This article discusses the results of the survey conducted among foreign language educators about their attitudes towards the motivation and innovation in foreign language classroom.

Integration of Technological Tools in Teaching Statistics: Innovations in Educational Technology for Sustainable Education

Integration of Technological Tools in Teaching Statistics: Innovations in Educational Technology for Sustainable Education

Evaluating classroom response systems in engineering education: Which metrics better reflect student performance?

AbstractClassroom response systems (CRS) represent an innovative educational technology that can be used to promote active learning and student engagement. This study explores the effectiveness of CRS in enhancing student learning and performance across various engineering courses related to heat engines. During five academic years, CRS have been used weekly in six subjects that belong to two bachelor’s degrees and one master’s degree to promote continuous learning. The performance of the students in the CRS benefits the student by up to + 10% in the final mark. In this period, data from more than 1,000 students has been collected, including key performance indicators (KPIs) derived from Kahoot!, such as the number and correctness of responses and time spent answering, and other evaluations such as theory and numerical problem exams results. The objective of the study is to find the KPI that best identifies the knowledge acquisition by the students. In order to do so, the correlation of the KPI with the final exams is analysed by means of the correlation of determination and the root mean square error. The findings reveal that KPIs based on the number of questions asked exhibit stronger correlations with exam results compared to those based on responses or correctness. The study also highlights the positive impact of CRS on student engagement, classroom dynamics, and exam preparation, supported by student feedback. In essence, this research provides insights into the relationship between CRS metrics and academic outcomes, offering valuable considerations for the integration of technology in engineering education.

Khan Academy Platform for Mathematics Teaching and Learning

Objective: To assess the impact of Khan Academy on the Mathematics educational process for UNDAC students and determine the relevance and efficacy of its content and strategies within the Mathematics-Physics program. Methodology: This research is framed within the positivist paradigm and takes on a quantitative approach. An experimental pre-experimental design was used with pretest and posttest in a single group. The study is applied in nature and is grounded in the contributions of expert researchers and methodologists on the subject. Analytical tools were developed with a reliability coefficient of 0.90, and the investigated population consisted of students from the Mathematics-Physics program at UNDAC. Results: Students who incorporated Khan Academy exhibited significant improvements in their mathematical performance. Persistence in using the platform led to significant enhancements in academic achievement. 70 % of the students reached high levels of mathematical skill development. The majority expressed high satisfaction with the platform. Conclusions: Khan Academy has a meaningful and positive impact on mathematics learning among university students at UNDAC. The platform not only promotes content mastery but also fosters learning autonomy. These findings advocate for the adoption of innovative educational technologies in teaching, especially within STEM disciplines.

A Guide to Innovation in Physician Associate/Assistant Education: Using Instructional Technology for Improved Engagement.

For physician associate/assistant (PA) educators, the path of least resistance often is to focus our cognitive energies on topics with which we are most comfortable and to deliver content in the style in which we are most accustomed. The consequence of this approach is that many didactic curricula are delivered in a traditional, lecture-based format, which then aligns with how the faculty were taught. Studies show that lecture-based teaching may not be the most effective and that blending teaching modalities can improve knowledge acquisition. In addition, scheduling several classroom lectures week to week can be challenging, especially in a program that uses numerous guest lecturers to deliver the curriculum. One solution to this problem may be through innovative, engaging resources that enable faculty to deliver content asynchronously. Developing and implementing such tools can be challenging to PA faculty because they are often not formally trained in education nor are they up to date on the most current innovations in educational technology. Furthermore, change can be difficult, and it could seem an insurmountable feat to step outside the comfort zone of a traditional lecture. This work describes a collaboration between PA faculty and a University Instructional Support Specialist where the Analysis, Design, Develop, Implement, Evaluate ADDIE model, a widely used system for developing training tools, was used to create an asynchronous lecture for students in the form of an interactive series of modules to replace a traditional classroom lecture.

Virtual Reality for Pediatric Trauma Education - A Preliminary Face and Content Validation Study

PurposePediatric trauma education remains expensive and available only to a few providers worldwide. Innovative educational technologies like virtual reality (VR) can be key to decentralizing trauma education. This preliminary validation study evaluates the face and content validity of a VR software designed to enhance pediatric trauma skills. MethodsPhysicians were invited to test a VR software simulating a child with blunt head and truncal trauma. After the simulation, they filled out surveys assessing the face and content validity of the scenario, including the software’s realism, interaction, ease of use, and educational content. Additionally, they completed a cybersickness questionnaire. A descriptive statistical analysis was performed. ResultsEleven physicians from eight different countries tested the VR software. Most found it valuable, and realistic and would prefer using it over high-fidelity mannequins for training. The software received more favorable evaluations for non-technical skills training than for technical skills. Regarding cybersickness most participants reported discomfort during the simulation. ConclusionParticipants agreed that a VR platform for pediatric trauma is realistic and immersive, and they endorsed it for enhancing performance, particularly in non-technical skills. Most participants, however, faced some discomfort with the technology, and efforts to minimize cybersickness should be made in future implementation, feasibility, and effectiveness studies. Level of EvidenceIV

Transforming High School Education with Digital Tools: A Systematic Review

This systematic review comprehensively examines the impact of digital tools on high school education, drawing from 23 peer-reviewed studies published between 2018 and 2023. The study explores a wide range of research methodologies, including randomized controlled trials, quasi-experimental designs, and experimental studies, to assess the effectiveness of digital technologies in enhancing education outcomes. The findings indicate that digital tools, particularly those integrated using the substitution augmentation modification and redefinition model, significantly improve student autonomy, engagement, and academic performance across diverse geographic and demographic contexts. However, the review also identifies challenges, such as the complexity of content, technological disparities, and the necessity for well-planned and context-sensitive implementation strategies. Furthermore, it highlights the importance of professional development for educators and the need for infrastructural support to ensure equitable access to technology. The study underscores the critical role of collaboration among educators, policymakers, and stakeholders to maximize the benefits of digital education. The review calls for ongoing research into innovative educational technologies and their long-term effects, and advocates for a strategic and well-supported approach to integrating these tools into high school settings.

Linguistic Coaching as an Innovative Pedagogical Technology for Military Cadets’ Self-Educational Competence Development in the Process of Foreign Language Learning

Linguistic Coaching as an Innovative Pedagogical Technology for Military Cadets’ Self-Educational Competence Development in the Process of Foreign Language Learning

Преимущества и риски использования ChatGPT в системе высшего образования: теоретический обзор

The author of this review publication has set himself the task of generalizing the ideas of Russian and foreign educational researchers regarding the advantages and disadvantages of using neural networks, namely, the large language model ChatGPT, in the higher education system. 130 of the latest printed and electronic sources in Russian and English on pedagogy and humanitarian disciplines, which date back to 2023 and the first half of 2024, served as the material for the analysis. The scientific novelty of the study lies in identifying the most effective methods for assessing the didactic potential and determining the problems of introducing artificial intelligence technologies in education as exemplified by the use of ChatGPT, including the SWOT analysis method, considered as an effective analytical tool for assessing the strengths and weaknesses, opportunities and threats of using ChatGPT for educational purposes. As a result, the universal trends and features of the implementation of ChatGPT as an innovative pedagogical technology are revealed. The problems of ChatGPT application in the higher education system are analyzed from the point of view of compliance with ethical standards, prevention of academic dishonesty, formation of cognitive abilities and research competencies of students, deepening of individualization of the educational process, development of critical and creative thinking, increase in the level of information literacy and improvement of universal competencies and professional skills of students. The prospects and risks of ChatGPT application in higher education are described.

The Importance of Cross-Border Education in Contexts of Collaboration Between Countries According to the SDGS

Introduction: Cross-border education refers to collaboration between countries to promote learning opportunities across geographic boundaries, aiming to develop global citizens. This educational model emphasizes student and teacher mobility, cultural diversity, and international cooperation, which are essential for the development of 21st century skills. Objective: The aim of the study was to explore the importance of cross-border education in contexts of collaboration between countries, highlighting the benefits, challenges, and contributions to sustainable development. Method: This is a qualitative analysis based on the analysis of international partnerships, exchange programs, bilingual curricula, and the use of technological innovations in education. Results: Cross-border education promotes international cooperation, intercultural understanding, and strengthens diplomatic relations. Although it faces logistical and administrative challenges, such as recognition of qualifications and academic mobility, it offers numerous opportunities for cultural and academic enrichment. Conclusions: Cross-border education is vital for building an inclusive and sustainable global society (SDG). Overcoming the challenges requires effective policies and international cooperation. Investing in emerging technology trends is crucial to expanding access to and quality of cross-border education.

Evaluating the Effectiveness of Game-Based Learning for Long-Term Knowledge Retention

This longitudinal study investigated the efficacy of game-based learning in enhancing the retention of safety knowledge, specifically within the domain of construction safety. The research focused on assessing participants’ retention of safety knowledge 1 year after game-based training, revealing a resilient performance despite a perceived decline in preparedness. Analysis of the data indicated no statistically significant variance in participants’ performance in hazard identification tests conducted 1 year after the initial assessment following game-based training. The study also explored the relationship between perceived preparation, actual performance, and the temporal gap between evaluations, highlighting the necessity for a comprehensive understanding of these dynamics in educational settings. The implications of this research extend beyond construction safety, underscoring the transformative potential of game-based learning in cultivating enduring safety awareness across various industries. By harnessing innovative educational technologies, organizations can enhance workplace safety protocols and mitigate occupational hazards.

Educational technology, higher education discourses and the lived experience of lecturers as users

Abstract Technological innovations, under the aegis of ‘technology-enhanced learning’ (TEL), are high on policy agenda in higher education institutions (HEIs) in the UK and elsewhere. These developments have a direct impact on the conditions of teaching and learning. The socio-cultural dimension – the impact of change on working communities and their practices and beliefs on the ground – appears under-researched in empirical work (Selwyn, 2022). This paper reports on a qualitative study incorporating an analysis of linguistic metaphors that attempted to investigate that gap in one institutional context. It begins with a critical review of metaphors associated with policy and educational technology innovation in education discourses more broadly. Teaching staff were interviewed from across the institution’s main faculties. The interview transcripts formed a databank of naturally occurring language. Respondents used a range of metaphors, both conventional and novel, revealing insights into the affective and sociocultural dimensions of experience and understanding as well as perceptions of changing professional roles. For triangulation, linguistic analyses of relevant documentary sources, where available, were made and an example is included here. Overall, a more nuanced understanding of lecturers’ lived experience and engagement with educational technology was achieved by focusing on their metaphor usage.

Strategies for developing hard skills in higher education students through innovative pedagogical technologies in realistic professional environments

Introduction: the global emphasis on developing hard skills, essential for professional competence in digital optimization, has led to a focus on practical skills like foreign language proficiency, programming, and data analysis. These skills, acquired through education or experience, are crucial across various professions, especially in the digital era, where innovative pedagogical methods are key.Objectives: this study aims to analyze the impact of innovative pedagogical technologies on developing hard skills, particularly foreign language competence, in higher education students, simulating real-world professional environments.Methods: the study employs a range of general scientific methods, including analysis, synthesis, induction, deduction, formalization, and generalization. These methods help identify and describe the development of hard skills and digital competence, focusing on innovative pedagogical strategies.Results: the findings highlight a structural-functional model for professional training in the digital labor market, emphasizing interdisciplinary integration, professional training alignment with market needs, and the use of innovative technologies. Key skills identified include financial management, software development, and foreign language proficiency, essential for making informed managerial decisions in a globalized world.Conclusions: the integration of innovative pedagogical methods, such as incidental learning and argumentation, enhances the development of hard skills, particularly English language competence. The study underscores the importance of creating learning environments that closely mirror professional conditions, thereby improving the quality of education and preparing students for the demands of the modern labor market. Future research should focus on refining digital tools and methodologies to further enhance language skills and overall hard skill development

Enterprise Architecture Implementation Scholastic Learning Zone Literacy Improvement St. Kristoforus 2 High-School

This research aims to explore the transformation of Enterprise Architecture in the implementation of a Scholastic Learning Zone for the improvement of learners' literacy at Santo Kristoforus 2 High School. The background of this research is based on the importance of literacy as the primary foundation in learning, as well as the need to integrate innovative educational technology. The main objective of the research is to understand how the implementation of Enterprise Architecture can support the implementation of the Scholastic Learning Zone effectively and efficiently. The research method used is a qualitative approach with a case study at Santo Kristoforus 2 High School, involving in-depth interviews with educators, direct observation, and analysis of related documents. The results showed that the implementation of Enterprise Architecture significantly contributed to improving the structure and process of education, thus supporting the improvement of learners' literacy. Key findings include improved accessibility of learning resources, school administration efficiency, and increased learner engagement in the learning process. Additionally, the implementation facilitated the creation of eBooks for learning materials, further enhancing literacy by providing students with readily accessible and interactive content. The conclusion of this study shows that the transformation of Enterprise Architecture in the implementation of the Scholastic Learning Zone not only improves literacy but also strengthens the education system. Further research is recommended to test this model in different educational contexts to extend the validity of the findings.

GAMIFIKASI DALAM PEMBELAJARAN AL-QUR'AN DAN HADITS DI MADRASAH ALIYAH: MENINGKATKAN MOTIVASI DAN PARTISIPASI SISWA

Learning Al-Qur'an and Hadith in Paser State Aliyah Madrasah (MAN) often faces challenges related to low student motivation and participation. The conventional methods used today are not able to optimally attract students' interest. This study aims to explore the effectiveness of gamification in learning Al-Qur'an and Hadith at MAN Paser, with a focus on increasing student motivation and participation. This research methodology uses a qualitative approach, with data collection techniques through interviews, and observation. Qualitative analysis was used to understand students' experiences and perceptions as well as factors that support and hinder the implementation of gamification. The results showed that the implementation of gamification in learning Al-Qur'an and Hadith significantly increased students' motivation and participation. Gamification elements such as points, badges, leaderboards and daily challenges proved effective in creating a more engaging and interactive learning environment. Factors supporting the implementation of gamification include technological support, teacher engagement, and game design that is relevant to the learning material. However, there are also some barriers such as limited access to technology for some students and training needs for teachers. This study concludes that gamification can be an effective strategy to increase students' motivation and participation in learning Al-Qur'an and Hadith at MAN Paser. Practical recommendations for further development include improving technology access, teacher training, and customizing gamification design according to the local context. The results of this study are expected to contribute to improving the quality of Qur'an and Hadith learning in madrasah as well as being a reference for policy makers in integrating technological innovations in education.

Technological innovations in education: a scoping review on the impact of AI on academic integrity

This study presents a systematic review on the impact of artificial intelligence (AI) on academic integrity in higher education. The main objective was to understand how technological innovations, particularly those related to AI, influence the teaching and learning process. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PAGE et al., 2021) guidelines, the methodology involved searching various databases, including IEEE, SAGE, Scopus, ERIC, ACM, Semantic Scholar, and Web of Science. Out of the 3,484 articles initially retrieved, 31 were considered for discussion. The results highlight a growing trend of research regarding the proposed theme with emphasis on ChatGPT and cheating behavior detection systems, demonstrating concern for ethical issues in the academic environment.

Innovative engineering education for a better future

Innovative engineering education for a better future

Literacy on Pregnancy Complications: Causal Factors and Prevention

Purpose: This study investigates the role of maternal health literacy in preventing pregnancy complications and evaluates the effectiveness of various educational interventions designed to enhance health literacy. Research Design and Methodology: Utilizing a quantitative design, this research involved pre-and post-tests to measure changes in knowledge, skills, and attitudes among diverse demographic participants. Participants were divided into control and experimental groups. Educational interventions were implemented, including prenatal classes, online courses, and community workshops. Data were collected through surveys and analyzed using statistical methods. Findings and Discussion: The study revealed a significant correlation between increased health literacy and reduced pregnancy complications such as pre-eclampsia, gestational diabetes, and preterm labor. This positive correlation underscores the potential for improved maternal and child health outcomes. Educational interventions significantly enhanced health literacy, with different models showing varied effectiveness based on accessibility and engagement. These findings align with the Health Belief Model and Self-Determination Theory, reinforcing the positive impact of health literacy on maternal and child health outcomes. Implications: The research underscores the importance of tailored educational interventions in promoting maternal and child health. Policymakers and healthcare providers should prioritize developing comprehensive, accessible, culturally sensitive health education programs. Addressing socio-economic disparities and providing continuous support is crucial to ensuring that all mothers and children have equal access to healthcare and can benefit from improved health literacy. Future research should explore long-term impacts and innovative educational technologies to enhance maternal health outcomes further.