Engineering Education Research Articles

Exploring the Acceptance of Mobile-Assisted Peer Feedback in English Speaking among Chinese EFL Students

Grounded in the Technology Acceptance Model (TAM), this quasi-experimental study examined the use of Mobile-Assisted Peer Feedback (MAPF) tools via the Tencent Mini Programme among Chinese university EFL learners to enhance English speaking proficiency. A mixed-methods approach was employed, using descriptive statistics for questionnaire data and thematic analysis with NVivo for interview data. Sixty non-English major students (CEFR levels A2-B1) were selected through purposive sampling and assigned to three groups: one-way, dialogic, and visualised peer feedback. Results showed positive responses across all modes, with visualised feedback rated highest for usefulness, behavioural intention, and speaking improvement. The study highlights the need to consider technological, individual, and sociocultural factors in mobile-assisted feedback for language learning. Future research should explore long-term effects, application in diverse contexts, and further refinement of mobile-assisted feedback modes to enhance learner engagement. This study contributes to the research on MAPF in English speaking and offers practical insights for educational technology development.

The Impact of Educational Technologies on Modern Education: Navigating Opportunities and Challenges

The integration of technology into modern education has profoundly transformed traditional learning environments and offered unprecedented opportunities. This review article explores the multifaceted impact of technology on education, focusing on its role in enhancing access to information, personalizing learning experiences, and fostering collaboration among students and educators. Technological advancements, such as online learning platforms, educational software, and digital resources, have democratized education, making it accessible to a broader audience. However, challenges such as the digital divide, data privacy concerns, and potential exacerbation of educational inequalities persist. The article also examines shifts in pedagogical approaches, particularly the adoption of blended and hybrid learning models, and their implications for teacher-student interactions and curriculum development. By reviewing existing literature and case studies, this article provides a balanced overview of how technology is reshaping education and emphasizes the need for thoughtful integration and equitable access to ensure all students benefit from these advancements.

Enhancing Student Engagement through Practical Production and Utilization of Instructional Materials in an Educational Technology Class: A Multifaceted Approach

Enhancing Student Engagement through Practical Production and Utilization of Instructional Materials in an Educational Technology Class: A Multifaceted Approach

Using distance learning strategy in students’ acquisition of conceptual and procedural knowledge in mathematics

The study investigates the effect of using Distance learning (DL) on students’ acquisition of conceptual and procedural knowledge in mathematics. The study used the quasi-experimental approach, where the study was applied by two groups of ninth grade students (experimental, 25 students, and control, 26 students), the experimental group was taught by using Distance learning, and the control group was taught in the usual way, after verifying the validity coefficients. And reliability for testing conceptual and procedural knowledge. The results demonstrated statistically significant differences favoring the experimental group, suggesting that Distance learning has a beneficial impact on mathematics instruction. The study included recommendations on the necessity of promoting Distance learning usage among students and teachers additionally the function of educational technology in the process of teaching and learning mathematics.

Barriers to Educational Technology Adoption: Navigating Challenges in Integration

Barriers to Educational Technology Adoption: Navigating Challenges in Integration

Pregnant women's experiences of online prenatal education in Korea during COVID-19: a phenomenological study.

This study aimed to explore the significance and insights derived from the experiences of pregnant women in Korea who participated in online prenatal education during the COVID-19 pandemic. This study employed the hermeneutic phenomenology framework developed by Colaizzi. It involved 12 pregnant women who participated in online prenatal education provided by public health centers in Chuncheon, Korea. Data collection was achieved through in-depth interviews conducted in Korea from October 2021 to April 2022. In total, 51 significant statements were extracted from the interview data and then categorized into 10 themes. Finally, three categories were formed by merging similar themes. The three basic categories of participants' experiences of online prenatal education were "feeling of safety and comfort in body and mind," "frustrated by a lack of interaction," and "digital education being a double-edged sword." Pregnant women expressed ambivalence regarding the benefits and drawbacks of the online educational experience. They desired more interactive and practical learning opportunities, even as they appreciated the comfort of learning remotely. This study revealed the phenomenon of online prenatal education as an advanced form of distance-based prenatal education instead of the traditional in-person classroom. To maximize the educational effectiveness of this new format, public health center policies must address the digital literacy gap and enhance accessibility by leveraging the immersive multimedia experiences that online education offers to pregnant women. We recommend that maternal healthcare providers adopt this innovative approach to prenatal education, utilizing distance education technology to improve participation and promote immersion.

Implementing an Educational Design Based on Hypermedia to Enhance Creative Imagination Among Fifth-Grade Literary Students

The research delves into the intricate design and effectiveness of hypermedia-based educational systems, emphasizing their pivotal role in enhancing learning processes through spatially induced learning formats and creative tools. Hypermedia, a sophisticated form of computer-based media technology, facilitates non-linear, feature-rich media interfaces that significantly augment educational content delivery. This technology transcends traditional instructional tools by embedding navigational methods tailored to diverse learning tasks and environments, thereby fostering deeper understanding and engagement among learners. In this context, the ADDIE model a structured approach comprising Analysis, Design, Development, Implementation, and Evaluation—is crucial for the systematic development of educational programs. Each phase of ADDIE builds upon the insights gained from the previous, starting with a comprehensive analysis of training needs, followed by the design and development of instructional materials that incorporate effective strategies and media. The implementation phase involves deploying these materials through learning management systems, ensuring accessibility and alignment with educational goals. Finally, the evaluation phase seeks feedback to refine and enhance the learning modules, demonstrating ADDIE’s iterative nature and its focus on continuous improvement. Moreover, the study engages with a broader theoretical and methodological discourse, integrating perspectives from instructional design and creative imagination within the framework of hypermedia technology. This integration supports the construction of a learning environment that not only addresses theoretical knowledge but also stimulates creativity and innovation among students. The effectiveness of these instructional strategies is evidenced through rigorous assessments and evaluations, highlighting the significant impact of hypermedia on student creativity, problem-solving skills, and overall academic performance. This comprehensive approach not only validates the use of hypermedia in educational settings but also outlines potential improvements and future directions for integrating technology in learning processes, thereby contributing to the evolving landscape of educational technology and pedagogy.

PECULARITIES OF DEVELOPING CRITICAL READING ABILITY OF THE MASTERS OF THE SPECIALTITY 7М01712 – TRAINING OF FOREIGN LANGUAGE TEACHERS

The article reveals the development of critical reading skills of master's students of the specialty 7M01712 - ‘Preparation of teachers of foreign languages’. The article emphasizes the importance of using lecture texts in the educational process to prepare master's students for professional activities. Effective use of professional texts in the classroom contributes to the improvement of scientific and professional speech and communicative competence of master's students, which in turn provides the optimal use of various methods of critical analysis in their future professional activities. Special attention is paid to the development of independent thinking skills, search, analysis, systematization, structuring and communication of information.The author identifies three stages of critical reading development. The author also suggests types of questions that promote the development of this type of reading, as well as the ability to identify contradictions and types of structures present in a text and to argue one's point of view based not only on logic, but also on the ideas of the interlocutor. The use of various methods and tools of critical reading technology at the stage of challenge, at the stage of reflection and at the stage of analysis is described. Methodological recommendations on mastering the technology of critical reading are intended for teachers of a foreign language, but can be useful for teachers of other subjects, since the technology of critical reading development belongs to the interdisciplinary modern educational technologies. The article presents practical experience of using some techniques of critical reading technology on the example of the special course “Cognitive linguocultural methodological foundations”.

Using of virtual reality and artificial intelligence in education: literature review

Many individuals believe that new technology has been a transformative force in the field of education. Various technologies have been integrated into educational process in order to identify its capacity of enhancing student-learning experience. According to the newest studies, some recently developed technologies such as artificial intelligence (AI) and virtual reality (VR) have the potential to significantly improve teaching and learning processes. The article considers the relevance of using virtual reality and artificial intelligence resources in education. With the help of systematic literature review, this article provides a cumulative meta-analysis of works of a number of scholars who examined the influence of application of VR and AI on student learning experience. The authors found that the advantages of integrating these technologies into educational process are based on the increase in students’ interests in the subject, the effectiveness in explaining complex topics, and the formation of a culture of openness to new technologies. The conclusions of the article contribute to the expansion of local academic understanding of this topic and are also useful for decision-makers in the field of secondary education and higher educational institutions which integrate educational technologies

A Quest to Nurture Creativity in Technology Classrooms: Are Physical Factors a Spanner in the Works?

Nurturing creativity in Technology classrooms will, potentially, prepare learners for adaptability to the sweeping transformations that the new industrial revolutions portend and equip them to maximise the opportunities inherent in these revolutions. This study examined the effects of physical factors on the development of creativity in Grade 9 Technology classrooms. A qualitative research design was employed to purposively sample three Grade 9 Technology teachers to participate in this study. Open-ended questionnaires and non-participant observations were used as the methods of data collection for the study and the data were analysed thematically. The research findings show that creative pedagogy and the resultant development of creativity in the classroom, to a significant extent, are influenced by physical factors – class size and availability of Technology equipment. The study contributes to the body of knowledge by outlining how unfavourable physical conditions hinder the development of creativity skills in Technology classrooms, which is a core objective of the Curriculum Assessment Policy Statement (CAPS) guiding Technology education in South Africa. The study outlines the importance of a conducive learning environment to the quest to enhance learners’ creativity. Furthermore, the study recommends solutions to the paucity of resources for the enhancement of creativity in the Technology classrooms.

Enhancing The Quality Of Agricultural Technology Education In A Developing Economy

The development and transformation of Nigerian agriculture vis-a-vis the development of Nigerian economy has been the utmost concern of government. researchers and many individuals. Most developed and developing countries of the world have long realized that the only way to meet adequate diet and food demand of their people is by acquiring functional literacy, knowledge and skill for productive activity. Education policies in Nigeria have often focused on raising aggregate enrolment figures, training more teachers and building more schools, paying attention to the lopsidedness in the geographical distribution of educational facilities across the nation for the sake of social justice and equity. However, until recently, conspicuously absent n most planning efforts in Nigeria s the concern for the quality and relevance of our educational training towards National development. It is against this background that attempts is made by this paper to raise some basic issues relating to Agricultural Technology Education, this is with a view of establishing a basis for understanding the problem and indicate possible directions for policy making. Keywords: Quality, Agricultural Technology, Education, Developing Economy, Schools, Building

신입 사회복지사의 전공역량에 대한 성찰적 평가 연구

This study aimed to examine how much major competency new social workers acquired in school education to perform their duties as social workers through self-reflection evaluation. Data collected through in-depth interviews with eight new social workers currently working at social welfare organizations were analyzed using phenomenological research methods. As a result of the analysis, a total of 158 statements, 102 re-statements, and 87 second re-statements were organized, and analyzed into 14 meaningful themes and 5 theme clusters. The 5 theme clusters are as following; ‘the fruits and limitations of university education’, ‘insufficient as an ‘expert’’, ‘expertise completed in the ‘field’’, ‘insufficiency of school education’, ‘dreaming of ‘by myself’ and ‘together’’. The results of the study were summarized as the achievements of school education as acquired specialized competencies, evaluation of social welfare expertise, and areas lacking in social welfare education. Based on these research results, the necessity of strengthening field practical education, digital technology education, efforts to secure expertise, and forming a social welfare industry community were suggested.

Artificial intelligence as a means of developing creativity in future technology teachers.

The article considers and analyzes the possibilities of using artificial intelligence (CatGPT, AI) in the training of future specialists, namely for the development of creativity in future technology teachers. The key aspects that should be taken into account and used for the development of creativity are identified, and possible disadvantages of this innovative technology are noted. The rapid development of artificial intelligence has burst into almost all spheres of life, we focused on the use of some AI tools in the training of future technology teachers and the development of their creativity. We analyzed several approaches to using CatGPT to facilitate the organization of classes. Such as: idea generation, scenario building, storytelling and role-playing, problem-solving exercises, creative writing and documentation, interactive learning modules, individual learning paths, innovative challenges that help future teachers gain practical experience and adapt faster to the modern requirements of pedagogical practice. In the article, we offer several working tools from our own "piggy bank" and the principles of their use. The article highlights the current state of AI use in the educational environment and provides recommendations for practicing teachers on the effective use of artificial intelligence technologies. We are convinced that the use of artificial intelligence in the development of creativity of future technology teachers has an important impact on the personal development of creative potential. By using artificial intelligence, we can ensure the active participation of students in the learning process. AI tools stimulate curiosity, promote active research, experimentation, and problem solving. However, along with the great opportunities for using artificial intelligence, there are also threats such as the loss of the human factor, the dissemination of personal data, and financial losses. Therefore, for a good result in the development of creativity of future technology teachers, it is necessary to take into account all the advantages and disadvantages of using AI using strategies balanced between opportunities and challenges.

Design and Application of “STEM+” 6E Teaching Mode in Information Technology Teaching

The concept of “STEM+” integrates art, humanistic literacy, and social values in the traditional STEM education concept, advocates cross-disciplinary integration, and aims to cultivate compound talents equipped to tackle future challenges. In 2022, the Ministry of Education issued the “Compulsory Education Information Technology Curriculum (2022 Edition),” emphasizing the core literacy of information science and technology and the integration of interdisciplinary disciplines, and encouraging the teaching mode suitable for discipline characteristics. The 6E teaching mode is a student-centered teaching strategy characterized by active exploration and cross-disciplinary integration. This article innovatively designed the “STEM+” 6E teaching mode, which is applied to junior high school information technology teaching, which can better achieve core literacy teaching goals.

A theoretical analysis of philosophical dimensions in engineering education

This article presents a theoretical analysis of the philosophical dimensions embedded in engineering education, highlighting the importance of integrating ethical, social, and environmental considerations into the development of future engineers. As engineering increasingly shapes society through technological innovation, philosophical inquiry becomes crucial in addressing contemporary challenges such as sustainability, technological ethics, and social justice. The paper explores how philosophical frameworks, such as utilitarianism, deontology, and virtue ethics, provide engineers with tools to critically evaluate the broader impact of their designs and decisions. By embedding these ethical perspectives within the engineering curriculum, educators can prepare students to navigate the moral complexities inherent in technology and innovation. Moreover, the analysis underscores the role of philosophy in promoting sustainability in engineering, encouraging students to adopt a long-term view of environmental stewardship and resource management. The discussion also highlights the importance of addressing issues related to technological ethics, particularly in the development of artificial intelligence, automation, and biotechnology, where ethical challenges are becoming increasingly prominent. In addition, the paper examines the contribution of philosophy in fostering critical thinking and social responsibility, ensuring that engineers consider the societal implications of their work, especially in marginalized communities. Ultimately, this theoretical analysis argues that integrating philosophy into engineering education is essential for preparing engineers who are not only technically proficient but also ethically conscious, socially responsible, and capable of addressing the complex global challenges that define modern society.

Strategies Used by Educational Technology Faculty to Mentor Online Doctoral Students in Research Experiences

ABSTRACT As online doctoral education continues to grow, faculty members are faced with mentoring an increasing number of students. To effectively support these students’ research projects, faculty mentors need to develop strategies that take into account the unique challenges of online environments. This study, based on Crawford et al. (2014) theoretical framework for online graduate mentoring, aimed to identify the strategies used by faculty members who advise online students in Educational Technology doctoral programs during research experiences. The data was collected through a survey completed by 24 mentors, and five of them also participated in individual interviews. These mentors were faculty members in online educational technology programs in the USA and Canada. The study found that faculty mentors used strategies associated with both the academic and psychological domains of Crawford et al.‘s framework. The practical implications of these findings are discussed in relation to enhancing the quality of mentoring in online doctoral education.

Leveraging Educational Technology in Liberal Arts Dance Sports: Exploring Effectiveness and Sustainable Application

This study explored the effectiveness and sustainable application of educational technology in a university liberal arts dance sports class. A qualitative case study was conducted with nine students enrolled in liberal arts physical education classes at S University in Seoul in 2023. It focused on how educational technology, including apps such as Pose & Tracking and Slopro, can enhance students’ understanding of dance movements, promote active discussion, and facilitate objective assessment. The findings indicate that the use of these technologies not only improved the students’ learning experiences by facilitating visualization and feedback but also supported collaborative learning and creative expression. This study highlights the potential of educational technology to enhance the quality of liberal arts physical education by making learning highly engaging and effective.

Developing student teachers’ critical awareness of information and communications technology in primary teacher education

ABSTRACT This article focuses on Swedish primary teacher education and the conditions for student teachers’ development of digital competence. Previous research has pointed to the importance of preparing teachers to use digital technology to support pupils’ learning. The aim of this study is to examine the development of course content to enhancing student teachers’ critical awareness of information and communications technology in primary teacher education. Data was collected from groups of primary student teachers consisting of anonymised course materials, a survey and course assignments. The results show that primary student teachers experience that digital technology facilitates the planning and organising of their teaching, digital technology can support the children’s learning and critical pedagogical reasoning is important when using digital technology in the teaching situation. The results have relevance internationally for teacher educators and highlight the importance of promoting a critical awareness of the pedagogical use of digital technology in the classroom.

Factors influencing Chinese pre-service teachers’ behavioral intention and use behavior to adopt VR training system: based on the UTAUT2 model

With the advent of the intelligence era, the empowerment of technology in education has triggered changes in the forms and concepts of teaching and learning. Virtual reality (VR), as a potential educational technology, has been widely used in teaching, providing students with almost real learning experiences. In particular, practice-centered pre-service teacher education is in greater need of VR. This case study applied and improved the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a theoretical foundation to explore pre-service teachers’ intention and behavior of adopting the VR training system. A sample of 278 Chinese pre-service teachers was collected by implementing the partial least squares structural equation modeling (PLS-SEM) via the Smart-PLS software. Study results reveal that pre-service teachers’ behavioral intention of adopting the VR training system is positively impacted by self-efficacy, effort expectancy, social influence, performance expectancy, facilitating conditions, and hedonic motivation, ranked from highest to lowest. Their use behavior with the training system is positively impacted by behavioral intention, facilitating conditions, and habit. Accordingly, this study presents suggestions for higher education institutions and VR education system developers on how to use and design VR training systems in pre-service teacher education through model construction, model validation, and conclusion analysis.

Decolonising Educational Technology

Educational technology (EdTech) has become commonplace in modern educational practice [...]