Technology In Educational Settings Research Articles

Exploring the impact of device ownership, usage patterns, and technology proficiency on mobile learning among higher education students: a multi-faceted study

This study explores the impact of device ownership, frequency of use, and technology proficiency on integrating mobile technologies (IMT) in learning by students in higher education institutions (HEIs) in Ghana. The objective is to understand how these factors are influenced by demographic variables such as age, gender, and program of study. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 457 students selected with a disproportionate stratified sampling technique across multiple HEIs offering STEM programs to analyse these relationships. The results demonstrated that technology proficiency significantly enhances the integration of mobile technologies into learning. It was noted that device ownership alone was insufficient to improve technology proficiency; frequent and effective usage was more essential. Additionally, gender and program of study moderated the effects of device ownership and frequency of use on technology proficiency. These findings highlight the importance of promoting effective usage patterns and advancing technology proficiency to integrate mobile technologies in educational settings better. It is recommended that HEIs focus on providing training programs to staff to integrate more learning activities that promote frequent use of mobile technologies in academic activities to enhance students' technology proficiency.

Implementing Virtual Reality in Special Education: Teachers’ Perspectives

ABSTRACT Developments in Virtual Reality (VR) technology have led to an increased use in research, practice, and for entertainment purposes. There is also a perceived applicability and suitability of the technology for educational purposes. For VR to be properly implemented in schools and special education, there is a need for understanding what teachers, special education teachers, and student teachers view as important implementation factors. We interviewed a total of 13 Norwegian teachers in which eight were interviewed individually and five were interviewed as a group. We thematically analysed the data, which resulted in five themes of implementation factors: training and knowledge, networks, resources, positive attitudes, and technological features. This study provides the educational-technology community with important insights from stakeholders for a successful implementation of VR in education. The themes elucidate the success factors, possible pitfalls, or challenges in implementing VR, and the perceived workload for the school personnel. Our findings are in line with existing research on the implementation of desktop computer technology, and we extended the scope to include VR technology in educational settings.

Enhancing mathematical learning outcomes through a low-cost single-channel BCI system.

This study investigates the effectiveness of a Low-Cost Single-Channel BCI system in improving mathematical learning outcomes, self-efficacy, and alpha power in university students. Eighty participants were randomly assigned to either a BCI group receiving real-time neurofeedback based on alpha rhythms or a sham feedback group. Results showed that the BCI group had significantly higher mathematical performance, self-efficacy, and alpha power compared to the sham feedback group. Mathematics performance, alpha wave intensity, and self-efficacy showed significant positive correlations after training, indicating that neurofeedback training may have promoted their interaction and integration. These findings demonstrate the potential of BCI technology in enhancing mathematical learning outcomes and highlight the importance of considering pre-test performance and self-efficacy in predicting learning outcomes, with implications for personalized learning interventions and the integration of BCI technology in educational settings.

Evaluating the Educational Impact of 3D-Printed Toys in Elementary Settings: A Mixed-Methods Study

This study explores the impact of integrating the use of disruptive technologies on 3D-printed toys within elementary education through a mixed-methods approach, combining an experimental design with qualitative interviews. Focusing on the potential of disruptive technologies to innovate educational practices, we divided participants into control and experimental groups, the latter engaging with the 3D-printed educational toys. Despite the innovative application of 3D printing technology in educational settings, our findings reveal no significant differences in the learning outcomes between the two groups. Therefore, this research contributes to the literature on educational innovation, suggesting that the mere introduction of novel technologies, such as 3D printing, may not be sufficient to enhance learning effectiveness. Regarding practical implications, the study is aimed at scholars, teachers, and educational managers, to underscore the necessity of a critical assessment of educational tools and calls for further investigation into how technology integrates into pedagogical frameworks to truly benefit elementary education. Received: 12 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

EMPOWERING INDEPENDENT LEARNING THROUGH ASSISTIVE TECHNOLOGY: A QUANTITATIVE STUDY ON ITS IMPACT FOR STUDENTS WITH DISABILITIES

BACKGROUND The integration of assistive technologies in educational settings offers a promising avenue to enhance the learning experience for students with disabilities. These technologies, including voice recognition software, screen readers, and customizable learning management systems (LMS), have the potential to promote autonomy and engagement by accommodating diverse learning needs. This research will evaluate the effectiveness of these assistive technologies in supporting independent learning among these students. RESEARCH AIM The research aims to assess the usage and accessibility of assistive technologies in GBS, quantify their impact on students with disabilities, and identify the most effective technologies for enhancing learning outcomes. METHODS The study will involve surveys and performance metrics analysis among students with disabilities across various campuses of GBS. Statistical methods, including regression analysis and t-tests, will be employed to analyse the data. RESULTS Expected findings include detailed insights into assistive technology usage patterns and quantitative evidence of their impact on independent learning and academic performance. Recommendations for effective assistive technologies will be provided. CONCLUSION This research is expected to offer empirical evidence on the role of assistive technologies in supporting independent learning for students with disabilities, guiding educational institutions towards creating more inclusive environments.

Latent Profile Analysis of AI Literacy and Trust in Mathematics Teachers and Their Relations with AI Dependency and 21st-Century Skills

Artificial Intelligence (AI) technology, particularly generative AI, has positively impacted education by enhancing mathematics instruction with personalized learning experiences and improved data analysis. Nonetheless, variations in AI literacy, trust in AI, and dependency on these technologies among mathematics teachers can significantly influence their development of 21st-century skills such as self-confidence, problem-solving, critical thinking, creative thinking, and collaboration. This study aims to identify distinct profiles of AI literacy, trust, and dependency among mathematics teachers and examines how these profiles correlate with variations in the aforementioned skills. Using a cross-sectional research design, the study collected data from 489 mathematics teachers in China. A robust three-step latent profile analysis method was utilized to analyze the data. The research revealed five distinct profiles of AI literacy and trust among the teachers: (1) Basic AI Engagement; (2) Developing AI Literacy, Skeptical of AI; (3) Balanced AI Competence; (4) Advanced AI Integration; and (5) AI Expertise and Confidence. The study found that an increase in AI literacy and trust directly correlates with an increase in AI dependency and a decrease in skills such as self-confidence, problem-solving, critical thinking, creative thinking, and collaboration. The findings underscore the need for careful integration of AI technologies in educational settings. Excessive reliance on AI can lead to detrimental dependencies, which may hinder the development of essential 21st-century skills. The study contributes to the existing literature by providing empirical evidence on the impact of AI literacy and trust on the professional development of mathematics teachers. It also offers practical implications for educational policymakers and institutions to consider balanced approaches to AI integration, ensuring that AI enhances rather than replaces the critical thinking and problem-solving capacities of educators.

Empowering Teachers as Users in Human-Centered Design

Teachers play a crucial role as end-users of technology in educational settings but seldom get recognition as a group of technology users with varying needs and perspectives. This paper analyzes the unique user characteristics of teachers, both in terms of general user nature and within the context of established ed-tech frameworks and technology acceptance models. The authors argue that existing frameworks and models inadequately address the distinct characteristics of teachers as users and therefore provide specific recommendations for the development of a specialized framework that accounts for the teacher’s specific user criteria.

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

The Impact of AI on Personalized Learning and Educational Analytics

The rapid advancement of artificial intelligence (AI) has revolutionized personalized learning and educational analytics, presenting new opportunities and challenges for adaptive education. This paper explores the impact of AI-driven technologies in creating personalized learning environments by examining how adaptive algorithms and data analytics shape educational experiences. The primary objective of this study is to assess the effectiveness of AI in enhancing learner engagement and outcomes through tailored instructional methods. Utilizing a mixed-method approach, this research gathers quantitative data from learning management systems to analyze engagement metrics, while qualitative insights are derived from interviews with educators and students. The findings indicate that AI-driven personalized learning significantly improves both student motivation and academic performance by adapting content to individual learning needs. Moreover, educational analytics enabled by AI offer educators critical insights into student progress, enabling proactive intervention and support. However, the study also highlights concerns regarding data privacy and the potential over-reliance on AI technologies in educational settings. These findings suggest that while AI holds transformative potential, a balanced approach is necessary to integrate technology with traditional teaching methods to ensure optimal educational outcomes. The study concludes that AI can serve as a powerful tool in enhancing personalized learning and educational analytics, provided that ethical considerations and data security are prioritized.

Assessing the Information Needs and Seeking Behavior of Women Faculty Members in PU Colleges of Kalaburagi District, Karnataka: A Gendered Perspective

This study explores the information needs and seeking behaviors of women faculty members working in pre-university (PU) colleges in the Kalaburagi district of Karnataka, India. Utilizing a mixed-methods approach, the research investigates the primary sources of information, satisfaction levels with library services, and the impact of socio-demographic factors on information-seeking behaviors. The study reveals significant disparities in access to and use of digital resources, influenced by factors such as age, marital status, and educational background. The findings highlight the critical need for enhanced library services, tailored training programs, and policy interventions to support women faculty in their academic and research activities. These insights contribute to the broader discourse on gender and technology in educational settings, emphasizing the importance of equitable information access in promoting gender equality in STEM fields.

From wearables to performance: how acceptance of IoT devices influences physical education results in college students

With the advent of IoT technology in education, understanding its impact on physical education is crucial. This study investigates how the acceptance of wearable IoT devices influences the physical education results of college freshmen. It posits that user acceptance plays a mediating role in the effectiveness of these devices in enhancing physical performance metrics. The study enrolled 150 first-year students from Guangzhou University of Finance, divided equally into an experimental group and a control group. Participants in the experimental group were provided with ‘Xiaomi 8’ smart bracelets to be worn during physical education classes. The study spanned six weeks, focusing on assessing various physical performance metrics and the acceptance of the wearable technology. The data analysis involved comparing the physical performance of both groups and conducting regression analyses to evaluate the mediation effect of acceptance. Results indicated significant improvements in physical performance metrics in the experimental group, as evidenced by the Standardized Mean Differences (SMD). Notably, enhancements were observed in short-distance speed and aerobic endurance. The direct impact of wearable IoT devices on physical performance accounted for 66.4% variance, which increased to 84.1% upon incorporating acceptance as a mediator. These findings suggest that the effectiveness of wearable technology in physical education is significantly influenced by students’ acceptance. The study concludes that wearable IoT devices can effectively enhance physical education outcomes among college students, with user acceptance playing a crucial mediating role. This underscores the importance of considering user acceptance in the integration of technology in educational settings. The findings provide valuable insights for educators and technologists in designing and implementing technology-integrated curricula.

A multi-smart agent-based training environment for enhancing 3D graphics production and design thinking skills among elementary computer teachers

This study introduces a multi-smart agent-based training environment aimed at enhancing the production of 3D graphics and fostering design-thinking skills among primary-stage computer teachers. This environment offers a collaborative and interactive learning experience using intelligent agents represented as animated characters. The research evaluates the effectiveness of this innovative training approach through experimental groups, demonstrating significant improvements in the cognitive and psychomotor domains of 3D graphics production skills and in developing design thinking. The results underscore the potential of smart agent technology in educational settings, offering a dynamic platform for teacher professional development by integrating modern technological tools and creative problem-solving methodologies. This study pioneers using multi-smart agent environments in primary education, providing a novel framework that significantly enhances educators' skills and prepares them for future technological advancements in teaching.

ObservaTlachco, un estudio de caso del uso de la tecnología educativa para la reflexión de los estudiantes. Estrategia de colaboración EST Tlachco - UCA

Making clear the technological and educational relationship in an investigation, at a distance and in an experimental format, can be the watershed for other investigative documents to be prepared and applied in the same way, taking into account the importance of contributing to what in theory tends to be understood as the phenomenon of the use of technologies in educational settings where the didactic motive is still vague for many and there is an understanding that the use of it will be automatic. Using the experimental design in an investigative process is transcendental, especially in trial and error, as in the present work, where the cooperation strategy between a University, UCA, and a basic level school shows that the new generations can make use of the technological means in a conscious and critical way, above all because the aspect of literacy is improved, which is why this project was born, being that after several years of research there is a meeting space where, as an observatory, students can develop those skills by publishing their own research. ILIA: Investigaciones Latinoamericanas en Ingeniería y Arquitectura, No. 01, 2024: 223-226.

Exploring How Education Can Leverage Artificial Intelligence for Social Good

Artificial intelligence (AI) is rapidly transforming society and industries, presenting both opportunities and ethical challenges. AI enables machines to perform tasks traditionally done by humans, such as natural language processing, pattern recognition, decision-making, and problem-solving (Brookings, 2023). In education, AI enhances teaching methodologies, student assessment, and administrative tasks through tools like intelligent tutoring systems, adaptive learning platforms, and educational chatbots. These tools offer customised learning experiences, immediate feedback, and data-driven insights. This research aims to investigate how AI can be leveraged within education to promote social good by identifying how familiar educators and students are with AI tools, identify how educators and students perceive the role of AI in education and what are the current applications of AI technologies in educational settings and how widely are they used. Finally, discuss the opportunities and ethical considerations of integrating AI in education. AI technologies can address critical social challenges such as inequality, accessibility, and personalised learning. According to Luckin et al. (2016), "AI can provide tailored educational experiences that adapt to individual learning needs, thus promoting equity in education." This exploratory research begins with an overview of AI's role and tools in education, followed by a discussion of the challenges, opportunities, and ethical considerations associated with AI integration. Understandings are drawn from educator’s response to a questionnaire and a focus group with first year and final-year third level students. This qualitative data, analysed using NVivo software, reveals key themes and significant findings on effectively utilising AI in education.

The Role of Psychological & Philosophical Counseling in Technology Adoption in Education

The rapid advancement of technology has significantly impacted education, necessitating effective integration strategies. This chapter explores the essential role of psychological and philosophical counseling in the adoption of technology in education. Integrating technology in educational settings is complex, involving cognitive, emotional, and ethical dimensions. The conceptual framework combines psychological strategies to address resistance, enhance motivation, and reduce anxiety, with philosophical approaches to promote critical thinking and ethical reflection. The study utilizes quantitative surveys and a comprehensive literature review to assess attitudes, stress levels, and ethical considerations among educators, students, and administrators. Findings suggest that psychological counseling effectively reduces resistance and anxiety, while philosophical counseling fosters critical engagement and ethical awareness. The combined approach of both counseling types provides a holistic support system, ensuring successful and thoughtful technology integration. Recommendations emphasize the need for interdisciplinary collaboration and holistic interventions to enhance educational outcomes and support all stakeholders in the adoption process.

Personalised learning and artificial intelligence in science education: current state and future perspectives

This paper presents a comprehensive examination of the integration of artificial intelligence (AI) in science education and its impact on personalised learning. The research explores current applications, challenges, and future perspectives of AI technologies in educational settings. Through a systematic literature review, we identify the advantages of AI, such as enhanced individualised instruction, data-informed insights, and increased student engagement. The study combines quantitative and qualitative analyses, case studies, expert interviews, and technology assessments to offer a multidimensional understanding of AI's role in personalising science education. Despite the potential benefits, the research highlights barriers, including financial costs, infrastructure requirements, data privacy, and the need for teacher training. The future of AI in education suggests a trajectory towards advanced personalisation capabilities through adaptable learning systems, virtual tutors, and immersive learning environments. We underscore the importance of addressing the identified challenges to fully realise the transformative power of AI in science education. The findings illustrate that, with thoughtful implementation, AI holds promise for tailoring science learning experiences, making them more effective, inclusive, and engaging for students of varied needs and abilities.

Influence of artificial intelligence tools on higher order thinking skills: a meta-analysis

ABSTRACT The use of artificial intelligence (AI) has received scholarly attention and is becoming a common trend in the field of education, while the cultivation of higher order thinking (HOT) skills still remains as one of the crucial educational objectives. Recent years have seen substantial amount of research exploring the influence of Artificial Intelligence in Education (AIEd) use on each HOT skills of students, which necessitated a systematic review to amalgamate the findings quantitatively. This meta-analysis study set out to explore the effect of AIEd on students’ separate HOT skills and identify the effect of potential moderator variables. The analysis included 29 articles with a total of 2.966 participants between the years of 2000 and 2023. This research confirmed the use of AIEd had a medium positive effect on skills classified as HOT skills. The findings suggested that instructional settings which incorporated AI technologies enhanced students’ HOT skills 9.3% higher. This review also found that the variables of country, year of publication and AI tool/agent moderated the magnitude of effect sizes significantly. The findings offer extensive examination of AI technologies in educational settings and contribute to understanding of how and to what extent they influence students’ HOT skills.

Beyond Traditional Classrooms: Comparing Virtual Reality Applications and Their Influence on Students’ Motivation

This study examines the impact of virtual reality (VR) on student motivation in education, emphasizing its potential to create immersive learning environments that enhance engagement and learning outcomes. By adopting a quantitative approach, the research investigates the motivational effects of two VR applications among 52 high school students in Mexico, exploring variations in motivation across four dimensions—attention, relevance, satisfaction, and confidence—and assessing gender-based differences. Results indicate improvements in all dimensions, particularly in attention and satisfaction, which are crucial for intrinsic motivation. Female students showed superior results in all dimensions, suggesting gender-specific impacts. The study underscores VR’s role in fostering motivation and offers practical recommendations for integrating VR technology in educational settings to maximize their benefits for student engagement and motivation. Possible limitations that should be considered to optimize its use are also identified. This research aims to provide valuable guidance for educators, researchers, and educational institutions seeking to harness VR technology for improved engagement and motivation in education.

Charting the evolving landscape of digital leadership in education: A systematic literature review

The increasing domains of digital technology in educational settings urgently require digital leadership (DL) to ensure the sustainability of school improvement initiatives in the digital era and to facilitate the digital transformation of educational institutions. DL emerges as an urgent and evolving topic of significant public interest. However, there is a notable lack of consensus persists regarding its definition and constructs within educational settings, hindering the advancement of DL theory. To address this gap, a systematic literature review was conceived, employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. The primary aim was to enhance comprehension of the geographical and temporal distribution of relevant publications, as well as to elucidate prevalent definitions and constructs of digital leadership in educational contexts. This article endeavors to synthesize the extant scientific literature on DL, focusing on studies published between 2019 and 2024. Inclusion criteria encompassed scientific research publications sourced from Scopus and the Web of Science (WoS) databases, available in English, and centered on educational settings. Initial database queries yielded 578 papers, subsequently refined to 35 studies through meticulous screening for duplicity and adherence to inclusion criteria. Notably, the reviewed publications predominantly characterize DL as a multifaceted process, amalgamation, or integration, with a predominant emphasis on functional aspects of leadership. Noteworthy constructs frequently encountered include digital age learning culture, visionary leadership, excellence in professional practice, systemic improvement, and digital citizenship. This review contributes to the enrichment of theoretical conceptualizations surrounding DL. It underscores the imperative for future research to explore into the measurement of DL, thereby presenting promising avenues for evaluating principal DL within educational institutions.

The impact of technology-based learning media on students’ interests in Christian religious education

The increasing role of technology in education has prompted an examination of its effects on student learning interest. This study aimed to assess the impact of technology-based learning media on students' interest in Christian Religious Education. The research utilized an experimental design with a pretest-posttest control group. The sample consisted of 60 students from high school of Tunas Karya, Kelapa Gading, Jakarta Indonesia, equally divided into control and treatment groups. Data were collected using pre- and post-treatment interest tests. Data analysis was conducted using analysis of variance. The results revealed that technology-based learning media significantly enhanced students' interest in learning Christian Religious Education. The findings suggest that integrating technology-based learning media into the curriculum can effectively boost students' engagement and interest in the subject. These results have important theoretical implications, highlighting the potential of technology in educational settings, and practical implications for educators seeking to improve student engagement in religious education.