Technology-based Learning Environments Research Articles

Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms

To explore the intricate connections between Chinese English as a Foreign Language (EFL) learners' classroom emotions (anxiety, boredom and enjoyment) and their engagement within the context of English as a medium of instruction (EMI) in technology-based learning environments, four modified and validated questionnaires focusing on assessing emotions, engagement levels, and comfort with technology integration were administered to university EFL learners on the Chinese mainland. A structural equation modeling (SEM) analysis was employed to discern the direct and indirect influences of EFL emotions on engagement, considering the mediating effects of EMI and technology comfort. The results indicate that the indirect impact of emotions on learners' academic engagement through technology and EMI as mediators was significant at 95% confidence level. It means that 69% of changes in learners' academic engagement can be explained by interaction among learners’ emotions and their technology and EMI perceptions. These results imply that both technology-enhanced learning and EMI serve as significant mediators in the relationship between emotions and academic engagement. The positive estimates suggest that higher levels of positive emotions may lead to increased academic engagement through these mediated pathways. Our findings may have implications for pedagogical practices, curriculum development, and the design of technology-enhanced language instruction.

Harnessing the Power of Technology to Enhance Language Learning and Development

Technology has revolutionized the way we learn and develop language. With the use of technology, it has become easier than ever to learn and develop a new language. Technology has enabled us to access a wealth of language resources, such as online courses, tutorials, apps, and interactive websites. Harnessing the power of technology to enhance language learning and development has become increasingly prevalent in recent years. This abstract explores the central concept of using digital tools and resources to supplement traditional language learning methods. It highlights the various ways technology can improve language learning outcomes, including interactive learning platforms, online courses and tutorials, language learning apps, virtual reality and augmented reality, language exchange platforms, online resources, and adaptive learning systems. The abstract emphasizes the importance of technology as a complement to traditional instruction, providing increased accessibility, interactivity, personalization, and immersion in language learning. It concludes by highlighting the need for human interaction and guidance in conjunction with technology to maximize language learning and development.
 In this article, we will look at how technology can be used to enhance language learning and development. We will discuss the benefits of using technology in language learning, the role of technology in language learning, how to create a technology-based learning environment, and what challenges may arise when using technology-based language learning.

Motivational and emotional states in self-directed language learning: a longitudinal study

The current longitudinal case study investigated emotional and motivational states in a self-directed and mobile-assisted language learning environment. The participant of the study was a highly motivated language learner who used the Busuu application for a period of one year to learn German. Tracing the participant’s emotional and motivational journey using solicited diaries and chat-based interviews, the study revealed that the process of self-directed language learning is associated with the experience of a variety of positive and negative emotions. Joy, hope, and interest were the prevailing positive emotions that were linked to learning vocabulary; and frustration, anger, and feeling annoyed were the negative emotions in relation to learning grammar and pronunciation. In general, the study found a strong connection between positive emotions and persistence in self-directed language learning. The findings also pointed to some possible causes of high dropouts in application based language learning, as lack of enough resources for learning some language skills (such as grammar) initiated and implicated extensive processes of negative emotions. The study contributes to the growing body of knowledge in mobile-assisted language learning, and calls for further research regarding the role of emotions in technology-based and self-directed learning environments.

HUBUNGAN PERSEPSI SISWA TENTANG LINGKUNGAN BELAJAR BERBASIS TEKNOLOGI TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SISTEM KOMPUTER KELAS X BIDANG TEKNOLOGI DI SMK N 1 SIJUNJUNG

The aims of this study are know students' perceptions of the technology-based learning environment at SMK N 1 Sijunjung. Knowing how student learning outcomes in the subject of computer systems. Knowing the relationship between students' perceptions of the technology-based learning environment on student learning outcomes in computer systems subjects.This study used a quantitative research approach in the form of numbers and statistical analyzes which were carried out by collecting data and using a structured questionnaire (questionnaire) which was compiled based on measurements of the variables studied which then produced quantitative data. Results obtaineddata obtained from a questionnaire on student perceptions of the technology-based learning environment at SMK N 1 Sijunjung, that student perceptions of the learning environment on the learning conditions indicator were 64.79% in the good category. teaching method of 54.75%, teacher-student relations of 65.64% with a good category of student learning outcomes, the average student learning outcomes in the subject of computer systems is 75.92.

Students' Emotional Perceptions and Attitudes Toward English Teacher Feedback in Cloud Classroom Learning Environments During the COVID-19 Pandemic

Cloud classrooms are catching increasing attention in English teaching during the COVID-19 pandemic. Via multiple correlation analysis, path analysis, and data collected from randomly selected 230 participants, this study examined the effects of students' emotional perceptions and attitudes towards teaching feedback in cloud classroom learning environments. It was concluded that all emotional perceptions were significantly and positively correlated, and learning motivation caused the most significant effect, followed by interest. Learning motivation could predict the perceived teaching feedback. Students with strong self-confidence had strong learning motivation and interest in English learning. High-score students preferred more profound and euphemistic comments; medium-score students hoped to catch more attention and obtain positive feedback from teachers; poor-score students favored direct and explicit evaluations. This study is helpful to future research into non-verbal and peer feedback in technology-based learning environments.

Exploring the effects of technology integration in the learning and teaching of mathematics

This paper presents the effects of technology integration in the learning and teaching of Mathematics in first- and second-year mathematics students. The technology-based learning environment has been the demand in groundwork learning to shape a more active approach to students' learning process. The South African government has made an obligation to advance its people's Information and Communication Technology (ICT) skills and to connect the digital gap by targeting previously disadvantaged groups. The interpretive approach was used with face-to-face interviews to collect data from ten participants. Six participants were interviewed by the lecturers teaching mathematics and four students doing mathematics in one of the rural universities in the Eastern Cape. Findings confirmed that (i) Teacher technology competence and lack of resources are barriers to technology learning implementation. (ii) Consequently, it became evident that learners had a robust positive perception of computer usage in Mathematics learning and teaching even though almost all had little or no access to computers in their schools. It is recommended that the university should ensure that all students have the data card loaded with uncapped data for learning and teaching to run smoothly.

MEDIA PEMBELAJARAN BAHASA INDONESIA MENGGUNAKAN APLIKASI CANVA DI SMA N 1 KRIAN SIDOARJO

Research is development research based on basic knowledge obtained and interpreted. Use a qualitative descriptive method. The discussion this time is about using Canva as a way to learn Indonesian. Teachers need learning media to support and maintain learning. Mass media as a tool created by teachers in the classroom, there are several books on teaching methods, teachers also have to use different learning environments and adapt the material and conditions for their students. In an advanced era, technological developments are getting faster and more advanced and everyone must understand technology to support all existing activities and in the field of education. Teachers and students can use technology-based learning environments, including the Canva app. Canva is an online application that offers attractive templates, features and categories. Thanks to the various and interesting models, learning will not be boring. With the help of the Canva application, teachers can impart knowledge, creativity and skills to students so that the media can also be used in various areas of life.

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning.

The study explored the multidimensional relationships between educational situation perception, teacher support, online learning engagement and academic self-efficacy in technology-based language learning in a sample of Chinese undergraduate students, and meanwhile examined the mediating effects of academic self-efficacy and teacher support. A total of 392 (126 male and 266 female) Chinese university students reported on their perceived educational situation, teacher support, online learning engagement, and academic self-efficacy. Results showed that educational situation perception was significantly and positively associated with teacher support, online learning engagement and academic self-efficacy; teacher support and academic self-efficacy was positively correlated with online learning engagement. More importantly, academic self-efficacy as well as teacher support mediated the relationship between educational situation perception and online learning engagement. These findings extended previous research by considering both the external factors (i.e., educational situation; teacher support) and the internal factors (i.e., academic self-efficacy) of influencing students' online learning engagement in technology-based language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study highlighted the following aspects: (1) strengthening the consideration of the key elements of the educational situation; (2) clarifying the pivotal position of intelligent technology in educational situations; and (3) emphasizing the reconstruction of intelligence teaching ecology driven by learning activities. Besides, this study indicated the significance of elevating teachers' awareness, willingness and capacity of the substantial supports in enhancing students' online learning engagement and would inform that the future research on the connotation and ways of teacher support should be responding to technology-based learning environments.

Social network sites as learning environments and their implications for mental health.

Social network sites (SNSs) have become ubiquitous around the globe and interwoven with all aspects of life. In this article, I will argue that the communicative infrastructure of SNSs, i.e., all SNS-elements that allow users to communicate, is a key element for understanding their impact as it creates environments in which users, their behaviors, and social interactions are embedded. These digital environments facilitate and encourage fundamental mechanisms of implicit learning from feedback as well as observation in an unprecedented way. I will discuss how these technology-based learning environments impact the mental health of their users, e.g., by linking negative online feedback to depression and following influencers to disturbed eating. The article ends with a conclusion that emphasizes the advantages of understanding SNSs as environments in order to reflect the complexity, relevance, and ubiquitousness of the phenomenon.

Student-Centered Learning Environment Based on Multimedia Big Data Analysis

The application of current information technology in education, especially multimedia network technology, has brought about major changes in the content and methods of instruction. It has replaced the conventional teacher-centered, textbook-centered, and classroom-centered teaching environment with a student-centered, information technology-based learning environment that includes a rich network of multimedia learning resources and virtual reality. Through the interaction between students and students and between students and the learning environment, students can acquire knowledge on the basis of observation, understanding, and cognition, so as to grasp the essence of things. It is an effective cognitive tool for students to explore freely and visualize various knowledge and skills. Therefore, the teacher is no longer the authority of knowledge imparting, but the learner’s guide and helper or even the senior partner in the learner’s learning activities. This shift will allow teaching staff to focus more on the design and development of learning environments and resources. This paper proposes a new clustering algorithm CURE, which overcomes the shortcomings of the detection rate and stability of the classical clustering algorithm and is suitable for solving the clustering problem in the learning environment of big data analysis. Experiments are carried out on some international standard network security dataset KDDCUP101, and the running time of the algorithm is 1230 s. The results show that the stability of the proposed algorithm is increased by 30.22% and the detection rate is increased by 10.98% compared with the common algorithm. Compared with the global K-means algorithm, the time complexity is also greatly enhanced.

Navigating learners towards technology-enhanced learning during post COVID-19 semesters

Purposeİn line with the objective of this special issue to unveil the challenges, opportunities, experiences, and perspectives of learners while they engage with technology during the global pandemic especially in a broader context, this study decides to examine their perceptions on the use of technology-based learning environments during the post covid semesters. This is on the premise that understanding the learners perceptions on using technology for learning after the pandemic unpacks numerous success and challenges which is essential in making propositions that would enhance learners' digital experience and while steering educational policy to the appropriate direction. DesignTo achieve this, a mixed-method research design was adopted for this study and 36 participants were purposively selected. Semi-structured interview questions and a 5 point Likert-type questionnaire were used to collect information from the participants on their perceptions on using technology-based instruction during the post-pandemic semesters. FindingsBased on the data that was collected and analyzed, the study unveiled that though technology was perceived to enhance learning among the learners, it significantly creates boredom when used for educational purposes. Other novel findings of this study were instrumental in making valid empirical conclusions on this topic. OriginalityThis study adds to the corpus of studies showing learners' experiences and perspectives on the use of technology for learning during the post-pandemic semester. The study is a starting point for more discussions on the need for developing learner-friendly technologies for better learning experiences among learners.

Higher Immersive Profiles Improve Learning Outcomes in Augmented Reality Learning Environments

Augmented reality (AR)-based learning environments are argued to foster cognitive and emotional involvement. Immersion has been identified as one of the driving forces that promote learning in technology-based learning environments. This study evaluated the learning effectiveness and immersion appeal of an AR-marker-based learning activity targeted at practicing basic chemistry concepts. Data were collected from a cohort of 124 middle school students in Mexico and analyzed using pretest–posttest comparisons and cluster analysis. The results suggest that students with higher immersive learning profiles achieve better learning outcomes compared with those with lower immersive profiles.

STRATEGI GURU SEJARAH DALAM MENGHADAPI TANTANGAN PENDIDIKAN INDONESIA DI ERA SOCIETY 5.0

The current history learning is currently faced with enormous challenges, not yet over with the rolling of the industrial era 4.0, we are again surprised by the emergence of society 5.0 which must be faced and become a separate challenge in the world of education. The formulation of the problem in this study is how the strategy of history teachers in facing the challenges of education in the era of society 5.0. This research uses literature study. In the data collection technique, the writer will explore the data according to the discussion about the challenges of history teachers in facing society 5.0. This study aims to make history teachers increase their competence in the era of society 5.0. The learning strategy of the Society 5.0 era directs teachers to develop their potential and skills with teaching materials, both using information from online media and from the real world. Teachers in teaching methods can keep up with the times with their learning media using technological smells. With these conditions, teachers are challenged to be able to develop their professional competences not only in the conventional learning level, but also in a technology-based learning environment.

Geotechnical and geoenvironmental engineering education during the pandemic

This paper reports the impact of coronavirus disease 2019 on the practice and delivery of geotechnical and geoenvironmental engineering (GGE) education modules, including lectures, lab sessions, student assessments and research activities, based on the feedback from faculty members in 14 countries/regions around the world. Faculty members have since adopted a series of contingent measures to enhance teaching and learning experience during the pandemic, which includes facilitating active learning, exploring new teaching content related to public health, expanding e-learning resources, implementing more engaged and student-centred assessment and delivering high-impact integrated education and research. The key challenges that faculty members are facing appear to be how to maximise the flexibility of learning and meet physical distancing requirements without compromising learning outcomes, education equity and interpersonal interactions in the traditional face-to-face teaching. Despite the challenges imposed by the pandemic, this could also be a good opportunity for faculty members obliged to lecture, to rethink and revise the existing contents and approaches of professing GGE education. Three future opportunities namely, smart learning, flipped learning and interdisciplinary education, are identified. The changes could potentially provide students with a more resilient, engaged, interactive and technology-based learning environment.

A REVIEW OF MOTIVATION THEORIES, MODELS AND INSTRUMENTS IN LEARNING ENVIRONMENT

Motivation is vital for students to face obstacles to achieving their aspirations. Consistent or natural motivation levels are not adequate to achieve academic and career rates. It takes a strong motivation to persevere in the pursuit of academic or life achievement. The goal of this paper is to perform a literature review to identify motivational theories, models, and motivational questionnaires that can support a technology-based learning environment. The results from the literature review discovered that there are several theories for measuring motivation, intrinsic theory, and extrinsic motivation theory, self-determination theory, ARCS model, social cognitive theory, and expectancy theory. Also, there are several questionnaires that are suitable for the learning environment such as Instructional Material Motivation Study (IMMS), Motivation Score for Questionnaire Learning (MSLQ), Student Motivation for Science Questionnaire (SMTSL), and Self-Regulation of Motivation Academic (SRAM). The results of this paper are intended for teachers, educators and scholars interested in enhancing the learning motivation of their students.

Students’ Learning Experiences With LMS Tes Teach In Flipped-Class Instruction

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES Teach’ on students’ learning experiences in a computer-assisted language learning (CALL) course with flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ meaningful learning activities. The observation of students’ learning activities on the LMS was also recorded to support the interview data. The LMS was adopted to distribute and receive information, thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES Teach is recommended to be performed in teaching CALL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in term of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replaced other non-educational favorite websites. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.

L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners

The purpose of this study was to examine whether technology-based learning environments have the potential to support dual-language learners’ (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and visually, and uses English language proficiency as an important contextual factor that might impact vocabulary learning on screens. Adopting a within-subjects design on 43 preschool-aged DLLs, and using eye-tracking technology to monitor children’s attention, this study finds that DLLs are able to identify more words that are taught on screen when information is dual-coded, particularly if they have lower English language proficiency. Implications for the field of computer-assisted language learning are discussed.

Problematizing Helps! A Classroom Study of Computer-Based Guidance for Invention Activities

A successful instructional method is to engage learners with exploratory problem-solving before providing explanations of the canonical solutions and foundational concepts. A key question is whether and what type of guidance will lead learners to explore more productively and how this guidance will affect subsequent learning and transfer. We investigate this question through the design and study of the Invention Coach, an adaptive, computer-based learning environment that problematizes students’ understanding as they invent fundamental physics equations. Problematizing guidance (Reiser Journal of the Learning Sciences, 13(3), 273–304, 2004), which encourages learners to grapple with domain complexity, is well-suited to the goals of Invention. However, there are few examples of technology-based learning environments that were explicitly designed to problematize and scant research on their efficacy. In an experimental study, 199 middle schoolers worked with either motivational, task + motivational, or problematizing + task + motivational guidance versions of the Coach while inventing. Students who engaged with the problematizing Coach were better able to transfer their knowledge to novel domains in the short term, and their transfer gains were comparable to those provoked by human tutors. While students in the problematizing condition were less likely to invent the correct solutions, they engaged in more targeted and efficient exploration of the solution space and were less likely to report experiences of difficulty. Findings suggest that problematizing guidance has the potential to effectively support exploratory problem-solving, when the goal is to facilitate productive exploration and transfer from subsequent instruction. The work also has implications for the design of problematizing guidance.

A Flight Simulator-Based Active Learning Environment

The U.S. K-12 education continues to face two major challenges, the poor performance of students in math and science in comparison to other industrialized nations of the world and paucity of professional development on integrating technology in teaching for rural school teachers. While there certainly are structural reasons for this situation, pedagogical elements contrib-ute as well. Motivation and engagement in the classroom lead to deeper learning and academic success. The learning environment therefore should engage students affectively, behaviorally and cognitively. However, the design and implementation of a learning environment to engage and motivate students is a major aspect of the pedagogical challenge. Appropriate use of technology can support the design of such a learning environment. This paper provides details of an innovative technology-based learning environment to teach certain math and physics concepts to middle school students. Learning modules using an active-learning approach through the incorporation of flight simulation software were developed. The pedagogical approach was modeled in a teacher professional development workshop. An increase was observed in teaching efficacy and outcomes expectancy of the teachers who participated in the professional development. Post workshop data indicated the teachers’ acceptance of the effectiveness of the pedagogy and self-efficacy in using the approach.

Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments

Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredom) and their antecedents (control-value appraisals, prior knowledge, gender, TBLE characteristics) and outcomes (engagement, learning strategies, achievement). Mean effects largely supported hypotheses (e.g., positive relations between enjoyment and appraisals, achievement, and cognitive support) and remained relatively stable across moderators. These findings imply that levels of emotions differ across TBLEs, but that their functional relations with appraisals and learning are equivalent across environments. Implications for research and designing emotionally sound TBLEs are discussed.