Technology Enhanced Learning Tools Research Articles

Predicting the Performance of Students Using Deep Ensemble Learning

Universities and schools rely heavily on the ability to forecast student performance, as it enables them to develop efficient strategies for enhancing academic results and averting student attrition. The automation of processes and the management of large datasets generated by technology-enhanced learning tools can facilitate the analysis and processing of these data, which provides crucial insights into the knowledge of students and their engagement with academic endeavors. The method under consideration aims to forecast the academic achievement of students through an ensemble of deep neural networks. The proposed method presents a new feature-ranking mechanism based on existing approaches. This mechanism is effective in identifying the most pertinent features and their correlation with the academic performance of students. The proposed method employs an optimization strategy to concurrently configure and train the deep neural networks within our ensemble system. Furthermore, the proposed ensemble model uses weighted voting among its learning components for more accurate prediction. Put simply, the suggested approach enhances the accuracy of academic performance predictions for students not only by employing weighted ensemble techniques, but also by optimizing the parameters of deep learning models. These experimental outcomes provide evidence that the proposed method outperformed the alternative approaches, accurately predicting student performance with a root-mean-square error (RMSE) value of 1.66, a Mean Absolute Percentage Error (MAPE) value of 9.75, and an R-squared value of 0.7430. These results show a significant improvement compared to the null model (RMSE = 4.05, MAPE = 24.89, and R-squared = 0.2897) and prove the efficiency of the techniques employed in the proposed method.

Enhancing Student Engagement and Belonging in Legal Education: The Impact of Personalized Teaching and Continuous Professional Development

This paper explores the development of effective teaching strategies within legal education, specifically in the UK, emphasizing personalized teaching, interactive learning techniques, and continuous professional development (CPD) of the teacher. Drawing on reflective teaching practices, this study investigates how personalized approaches—such as the correct pronunciation of students’ names and tailored feedback—foster student engagement and a sense of belonging. Additionally, the implementation of mock courtroom scenarios and technology-enhanced learning tools like VEVOX and Padlet are analysed for their role in promoting higher-order thinking and inclusivity. Continuous professional development informed the decolonization of the curriculum, challenging systemic inequalities in legal education. The findings highlight the importance of integrating personalized attention, interactive methods, and CPD to enhance student engagement, well-being, and the creation of equitable learning environments.

Enhancing Student Engagement and Belonging in Legal Education: The Impact of Personalized Teaching and Continuous Professional Development

This paper explores the development of effective teaching strategies within legal education, specifically in the UK, emphasizing personalized teaching, interactive learning techniques, and continuous professional development (CPD) of the teacher. Drawing on reflective teaching practices, this study investigates how personalized approaches—such as the correct pronunciation of students’ names and tailored feedback—foster student engagement and a sense of belonging. Additionally, the implementation of mock courtroom scenarios and technology-enhanced learning tools like VEVOX and Padlet are analysed for their role in promoting higher-order thinking and inclusivity. Continuous professional development informed the decolonization of the curriculum, challenging systemic inequalities in legal education. The findings highlight the importance of integrating personalized attention, interactive methods, and CPD to enhance student engagement, well-being, and the creation of equitable learning environments.

Merging Self-Regulatory Strategies with GTA Pedagogical Practices: Enhancing Student Autonomy and Engagement

Graduate Teaching Assistants (GTAs) play a dual role in higher education, balancing their research responsibilities with teaching duties. This dual identity provides a unique vantage point for GTAs to implement innovative teaching practices that encourage students to utilize self-regulated learning (SRL) strategies. This paper explores how GTAs can adopt teaching practices centered on promoting SRL among students. Drawing on data from focus groups and surveys conducted with five GTAs, the study identifies key techniques—such as reflective journals, peer assessments, and technology-enhanced learning tools—that GTAs can incorporate into their teaching. The intervention was conducted over one semester in an English proficiency course tailored for students with low English proficiency. Findings indicate that these strategies not only enhance student engagement and motivation but also improve critical thinking and problem-solving skills. The paper underscores the positive impact of SRL on student learning outcomes and discusses how GTAs can effectively integrate and promote these strategies in their pedagogical practices.

The Effectiveness of Technology-Enhanced Learning Tools in English Language Education

The integration of technology into English language education has revolutionized traditional teaching methods, offering new avenues for language acquisition and cultural understanding. This literature-based article explores the effectiveness of technology-enhanced learning tools in English language education, focusing on their impact on student engagement, proficiency, and cultural competence. Through a comprehensive review of existing research, the article examines the factors influencing the success of these tools and discusses practical implications for educators and policymakers. Key findings suggest that technology-enhanced learning tools have the potential to enhance student engagement and motivation, personalize learning experiences, and provide access to authentic language use and cultural contexts. However, challenges such as unequal access to technology and the need for effective pedagogical integration remain significant considerations. The article concludes with recommendations for optimizing the use of technology in English language education to maximize its benefits and address existing challenges.

INTERACTIVE PATHWAYS: EXPLORING STUDENTS’ ACCEPTANCE OF USING NEARPOD FOR ENGLISH GRAMMAR PROFICIENCY

Lately, technology-enhanced learning tools, such as Nearpod, demonstrate the efficacy of integrating learning, particularly in an English grammar class. This study aims to investigate students' reactions to technology used for teaching grammar, precisely the acceptance of using Nearpod for grammar class. This study employed a mixed-method design with questionnaire and in-depth interview. The questionnaire used in this study was based on Technology Acceptance Model (TAM) in a Likert scale. Thirty-eight undergraduate students were selected purposefully from Informatics Engineering Department who enrolled in Grammar class. The findings revealed a highly positive perception of Nearpod's utility for grammar instruction, confirming on students’ acceptance and highlighting its benefits for enhancing language skills, especially in grammar. Students agreed that Nearpod was beneficial to help understand and practice the language. The findings demonstrate that Nearpod is an effective tool for enhancing grammar instruction and suggest its implications for language educators and curriculum designers. This study contributes to our understanding of the role of technology in fostering integrative learning in grammar classes and highlights the need for further research in this area.

Utilization of technology-enhance learning tools among vocational and technical education teachers in Nigerian tertiary institutions

The study determined training needs of teachers and issues in the utilization of Technology-enhanced Learning tools in Vocational and Technical Education in Nigerian tertiary institutions. Five research questions and one hypothesis guided the study. The sample for the study is 318 teachers from six tertiary institutions that offer majority of Vocational and Technical Education programmes in Nigeria. Instrument for data collection was developed by the researchers and was validated by five experts in Vocational and Technical Education. The overall reliability index of the instrument is 0.81. Results from collected data revealed that the teachers require training to enable them use Technology-enhanced Learning tools for instructional delivery; the current mode of instructional delivery in institutions is face-to-face approach; many institutions have Information and Communication Technology center and institution wide internet which are not effectively utilized for instructional delivery, among numerous other findings. Among the recommendations is that teachers should be given access to the available Technology-enhanced Learning facilities in their institutions to enable them learn how to use them at their own free times. It was concluded that most VTE teachers are eager to deploy Technology-enhanced Learning tools for instructional delivery but some institutional supports they need, especially trainings are inadequate.

The significance of Technology-Enhanced Learning towards Enhancing Engineering Education

Abstract— Engineering education must develop continuously to meet the demands of a technologically progressive world. Education institutions find it challenging to keep updated with the rapid technological enhancements. The technological environment has changed the way that students approach learning. This student's newfound learning approach may not be adequately addressed by traditional classroom teaching. As well traditional classroom instructions are not effectively developing students' problem-solving and critical thinking skills. Methods of assessment are limited and using typical examinations or tests to assess students' understanding of moral values and professional responsibilities might be difficult. All of this has an impact on students' Lifelong Learning. Technology-Enhanced Learning (TEL) is the incorporation of technology into the learning process in order to improve educational outcomes. By embracing TEL and utilizing different pedagogies, engineering education may successfully equip students with the skills and knowledge required to excel in the increasing technological landscape. TEL in engineering education can be improved using a variety of pedagogies. Different engineering education challenges can be addressed by using various technology-enhanced learning tools and activities in engineering courses teaching-learning process, and this paper provides insight on these tools and approaches. The paper then briefly covers their application and effectiveness. Moodle is an example of Learning Management Systems (LMS). The article discusses its application and effectiveness in the teaching-learning processes Further, problem-based learning methodologies for improving engineering education were reviewed. Puzzles, concept maps, and novel activities were adopted as active learning practices, their significance in promoting Technology-Enhanced Learning is explained in this study. Keywords—Crossword puzzle , Concept Map ,Flipped Classroom , Learning Management Systems , Moodle

Enhancing Early Childhood Financial Literacy Through FinSOLEkid Indonesia: A Comparative Study of Digital Platforms

This study investigates the impact of FinSOLEkid Indonesia, a game-based educational application, on financial literacy among early childhood learners aged 5-6 years. Utilizing a quasi-experimental design with two experimental groups, one using a PC version and the other an Android version, the study aims to determine the effectiveness of digital platforms in enhancing financial understanding. Subjects were chosen through purposive sampling based on their interaction with money, comprehension of in-game instructions, and ability to use digital devices. Data collection involved multiple-choice tests tailored with game elements and visual aids to suit the developmental stage of the participants. The analysis, conducted using the Kruskal-Wallis test and N-Gain scores, revealed that the PC version of FinSOLEkid Indonesia was more effective in augmenting financial knowledge than its Android counterpart and conventional methods. However, the suitability of the application for children under the age of 5-6 remains questionable due to the presence of written instructions. The study highlights the importance of selecting appropriate educational media and content for early childhood. It suggests that such technology-enhanced learning tools, while effective, need to be tailored to the developmental needs of the learners. These findings offer insights into the potential of digital learning platforms in early childhood education, emphasizing the need for age-appropriate design and content in educational technology.

Exploring the Didactics of Learning in Technology-Rich Environments for Teacher Educators amidst Covid-19 Pandemic in Uganda

This study was conducted on Teacher Educators in National Teachers’ Colleges found in the Northern (West-Nile) and South-Eastern Uganda. It focused on didactical questions to help teacher educators explore what it is that creates technology-rich environments to trainees. It was also anchored on a wide range of literature review. It adopted a phenomenological design with a qualitative approach of using interviews and Focus Group Discussions. Three specific objectives were used, namely to: (i). Assess how teacher educators implement technology-enhanced learning (ii). Establish the availability of Technology-enhanced learning tools used (iii). Identify challenges of Technology-enhanced learning in NTCs in Uganda. Participants were Sixty-four (64) in the study. Data was collected and analysed qualitatively using verbatim statements backed with direct quotations of participants. The findings of the study revealed that majority were short of ICT skills to conduct online teaching. The commonest tools were mobile phones because majority could access them as compared to Desktop and Laptop computers. In addition, blending of content and pedagogy was highly challenging, there was inadequate prior knowledge and skills in using ICT applications, coupled with network and unreliable power supply. Institution-based training through CPDs and peer mentorship are recommended in addition to the paradigm shift from teacher-centredness to learner-centredness

The Practical Connection

The Practical Connection

Factors Influencing Polytechnic Educators’ Behavioural Intentions to use Technology Enhanced Learning Tools: The Structural Equation Modelling Approach

This study examined factors that affect educators’ behavioural intention to use Technology Enhanced Learning (TEL) tools in a polytechnic in Singapore. Five hundred and twenty-five educators completed a survey measuring their responses to six variables in the extended Technology Acceptance Model (TAM). This study is related to the sub-theme of reconnecting people with educational technologies. Social and environmental constructs were included to measure the influence of other persons and the facilitating conditions on the educators’ intention to use (IU) TEL tools. Structural Equation Modelling was used to test the research model. The results showed that attitude towards usage (ATU) of TEL tools was the dominant determinant of educators’ IU. Overall, attitude toward usage (ATU), perceived usefulness (PU), perceived ease of use (PEU), subjective norm (SN) and facilitating conditions (FC) explained 65.3% of the variance in IU. SN had positive and significant effects on PEU and PU, whereas FC significantly influenced PEU. Finally, the implications of findings for polytechnic educators are discussed in the paper.

Effect of self-regulated learning and technology-enhanced activities on anatomy learning, engagement, and course outcomes in a problem-based learning program.

Problem-based learning (PBL) offers advantages for teaching anatomy and physiology for physical therapy students as clinical cases provide a scaffold for a comprehensive review of body systems. Although the utilization of interactive anatomy software greatly contributes to an active learning environment and efficient use of time, simply providing textbook readings, access to anatomy software, and models is not enough to engage students to become active in reaching their learning goals. Time constraints, meaningful technology implementation, resource abundance, and unfamiliarity are challenges that decrease the effectiveness of both facilitating and learning anatomy. The present study investigated the use of three supplemental learning tools to support anatomy instruction in a self-regulated manner. Friedman test results demonstrated significant differences for perceived engagement [χ2(2) = 15.74, P < 0.001, W = 0.23] but not for perceived learning. Survey responses demonstrated that perceived engagement was greatest with the nondigital supplemental learning tool compared with the two technology-enhanced learning tools (iBooks Author + SoftChalk and SoftChalk alone). Multivariate regression analyses demonstrated statistically significant relationships between the nondigital supplemental learning tool and anatomy practical scores (P < 0.001). The technology-enhanced supplemental learning tools did not further increase learning outcomes as measured by practical scores compared with nondigital learning tools. Incorporation of instructor-created instructional materials independent of technology is an efficient method to drive self-regulated learning, enhance engagement, and improve anatomy course outcomes and may overcome barriers associated with a purely self-directed PBL model.

Developing and piloting a simulated placement experience for students.

COVID-19 and rising student numbers are affecting healthcare education, particularly access to clinical placements. As healthcare education is increasingly supported by technology and non-traditional teaching methods, educational experiences gained through clinical placement also require new approaches. This article explores and discusses the use of a simulated clinical placement for a dietetic student cohort. During this virtual placement, students were able to explore and experience a virtual clinical setting and immerse themselves in a placement experience. A vast range of virtual resources were linked to the online placement portal, including statutory and mandatory training, dietetic resources, patient journeys and interprofessional communication. Advantages of this approach include that all students experience a given situation, unlike in traditional placements where workloads, variety and engagement vary; there is also no risk to patient safety. The aim is to enhance the learning experience to create effective, efficient clinicians. This virtual placement for dietetics is part of a bigger project to develop and evaluate the use of a virtual placement framework in a range of professions. The concept of virtual placement may have been brought forward by the COVID-19 crisis but was inevitable with the move to more technology-enhanced learning tools.

A High-promising Inquiry-based Lab Experience in Electronics Using Remote Labs for Higher Education Students

Technology enhanced learning applications are used more and more in terms of curriculum in primary and secondary education as it has been shown that they have a positive impact to the learning outcome of youngsters. However, for tertiary education this is not the case, since more traditional methods of teaching are still dominant. Despite this fact, there are cases in which e-tools have been proven to be valuable for tertiary education, especially when the shortage of personnel and adequately equipped laboratories can become a serious obstacle for the teaching process. The recent pandemic has proven that technology can offer a unique channel for keep delivering lessons, seminars, and organizing meetings. Innovative interfaces can offer access to remote labs and offer the opportunity to deliver laboratory classes. The impact of the implementation of such e-tools has been carefully investigated using a large number of tertiary students (n &gt; 100) and useful conclusions have been drawn, highlighting that the educational value of technology enhanced learning tools is generally underestimated in the field of tertiary education, especially, nowadays, that the pandemic has highlighted the added value of remote laboratories in the teaching process.

Interface Xperience

Digital technology has proven to enhance learning outcomes across educational sectors and contexts, yet critical challenges remain, notably: minimising the decay of digital interventions over time; and, achieving widespread learning outcomes in diverse, multicultural and complex settings (Aguayo, 2016; Dunn &amp; Marinetti, 2008; Hennessy et al., 2019). One ambitious solution to these challenges may lie in a theoretical concept coming from biology called ‘autopoiesis’. Autopoiesis, literally meaning self-making, defines living organisms as self-organising units capable of adapting to unpredictable changes in their environments while maintaining internal coherence over time (Maturana &amp; Varela, 1980). The Santiago school of cognition (Luisi, 2016), founded on the concept of autopoiesis, considers this adaptive capacity of living organisms towards their environment as an ‘intelligent’ and ‘cognitive’ process. But most importantly, it establishes that human experience and cognition are unique to every individual and context (Thompson, 2007). This has profound epistemological consequences when designing digital technology in education, as the dominant ‘one solution fits all’ paradigm becomes invalid; on the contrary, digital technology and their associated educational processes on learners ought to provide as many (intelligent) solutions as individuals and contexts there are (Aguayo, 2018, 2019). Hence, from the perspective of the Santiago school, the notion of ‘user experience design’ (UX design) is inadequate.&#x0D; &#x0D; Based on the above, Aguayo (2018) proposes that digital technology can be embedded with autopoietic properties found in living systems during the design of the ‘user interface’ (UI design), potentially creating ‘intelligent’ technology-enhanced learning tools, platforms, affordances, experiences and/or systems that can, in theory, self-adapt to changing conditions and socio-culturally different learners over time. This means that during the process of creating digital technology tools and affordances – or ‘systems’, the focus should be on developing adaptable and flexible interfaces that can actively facilitate the learning process and learning experience on users – a process termed here as ‘interface experience design’ or IX design. Such an epistemological view of technology-enhanced learning design becomes important given that learners bring into the learning process complex and unpredictable socio-cultural and emotional backpacks that determine their own learning experience in unique ways. Ultimately, the aim behind the notion of IX design is to promote a more efficient and adaptable type of design, development and use of technology-enhanced learning systems over time. In this session, the underlying theoretical and conceptual arguments from the Santiago school of cognition for reconsidering UI/UX design in technology-enhanced learning will be introduced and explored in relation to promoting adaptable and long-lasting meaningful learning processes on diverse audiences.

How Do Technology-Enhanced Learning Tools Support Critical Thinking?

This paper reviews existing computer-supported learning systems that have claimed to adopt Socratic methods for enhancing critical thinking. Several notions of Socratic methods are differentiated: the critical thinking framework of Paul and Elder, the classic Socratic method, the modern Socratic method, and the neo-Socratic group discussion method. Three lessons are highlighted. First, the development of learning systems specifically supporting critical thinking is still lacking Thus, further research in this area is urgent. Second, most developed computer-supported learning systems claim to support Socratic approaches (e.g., Socratic tutoring) which are based on human tutoring strategies and do not show a systematic Socratic method. Third, the classic Socratic method has not been applied in any reviewed learning system.

Technology-enhanced language learning: Recent developments and what to expect next

One of the key characteristics that are expected from a contemporary instructor is being able to creatively implement innovation in his/her day-to-day teaching activities. An example of such innovative approaches to teaching is the integrated teaching of, for instance, STEM subjects with foreign languages (FL). The latter can be successfully achieved via technology-enhanced learning (TEL) approach. Currently, there are numerous apps and platforms available or still being developed for teaching STEM subjects, which could be combined with learning FLs in order to ensure successful learning outcomes even more. However, the full educational potential of TEL tools for teaching FLs should be investigated and disclosed beforehand. To this end, the present paper provides an overview of the most recent developments in technology-enhanced language learning (TELL). It firstly surveys state-of-the art and then gives an insight into what to expect from the near future studies on TELL.

Personalized technology-enhanced training for people with cognitive impairment

Today, ICT technology offers mobile, customized user-friendly environments to support learning and stimulate an individual’s potential. However, technology-enhanced learning tools are usually designed without accessibility in mind, undermining the inclusion of people with special needs. To reduce this gap, we have created a Web platform for delivering accessible games to individuals who may benefit from cognitive training, such as people with down syndrome (DS). The platform offers a personalized environment for learning and training that applies the principles of behavioral analysis. We used participatory design, involving special-needs teachers and psychologists in both design and development phases, to better understand user requirements and create attractive and effective games. A group of 11 children and young adolescents with DS were recruited from ONLUS AIPD (Italian Association of People with Down Syndrome) to test the platform’s usability, observe participants’ responses, and evaluate the limits and strong points of this educational approach. The findings of this study highlight the importance of motivation and flexibility in personalizing content, difficulty levels, and pace for people with DS. Based on this experience, a few basic guidelines have been proposed to refine protocols for accessibility tests with people with DS to maximize engagement, increase usability and collect more feedback to help researchers in designing usable tools/games. Crucial aspects of computerized cognitive training are personalization, system adaptability and monitoring. Strengthening these features could improve user motivation, ensuring continuity of the intervention, making tele-rehabilitation tools usable and beneficial not only for people with DS but also for a broader audience.

Experiences and perspectives of Technology-enhanced learning and teaching in higher education – Serbian case

This paper presents different approaches, experiences and perspectives of using technologies in higher education institutions. Particular case studies of application of social media (especially wikis), game-based learning and various technology-enhanced learning tools in different courses at several Serbian institutions are presented. In-house developed intelligent tutoring system Protus and possibilities to enhance it by software agents and eye-tracking are also shown in detail. Our experiences of using different technology-enhanced learning tools and mechanisms showed that educational processes must be modernized and enhanced by technological progress.