Technology-mediated Learning Environments Research Articles

Time-dependent relations between emotion regulation, frustration, and metacognitive strategy use in technology-mediated learning

ABSTRACT Understanding how learners regulate their emotions and engage in metacognitive strategies is crucial for fostering self-regulated learning, particularly in technology-mediated learning. This study examines the temporal relationships between two emotion regulation (ER) strategies, reappraisal and suppression, frustration, and use of progress monitoring as metacognitive strategy, within the context of an educational game on financial literacy. The study involved 82 undergraduate students whose levels of frustration, progress monitoring behaviour, ER strategies were assessed at various points during the learning task. Findings revealed that the use of both reappraisal and suppression decreased during the learning task. Additionally, both ER strategies were negatively associated with frustration, although the relationship between reappraisal and frustration diminished over time. Frustration was negatively related to progress monitoring, indicating that effective emotion regulation can help maintain engagement in metacognitive strategies by keeping cognitive resources available. Notably, suppression and progress monitoring showed a positive relation that increased over time, highlighting the potential usefulness of suppression in extended learning tasks, despite its generally lower effectiveness compared to reappraisal. The results highlight the importance of considering temporal dynamics in the application of ER strategies during extended learning. Practical implications for the design of technology-mediated learning environments and educational interventions are proposed.

The Impact of Technology-Enhanced Language Learning on Bilingual Education

Bilingual education stands as a pivotal approach in contemporary educational landscapes, aiming to cultivate bilingualism and enhance academic achievement among students. In recent years, technology-enhanced language learning (TELL) has emerged as a promising avenue to augment bilingual education efforts. This paper presents a thorough examination of the impact of TELL on bilingual education, synthesizing theoretical frameworks, exploring various technologies utilized, assessing effectiveness, and addressing challenges and future directions. The theoretical underpinnings of TELL encompass constructivism, sociocultural theory, and cognitive load theory. Drawing from constructivist principles, TELL engages learners actively in constructing knowledge through meaningful interactions with technology-mediated learning environments. Sociocultural theory accentuates the socio-cultural context of language learning, underscoring TELL's potential to foster collaboration and cultural exchange among bilingual learners. Cognitive load theory informs the design of TELL materials to optimize learning outcomes by managing cognitive resources effectively. Technologies employed in bilingual education span diverse platforms, including computer-assisted language learning (CALL), mobile applications, virtual reality (VR), augmented reality (AR), and online collaboration tools. CALL platforms offer interactive exercises and personalized feedback, while mobile applications afford ubiquitous access to language learning resources. VR and AR technologies provide immersive experiences, enriching cultural understanding and language proficiency. Online collaboration tools facilitate synchronous and asynchronous communication, fostering peer interaction and collaboration. Research findings underscore the effectiveness of TELL in enhancing language proficiency, cultural understanding, and overall learning outcomes in bilingual education settings. TELL interventions have demonstrated significant improvements across language skills, motivating learners and fostering positive attitudes toward language learning. However, challenges such as limited access to technology, digital literacy skills, and the need for teacher training persist, hindering widespread implementation. Addressing these challenges requires concerted efforts to promote equitable access to technology, enhance digital literacy skills, and provide ongoing professional development for educators. Collaborative endeavors among stakeholders are essential to develop inclusive strategies for leveraging technology to support bilingual learners effectively. Future research should focus on innovative TELL approaches, long-term impact evaluation, and best practices for technology integration in bilingual education. TELL holds immense promise in enriching bilingual education by providing interactive, engaging, and culturally relevant learning experiences. By leveraging theoretical frameworks and diverse technologies, TELL has the potential to transform language learning practices and cultivate global citizens proficient in multiple languages. However, concerted efforts are needed to overcome challenges and maximize the benefits of TELL for all bilingual learners, emphasizing the importance of collaboration, research, and advocacy in advancing bilingual education in the digital age.

Development of Economic Based Generative Learning to Facilitate Students' Concept Understanding Ability

In the modern era of digitalization, teachers serve as a pivotal element in the educational process, instrumental in shaping future human resources. Students, particularly in the field of economics, are encountering increasingly competitive challenges, underscored by the rapid evolution of knowledge and technology. Independent learning emerges as a critical response to these challenges, aligning with the requisites of 21st-century education through the augmentation of technology-mediated learning environments. This study proposes the development of economic e-modules based on generative learning, aiming to furnish a valid and practical learning tool. The investigation enlisted a sample comprising 107 students and three educators across three schools. Employing the Research and Development (RD) ADDIE Model—comprising stages of Analysis, Design, Development, Implementation, and Evaluation—the study scrutinized the efficacy and validity of the proposed e-modules. The findings reveal that the e-modules exhibit high validity, with scores of 0.975 and 0.987 for the e-modules and their content, respectively. Practicality assessments conducted across School 1, School 2, and School 3 in Pekanbaru yielded percentages of 94.29%, 91.42%, and 100%, respectively, demonstrating the modules' applicability and utility in the context of economic instruction. Economic e-modules rooted in generative learning principles not only enhance the enjoyment of the learning process but also significantly improve students' conceptual understanding and active engagement. This research underscores the potential of such e-modules to revolutionize economics education, catering to the evolving demands of both students and the educational paradigm of the 21st century.

User Attitude Towards E-learning Platforms: An Insight Through the Expectation Confirmation Model and the Affordance Theory Lens

The present study aimed to determine the manifesting variables of continually using e-learning platforms. The present study synthesizes the expectation–confirmation model (ECM) and affordance theory to explain better the continuance use of e-learning and the benefits users perceive after initial use. We have adjoined these two theoretical models for the following reasons, and to the best of our knowledge, no studies have combined ECM with affordance theory. The study followed a survey method, and a total of 466 respondents were contacted. The model was tested using the structural equation modelling technique through the Partial Least square method. The research study highlights a model with three layers of relationships with affordances triggering the expectations about the utility and usability of e-learning technologies. Furthermore, the findings of this study has indicated that all the proposed hypotheses are supported. Specifically, this study has reported that perceived usefulness is found to be a key variable that plays an essential role in determining the success of online learning platforms. Subsequently, the study offers a theoretical narrative for user satisfaction and loyalty toward e-learning platforms in light of the ECM and the Affordance Theory. The findings of this study offer critical insights for content creators and app designers on user experience design for e-learning apps that would eventually help to devise better teaching-learning strategies in technology-mediated learning environments.

Gamification-Based Learning as The Future of Language Learning: An Overview

Gamification or game-based learning is the current trend in education which is steadily increasing its popularity across several fields involving academic learning. Gamification is the incorporation of gaming elements into a learning environment in order to increase engagement and participation. It enhances learner’s participation, motivate actions, efficiently improve their academic performance as well as effectively facilitate language learning. Undoubtedly, participation is essential for an effective game-based language learning system. Language learning through games can take many forms, such as role-playing games to practice communication or board games to reinforce grammar. Furthermore, gamified learning software, for example, may boost student engagement, retention and academic performance. On the one hand, proponents of gamification claim that it improves learning. Gamification reinforces important educational skills like problem-solving, collaboration, and communication. Moreover, it is argued that the requirement for interaction in a gamified approach to education encourages students to participate actively in their education, resulting in increased student engagement in online forums, projects, and other learning activities. E-learning platforms seem to potentially enhance students’ motivation, and great efforts are needed to develop and implement an experience to make it completely motivating to participants. Gamification research is gaining traction and promises to aid in the resolution of many issues. Hence, this article could potentially offer ideas to educators to design technology-mediated learning environments. Based on a review of various prior works, this article explored the many reasons gamification should be incorporated into school curriculums for language learning, as well as the benefits for learners. It also critically focused on the application of gamification components to improve learning via online learning systems.

Affordances for a meaningful educational experience through Task-Based Learning: presence at a distance

The present study was prompted by the sudden appearance of the COVID-19 pandemic, which affected the education system as a whole. The virus did not spare learning English as a Second language (L2) and forced classes to go fully online. This transition imposed significant educational barriers, as interaction is essential for L2 developing. This study analyzes an online English course using Task-Based Learning mediated by a synchronous communication tool (Zoom). By using a model of community inquiry, we aim to investigate whether this technology-mediated learning environment affords a meaningful educational experience composed of three essential elements: cognitive presence, social presence, and teaching presence. Our study adopts a netnographic methodology adapting the ethnographic method to include the influence of online environments. Forty-two students from the Sul-rio-grandense Federal Institute of Education and Technology - Campus Pelotas from different technical and undergraduate programs answered an online Community of Inquiry questionnaire after participating in the online classes. Findings suggest that Technology-mediated Task-Based Learning affords the emergence of a relevant educational experience, helping students develop English as an L2 and presenting the potential to influence future pedagogical practices. Our results also suggest that this particular learning experience helped students to keep cognitively active during social isolation. Using a synchronous communication tool enhanced the learning process and learner’s agency, affording meaningful interaction and aiding students in navigating the difficult moment imposed by the COVID-19 pandemic.

Preservice Teacher Noticing of Students’ Mathematical Thinking in a Technology-Mediated Learning Environment

The teaching practice of noticing students’ thinking includes both attention to students’ mathematical strategies and interpretation of their mathematical understanding. This practice is further complicated when students are engaged with mathematical action technologies while learning mathematics content because, in these contexts, teachers must also notice how the students’ engaged with the technology to develop their mathematical understanding. For this cross-institutional study, we focus on how preservice secondary mathematics teachers (PSMTs) coordinated their noticing of students’ mathematical thinking and engagement in a technology-mediated environment. The PSMTs viewed artefacts of high school students working with a Desmos task focused on rational functions, specifically locating vertical asymptotes, and noticed the students’ mathematical thinking. Results showed it was easier for PSMTs to attend to and interpret the students’ spoken and written responses than for them to attend to and interpret the students’ engagement with the technology. Further, it was even more difficult for the PSMTs to coordinate the students’ spoken and written responses with their technology engagement.

Register variation in spoken and written language use across technology-mediated and non-technology-mediated learning environments

In the realm of language proficiency assessments, the domain description inference and the extrapolation inference are key components of a validity argument. Biber et al.’s description of the lexicogrammatical features of the spoken and written registers in the T2K-SWAL corpus has served as support for the TOEFL iBT test’s domain description and extrapolation inferences. In the time since the T2K-SWAL corpus was collected, however, university learning environments have increasingly become technology-mediated. Accordingly, any description of the linguistic features of university language should account for the language produced in technology-mediated learning environments (TMLEs) in addition to non-technology-mediated learning environments (non-TMLEs). Kyle et al. recently began to address this issue by collecting a corpus of TMLE language use, which they then compared to language use in non-TMLEs using multidimensional analysis (MDA). The results indicated both similarities and substantive differences across the learning environments, but the study did not investigate the effects of particular registers on these results. In this study, we build on previous research by investigating lexicogrammatical features of specific spoken and written registers across technology-mediated and non-technology-mediated learning environments.

Reframing Web Accessibility in Post-Secondary Education: Examining the Role of the Educator in the Curation and Creation of Accessible Digital Course Content

Web accessibility is emerging as a key issue and opportunity for educators in post-secondary institutions (Brown, 2018; Gronseth, 2018). Many factors affect web accessibility, yet little literature examines web accessibility factors relative to literacy, pedagogy, course culture, course content curation and information design for learning— areas that rest firmly within an educator’s domain. What facets are specifically relevant to post-secondary educators? The conference presentation, this proceeding, and a subsequent article for the OTESSA journal that addresses the broader construct of digital accessibility, invite critical engagement with web accessibility practices, accessible course content, and the digital accessibility of technology-mediated learning environments. Together and individually, they offer educators various points of entry that are relevant to praxis and seek to ignite discussions and interventions that build educators’ agency and self-efficacy to co-create accessible courses with students with (and without) disabilities.

A Comparison of Spoken and Written Language Use in Traditional andTechnology‐MediatedLearning Environments

A key piece of a validity argument for a language assessment tool is clear overlap between assessment tasks and the target language use (TLU) domain (i.e., the domain description inference). The TOEFL 2000 Spoken and Written Academic Language (T2K‐SWAL) corpus, which represents a variety of academic registers and disciplines in traditional learning environments (e.g., lectures, office hours, textbooks, course packs), has served as an important foundation for theTOEFL iBT® test's domain description inference for more than 15 years. There are, however, signs that the characteristics of the registers that students encounter may be changing. Increasingly, typical university courses include technology‐mediated learning environments (TMLEs), such as those represented by course management software and other online educational tools. To ensure that the characteristics of TOEFL iBT test tasks continue to align with the TLU domain, it is important to analyze the registers that are typically encountered in TMLEs. In this study, we address this issue by collecting a relatively large (4.5 million words) corpus of spoken and written TMLE registers across the six primary disciplines represented in T2K‐SWAL. This corpus was subsequently tagged for a wide variety of linguistic features, and a multidimensional analysis was conducted to compare and contrast written and spoken language in TMLE and T2K‐SWAL. The results indicate that although some similarities exist across spoken and written texts in traditional learning environments and TMLEs, language use also differs across learning environments (and modes) with regard to key linguistic dimensions.

When Students Use Technology Tools, What Are You Noticing?

A framework to guide teacher noticing when students are working in technology-mediated learning environments.

Exploring Nursing Students’ Perceptions of their Learning Experience in a Gerontological Nursing Course with a Technology-Mediated Learning Environment

ABSTRACT This was a multi-method study employing pre- and post-course questionnaires and focus groups to explore nursing students’ learning experiences with a technology-mediated learning approach guided by the Substitution, Augmentation, Modification, and Redefinition (SAMR) model in the course Gerontological Nursing. 144 undergraduate nursing students completed the questionnaires. The findings suggest that the students perceived a significant improvement in their cognitive skills, class atmosphere, and educational practices at the end of the course when compared to the baseline. However, no significant increase was found in their perceived engagement in technology-mediated activities. Five themes emerged from three focus groups involving 17 students: Beneficial to my learning, Feeling less stressed, Motivating me to learn, Feeling more engaged, and Encountering some technical barriers and suggestions for improvement. Students’ perceptions of using technologies for teaching and learning were mostly positive. Digitalised teaching materials should be interactive and locally relevant to improve students’ learning experience and engagement.

Покращення когнітивного та творчого мислення через використання інноваційних педагогічних технологій у процесі професійної підготовки

This study reveals the effect of a sustainable training program, based on the technology-mediated learning environment , cognitive load, and self-efficacy has on cognitive and creative thinking styles through increasing learning motivation. The experimental model was based on five hypotheses which were as follows: (1) technology-mediated learning environment will positively affect cognitive and creative thinking styles; (2) technology-mediated learning environment will positively affect students’ learning motivation; (3) the cognitive and creativity purpose load will contribute to students’ learning motivation; (4) self-efficacy will considerably affect learning motivation; (5) learning motivation will substantially affect fostering cognitive and creative thinking styles. Cognitive reflection test, creative personality scale, the questionnaires were used to collect data. SPSS and SmartPLS statistical analysis tools were used to process collected data. A descriptive statistical analysis was used to analyse general information from the first section of the questionnaire. The partial least square (PLS) was applied to process the second section of the questionnaire. A confirmatory factor analysis (CFA) was used to exercise a measurement model, and then a structural model was employed to investigate the path analysis of the potential factors. The results of this study found that the technology-mediated learning environment improved cognitive and creative thinking styles through increasing learning motivation. This study confirms that there is a positive relationship between learning motivation and the development of cognitive and creative thinking styles. However, the study proved the fact that when students are overloaded with cognitive tasks, they are not able to manage to be engaged in critical thinking or creativity purpose activity productively. The research result could provide design guidelines for organising cross-disciplinary and cross-institutional teaching-learning environments.

Assessing Ethoshunt as a Gamification-Based Mobile App in Ethics Education: Pilot Mixed-Methods Study.

BackgroundGamification has remarkable potential in the learning space. The process of creating a gamified system and its influence on human behavior reflect the interaction between educators and machines.ObjectiveThe purpose of this pilot study was to present Ethoshunt as a gamification-based mobile app that can be used in teaching and learning ethics.MethodsThis study involved a mixed-methods research design. The researchers surveyed 39 undergraduate students who were introduced to Ethoshunt in order to examine the relationships between mobile app usability and positive emotions, ethical competency, and user experience. Affinity diagramming was used as a tool to organize the opinions and experiences of participants using featured gamification elements.ResultsGame dynamics and game mechanics explained the functionality of Ethoshunt. In addition, the learning flow through Ethoshunt was discussed. Overall, the findings were positive, and mobile app usability had the strongest relationship with positive emotions (r=0.744, P<.001), followed by ethical competency (r=0.686, P<.001) and user experience (r=0.614, P<.001).ConclusionsPositive emotions could be perceived as an important dimension in the development and usability of Ethoshunt. The researchers suggest that the gamification-based mobile app advocated in this study may provide ideas for ethics educators who wish to develop a technology-mediated learning environment.

Technology-Driven Self-Directed Learning of Graduate Pharmaceutists: Adding Value through Entrepreneurship

The purpose of this study was to identify what effect the entrepreneurship technology-driven environment has on the self-directed learning skills of graduate pharmaceutists. This was quasi-experimental research using quantitative and qualitative instruments to collect and process data. The graduate students majoring in Pharmacy were sampled to form the experimental and control groups. The self-directed learning skills scale, the integrated achievement test, and a retained knowledge test in Chemistry, the entrepreneurial potential self-assessment questionnaire, the questionnaire on computer literacy, and a semi-structured interview were the measurement instruments for the study. The IBM SPSS Statistics software and effect size calculator for t-test were used to process statistical data yielded from measurements. The results suggested that a technology-mediated learning environment combining the professionalism-related online course with an online collaboration-based entrepreneurship project fosters self-directed learning skills bringing substantial educational and professional benefits like developed entrepreneurial skills, computer skills, and better academic performance to the students majoring in Pharmacy. Measurements results of the variables showed that the participants of the experimental group who received project-based online training in entrepreneurship showed 20% improvement in self-directed learning skills, entrepreneurial potential, computer literacy, and academic achievements. The intervention model was also perceived positively by the participants. It is recommended that the teachers were trained in Marketing before the delivery of the course. https://doi.org/10.26803/ijlter.19.6. 7

Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment

Digital technologies have become central to higher education teaching and learning practices. This paper presents the results of a qualitative study of students’ experiences within a resource-rich and digitally-driven pedagogical system in a second year engineering dynamics course. Course instructors created an Active, Blended, and Collaborative (ABC) learning environment providing students with multiple learning resources. The resources included a hybrid Lecturebook (a combination of textbook and workbook), an online discussion forum, a large repository of online videos, and a tutorial room staffed by teaching assistants. A thematic analysis of semi-structured interview transcripts characterized how students perceived the utility of the available resources, especially given the complex integration of pedagogies and resources available in person and across the technology platform. The findings revealed that students valued the blended structure because it provided them with both immediate and asynchronous access to the learning resources. Students used the resources to help them solve homework problems, study for exams, and improve their conceptual understanding in the course. The students reported engaging with their peers to receive feedback constantly throughout out the course. The results highlight how the learning resources were aligned with each other and in-class pedagogies, and they worked in tandem to support students’ academic success. The results from this paper contribute to the literature on student perceptions of technology-mediated learning environments in core engineering courses.

Student-to-student connectedness in higher education: a systematic literature review

Student-to-student connectedness is promoted by active, student-centered learning processes. It is a socio-psychological result of interpersonal communication and behavior in the classroom, which emulates belonging, cohesiveness, and supportiveness among peers. Currently, two survey instruments exist—Dwyer et al.’s (Commun Res Rep 21(3):264–272, 2004. https://doi.org/10.1080/08824090409359988 ) Connected Classroom Climate Inventory and Johnson’s (Commun Res Rep 26(2):146–157, 2009. https://doi.org/10.1080/08824090902861622 ) amendment thereof, which have been used for nearly two decades to gain insight into instructional processes in face-to-face environments. However, research on student-to-student connectedness is relatively limited in the context of modern, technology-mediated learning environments. Arguably, where student-to-student connectedness is most urgently needed because of the decrease in face-to-face contact time between students and their instructors within online and hybrid learning environments. This study is a systematic literature review that presents a synthesis of twenty-four peer-reviewed journal articles, which empirically investigate student-to-student connectedness within face-to-face, hybrid, and online environments. The documentation of data is organized in accordance to the six aspects of activity theory (subjects, objects, mediating artifacts, rules, community, division of labor) to provide a basis for understanding the dynamics of each research report, as well as to assist identifying the trends and gaps in the literature, thereby expediting future research on this topic.

Re-imagining the Pedagogical Paradigm Within a Technology Mediated Learning Environment

Abstract Traditional didactic pedagogies employed within the culture of the Russian higher education system precluded students’ engagement with problems which were described as generating dissonances in learning cognition. Addressing issues of dissonance within the higher education learning sphere requires re-imagining the educational culture. Re-imagining provides an opportunity to promote new approaches to learning through alternative affordances; one such affordance is technology mediated learning. Pedagogical re-design within an alternative learning paradigm requires deep understanding of the problems associated with the previous paradigm. Re-imagined pedagogical scope for exploration of the professional, learning, cultural, institutional and technical aspects expand the knowledge base beyond the didactic towards an engaging student-centered ethos using open education and gamification. To address issues of learning, culture, technology, and institution, a convergent mixed methods design using student questionnaires and academic interviews alongside performance observations was employed. The research study examined the re-imagining of the educational culture to promote new approaches to learning through the affordances of technology mediated learning within a constructivist, critical realism epistemology using thematic analysis. The re-imagined pedagogical design within a technology mediated learning environment demonstrates a cultural shift towards an engaging and supportive educational experience. The lessons learned may be applied in other higher educational contexts.

Students’ motivational factors and engagement strategies in constructivist- based blended learning environments

&#x0D; &#x0D; &#x0D; Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ moti- vational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challeng- ing learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies.&#x0D; Key words: motivational factors, constructivist-based learning, blended learning environment, engagement strategies, learning&#x0D; &#x0D; &#x0D;

Students’ motivational factors and engagement strategies in constructivist-based blended learning environments

Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ motivational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challenging learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies.