Technology-supported Learning Research Articles

Improving Mathematical Problem-Solving Abilities through Think Pair Share Learning Using Autograph

There are many studies on technology-supported learning based on cooperative learning in the literature. However, little is known about Autograph-assisted think pair share learning in supporting students’ problem-solving abilities for learning in today’s technological era. This study aims to examine and analyze the differences in the improvement of students’ problem-solving abilities who participate in think pair share learning assisted by Autograph (Auto-TPS) and conventional learning assisted by Autograph (Auto-CL). This study uses quantitative methods with the design used in this study is a nonequivalent control group design involving two groups of students. The sample of this study was 70 students of class IX SMP Al Ulum Medan, Indonesia. Questions to test students’ mathematical problem-solving skills found five items. Data analysis includes data processing of test results, namely normality test, homogeneity test, hypothesis testing, and average difference test in the two groups using t-test. The conclusion of this study is that students who study with Auto-TPS get a higher increase in problem-solving abilities compared to students who learn with Auto-CL, with the explanation that the group of students who study Auto-TPS is very good when compared to the group student learning Auto-CL. Research findings related to the application of Auto-TPS can be an alternative learning model in the current technology-era learning situation.
 Keywords: autograph, mathematics, problem-solving abilities, think pair share learning

The Views of Students Regarding the Use of Virtual Reality Applications in Elementary Science Classes

Recently, Virtual reality (VR) technologies have started to be used increasingly in the field of education, as in many other fields. With the widespread use of virtual reality applications, there is a need to investigate the effects of virtual reality applications in the field of education. The results obtained from these researches can contribute to the creation of effective and efficient virtual reality-supported learning environments. VR applications, one of the technology-supported learning environments, come to the forefront to help students learn concepts more easily and permanently. Since VR is very new and not a common practice in classrooms yet, it is necessary and important to investigate how VR can be used in science lessons and students’ views on these practices. The main goals of this study were to develop the Virtual Reality Solar System Model (VRSSM) for the unit “Sun System and Eclipses” for the 6th grade students and to find out what the students think about using virtual reality applications in science classes. This is a qualitative study and 16 students participated in this study and used the VRSSM. The semi-structured interview form was used as a data collection tool. The data was analyzed using content and descriptive analysis. The results of this research revealed that the students want VR to be used not only in science lessons but also in other lessons, they think that the knowledge they have gained is permanent and that they believe that this application can increase their science achievement. Additionally, students think that the application increases their interest in science lessons and affects their learning positively.

Students’ Self-Efficacy and Confidence in Technological Abilities Resulting from Participation in “The Curriculum and Community Environmental Restoration Science (STEM + Computer Science)”

The rationale for this research is the ever-increasing reliance on technology in all aspects of life, but especially in the realm of education. Technology tools, use, and approaches that support inclusive student learning are supported by the empirical evidence found in this report. The research emphasized self-efficacy levels achieved in the student learning of technology-supported integrated science, technology, engineering, and mathematics (STEM). The Curriculum and Community Environmental Restoration Science STEM + Computer Science (CCERS) makes use of web-based authentic STEM content, providing interactive technology on a dynamic environmental science platform and providing real-world environmental conundrums. Results of this study indicate that CCERS respondents have higher confidence in their technological abilities than those of the non-CCERS respondents. In addition, under-represented groups (URG) CCERS respondents, on average, have higher confidence in their technological abilities than URG non-CCERS respondents. This suggests that CCERS has a positive impact on participants' confidence in their technological abilities, a key indicator in pursuing STEM careers. This study provides practical implications for current and future research in technology-supported learning in integrated STEM learning environments and student outcomes.

APPLYING EVIDENCE-BASED PRACTICES TO INTERGENERATIONAL TECHNOLOGY-SUPPORTED LEARNING OPTIMIZES MUTUAL BENEFIT

Abstract Numerous intergenerational programs support varied goals using technology. Technological competence may be the desired outcome or the means for achieving outcomes in such programs. For example, Cyber Seniors operates in many settings with digital mentors providing technology training to more than 11,000 older adults. This and other technology-supported intergenerational programs have been delivered in-person and remotely with considerable success. Now that researchers have demonstrated feasibility and acceptability of intergenerational technology-supported learning, they may want to address the potential for such programs to be one sided. In the typical scenario, the youth bestows their technological expertise upon the older learner, but the pair can mentor each other to achieve additional goals. Application of evidence-based intergenerational strategies can optimize mutual benefit of technology-supported learning programs. In this paper, specific practices are illustrated with international examples from diverse intergenerational programs that incorporate technology. The author’s and others’ research linking practice with outcomes reveals that humanistic practice strategies (e.g., supporting equal group status in the contact setting) ensure that youth and older adults build relationships as well as technical skills while they learn from each other.

University campus as a smart technology-supported active learning arena

Universities are facing many challenges as they are expected to prepare their students in the best possible way to contribute to sustainable societal- and industrial development. Students will become researchers, innovators, entrepreneurs, and role models, and should be able to contribute in the transition to a greener and smarter future. The task is almost impossible. It requires full attention from both students and their teachers. To successfully complete this task, universities explore different approaches, including developing smart technology-supported active learning arenas. This report provides an insight into the technological development of the learning environment and presents wish lists for organizing a smart technology-supported learning environment, both in the physical and in the virtual environment, on campus and online (virtual). In addition, the report presents possibilities for appropriate development of competencies. The infrastructure for teaching, research, and administration must be as good as possible. Universities and other educational institutions around the world are experimenting with various technological solutions to establish a learning and working environment that is adapted to increased expectations and demands from students, employees, and society in general. An active learning arena must consider both physical, hybrid and virtual aspects and might address design and organization of physical and hybrid classrooms on campus, offices on campus, home offices, meeting places on campus, lounges and meeting rooms on campus, collaboration opportunities on campus, virtual rooms and virtual campuses, laboratories, social media, and biophilic areas.

Challenges for Innovation and Educational Change in Digital Education in Low Resourced Settings: A Kenyan Example

Many governments invest in digital education and deliver multi-faceted initiatives to develop the capacity of educational institutions and staff confidence in use of technology for enhanced learning and better student outcomes. However, the impact of these initiatives does not always result in improved technology-supported learning or successful digital educational products. Research shows many factors impede the achievement of such objectives. Yet, they are not well understood particularly in low-resourced educational settings. Thus, this paper as part of a larger study aimed to explore barriers to implementing TEL for higher education in low-resourced contexts and potential solutions from the perspective of educators, managers and support staff. The unique inclusion of support staff and management in this research provides a deeper understanding of current barriers to TEL, and the value of multi-stakeholder engagement to develop meaningful context-driven solutions. Using a qualitative oriented mixed-method approach underpinned by Beyond Prototypes conceptual model of TEL complex, the study found that most barriers and enablers of effective TEL implementation are related to the ecology in which it is practised, together with the influence of the salient communities. Findings also suggest that most stakeholders are aware and prioritise barriers related to their role, but have limited awareness of barriers faced by other stakeholders or how others perceived their role in supporting TEL. While the study supports findings of previous research, it adds further insight by considering the views of all implementing stakeholders and the relationships between them.

Differences in the Improvement of Statistical Reasoning Ability Based on Students' Self-Regulated Learning Level in Online Learning Using LMS

In the literature, studies on technology-supported learning, especially using LMS, have been widely carried out during a pandemic. However, little is known about LMS, which is interesting and helps to develop students' statistical reasoning abilities for online learning by considering the students' Self-Regulated Learning (SRL) levels (High, medium and low). This study aims to examine and analyze the differences in statistical reasoning abilities of students who study using LMS in terms of SRL levels (high, medium and low). This study uses a quantitative method with the type of One-group pre-test post-test design. What took sampled randomly at the University of Pasundan Bandung, totalling 54 third-level students of Pasundan University Bandung, Indonesia. Research data related to statistical reasoning abilities were collected through a test consisting of six questions. In contrast, SRL level data were collected using a questionnaire consisting of 46 question items. Paired t-test and One-way ANOVA analysis were applied to answer the research hypothesis. The results of the study concluded that students studying with LMS with High SRL obtained a higher increase in statistical reasoning ability than students studying with LMS with Medium and low SRL categories, with the criteria for improvement in the three categories being in the high and medium improvement categories. Research findings related to learning using LMS can be used as an alternative learning model in online learning situations.

Development of a Smart Learning Application in Multi-person Virtual Reality Using Biometric Measures of Neuroimaging, Eye Tracking, and Haptic Interactions

Non-text-based smart learning refers to technology-supported learning that uses non-text features (i.e. visualized information) and adapted learning materials based on the individual’s needs. Fully immersive multi-person virtual reality (MVR) refers to humans located at different places wearing VR devices to join a single virtual room, a classroom with unlimited size, to learn from an instructor. The learning environment is poised to undergo a major reformation, and MVR will augment, and possibly replace, the traditional classroom learning environment. The ultimate purpose of this research and development of apps is to discover new smart learning methodologies within the MVR environment using nonintrusive multimodal analysis of physiological measures, including eye movement characteristics, haptic interactions, and brain activities. We provide the design concepts that were developed and implemented to create the MVR semantic network app. Furthermore, demonstration details are provided showcasing how we could leverage the MVR technology for education and training.

Concept Mapping for Improving Reading Comprehension in Second Language Education: A Systematic Review

Reading is an essential learning tool for students to achieve academic and career success, and the ability to read also has a significant impact on students’ lifelong learning. In the field of ESL/EFL reading teaching, concept mapping has attracted considerable attention as a technique that can be used. To enable researchers and teachers to understand the research focus and application trends of concept mapping in the teaching of ESL/EFL reading, this article provides a literature review of 33 studies published in peer-reviewed journals from 2012 to 2022 on the use of concept mapping in teaching reading comprehension for learners in diverse ESL/EFL contexts. It was found that concept mapping was primarily used and studied among ESL/EFL students at the undergraduate level, serving as an advanced organizer in the pre-reading stage, an instructional medium in the while-reading stage, and a summarizing and evaluation tool in the after-reading stage. It was also found that the application of Kit-Build concept mapping, either in a technology-supported learning environment or with a source connection function, seems to have a promising impact on reading comprehension. Based on these findings, suggestions are provided to ESL/EFL teachers and researchers for better implementation and future research of concept mapping.

Visualizing qualitative data: unpacking the complexities and nuances of technology-supported learning processes

Visualizing qualitative data: unpacking the complexities and nuances of technology-supported learning processes

Study Habits Developed by Mexican Higher Education Students during the Complexity of the COVID-19 Pandemic

During the first 700 days of the COVID-19 pandemic in Mexico, higher education institutions adopted different types of technology-supported learning to provide continuity of teaching activities. The pandemic forced students to change their study habits to face the challenges of learning in the distance modality while using technologies for learning and knowledge. In this research, a questionnaire called “Survey of Study Habits for University Students after more than 700 days of the Pandemic in Mexico” was applied to inquire about habits that were strengthened or emerged in undergraduate and graduate university students who participated in non-face-to-face learning environments during the pandemic. The study involved 3000 students from public (n = 1500) and private (n = 1500) universities located in six areas of Mexico (comprising 32 states). The findings indicated that most of the students acquired at least one digital device and expanded their internet service, and perceived an improvement in their self-study skills and greater autonomous learning development.

Focusing on the big ideas: Non-biology science teachers learning experiences on biological evolution

Recognizing the ways teachers develop conceptual understanding of biological concepts bridges the gap between misconception and instruction. This descriptive phenomenology explored the learning experiences of eight non-biology major science teachers on evolution. Thematic analysis revealed six emergent themes: (a) First exposure was faulty and insufficient; (b) Lack of content knowledge leads to advanced studies; (c) Technology-supported learning resources facilitated learning process; (d) Rationalization of both old and new conceptions; (e) Application of concepts in different fields; and (f) Focusing on the big ideas. Overall, themes revealed that teachers developed a conceptual understanding of biological evolution through time and various means. Their adherence to the teleological beliefs leads them to experience confusion and misconceptions; however, as science teachers, they resolved the conflict to learning through content enrichment and professional development. A strong emphasis on the core principles of the Nature of Science and domains of biology in the curriculum across all levels and the teacher education program is imperative. Teachers can enhance their conceptual understanding and teaching efficacy through professional development and content enrichment.

Virtual Learning Experiences Among Postgraduate Students in Namibia

Significant transformations in conventional learning have occurred due to the COVID-19 pandemic, underscoring the imperative for novel approaches to education. Virtual learning technology (VLT) offers an immersive and engaging education that can revolutionize teaching and learning paradigms and modern experiences. Thus, mobile devices are becoming more prevalent among university students when accessing virtual learning platforms. Moreover, many students in Namibia utilised mobile technology-supported learning during the COVID-19 pandemic. The perceptions of students regarding mobile technology are a subject of ongoing research. This study investigated postgraduate students’ experiences and viewpoints regarding using virtual learning platforms to advance their studies. A total of 42 postgraduate students completed an online survey about their virtual learning experiences in Namibia. The findings show favourable and robust perceptions towards the importance of virtual learning technology in enhancing teaching and learning in Namibia. A consensus was reached among most postgraduate students that learning materials are easily accessible via VLT. Hence, virtual learning platforms offer postgraduate students novel learning opportunities. Isolated disparities were noted in relation to the postgraduate mode of study using VLT, where some postgraduate students still prefer a greater degree of integrated mode for face-to-face teaching approaches. This could be related to slow acceptance, with the possibility of a shift in preference and interest in pleasant VLT experiences over time.

Developing older adults’ learner autonomy through one-to-one counselling: Results of an exploratory investigation

Developing autonomous learning to maintain independent learning practice in an effective way is a crucial ability in adult education (Confessore & Park, 2004). Therefore, this study investigates the potential of one-to-one learning counselling to promote older learners' learner autonomy (aged 50 and older). Twenty-five older learners participated in the exploratory study. Reflective learning diaries and qualitatively oriented questionnaires were used as research tools to track participants' autonomous learning behaviour. We applied grounded theory and network analysis to see the complex interrelations of underlying constructs. Results show that comprehension and speaking development are significant incentives for older adults' language learning. Further, self-awareness in learning and metacognitive knowledge were identified as important constructs for self-study practice. Cognitive stimulation, sustained learner motivation and certain self-relating constructs continuously affected older adults’ learning behaviour. Application of cognitive- and memory-enhancing learning strategies, as well as technology-supported learning materials, played an important role in independent learning practice. General perceived self-efficacy and self-management were areas developed beyond language learning.

Game-Based Language Learning in Technological Contexts: An Integrated Systematic Review and Bibliometric Analysis

In the COVID-19 pandemic, delivering learning content to students via the use of technologies has become mainstream. Among various technology-supported learning modes, game-based language learning (GBLL) has been considered an effective approach to engaging learners in joyful and interactive contexts. This study aims to provide an overview of GBLL using bibliometric mapping analysis and coding analysis. This systematic review provides a scoping overview of empirical evidence on the use and impacts of games in language learning from 1989 to 2020. Based on a set of criteria retrieved from the Web of Science, 101 articles were analyzed. The coding analysis were three aspects to identify the research issues, performance issues, and interaction issues. Moreover, in a comprehensive review of the research on GBLL, insights are provided for educators and future research. The findings differing from those of previous reviews can serve as a reference for researchers on GBLL-related studies.

Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution

PurposeThis response paper aims to comment on specific aspects of the position paper.Design/methodology/approachIn this paper, the author presents a response to Fischer et al.'s contribution on “The Challenge for the Digital Age: Making Learning a Part of Life.” While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age.FindingsThe author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve.Originality/valueIn trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices.

Improving Students’ Mathematical Reasoning Abilities Through Social Cognitive Learning Using GeoGebra

Abstract— There have been many studies on technology-supported learning based on cognitive theory in the literature. However, little is known about GeoGebra-assisted social cognitive learning in supporting students' reasoning abilities for online learning during the COVID-19 pandemic. This study aims to examine and analyze the differences in the improvement of students' mathematical reasoning abilities who follow GeoGebra-assisted social cognitive learning (Geo-SCL) and GeoGebra-assisted problem-based learning (Geo-PBL). This study used a quantitative method with a quasi-experimental nonequivalent pre-test post-test control-group design. The sample consisted of 70 students from XI SMA Negeri 8 in Bandung, Indonesia. Before and after therapy, research data were collected using a mathematical reasoning test consisting of 5 essay questions. Paired sample t-test analysis and independent t-test were used to answer the research hypothesis. The results of the study concluded that students who studied with Geo-SCL obtained a higher increase in mathematical reasoning abilities than students who studied with Geo-PBL, with the criteria for improving abilities in both classes being in the moderate category. Research findings related to the application of Geo-SCL can be an alternative learning model in online learning situations.

Leading Equitable Distance Education During Times of Crisis

COVID-19 shed light on persistent disparities among K-12 school districts, particularly regarding technology access, its use, and educational outcomes. Although resources exist to inform the design and delivery of distance education at the course level, there is a lack of resources to inform program-level decisions about equitable distance education that impact educators and learners across a school system. Drawing on existing literature on educational equity, this article discusses four ways schools may frame equitable distance education. This article also discusses critical lessons schools learned from the COVID-19 pandemic about sustaining equitable technology-supported learning environments during times of crisis.

The conceptual nuances of technology-supported learning in engineering

ABSTRACT Enabling theory-practice bridging in engineering education is essential for developing twenty-first century graduate capabilities. Massification, resource constraints, and technological development have resulted in significant shifts to alternative forms of practical engagement, such as the use of online laboratories, but how do these contribute to learning? Based on three illustrative case studies at a research-intensive institution in the Global South, this paper offers a conceptualisation of the degrees of complexity entailed in multimodal approaches to teaching Fluid Mechanics, Finite Element Analysis and Control Systems at different stages of their respective programmes The paper examines the different levels of abstract-concrete learning when students engage with verbal, symbolic, graphic and physical representational artefacts designed to enable cumulative learning. The conceptual instruments are theoretically and methodologically drawn from Legitimation Code Theory dimensions, which lend themselves to the graphic analysis of knowledge practices. It is suggested that the explicit integration of and shifting between levels of abstraction and complexity with different kinds of technologies enables the kind of cumulative learning necessary to prepare technically-equipped graduates for complex twenty-first century engineering contexts.

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

Learning is a central component of human life and essential for personal development. Therefore, utilizing new technologies in the learning context and exploring their combined potential are considered essential to support self-directed learning in a digital age. A learning environment can be expanded by various technical and content-related aspects. Gamification in the form of elements from video games offers a potential concept to support the learning process. This can be supplemented by technology-supported learning. While the use of tablets is already widespread in the learning context, the integration of a social robot can provide new perspectives on the learning process. However, simply adding new technologies such as social robots or gamification to existing systems may not automatically result in a better learning environment. In the present study, game elements as well as a social robot were integrated separately and conjointly into a learning environment for basic Spanish skills, with a follow-up on retained knowledge. This allowed us to investigate the respective and combined effects of both expansions on motivation, engagement and learning effect. This approach should provide insights into the integration of both additions in an adult learning context. We found that the additions of game elements and the robot did not significantly improve learning, engagement or motivation. Based on these results and a literature review, we outline relevant factors for meaningful integration of gamification and social robots in learning environments in adult learning.