Technology Usage In Education Research Articles

Emotion Recognition for Improving Online Learning Environments: A Systematic Review of the Literature

The increased intervention of computer vision in enhancing learning environments has intrigued modern literature on educational research. Affective tutoring system (ATS), student emotion recognition system (SERS), sentiment analysis, and multi-agent system (MAS) have significantly enhanced the online learning environment. Without preceding technologies, online learning environment growth was found to be redundant due to a lack of a corrective mechanism in marginalized viewpoints of tutor in noting facts for their learning environment. As a result, computer vision was found to enhance the online learning environment by providing tutors with enhanced monitoring ability and assistive measures. The following study incorporated a systematic review of 33 papers, efficiently reflecting technology usage in education. The study examined methods for extracting and analyzing emotional data, machine learning algorithms, flexibility to individual learners, camera quality, and ethical issues. This study sought to illuminate these systems' pros and cons. This research shows that emotion recognition systems can improve online learning. These technologies quantify and analyze students' emotional responses, helping educators improve teaching techniques and material. With real-time input on students' emotions, teachers can adjust their methods to keep students engaged and increase academic performance.

THE EFFECT OF IMMERSIVE TECHNOLOGY ON ENHANCING STUDENT LEARNING:

Education is one of the fundamental factors influencing national development. Educators are required to constantly explore the newest and creative strategies to deliver topics to students and promote students’ engagement in the learning process. One technology that has numerous potentials to facilitate the education process is immersive technology. Immersive technology has the potential to improve student achievement by enabling better learning outcomes. This study aims (1) to analyze the trends and impact of immersive technology usage in education; (2) to identify immersive technology that supports students’ learning processes in the pandemic era; and (3) to identify the usage of learning theories in educational application development that implement immersive technology to enhance students’ learning outcomes. This study examined seventeen selected studies after adopting the selection process of the systematic literature review process by Kitchenham. The selected studies were published between 2018 and 2022 by Emerald Insight, IEEE Xplore, and Scopus. There are three kinds of immersive technology identified in this study: virtual reality, augmented reality, and mixed reality. The study showed the nine types of students’ learning outcomes, and the results showed that using immersive technology significantly improved student learning compared to traditional methods. Furthermore, thirteen learning theories were adopted as the basis for developing educational applications. Future research directions are also suggested to continue developing promising and limited new technologies to enhance the variety of education-oriented applications. Immersive technologies designed for learning are still on a long journey, including considerations of readiness and potential effects that may arise for users such as privacy and security concern.

Exploring Smartphone Usage as an ICT Tool among College Students of Chaturbhujeshwar Janata Multiple Campus

This study aims to reveal students' and lecturers' perspectives on Information and Communication Technology (ICT), including its pros and cons, and to cultivate a technology-friendly environment in colleges. It extensively examines the potential benefits and challenges linked to integrating Mobile Technology in education. Moreover, the research seeks to understand how both students and educators perceive mobile technology use among college students, evaluating its advantages and disadvantages. This study employs the Connectivism theory as the analytical framework to evaluate the study's outcomes. Data analysis involves the utilization of frequency analysis. The research design is characterized as a concurrent mixed methods approach. The primary research instruments utilized encompass a semi-structured questionnaire and an interview checklist. The target population consists of 700 students and 22 teaching faculties enrolled in Bachelor's degree programs, with 152 students and all 22 faculties selected as respondents. Upon the comprehensive integration and synthesis of data, a total of 14 fundamental themes and two overarching perception themes were discerned through the analysis process. The findings reveal that smart phones are widely used among college students for studying, communication, and accessing information. Meanwhile, students and lecturers have acknowledged both the benefits and the potential negative impacts on academic performance. The study provides valuable insights into the perceptions and experiences of students and educators regarding the usage of mobile technology in education. As technology continues to play a vital role in education, it is essential to foster a conducive learning environment by leveraging its advantages while mitigating its potential drawbacks.

Preschool Teachers' Technology Use: Attitudes and Perceptions of Self-Efficacy

This study seeks to determine the perceptions of technology self-efficacy and attitudes toward using technological equipment among preschool teachers. In this investigation, a sequential explanatory mixed method was employed. Participants included 118 teachers from nationwide preschool education organizations affiliated with the Ministry of National Education (MoNE). The Use of Technology in Early Childhood Education Questionnaire (Blackwell et al., 2013), the Self-efficacy Scale of Technology Usage in Education [SECTUE] (Doğru, 2017), and the Attitude Scale for the Use of Technological Equipment in Preschool Education [ASUTEP] (Kol, 2012) were utilized as quantitative data collection instruments. The researchers created a semi-structured interview form to collect qualitative data. Most teachers have a favorable view of the use of technology in preschool education and a high level of self-confidence in using technology. The study's quantitative findings indicate that variables such as gender, professional experience, type of organization, school district, education level, and the school's technology policy do not affect preschool teachers' attitudes toward technology and their perceptions of self-efficacy. In contrast, age and education level significantly affect attitudes and self-efficacy, respectively. Additionally, there is no correlation between attitude and self-efficacy. The qualitative data, including the concepts and teachers' thoughts derived from semi-structured interviews, were discussed with the quantitative data. Teachers' willingness to use technology in their classrooms, positive attitudes, and self-efficacy perceptions are indicators that teacher support can be provided in the process of technology integration in preschool education.

Bridging the Gap: Exploring the Role of Computer Science in Enhancing Interactive and Inclusive Learning Environments

This article explores the transformative role of computer science in shaping interactive and inclusive learning environments in the educational sector. With the rapid advancement of technology, computer science has become a pivotal element in redefining educational methodologies, facilitating personalized and accessible learning experiences for a diverse student population. This study employs a mixed-methods approach, integrating quantitative data from educational technology usage surveys with qualitative insights from interviews with educators and students. We examine the implementation of computer science tools such as adaptive learning platforms, virtual and augmented reality, and AI-driven educational software, assessing their impact on student engagement, learning outcomes, and inclusivity. Our findings reveal that these technologies not only enhance interactive learning experiences but also significantly contribute to the inclusivity of education by providing tailored learning paths and overcoming traditional barriers. The study highlights the potential of computer science to democratize education, making it more equitable and accessible to learners with varying needs and backgrounds. Furthermore, we discuss the challenges and opportunities in integrating these technologies into existing educational frameworks, offering recommendations for educators, policymakers, and technology developers. This article contributes to the growing body of research on the intersection of computer science and education, providing insights into the future of learning in an increasingly digital world.

Expanding an Education-based Collision Detection System Created on Virtual Reality and Augmented Reality

Virtually enhancing the real environment with augmented reality (AR) has lots of potential but is still in the early stages of research. The definition of appropriate user interfaces (UIs) is complicated by the absence of standards and the growing complexity of interaction opportunities. Several educators have discussed the advantages of XR for students as well as the use of AR and VR in the laboratory. Utilizing AR and VR to create immersive learning experiences is challenging since it takes time and effort to construct instructional AR and VR tools, apps, or educational settings. Because of this, even though these new technologies are said to help today’s students, their implementation in education may be postponed or stopped. In this research, the usage of XR technologies in education has been investigated through the examination of websites, technical papers, reports, and mobile app stores. This research study proposes a collision detection algorithm (CDA) utilizing machine learning. In order to aid in the identification of the meeting of two objects in the virtual environment, the collision detection method is employed in applications that support augmented reality and simulated reality technologies. In this study, mean, standard deviation and error parameters were utilized to analyze competitions that were related to augmented reality and virtual reality.

Implementation of ICT at School Scheme: A Case Study

Indian education system is governed by Ministry of Human Resource Development (MHRD) at center and by various departments at the states. A significant amount of fund is allocated for usage of technology in education under key Government schemes. Schemes such as ICT @ Schools have potential for fostering academic growth and upgrading skills of students, which help immensely in their future employability. Several such schemes exist which pertain to technology in education and executed either directly by the state or through private entities. A policy for implementation of ICT was thought out and designed at national level. One of the UT, Jammu and Kashmir has significant ICT-related interventions in education system through e -content delivery and ICT based teachers’ training and monitoring. The current research study evaluates the ICT policy and assesses its implementation at School level in terms of effectiveness towards mass education of the UT J&K. It recommends suitable measures for improvement in monitoring, implementation based on outcomes of the survey.

Designing Professional Development for Sustainable Educational Technology Usage: Lessons Learnt from Utah K-12 Teachers

Professional development (PD) programs do not always reach the teacher or allow for sustained usage of technology. However, recent studies show that teachers are more open to use technology after increased technology dependence during the COVID-19 pandemic. Motivated by that new openness to technology integration, we used interview and survey data to examine teachers’ current practices for learning technology, features of PD that they consider effective and technologies that they want to learn in the future. We found that teachers learn technology in both formal and informal ways, through district-organized PD, independent learning and or by asking for help from peers. We also learned what kinds of technologies teachers want to learn more about, and that active learning and lack of cognitive overload are two of the most important features of PD for teachers in our study. Based on those findings, we offer three concrete recommendations for PD program designers.

Understanding Teachers’ Classroom Management Anxiety: The Role of Educational Technology Usage in Classrooms

The current study reveals whether there is a significant relationship between the level of teachers' use of educational technologies and classroom management anxiety. In the study, Levels of Educational Technology Usage scale and Classroom Management Anxiety scale were used as data collection tools. In the results of the research, it was determined that there was a significantly weak and negative relationship between the level of teachers' use of educational technologies and their classroom management concerns. It was also inferred that the use of educational technologies explained approximately 11% of the total variance of classroom management anxiety. When the levels of teachers' use of educational technologies were examined according to the variables of gender, age, and educational status, it was determined that there was a significant difference, but no significant difference was found according to the school type variable. Additionally, when the classroom management anxiety of the teachers was examined, it was seen that there was a significant difference as per the gender variable, while there was no significant difference as per the educational status, school type and age variables.

Curriculum Content Proposal for Integration of Technology in Education

This study focuses on the content of technology-related courses offered by teacher training institutions to determine the factors that will avoid technology integration in teacher education/training. Two methods are combined in the research. As a first step, the integration of technology in education/teaching models literature was analyzed, synthesized, and categories were created based on the critics. Next, technology-related courses in teacher training curricula were defined, the content of those courses was analyzed, and some content and suggestions were proposed for better technology-integrated courses. Even though literature indicates the most critical barriers to technology integration in education are hardware problems and the lack of technical infrastructure, one of the underlying factors is the teachers' inadequacy in ICT, the usage of technology in education, and technology integration literacy. These inadequacies are the result of the training curriculum deficiencies. There are three suggestions based on the findings and for further studies. The first one is to add courses and contents to the teacher-training curriculum as discussed in interpretation and discussion. Secondly, instructional technology courses should have specific content related to the content area. The syllabus should be developed with the cooperation of the content area teacher trainer for each subject area. Finally, as a part of curriculum development, these proposed courses and their content should be reevaluated for further studies.

Choosing the Right Educational Technology Tool for Your Teaching: A Data-Privacy Review and Pedagogical Perspective into Teaching with Technology

Recently, there has been a demand for increased educational technology usage in the university classroom, despite expanded access and implementation there has been little attention paid to student data privacy concerns. Our work is one institution's response to addressing the data privacy gap by creating a comprehensive review process for educational technology discernment and adoption. Our review process provides a critical degree of reliability and validity for informed decision-making surrounding educational technology selection. We prioritize the frames of safety, pedagogy, consistency, and accessibility throughout the review. With the creation of this review process educational technology stakeholders can make empirically based decisions regarding educational technologies. While this work is only one institution's response, we believe that this process and approach can empower a broad set of stakeholders to consider their method behind adopting educational technologies.

INTERACTIVE STUDYING AS A METHOD OF INTERPRETER’S FOREIGN-LANGUAGE COMPETENCE FORMATION

The article substantiates the necessity of he foreign-language competence formation of specialists inthe translation sphere during the process of studying a foreign language for professional purpouse, business and secondforeign languages. The modern state of interpreters’ preparation for professional activity is analyzed.Practical mastering of a foreign language is considered as a process of acquiring of a communicativeprofessionally oriented foreign competence by students. It is revealed that the level should not be lower than that whichallows the usage of a foreign language in scientific, informational and professional activities.It had been determined that the foreign competence of interpreters is an integrative quality that includes the
 level of mastering of foreign language knowledge, skills and abilities and consists of linguistic, communicative, socio-cultural and professional competences.
 As a result of the study, it was found that, skills of free communication in a foreign language and translation skillsneed particular knowledge in the field of economics, science or technology. The specialists with such level of languageproficiency must have not only knowledge and skills of foreign language, but also a profound understanding of foreignlanguage culture and realities.Effective formation of foreign language competence of specialists in the field of translation takes place in theprocess of studying such disciplines as: “Foreign Language (for Professional Purposes)”, “Business Foreign Language”, “Second Foreign Language”.The meaning of foreign language (for professional purposes) for experts in the sphere of interpretation isanalyzed. The process of foreign language competence formation, which is a necessary component of a full-fledgedprofessional training of interpreners had been described.The research reveals that the introduction of interactive studying methods is due to the application of the mainaspects, namely: projects, business games, web-quest, excursions, etc.It is proved that an important aspect in foreign language competence formation is the usage of informative andcommunicative technologies in education, which includes the using of information and communication technologies ineducation, work with computer and multimedia educational programs, distance learning technologies in foreignlanguages, creation of presentations, usage of resources of the World Wide Web Internet.

Effect of Educational Technology Usage on Student’s Clinical Skills, Competencies and Satisfaction at School of Nursing in Sokoto State, Nigeria

Background: Technology allows the most difficult tasks to become seamlessly easy and more efficient. In education, technology has allowed the dissemination of knowledge to be dispersed instantly and it allows for quicker and more effective communication. A critical reflection on what nursing educators should consider now in order to better support the clinicians of the future is also included with a particular focus on existing informatics curricular supports. Aim: The study aimed at assessing the effect of the use of educational technology on student clinical skills, competency, and satisfaction at schools of nursing Sokoto state. Methodology: A quasiexperimental design was used for the study, A total of 239 respondents, with pre-test/post-test injection and hand hygiene clinical Competency observation checklist and a researcher developed a questionnaire for satisfaction. Results: The findings of the study revealed that the effect of educational technology on student clinical competence skills based on hand hygiene difference of 2.36 with t(186)=9.837, p<0.05, hence, the experiment group performed better than the control group in hand hygiene competencies and injection procedure with mean 1.12 with t(186)=3.556, P<0.05 The satisfaction with teaching/learning using reusable learning object, both experiment, and control groups were relatively satisfied with the reusable learning object educational technology The mean levels of satisfaction was 26.54 and 26.38 for experimental and control groups respectively r(92)=0.425, r2=0.18 (18%), P<0.05 Conclusion: The RLOs were successful in supporting the students understanding of clinical procedures such as injection and hand hygiene issues, resulting in effective ability and confidence to meet their clinical competency.

For to all those who have, will more be given? Evidence from the adoption of the SELFIE tool for the digital capacity of schools in Spain

AbstractThis paper explores participation trends in interventions that promote self‐evaluation exercises on the effective use of digital technologies in schools. We use a unique dataset consisting of 83,185 respondents from 924 Spanish schools that used SELFIE, a tool based on self‐reflection questionnaires that capture different dimensions of school's digital capacity. We benefit from a natural experiment situation caused by the parallel use of SELFIE by two groups of schools. The first group was externally selected as part of a representative sample of Spanish schools. Conversely, the second group voluntarily decided to use SELFIE as a diagnostic tool for a subsequent self‐evaluation exercise. Moreover, a subset of schools were located in regions where authorities embedded SELFIE in broader digitalisation programmes. By comparing these groups, it is shown that schools that decide to participate in SELFIE voluntarily are those with a lower initial digitalisation level. It is also found that the promotion of the use of SELFIE as part of public interventions can increase participation but mainly attracts digitally advanced schools. In conclusion, policy interventions aiming to develop the digital capacity of schools need to plan how to reach those schools that need it more in order to be more equitable. Practitioner notesWhat is already known about this topic Research has shown the existence of a Matthew effect in the usage of digital technologies in education. The promotion of schools self‐evaluation exercises on digital education is a common policy intervention that is growing in importance. There is a surprising lack of attention to the inequitable effects that programmes aiming to incorporate technologies in educational institutions may generate. What this paper adds This paper investigates the self‐selection trends and (un)equity effects of SELFIE, an EU programme designed to prompt schools' self‐evaluations of digital capacity. When schools decide autonomously, schools with low digital capacity levels tend to participate in SELFIE more. Incorporation of SELFIE into broader public programmes enlarges participation in SELFIE. Incorporation of SELFIE into broader public programmes over‐attracts digitally advanced schools. Implications for practice and/or policy Public policies promoting self‐evaluation exercises on school digital capacity in schools might be a good way for upscaling these exercises. However, these policies should be carefully designed to reduce inequalities and reach these schools that need digitalisation more.

INVESTIGATION OF THE RELATIONSHIP BETWEEN TEACHERS’ USE OF EDUCATIONAL TECHNOLOGIES AND NOMOPHOBIA

The aim of this study is to investigate the relationship between nomophobia and the level of using educational technologies in teachers working in the centre of Zonguldak. A total of 274 teachers, 128 female and 146 male, participated in this study which was conducted by using a relational survey model. “Scale for Determination of Level of Teachers’ Educational Technology Usage” and “Nomophobia Scale” was used in the study as data collection instruments. T-test and one-way ANOVA were used to determine whether teachers’ educational technologies usage and nomophobia levels differed in terms of different variables. The relationship between teachers’ educational technologies usage and nomophobia levels was examined with Pearson Correlation Analysis. According to the results obtained from data analysis, while significant difference was found between teachers’ educational technologies usage levels in terms of the variables of gender, level of education, age and in-service training received on technology; no significant difference was found in terms of the variable of the length of service. In the scores obtained from the nomophobia scale given to teachers, no significant difference was found in terms of the variables of gender, length of service, level of education, age and in-service training received on technology. However, no significant relationship was found between teachers’ educational technologies usage and nomophobia levels. In the light of results obtained from the study, it is recommended to give in-service trainings to teachers where current technologies are introduced due to the rapid development of technology.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0907/a.php" alt="Hit counter" /></p>

EduGram: Education Development Based on Hologram Technology

Education is one of the most important areas of life that affect the development and progress of societies, and the usage of images and visual representation methods is of real value in the educating process. Over time, different simple methods were used to display the information visually, which mostly are considered weak methods that may not perform its full purpose and the information may be transferred slowly and in an incomplete manner. Technology has contributed from the beginning of its emergence in the development of education and improve its output, and one of the most prominent contributions made by technology is the developments in the field of displaying information visually using different technologies, as the three-dimensional displaying technologies that are considered as an advanced solution which provides people with a more comprehensive view and facilitates the task of transferring information to learners and so improving the educating process. Many technologies are used to create and display the 3D visual content, and two of the most important 3D display technologies are Augmented Reality technology and Hologram technology, they both insert a three-dimensional image to the real world, but there are many differences between the two technologies in many aspects. In the first part of this research, and after defining and comparing the two technologies and the effect of each one on education, Hologram technology showed features that enabled it to be a suitable option to be used in education for displaying 3D educational content. This research then introduces the method for implementing the usage of Hologram technology in education as a 3D educational content displaying tool, introducing an implementation model by first transferring a sample of a 2D educational image to Holograms and using the Hologram fan projector to display it to the students. The results of a simple questionnaire on a number of people showed the effectiveness of using Holograms instead of the traditional 2D content found in school curricula, and a good level of people's acceptance to use this technology.

Возможности использования облачных сервисов Google на уроках информатики в средней школе

The article examines the issue of usage of contemporary technologies in education. The authors describe some of the functions of GoogleDocs cloud services and how to implement them at various stages of computer science lessons.

Professionalism in the virtual environment: Exhausted scope review of evidences with concepts in medical education

Background: A review on medical articles and their multiplicity, as well as the studies on professionalism in the general and specially online mode in recent years shows the attention of medical training practitioners to this subject and their effort to overcome its possible threats. The aim of the present study was examining all the available evidences about e professionalism with an emphasis on medical education. Methods: This study investigated the comprehensive review of evidences in their concepts. It was conducted in term of reviewing all texts related to e professionalism through all search engines between 2000 and 2018 in an online environment. Qualitative studies with the key words of e professionalism were searched from RISMA 2009 Flow Diagram. The evidences were extracted by mixing the results of different parts and their analyzing. Results: 237 articles were checked in the survey. After checking the quality and the adaption of titles with their concepts, 23 articles where chosen and proved for this study. Examining the evidences categorized the articles in the following fields: “Definition, concept and the importance of virtual professionalism, tools of testing professionalism in the virtual environment, people’s perception and outlook of professionalism in virtual environment, inappropriate behaviors in using electronic environment and virtual networks, politics of explaining virtual professionalism, and the role of virtual environment in explaining medical professionalism”. Conclusions: Due to the importance of professionalism in the virtual environment in definitions also a look at the importance of technology usage in education and therapy, paying attention to different dimensions of professionalism is necessary more than ever.

WITHDRAWN: A study on policies and implementation of information and communication technology (ICT) in educational systems

Abstract As of late, a few investigations and reviews have features the probabilities and the potential advantages of statistics and correspondence advances with regard to ICT for improving the quality of education. ICT is visible as an element on the school training level that would deliver a method to re-examine and modernize the instructive frameworks, instructional designs and procedures. A significant amount of fund is allocated for usage of technology in education under key Government schemes. Schemes such as ICT at Schools have potential for fostering academic growth and upgrading skills of students, which help immensely in their future employability. Several such schemes exist which pertain to technology in education and executed either directly by the state or through private entities. A policy for implementation of ICT was thought out and designed at national level. The paper evaluates the ICT policy and assesses its implementation at School level in terms of effectiveness towards mass education. It recommends suitable measures for improvement in monitoring, implementation based on outcomes of the survey. Outcome of the research study will help the policymakers to understand the intervention of implementation of ICT Scheme in educational systems and will assist the Government to re-strategize the implementation plan in future as per requirement.

Factors influencing teachers’ utilisation of ICT: the role of in-service training courses and access

The main purpose of this study is to investigate the influencing factors of ICT integration at secondary schools of Isfahan province. In order to obtain a realistic view of the factors especially among those teachers who attended ICT training courses, a total sample of 180 secondary school teachers were recruited randomly and a survey was completed. A researcher-approved questionnaire was developed to measure participants’ access rate to ICT resources, ICT skills and their ICT integration practices. The content validity method was used for estimating the validity of the questionnaire and Cronbach’s alpha coefficient was calculated to verify its reliability. The results were analysed using descriptive and inferential statistics methods. Based on the results, teachers have adequate access to hardware at home and school. However, the access rate to software is not of a desirable level. In spite of attending ICT training courses, secondary teachers were not proficient in using ICT tools and their technology usage in education, research and communication domains is less than the desired level. Results indicate that though there is a tendency to get computers and use the Internet, still using them in different areas remains an unsolved problem. The findings address implications for teacher educators and professional development programme providers.