Forthcoming and Online First Articles

International Journal of Technology Enhanced Learning

International Journal of Technology Enhanced Learning (IJTEL)

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International Journal of Technology Enhanced Learning (27 papers in press)

Regular Issues

  • Augmented reality remote assistance to enhance learning using a novel framework design   Order a copy of this article
    by T.V. Sumithra, Leena Ragha, Rishi Desai, Arpit Vaishya 
    Abstract: Technology is growing expeditiously and the demand for new innovative software and devices is encouraging to design and develop new software to cater to the needs of next-generation interactions. Traditional online meeting platforms do not support immersive AR meetings. To stimulate immersive technology of interactive applications, a software application is designed and developed for conducting a remote meeting through AR glasses and laptop or desktop computers. The aim of this paper is to introduce utility-based immersive web portal remote assistance (RA) results of conducting various performance tests on the immersive web portal to validate the RA application through a novel framework to evaluate user experience in using AR web portal. The RA application is a comprehensive online meeting platform that connects the meeting participants remotely and facilitates the hands-free streaming of critical operations, screenshot sharing, annotations, loading, and interaction of the 3D models.
    Keywords: augmented reality web portal; remote assistance; mixed reality; performance testing; online meeting; user experience design; evaluation framework.
    DOI: 10.1504/IJTEL.2023.10060660
     
  • Students perspectives on proctoring mobile applications for assessments: the case of South Africa   Order a copy of this article
    by Frank Makoza 
    Abstract: This paper analysed student’s perceptions on use of a mobile proctoring application (app). The study used case of South Africa where few universities were using a proctoring mobile application called The Invigilator. Using constructs from mobile app rating scale (MARS), users’ views from app stores, reports and online news articles were thematically analysed. The findings showed that the mobile proctoring app had strengths in app classification, aesthetic and information. However, there were problems with functionality and subjectivity quality. Users reported technical problems during online assessments when using the app, e.g., limited technical support and delays in feedback. The problems were hindering users to complete online assessments and could affect their academic performance. The findings are useful for academics and administrators who are considering mobile proctoring to improve academic integrity of online and remote assessments. The study contributes towards literature on proctoring mobile apps and academic integrity of assessments.
    Keywords: academic integrity; mobile apps; mobile app rating scale; MARS; online assessment; proctoring; South Africa.
    DOI: 10.1504/IJTEL.2024.10061370
     
  • Coding activities in early childhood: a systematic review   Order a copy of this article
    by Mustafa Uğraş, Habibe Güneş, Hilal Uğraş, Stamatios Papadakis, Michail Kalogiannakis 
    Abstract: The current study aims to systematically review the literature on teaching basic coding skills in early childhood education, particularly for children aged 3 to 8 years. A systematic literature review was conducted of 45 articles published in Science Direct, Wiley Online Library, SpringerLink, Sage Journals, Taylor & Francis Online, ERIC, JSTOR and Google Scholar on using coding activities in the preschool years from 20142023. The review presents empirical research with young learners and reports on relevant frameworks and curricula, the impact of pedagogical approaches and tools on learning, and the learning outcomes and pedagogical benefits of teaching coding. Plugged and unplugged coding activities can be introduced to young learners as a stand-alone subject or integrated into the regular kindergarten curriculum based on the studies reviewed. Additionally, coding can be incorporated into literacy and storytelling activities as a developmentally appropriate approach. The authors conclude that for educators to become competent in introducing coding activities into early childhood education, future research should focus on developing curricula that fully integrate coding and accompanying teacher training programmes.
    Keywords: early childhood education; ECE; coding skills; computational thinking; CT; robotics; systematic literature review; PRISMA.
    DOI: 10.1504/IJTEL.2024.10061371
     
  • Higher education students’ trust and use of ChatGPT: empirical evidence   Order a copy of this article
    by Rania A. M. Abdalla 
    Abstract: This paper combines a modified version of the unified theory of acceptance and use of technology (UATAU) with the expectancy value theory (EVT) to examine the variables that influence higher education students’ trust and use of ChatGPT. The quantitative method was used, with a structured questionnaire developed to collect data from respondents, which was then analysed using Smart PLS 4. According to the findings, perceived mobility influenced performance and effort expectancy, while social influence and performance expectancy determined students’ trust. The three predicted elements that influenced ChatGPT adoption were perceived learning gains, perceived risks, and trust in ChatGPT. The study presented some recommendations for universities.
    Keywords: ChatGPT; perceived mobility; trust in ChatGPT; use of ChatGPT.
    DOI: 10.1504/IJTEL.2024.10061581
     
  • The position of technical competence in establishing digital data security awareness   Order a copy of this article
    by Hasan Kağan Keskin, Elçin Yazıcı Arıcı, Stamatios Papadakis, Michail Kalogiannakis, Işıl Yaman Baydar 
    Abstract: This research aimed to investigate the explanatory and predictive relationships between digital literacy components and digital data security. The study was carried out with 322 students enrolled in the education faculties of eight randomly selected universities. In the research, the attitudes, cognitive and social variables of digital literacy were exogenous. A mediation model has been established in which the technical variable is the mediator, and the digital data security awareness is endogenous. According to the analysis results of the mediation model, the technical variable fully mediates between the attitude, cognitive and social variables, and the awareness of digital data security. These results show that developing digital literacy skills and if these skills are supported with technical knowledge can contribute to developing digital data security awareness. As a result, digital literacy skills will only have the expected effect on creating digital data security awareness with the technical information tool variable. According to our mediation model, the technical competence to be developed with the support of digital literacy skills and the creation of digital data security awareness can guide researchers and instructors working in the field.
    Keywords: digital data security; digital literacy; mediation.
    DOI: 10.1504/IJTEL.2024.10061940
     
  • The enduring impact of gamification on software engineering students’ engagement   Order a copy of this article
    by Mohammed Akour, Mamdouh Alenezi 
    Abstract: Gamification has gained recognition as a powerful strategy to enhance student engagement and motivation in education. This study explores the long-lasting effects of gamification on the sustained interest of software engineering students. Over the course of an entire semester, we conducted a comprehensive longitudinal study to examine the experiences of a cohort of software engineering students exposed to gamified learning environments. Our research employed a multifaceted approach, combining surveys, student records, and quantitative and qualitative analyses. Through this investigation, we uncover valuable insights into the enduring influence of gamification on students’ engagement and interest in the field of Software Engineering. By shedding light on these findings, our research contributes to a deeper understanding of the profound impact gamification can have on students’ educational journey in software engineering.
    Keywords: gamification; software engineering; long-term effects; student engagement; sustained interest.
    DOI: 10.1504/IJTEL.2024.10063035
     
  • Enhancing IoT education for middle school students in Oman with interactive e-book and portable kit   Order a copy of this article
    by Asiya M. Al-Busaidi, Arwa Rashid Al-Shidi, Osama Rehman 
    Abstract: Improvements in technology and the emergence of the Internet have revolutionised the methods of teaching and information delivery, leading to the rise of digital, open and distance learning (ODL). Electronic textbooks (e-books) are emerging as potential successors to traditional paper books, providing interactive learning materials. However, challenges persist in delivering hands-on practice, particularly in distance learning for young students. This study explores the integration of a portable kit and an interactive e-book to teach IoT concepts to middle school students in Oman, providing them with a practical, hands-on learning experience. The participants, aged 12 to 16 and representing grades 7 to 10, showed a majority of 62% females. The workshop was tailored for beginners, eliminating the need for participants to have any technical background. This workshop, designed for beginners without technical prerequisites, effectively facilitated hands-on learning and nurtured self-driven education, emphasising the significance of innovative approaches in STEM education.
    Keywords: internet of things; IoT; electronics textbooks; e-books; open and distance learning; ODL; STEAM education; self-learning; virtual workshops.
    DOI: 10.1504/IJTEL.2024.10063213
     
  • The great debate: UX vs. usability. Which indicators are relevant to measure the success of information systems in higher education?   Order a copy of this article
    by Tea Mijač, Mario Jadrić, Maja Ćukušić 
    Abstract: The efficacy of information systems in higher education (HE) is a crucial aspect in an increasingly competitive educational landscape. The rise of digital transformation has heightened the need for measuring the success of non-teaching-related digital services. The Z generation of students presents a unique set of requirements and expectations that must be considered in the success measurement. To align with this contemporary context, it is necessary to revise existing indicators for measuring the success of information systems. The construct of UX holds exceptional importance and is often overlooked, particularly the relationship between UX and usability. To address these gaps, a research study was conducted and the card sorting method with Human-Computer Interaction and HE experts was utilised. The indicators were validated and an instrument was developed, confirming the significance of UX and quality dimension constructs. The study also identified several avenues for future research.
    Keywords: information system; user experience; UX; quality dimensions; digital transformation; DT; higher education; success; students; non-teaching related digital services; card sorting method; HCI experts.
    DOI: 10.1504/IJTEL.2024.10063326
     
  • The role of entrepreneurial marketing and digital transformation on women’s entrepreneurial intentions in Kosovo   Order a copy of this article
    by Arta Istrefi, Jusuf Zeqiri, Vjollca Visoka Hasani, Marcos Komodromos 
    Abstract: This study aimed to explore how digital transformation and entrepreneurial marketing affect women business owners in an emerging country. The obtained data from business owners were analysed using the structural equation model (SEM) to determine how four dimensions of entrepreneurial marketing, together with digital transformation, affect firm performance. The research shows a strong link between the role of entrepreneurial marketing (EM) on women’s entrepreneurial intentions and a moderate effect of digital transformation (DT) on women’s entrepreneurial intentions. The study advances knowledge and provides a clearer understanding of how entrepreneurial marketing influences women’s entrepreneurial intentions. Future studies should go further into these topics to offer a more thorough knowledge of the interactions between entrepreneurial marketing, digital transformation, and women-led businesses. To our knowledge, this is the first study to explore the role of entrepreneurial marketing and digital transformation on women’s entrepreneurial intentions in an emerging country.
    Keywords: entrepreneurial marketing; EM; digital transformation; DT; women entrepreneur; women entrepreneurial intention; Kosovo.
    DOI: 10.1504/IJTEL.2024.10063470
     
  • Is the Spanish educational system ready for blended learning? Analysing pre-service primary education teachers’ perceptions   Order a copy of this article
    by Noelia Maria Galán-Rodríguez 
    Abstract: Blended learning (BL) has taken a predominant role in the educational realm after the COVID-19 pandemic, which has led to significant adjustments in the educational system, being teachers the main enforcers of these changes. Taking into account the role future teachers have on this, the aim of this paper is to analyse pre-service Primary school teachers’ perceptions of the challenges of implementing BL in the Spanish educational system using a mixed-method approach. Participants report a positive implementation of this approach in the system, but they mention lack of learner support in terms of interaction and feedback, as well as lack of self-autonomy by primary education students. Technological literacy and a possible digital breach are also considered in the implementation of BL. Furthermore, they emphasise the responsibility of the teacher in the selection and adaptation of the approach, their role as a social agent, and the need for technological training.
    Keywords: BL; challenges; Spanish educational system; European Commission; perceptions; pre-service teachers; primary education; teacher training; teaching skills; technological literacy.
    DOI: 10.1504/IJTEL.2024.10064004
     
  • Integrating augmented reality in preschool education: a systematic review   Order a copy of this article
    by Victoria Olubola Adeyele 
    Abstract: Augmented reality (AR) technology has gained prominence in education, transforming the way learners engage with educational content. This systematic review, comprising 16 meticulously selected research articles, explores the applications, challenges, and benefits of AR in preschool education. Findings from these studies revealed a wide array of AR parameters and applications, encompassing 2D and 3D objects, animations, models, and images, that have been integrated into preschool settings for teaching. Moreover, this review highlights that 3D models are the most employed AR technology in preschool education due to their interactive and engaging nature. The study also discusses the challenges faced in the implementation of AR in preschool settings, such as limited access to AR technology, high implementation costs, and concerns about screen time. However, the benefits of AR in preschool education, including improved learning outcomes, heightened interest, sustained attention, and underscore its potential as a valuable educational tool.
    Keywords: augmented reality; AR; Preschool; 3D models; animations.

  • Social media in the classroom: practical strategies for fostering collaborative learning and inspiration   Order a copy of this article
    by Minh Tung Tran, Hoai Lan Duong, Thi Kim Cuc Tran, Thi Kim Oanh Vo, Bich Ngoc Ngo 
    Abstract: Researchers examined how online social media platforms can address the growing need for inspiring and engaging students in colleges. They conducted in-depth discussions with instructors and students across various fields to understand the impact of integrating social media in education. The findings suggest that social media holds great promise in boosting student motivation and participation, ultimately leading to a more well-rounded college experience. Both educators and students found online communication to be a valuable tool for promoting collaborative learning, real-time interaction, and active involvement. Additionally, social media was seen as a way to make education more dynamic and relevant in today’s ever-changing world. While this study offers valuable insights, it acknowledges potential limitations like bias from participants and a limited sample size. Future research should involve a wider range of participants and ongoing investigations to assess the long-term effects of social media integration on student learning outcomes.
    Keywords: social media; technological incorporation; innovative edagogy; student-centred education.
    DOI: 10.1504/IJTEL.2024.10064941
     
  • Educational chatbots for personalised learning: a systematic review   Order a copy of this article
    by Clara Lau, Ean Teng Khor 
    Abstract: With the rapid increase in technology in recent years, there has been a shift towards improving education using artificial intelligence, such as chatbots. Studies have shown chatbots’ potential in tutoring, teaching and completing administrative tasks. However, when it comes to reviewing the application and effectiveness of chatbots under the personalised learning approach, studies have yet to conduct a review on personalised learning chatbots on students. A systematic review was hence conducted to evaluate their effects on students and their potential application in education. Fifteen articles are included in the final review after thorough filtering from three well-known databases. Results have shown that personalised learning chatbots are commonly applied as assistants or teachers to class content, as well as virtual alternatives to lessons. While they showed potential in enhancing students’ learning via tailored content, feedback, and engagement, most studies still encountered functional and feasibility challenges during their implementation. With multiple studies showing how personalised teaching has significantly improved students’ grades and understandings of class content, insights obtained from this study could encourage further studies on the possible improvement and enhancement that could be made or even recommend educators to implement such technology in their curriculum for the betterment of future education.
    Keywords: artificial intelligence; educational chatbot; personalised learning; systematic review; application of chatbot; effects of chatbot.
    DOI: 10.1504/IJTEL.2024.10066221
     
  • The impact of digital technologies on the professional development of teachers: an educators’ perspective   Order a copy of this article
    by Sarika Sharma, Shreya Virani, Sonica Rautela 
    Abstract: Using digital platforms has become an integral part of teaching-learning however, entails educators/teachers to possess specific skills and competencies for effective and efficient delivery. The study attempts to empirically validate the educators perspective on the post-pandemic adoption of digital platforms and its impact on their professional development. A conceptual model is proposed based on the literature review. To test the model empirically data from 279 respondents was collected. For data analysis the IBM AMOS 22.0 software was used in two steps confirmatory factor analysis (CFA) and structural equation modelling (SEM). The studys empirical results reveal that digital technologies in pedagogy, digital competence, and technical and administrative support positively and significantly impact professional development. However, the other variables, i.e., professional learning and flexibility, do not significantly impact professional development. The results revealed that teachers level technological skills and competence mediates between digital technologies in pedagogy and professional development.
    Keywords: digital technologies; teaching-learning; professional development; educators’ perspective; higher education.
    DOI: 10.1504/IJTEL.2024.10065248
     
  • Effective online learning and training in higher education   Order a copy of this article
    by Monica Chaudhary, Udit Chawla 
    Abstract: The COVID-19 pandemic has created significant challenges for the global education community. The effectiveness of online learning has been questioned number of times in the past where student motivation becomes the single most important factor. This study aims at analysing student’s satisfaction while learning online and whether formal training to study online made any significant impact on student satisfaction. Data collection was done through a structured questionnaire across India. Three important facts identified for student satisfaction are Student’s awareness & knowledge of online learning, Teacher’s awareness & knowledge to teach online and Blended Learning Approach where students want to study online but along with traditional face to face teaching. Educational institutes and policy makers may take advantage by making appropriate policy in terms of training requirements. The study would also be beneficial for Edu Tech companies to brainstorm and make platforms that caters to student demand and flexibility.
    Keywords: COVID-19; online studying; student; satisfaction; learning system; technology.
    DOI: 10.1504/IJTEL.2024.10065659
     
  • Status of e-learning implementation to enhance learning in Tanzanian university institutions   Order a copy of this article
    by Raiton Malema Ambele, Shubi Felix Kaijage, Mussa Ally Dida, Lena Trojer 
    Abstract: This study examines the current e-learning implementation in Tanzanian universities, highlighting the challenges and opportunities associated with its utilisation. Data was collected from 610 respondents, including e-learning support staff, lecturers, and students from five selected universities through questionnaires and interviews. The findings reveal that universities in Tanzania still face implementation challenges despite significant growth in e-learning adoption. These challenges encompass limited internet and technological infrastructure, inadequate access to high-quality e-learning materials, low digital literacy proficiency among students and educators, insufficient support systems, and resistance to change. Strategies such as improving internet connectivity, developing relevant educational materials, providing comprehensive training and support, establishing robust learner support systems, and fostering an innovative culture are recommended to address these issues. By tackling these challenges, Tanzanian higher education institutions can effectively integrate e-learning and enhance the educational experiences of their students.
    Keywords: e-learning; personalised learning; education quality; e-learning system; ICT infrastructure.
    DOI: 10.1504/IJTEL.2024.10065971
     
  • Analysing user needs for digital learning platform in cultural heritage: a case study on Jin Dynasty costumes   Order a copy of this article
    by Oulu Yue, Atithep Chaetnalao 
    Abstract: This study provides an in-depth analysis of user needs for a digital learning platform for cultural heritage, focusing on Jin Dynasty costumes. The study used a mixed-methods approach, combining qualitative expert interviews and extensive fieldwork with the analysis of 440 quantitative public surveys. The findings show a strong demand for interactive and immersive digital experiences that enhance understanding and engagement with cultural heritage. This study aims to develop a user-centred conceptual model that effectively combines traditional cultural knowledge with modern educational technology, emphasising users’ multi-dimensional and more profound experiences when participating in traditional cultural experiences, thereby enhancing users’ cultural learning experiences and interests. The model can effectively bridge the gap between traditional cultural knowledge and modern educational technology, and this approach deepens people’s comprehension and recognition of cultural heritage and enhances the educational effect of the digital platform.
    Keywords: digital learning platform; cultural heritage education; user-centred design; Jin Dynasty costumes; interactive learning.
    DOI: 10.1504/IJTEL.2024.10066054
     
  • Design and development of a tangible machine learning-based object recognition and learning system for Indian kids suffering from Visual Agnosia   Order a copy of this article
    by Priyam A. Parikh, Heet Shah, Pinal Vaghela, Smruti Kankrecha 
    Abstract: Children with Visual Agnosia have problems recognising and remembering basic objects. Although they are not visually impaired, they may be disregarded in educational environments. They suffer from the issue of limited identification capacity and are unable to retain what they have seen. A physical device using machine learning has been developed to assist individuals with difficulties in recalling and recognising basic objects like fruits and vegetables. The gadget can recognise objects and provide detailed descriptions within a 100-word limit. The designed equipment aids children in retaining knowledge of several fundamental items and enhances their inquisitiveness towards them. Consequently, they are able to gradually develop their cognitive abilities, including sensorimotor and object permanence capabilities. The object detection is performed via the convolutional neural network (CNN) method implemented in TensorFlow. The equipment effectively conducted tests on more than 20 children, examining a minimum of 30 distinct items.
    Keywords: Visual Agnosia; TensorFlow; object detection; machine learning; convolutional neural network; CNN.
    DOI: 10.1504/IJTEL.2024.10066126
     
  • A two-fold analysis of learning management courses usage in an academic institution   Order a copy of this article
    by Elias Gounopoulos, Ioannis Kazanidis, Stavros Valsamidis, Sotirios I. Kontogiannis, Ioannis Petasakis 
    Abstract: Learning management courses (LMS) are adopted by academic institutions to enhance the educational experience. However, the usage of LMS as an e-collaboration and e-assessment tool is not always satisfactory, since many LMS courses offer an inadequate user experience. The aim of this study is to measure and assess the use of the LMS courses with qualitative and quantitative variables and metrics. This study evaluates which usage and educational content variables affect courses popularity, and classifies courses according to their use. The dataset is derived from a Greek university LMS. Data analysis has combined several variables and metrics to quantify courses and usage characteristics. The results of the analysis revealed that only a few LMS courses were used efficiently, while second semester students showed a greater interest for courses with comprehensive educational content. The instructors need to improve content and motivate students to use LMS courses more efficiently.
    Keywords: learning management system; LMS; learning analytics; data analytics; regression analysis; course evaluation.
    DOI: 10.1504/IJTEL.2024.10066244
     
  • Empowering students with modern pedagogical approaches: a case study on the fourth industrial revolution in the wake of coronavirus disease 2019   Order a copy of this article
    by Marcos Komodromos, Andreas Masouras, Tatiana Harkiolakis, Marios Vassiliou, Mekerdich Mike Costanian 
    Abstract: The fourth industrial revolution (4IR) has brought significant changes to the labour market, introducing new job roles and increasing the demand for soft skills. The rapidly evolving technological landscape demands effective communication, emotional intelligence, and problem-solving skills. This case study sought to understand the creative teaching methods that universities should adopt to prepare students for the future workforce and bridge the skills gap. The study utilised the human capital theory framework to examine the relationship between education and skills. To investigate this correlation, a qualitative case study was conducted, involving interviews with education experts using a semi-structured interview guide consisting of eight items. Upon analysing the data, it was discovered that universities could employ various pedagogical approaches such as formative analytics, experiential learning, and blended learning to prepare students with the skills needed for the future job market.
    Keywords: fourth industrial revolution; 4IR; pedagogical approaches; student empowerment; skills gap; talent mismatch; future of work; graduate empowerment; reskilling; and universities.
    DOI: 10.1504/IJTEL.2024.10066292
     
  • E-learning system and its outcomes: the role of self-efficacy in the IS success model   Order a copy of this article
    by Mohammed Ali, Fawad Ahmed 
    Abstract: This research paper investigates the pivotal role of self-efficacy in predicting outcomes within the context of e-learning. Drawing upon the DeLone and McLean (DL&ML) information system success model and extending it to encompass the influence of self-efficacy, this study addresses a notable gap in the literature regarding the specificities of e-learning in Sudan a nation facing significant educational challenges, including conflicts. The data obtained from 157 students engaged with an e-learning system at one of Sudans universities. The results reveal that service quality and self-efficacy have a positive effect on user satisfaction and system use. The outcomes, as explained by system use and user satisfaction, aid in the improvement of e-learning strategies and provide insight into e-learning outcomes. This research seeks to extend the DL&ML model to incorporate self-efficacy as a determinant of e-learning success, thereby offering valuable insights for enhancing the efficacy of virtual education initiatives in developing country.
    Keywords: e-learning system; self-efficacy; information system; DL& ML IS success model; Sudan.
    DOI: 10.1504/IJTEL.2024.10066622
     
  • Empowering young learners: m-learning application with adaptive learning and CCI standards   Order a copy of this article
    by S. Divyasri, M. Mohana, T.T. Dhivyaprabha, P. Subashini 
    Abstract: Mobile learning (m-learning) has become an essential component of education, particularly in the post-pandemic era. Many educational applications are available online, focusing on subjects like language, mathematics, and science. However, these apps often lack adaptive learning mechanisms and effective user design. This study aims to address these gaps by developing an m-learning application that adapts content dynamically based on students’ prior knowledge. Using child-computer interaction (CCI) standards, the application ensures usability by focusing on effectiveness, efficiency, and ease of learning. The study involved 65 students aged 8 to 10, and the app’s design was validated by five educational technology experts. Results showed that students found the app enjoyable and helpful for learning, particularly in their mother tongue. The adaptive and child-centric design significantly increased students’ engagement and self-learning abilities, providing instruction in bilingual languages while customising the learning experience through adaptive approaches.
    Keywords: adaptive learning; child-computer interaction; CCI; child-centric; learning style; mobile learning; young learners.
    DOI: 10.1504/IJTEL.2024.10067098
     
  • Improving student learning and socialisation via technology-enhanced collaboration   Order a copy of this article
    by Steve Geinitz 
    Abstract: This study explores a new approach to collaborative learning using technology-enhanced assessments and a systematic pairing process in university-level computer science courses. Students first complete an individual quiz, then collaborate on a second quiz with a partner selected based on complementary performance. This method aims to enhance academic outcomes and socialisation by encouraging diverse interactions. Statistical analyses show that first- and second-year students perform better with varied knowledge levels in partners and prefer assigned partners over self-selection. The findings highlight the benefits of technology-enhanced collaborative learning in improving communication, teamwork, and socialisation skills, ultimately fostering a more connected and harmonious educational experience.
    Keywords: collaborative learning; continuous assessment; student socialisation.
    DOI: 10.1504/IJTEL.2024.10067535
     
  • Task oriented mind games impact on the cool executive function domain and social skills of children with low functioning autism spectrum disorder   Order a copy of this article
    by Kanwaljit Kaur, Sesadeba Pany 
    Abstract: Limited research exists on children with low-functioning autism spectrum disorder (ASD), particularly in India. To date, no interventions targeting cool executive functions have been investigated for this group in the Indian context. This study aimed to evaluate the effectiveness of task-oriented mind games in enhancing cool executive functions and social skills in two children with low-functioning ASD case A (low-functioning ASD) and case B (low-functioning ASD with comorbid anxiety). A time-interrupted series design was employed for both cases. Key findings revealed significant improvements in cool executive functions (working memory, inhibition, cognitive flexibility, planning, and organisation) from pre-test to post-test, sustained through follow-up assessments. Case A showed a more pronounced reduction in the number of trials required for task completion compared to case B. Additionally, task-oriented mind games had lasting positive effects on both cool executive functions and social skills, while reducing anxiety-related behaviours in children with ASD.
    Keywords: anxiety; cool executive function; low functioning autism spectrum disorder; ASD; social skills.
    DOI: 10.1504/IJTEL.2024.10067689
     
  • Generative AI in mathematics education: analysing student performance and perceptions over three academic years   Order a copy of this article
    by Blaženka Divjak, Barbi Svetec, Damir Horvat 
    Abstract: This study presents an approach in which generative AI (GenAI) chatbots are used to assist students in a problem-solving task resulting in a mathematical essay, introduced in the academic year 2022/2023 in a higher education mathematics course, and continued with in 2023/2024. We compared students’ results from these two years with the results from 2021/2022, when GenAI was not part of the task, using Kruskal-Wallis and Dunn tests. The total sample included 966 students. The 2022/2023 results (GenAI introduced) differed significantly from the other two years, with students being less successful. Conversely, 2023/2024 (GenAI standard) showed the best student results and no significant difference from 2021/2022 (no GenAI). In all the three years, results in the problem-solving essay correlated with success in previous formative and summative assessments. Student feedback highlighted advantages and disadvantages of interactions with GenAI, revealing a tendency to utilise GenAI more for theoretical than practical tasks.
    Keywords: artificial intelligence; generative artificial intelligence; chatbot; ChatGPT; problem-solving; assessment; mathematics.

  • Learner-generated digital video’s role in motivational beliefs and self-regulation: an evaluation through content delivery methods   Order a copy of this article
    by Secil Tisoglu, Kadir Yücel Kaya 
    Abstract: This study applied a learner-generated digital video (LGDV) approach with two different video delivery methods to examine its effect on students’ motivational beliefs and learning strategies. We designed the research as a quasi-experimental study, which involved a nine-week intervention where prospective teachers created a digital video following two different content delivery methods: instructional story and instructional presentation. We applied a motivation scale and open-ended questions to 145 prospective teachers. The results revealed that LGDV approach improved the students' self-efficacy and task value and supported their learning strategies. The data collected for this study also indicated that the difference between the scores of content delivery methods was not significant regarding task value, self-efficacy, and learning strategies. The students' perceived outcomes also showed that LGDV approach supported their professional development, enhanced digital literacy skills, and met their expectations of acquiring new information and promoting an active learning environment.
    Keywords: learner-generated digital video; digital storytelling; self-efficacy; task value; learning strategies.

  • Efficacy of e-content designing and development training programme on digital competence of prospective teacher educators   Order a copy of this article
    by Seema Rani Thappa, Deep Shikha, J.N. Baliya, Sourabh Sharma, Neha Mehra 
    Abstract: The majority of researchers recommended that teachers to possess the necessary skills to integrate digital technology in the classroom, but there have not been much effort put forward to provide a training component for teachers to acquire these skills. The researchers did the experimental work by providing intervention based on technological pedagogical and content knowledge framework by adopting quasi-experimental design to investigate the efficacy of e-content designing and development training programme on the digital competence of prospective teacher educators. For this, 30 MEd and BEd students as a sample in an experimental group through purposive sampling technique. Two-week intervention has been provided and collected data has been analysed by using t-test on three aspects of digital competence. The research findings revealed that considerable difference in before and after scores in digital competence among pre service teachers and educators along with three dimensions that is technological competence, professional competence and pedagogical competence.
    Keywords: e-content; design and development; technology; pedagogy; digital competence; technology knowledge; pedagogical knowledge; professional knowledge.