Digital Education Review

Exploring Tolkien’s Literary Universe in the EFL classroom. Ap-proaching Literature through Robotics-enhanced Inquiry-based learning

2023-11-29T10:57:55+00:00

This article examines how technology-enhanced inquiry-based learning (IBL) affected students’ language acquisition and the evolution of motivation in the subject of English as a Foreign Language (EFL). Furthermore, this study presents a proposal for the collaboration of the subjects of Spanish and English, using translanguaging to establish connections between students’ L1 and L2 and reducing curricular duplications. EFL presents itself as an opportunity for learners to engage with a broader scope of authentic resources, using Inquiry-Based Learning (IBL) as the main driving force of problem-solving situations. Thus, the investigation used Tolkien’s literary world as the main theme and topic of research, and robotics (Ozobot), IBL and a gamified learning management system (Classcraft) as the main methodologies. Through a series of diagnostic and proficiency tests (which included a robotic-supported storytelling activity and an ARCS motivation test), quantitative data were gathered concerning the two analysed variables. Results indicated improved language acquisition and motivation in all four parameters. Furthermore, Ozobot showed to have a quick adaptation period for student use at basic levels of functioning, as well as aiding in creative storytelling. Results will contribute to closing the knowledge gap detected in EFL learning since has been mostly used for scientific learning.

Adapting the Technology Acceptance Model to Explore College Students' Intentions to Use Technology in Virtual Education

2023-11-29T08:35:09+00:00

The use of technologies in educational contexts has been increasing due to the COVID-19 pandemic. However, the use of models that can explain a student's intention to use certain technologies has not been adequately researched, much less has it been possible to identify the validity of a model that maintained his factorial structure in different contexts. Therefore, this study seeks to adapt the technology acceptance model to Spanish, to be used with university students. Thus, a questionnaire was applied to 297 students belonging to a private university. The results indicate that the original factorial structure of the model is maintained when it is adapted to Spanish. Likewise, it was identified that there were no differences in the model according to the gender of the participant, which corroborates a factorial invariance of the model. Also, causal relationships within the model with the intention of using technologies are corroborated. We concluded that the technology acceptance model is maintained in a different context and can be used with university students to evaluate possible educational interventions in virtuality.

A simulation study of preservice STM teachers’ technostress as related to supposed utility, attitudes towards portable technolo-gy and continuance intents to use portable technology

2023-10-04T14:11:12+00:00

The speedy advancement of evolving technologies has made the integration of portable technology into preservice science, technology and mathematics (STM) teachers’ teaching practices a must to enhance learning goals and improve their professional development. However, preservice STM teachers are unenthusiastic in incorporating portable technology into instruction when they go out on practicum as a result of stress associated with technology called technostress. While numerous investigations have been carried out on the motives and imports of stress associated with technology in diverse milieus, no study has been carried out on technostress, supposed utility and dispositions towards portable technology as predictors of continuance intentions to use portable technology in Nigeria. In this study, three research questions were answered through the implementation of a correlational research design. 480 preservice STM teachers from 4 universities in southwest Nigeria formed the sample. A reliable and valid survey of 13 items was deployed for the collection of the study data. The data were coded and its analysis done via SPSS version 20 involving standard deviation, mean, Pearson product-moment correlation and multiple regression analysis at 5% level of significance. The study established that the preservice STM teachers recorded low technostress, high attitudes towards portable technology, high supposed utility and high continuance intents to utilize portable technology. Also, the study affirmed the numerically momentous associations amid technostress, attitudes towards portable technology, supposed utility and continuance intents to deploying portable technology among preservice STM teachers. The construct of technostress, attitudes towards portable technology and supposed utility made numerically weighty contributions of 85.7% to the forecast of continuance intents to use portable technology. In line with the study findings, it was supported that the STM teacher educators should integrate portable technology into the teacher training programmes of preservice STM teachers to stimulate the use of portable technology in their studies. Preservice STM teachers and teacher educators could benefit from the results of this study.

The Definition of a self-reflection tool named Aurora for the assessment of university professors´digital competence

2023-12-13T09:54:45+00:00

We are currently facing a historical moment in which educational practices are being transformed using technology. In this scenario, higher education institutions have a great responsibility towards the Digital Competence of University Professor (DCUP). The main objective of the study is to contribute to the improvement of the self-reflection of the DCUP. Therefore, a self-assessment tool called Aurora, based on the European Framework for the Digital Competence of Educators (DigCompEdu) model, is defined. Subsequently, the tool is applied, and the results are analysed. The methodology used is quantitative by means of an online survey. The sample consisted of 154 university professors from the University of Deusto (UD). On the one hand, through descriptive analysis it is highlighted that the Aurora questionnaire is an objective tool to measure the self-reflection of the DCUP. On the other hand, through the inferential analysis it is underlined that significant differences are found in the demographic data of professional category and age. It is also stressed that there are significant differences in the correlations. These results show that it is necessary to create a questionnaire that measures all the competences of the DigCompEdu model to be considering the DigCompEdu model.

With High New Media Literacy, Can We Prevent Problematic Internet Use? -- A Case Study of Chinese College Students

2023-10-04T07:39:22+00:00

Problematic Internet use (PIU) can lead to dysfunction and undesired consequences, especially in adolescents and youths. Studies have shown that personal emotional characteristics and relationships with others are associated with PIU. We pursue the neglected question of whether there is a correlation between personal ability, such as new media literacy (NML), and PIU. Chinese university students’ PIU has received insufficient scholarly attention, and its relationship with NML is unclear. Therefore, we examined the correlation between PIU and NML in 462 Chinese university students. The results showed that PIU was widespread in varying degrees, and the NML score was 4.23 out of 5. Personal NML was positively correlated with PIU, especially the critical prosuming dimension. Gender influenced neither PIU nor new media literacy. Students’ residence was only positively associated with NML, not PIU. Gender and place of residence did not moderate the correlation between NML and PIU, and place of residence also did not moderate the correlation between gender and PIU. These findings provide insight into the relationship between humans and the Internet and have practical implications regarding preventive interventions for emerging adults.

Citizens’ reflections on an open, distance intergenerational program for online risk prevention

2023-11-29T09:45:10+00:00

Online risks are a concern for citizens in the digital society. Many sectors of the population lack training to face, prevent and solve problematic situations arising from Internet use. University researchers and innovation agents in small towns in southern Spain are carrying out an educational programme of 13 intergenerational workshops to strengthen digital competence and citizenship involving 239 participants. The main objective of this article is to describe and interpret shared reflections on various problematic situations related to the use of the Internet and technology. A content analysis of 864 reflections and experiences contained in seven dimensions and 31 categories is carried out. The results show that the participating citizens are characterised by a high awareness of online risks, they tend to seek help and concrete solutions on issues related to data security, excessive use of mobile phones and online scams and frauds. We propose the need for training to develop a fully digital, responsible and tech-savvy citizenship and an integrated digital model of education focused on protecting the well-being and online rights of citizens.

Under what conditions can schools contribute to digital equality and the construction of active citizenship? Results from an action research project in a Spanish school

2023-11-29T10:57:18+00:00

Various studies point out that, in the school digital sphere, the same inequalities are (re)produced as in offline spaces. Given this reality, the article explains the results of an action research project for the building of active digital citizenship, which seeks to overcome these gaps through a democratic digital perspective. The field work was carried out in a school situated in a disadvantaged area of a large town (50,000 inhabitants), near Barcelona (Spain). The results were obtained through questionnaires, interviews and discussion groups with 236 families, 30 teachers and 97 pupils. These results indicate that, in order to reduce inequalities, it is important to: a) recognise the diversity of needs, skills and digital access of the teachers, families and pupils in the decision-making process; b) design and articulate different participatory school spaces: formal and informal, physical and virtual; c) promote the participation of all school agents in the digital spheres and guarantee the acquisition of skills and digital access to the whole school community. The article concludes that in order to build an active digital citizenship, processes and actions that are explicitly designed towards this end and that are methodologically consistent with a democratic and inclusive perspective are required.

Assessing the Second-Level Digital Divide in Austria: A Representative Study on Demographic Differences in Digital Competences

2023-02-07T14:09:08+00:00

The second-level digital divide concerns individual levels of digital competences and demographic indicators of digital gaps. In this paper, we have analysed empirical data that allow a thorough and differentiated look into the second-level digital divide with a rigorous methodological quantitative approach. We investigated the relationship between results from a self-assessment of one’s own digital competences, and a knowledge test about digital tools among Austrian citizens (N=1109). The study explores second-level digital divides in gender, education level, age, first language, and length of time living in the country regarding respective competence levels and areas, referring to the Digital Competence Model for Austria - DigComp 2.2 AT. Results show that the digital gender divide is paramount across all competence areas, while the age divide remains strong when comparing under 18-year-olds with over 60-year-olds. Moreover, positive effects are related to education level and first language.

Multimedia, emotions, and learning experience

2023-10-04T07:46:25+00:00

This paper considers emotions and learning through multimedia learning, mediated message processing, and affective computing. In multimedia learning, the emotional design includes all relevant features from the visual design, so emotional and motivational features are given through visual appeal. The Limited Capacity Model of Motivated Mediated Message Processing describes emotions as a product of motivated cognition. It explains how to create the message that will most likely fulfil its communication purpose. Through affective computing, adaptive and multimodal learning, aim is to reduce the gap between instructional message design, and the learner's cognitive and emotional mental model. The paper aims to outline emotions and learning considering multimedia learning, motivated mediated message processing, and affective computing as three perspectives in creating a learning experience.

Conditions of virtual learning during pandemic in secondary education: Analysis from gender and ethnicity

2023-11-29T09:44:19+00:00

The Ecuadorian educational system was impacted by the Covid-19 pandemic; one of the transcendental changes was to transition from the face-to-face tuition system to the use of virtual alternatives, where ICT and student learning conditions had to be quickly adapted. The aim of this research is to describe the conditions of virtual learning in pandemic and to determine the level of relationship of these conditions with gender and ethnicity of students in the eighth, ninth and tenth years of secondary education. It is a quantitative study, of correlational and descriptive scope; the universe studied was 29344 students. The sample consisted of 1078 students, who were administered a survey with a reliability level of 0.84 (Cronbach's alpha). The study showed a statistically significant difference between gender and ethnicity with the availability of equipment, connectivity, sufficient privacy and comfortable space to carry out the studies; but there is no statistically significant difference with the availability of time. As a conclusion, the pandemic revealed large social gaps among students. In terms of virtual learning conditions, women, afro-descendants, and indigenous people present the most disadvantages.

The use of Assistive Technology (AT) in teaching English to students with special educational needs (SEN) during the COVID 19 pandemic

2023-12-13T10:42:02+00:00

The use of Assistive Technology (AT) in foreign language learning has increased over the last decades thanks to new technological advances and the development of different digital tools (Huang et al., 2016; Khan et al., 2020). This research analyzes in-service teachers’ preparation and digital competence in the use of AT for students with specific educational needs in general, and particularly in learning English as a foreign language, and their experience during the COVID-19 pandemic. Quantitative and qualitative data were gathered through different research instruments such as a survey completed by 110 in-service teachers and a semi-structured discussion with a focus group of 10 English-language teachers from different schools. The results show the lack of knowledge and digital skills in the use of AT and the need to improve access to technological resources and teacher training programs.

Immersive technologies in self-regulated learning: Systematic review of scientific literature

2023-02-07T14:20:02+00:00

This study presents a systematic review of scientific articles with the aim of analyzing the effect of VR/AR on self-regulated learning. For article selection, five databases were used: JSTOR, ERIC, IEEE, Scopus, and Web of Science from the last 10 years, and the PRISMA protocol was applied. The results reveal the optimal role of immersive technology in self-regulated learning processes at the level it is applied. From 2012 to 2021, the frequency of publications has increased, especially in fields of knowledge such as medicine, computer science, and education in third place. The common theme in these areas lies in the academic aspect, particularly in fields such as cognitive load, school versus home, student frustration, academic performance, motivation - self-efficacy in self-regulated learning, and procedure transfer. Based on these findings, the article proposes future research directions.

Blended learning in English for specific purposes instruction: A systematic review

2023-11-29T10:56:13+00:00

Due to Covid-19 pandemic, using ICT for teaching purposes has been the subject of a growing field of study in educational research. Thus, this systematic review aims to provide ESP practitioners with a current synthesis of the impact of blended learning on English for specific purposes (ESP) instruction. The current study systematically reviews and synthesizes studies related to blended learning and ESP with the aim of providing a comprehensive analysis of 28 research articles published across 2012-2022 and meeting selection criteria. Findings show that blended learning can foster university ESP students’ language skills. The majority of studies stress that blended learning brings considerable benefits to their ESP learning, namely flexibility, autonomy, and collaboration. The findings also revealed that few students faced some challenges such as demotivation, procrastination, and technical issues. In light of these results, the review ends up with implications for ESP teachers and researchers.

ICT in the development of phonological awareness: A critical literature review

2023-11-29T08:40:04+00:00

The phonics dimension is essential for early literacy development and is a fundamental aspect of cognitive expansion. For this reason, phonological awareness has become a topic of great importance in education due to its significant impact on the development of reading and writing, basic learning skills. This study offers a theoretical review of a corpus of recent studies that reveal the contribution of technological resources to the development of phonological awareness in pre-school, with the intention of pointing out trends and research possibilities in this field. From a sample of 137 articles published in the last 15 years, and after a critical and systemic analysis carried out in different phases, 22 articles have been selected whose content focuses on pre-school and first year primary school children, in which ICT has been applied. The holistic analysis demonstrates the positive effect of these technologies on the development of phonological awareness. It is concluded that there is a direct relationship between phonological awareness and literacy in pre-school education, as well as the need for more rigorous research to obtain more precise results.

Computational Thinking programs in primary education: a systematic review

2023-02-08T12:58:12+00:00

Computational thinking (CT) describes a type of analytical thinking related to computer science and programming. The International Society for Technology in Education (ISTE) and the Computer Science Teachers Association (CSTA) have developed a definition to promote the inclusion of CT in education in the US. The goal of this systematic review is to describe the educational programs that teach CT in primary education (age range 6-14 years) published in indexed scientific journals, following the PRISMA guidelines. The search strategy was carried out in the following five databases: Dialnet, Psycinfo, Scopus, PyscNET and ERIC. A total of 40 articles met the inclusion criteria. The most used programing environment were Scratch (55%), unplugged activities (15%) and Code.org (10%). The software found worked several of the core PC competencies as defined by CSTA & ISTE. This systematic review collects and synthesizes for the first time the educational programs that have proven to be useful for working on CT in children aged 6 to 14 years and relates them to the CT standards established by CSTA, contributing to the knowledge of the tools available to use in the educational field.

A view of How Education Works

2023-11-15T12:35:24+00:00

J. Dron's 'How education works: teaching, technology, and technique' is a significant contribution to the educational literature that centers on the multifaceted realm of teaching with technology. Adopting an autobiographical narrative, the author brings to the fore his rich experiences in instructional design and technology-mediated education. This work critically examines the dynamic interactions among the pedagogical methods, tools, and various actors in the educational environment. The book emphasizes the necessity for co-participation and flexibility in educational systems, while acknowledging the intricate challenges posed by learner diversity. Through the lens of a seasoned educator, it serves as a mirror for readers to reflect on their pedagogical practices, invites introspective meditation on teaching methodologies, and provides a platform for discussing common obstacles in technology-enhanced learning landscapes. This review endorses Dron's book as an essential read for educators, instructional designers, and scholars interested in the complexities and evolutions of educational technology and its impact on instructional strategies.