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The COVID-19 pandemic has left significant consequences at every level of education, including adult education. In order to adapt to the restriction caused by the pandemic, adult education institutions all around the world were forced to transform the way how the educational process was being organized. By introducing various web-related technologies, the physical place of teaching and learning processes has become a less significant factor, thereby, potentially, contributing to the inclusiveness of education and, as a result, to sustainable development. The paper aims to analyze how the recent transformation of adult education caused by the pandemic between 2020 and 2022 contributed to the sustainable development of Latvia. To achieve the aim, the following research methods are used: a scientific literature review to investigate the concepts of sustainable development and online adult education as well as their potential correlation, a survey of adult education institutions in Latvia, as well as statistical data analysis of adult education indicators. The main findings of the article: during the pandemic when the in-person teaching process was restricted, the Latvian adult education sector experienced unprecedented digital transformation. The transformation positively contributed to the improvement of not only the digital skills of teachers and learners but also to the sustainable development of Latvia by facilitating access to potential learners living in rural areas and regions.

Providing feedback to students is one of the most effective ways to enhance their learning. With the advancement of technology, many tools have been developed to provide personalized feedback. However, these systems are only beneficial when interactions are done on digital platforms. As paper-based assessment is still a dominantly preferred evaluation method, particularly in large blended-instruction classes, the sole use of electronic educational systems presents a gap between how students learn the subject from the physical and digital world. This has motivated the design and the development of a new educational technology that facilitates the digitization, grading, and distribution of paper-based assessments to support blended-instruction classes. With the aid of this technology, different learning analytics can be readily captured. A retrospective analysis was conducted to understand the students' behaviors in an Object-Oriented Programming and Data Structures class from a public university. Their behavioral differences and the associated learning impacts were analyzed by leveraging their digital footprints. Results showed that students made significant efforts in reviewing their examinations. Notably, the high-achieving and the improving students spent more time reviewing their mistakes and started doing so as soon as the assessment became available. Finally, when students were guided in the reviewing process, they were able to identify items where they had misconceptions. [ABSTRACT FROM AUTHOR]

Despite the increasing use of technologies in the classroom, there are concerns that technology-enhanced learning environments may hinder students' communication and interaction. In this study, we investigated how tangible technologies can enhance students' multimodal communication and interaction during equation-solving pair work compared to working without such technologies. A tangible app for learning equation solving was developed and tested in fourth- and fifth-grade classrooms with two class teachers and 24 students. Video data of the interventions were analysed using deductive and inductive content analysis. Coded data were also quantified for quantitative analysis. Additionally, teacher interview data were used to compare and contrast the findings. The findings showed that the tangible app better promoted students' multimodal communication and peer interaction than working only with paper and pencil. When working in pairs, tangible-app students interacted with one another much more often and in more ways than their paper-and-pencil peers. The implications of this study are discussed in terms of its contributions to research on tangible technologies for learning, educational technology development, and the use of tangibles in classrooms to support students' multimodal communication and peer interaction. [ABSTRACT FROM AUTHOR]

In the article, we focus on the stimulation of pupils' experimental activity using escape rooms. The text includes a division of escape rooms into six genres. In one of the genres, we also included the activity of the escape room created by us. By using the escape room we created, we tried to find out whether escape rooms are a suitable tool for stimulating pupils to do experimental activities in physics classes. We conducted a survey with pupils in the third year of an eight-year high school (13-14 years old). The number of pupils varied (18-19) as the survey was conducted over two weeks. We created a questionnaire consisting of seven questions. The questions were about pupil emotional engagement while doing experiments. We determined the suitability of the teaching tool for stimulating pupils using the answers to the questions from the questionnaire, which are related to the stimulation of experimental activity. We also compared the activities - Escape Room and Experiments given by a question using a comparative questionnaire. From the pilot survey, we found that escape rooms stimulate pupils to experiment more than the commonly used experiments given by a question in physics classes. [ABSTRACT FROM AUTHOR]

The big data (BD) era and pertinent computer science, pedagogy, and educational psychology knowledge are the foundations of this essay, based on the idea of the holistic development of human beings, the IPE (Ideological and Political Education) carrier theory, the new idea of educational development, and the strategy of strengthening the nation through education; the challenges IPECU (Ideological and political education in Colleges and Universities) faces and its path toward optimization are discussed relatively in detail in this paper, which conforms to the context of mega data thinking. The influence of IPECU's subject, object, and educational effect is discussed in this paper, along with tips for how to improve and innovate IPECU in the context of big data. In addition, it is noted that in the age of mega data, we must not only bravely take on challenges, but also actively seize opportunities if we are to realize the innovative and optimized development of IPECU. Moreover, the definitions of mega data and big data prediction function are provided in this paper. IPE can be used with the big data prediction function, which is further explored in this article. In order to realize the innovation of IPE mode in universities, this paper aims to encourage the integration and development of IPE and big data in academic settings. [ABSTRACT FROM AUTHOR]

Information technology plays an increasingly prominent role in our personal and professional lives. It also plays an important role in schools, and especially in mathematics education. To realise their full potential in education, technologies should be designed in a way that addresses the characteristics of the target students. In the context of learning mathematics, students often experience anxiety with regard to the content that needs to be learnt; therefore, this work considers mathematics anxiety as a characteristic that should be particularly relevant when designing technologies that assist with teaching and learning mathematics. The development of personas, i.e., prototypical and simplified user descriptions, is a widely used tool in user experience (UX) research that supports design processes. In this methodological paper, we combine this UX methodology with a grounded theory approach. This combination of methodologies could facilitate the establishment of guidelines for developing personas representing secondary school mathematics students, which constitutes the goal of this paper. We review existing persona development techniques in other fields and adapt them to the context of secondary mathematics education using qualitative secondary data. Our aim is to provide a research approach that produces a better understanding of students' characteristics, needs, and fears. Despite limitations in terms of the amount of data included in developing and piloting this methodology, this work forms the basis for increasing the usability of educational technologies and for adapting them to individual learning styles to reduce mathematics anxiety. [ABSTRACT FROM AUTHOR]

Notably, the authors of this study do not contextualise the focus of micro-credential development in regional terms, where there is an emphasis on micro-credentials to support the transition from secondary schooling to further and higher education. References 1 Brown M, Mhichil MNC, Beirne E, Mac Lchlainn C. The global microcredential landscape: Charting a new credential ecology for lifelong learning. At the Micro-Credential Summit, held in Barcelona, Spain in March 2023, a representative from the European Commission borrowed the tagline of a global sports brand in his presentation on micro-credentials, urging those present to "Just do it".[1] In this Special Issue of the ETHE, we sought to uncover what was both being done and why in order to unpack micro-credentials in the so-called next "new normal" in higher education ecosystems. [Extracted from the article]

The paper presents the analysis of strategies and challenges of technology-enhanced personalized language learning at technical universities. The authors specify the meaning of the “personalization” concept in terms of language learning and characteristics of technologyenhanced learning. Skills of personalized learning contribute to the development of learner autonomy and equip students with flexibility and adaptability to the changing demands of today’s labor market. The empirical study was carried out among 101 students from two universities. The questionnaire was aimed at measuring the level of personalized learning skills and digital resources that promote the personalized learning. Students were suggested three questionnaires: one survey on personalized learning skills was performed before and after the experiment, reflection questionnaire and on digital resources ranking were suggested after the experiment. After the introduction of technology-enhanced personalized learning strategies into the educational process, the level of personalized learning skills increased as well as students’ perception of this educational phenomena. There was no significant difference between the results of students from different universities in terms of personalized learning skills. It means that the problem of personalized learning is relevant to the majority of students and requires solutions. The paper provides examples of digital resources’ practical application that intensify the personalization with a promising transition to selfimprovement and successful professional self-realization. [ABSTRACT FROM AUTHOR]

Educational Technologies (EdTech) are based on the use of Information and Communication Technologies (ICT) to improve the quality of teaching and learning. EdTech is experiencing great development at different educational levels worldwide, especially since the appearance of Covid-19. The recent publication of a study by the ICT Sectorial of CRUE Universidades Españolas, the Spanish University Association, is the first report on the implementation of such technologies within Spain's University System. This paper presents two different maps based on the data from that report. Together, they illustrate the penetration of different types of EdTech in our university system and shed light on the strategic interest behind their adoption. Our goal is to produce self-explanatory maps that can be easily and directly interpreted. The first map reflects wide granularity in terms of the global importance of technologies, while the second points to relevant conclusions given the spatial position of Spain's universities, and the size of the nodes that represent them (directly related with their strategic interests on EdTech), as well as with the local relationships existing among them (identifying similarities on those strategic interests). [ABSTRACT FROM AUTHOR]

With the continuous advancement of educational technology, interactive mobile and adaptive learning platforms are playing an increasingly important role in the field of education. This is particularly evident in the development of educational design skills among education students, as these platforms showcase their unique value. Educational design capability is a crucial skill for education students, directly related to the quality of designing and implementing future teaching activities. Traditional methods of education often fail to fully consider individual student differences, resulting in inadequate cultivation of personalized capabilities. This study aims to explore and achieve precise cultivation of educational design capabilities in education students through interactive, mobile, and adaptive learning platforms. This paper first reviews the current application of interactive mobile and adaptive learning platforms to cultivate educational design capabilities. It highlights deficiencies in existing research methods related to personalized matching and recommendation system design. To address these deficiencies, this study proposes a new set of adaptive matching methods. These methods include capability characteristic recognition based on competitive advantage thinking, the construction of individual strength models, as well as matching calculation, and decision-making scheme optimization using the projection decision method and the Hungarian method. Additionally, the study designs a learning project recommendation algorithm based on explicit ratings to enhance the accuracy and personalization of learning project recommendations. The application of these methods not only enhances the educational design capabilities of education students but also provides new theoretical support and practical guidance for the development of interactive, mobile, and adaptive learning platforms. [ABSTRACT FROM AUTHOR]

With the rapid development of educational information technology, "online and offline" hybrid teaching has become the main trend of foreign language teaching reform in colleges and universities. The blended teaching mode integrates the traditional teaching mode with modern educational technology and reconstructs the traditional college English teaching mode in the aspects of teaching object, teaching content, teaching method, teaching environment, and teaching evaluation. Based on the multisource data such as students' learning situation, learning duration, and academic performance, this paper builds a student English learning analysis system that realizes the integration of multisource data, completes the unified processing and analysis of multisource data, and then displays it through the interface. The system helps English teachers to guide students in different degrees according to the students' English learning situation and academic performance, so that English teachers have a clearer and more comprehensive understanding of students' learning and living conditions and timely guide students with incorrect learning attitudes, so as to avoid students' detours. [ABSTRACT FROM AUTHOR]

Blockchain proposes many innovative technologies to establish credible mechanisms in an open environment and therefore, it becomes a promising solution to the problem of credibility in educational development. To better understand the role of the blockchain, we aim to provide an extensive survey focusing on its key technology, application potential, and performance evaluation. First, from the perspective of blockchain characteristics, we summarize its application architecture in educational credibility. Next, we extensively discuss application potential of the blockchain, such as data storage, data sharing, achievement certification, and activity evaluation. Moreover, we investigate the performance evaluation, including basic performance metrics and specialized metrics for credibility. Finally, we analyze the challenges and research trends of blockchain in educational credibility and provide useful insights for future research. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

E-learning has emerged as a prominent educational method, providing accessible and flexible learning opportunities to students worldwide. This study aims to comprehensively understand and categorize learner performance on e-learning platforms, facilitating timely support and interventions for improved academic outcomes. The proposed model utilizes various classifiers (random forest (RF), neural network (NN), decision tree (DT), support vector machine (SVM), and K-nearest neighbors (KNN)) to predict learner performance and classify students into three groups: fail, pass, and withdrawn. Commencing with an analysis of two distinct learning periods based on days elapsed (=120 days and another exceeding 220 days), the study evaluates the classifiers' efficacy in predicting learner performance. NN (82% to 96%) and DT (81%-99.5%) consistently demonstrate robust performance across all metrics. The classifiers exhibit significant performance improvement with increased data size, suggesting the benefits of sustained engagement in the learning platform. The results highlight the importance of selecting suitable algorithms, such as DT, to accurately assess learner performance. This enables educational platforms to proactively identify at-risk students and offer personalized support. Additionally, the study highlights the significance of prolonged platform usage in enhancing learner outcomes. These insights contribute to advancing our understanding of e-learning effectiveness and inform strategies for personalized educational interventions. [ABSTRACT FROM AUTHOR]

Generative AI refers specifically to a class of Artificial Intelligence models that use existing data to create new content that reflects the underlying patterns of real-world data. This contribution presents a study that aims to show what the current perception of arts educators and students of arts education is with regard to generative Artificial Intelligence. It is a qualitative research study using focus groups as a data collection technique in order to obtain an overview of the participating subjects. The research design consists of two phases: (1) generation of illustrations from prompts by students, professionals and a generative AI tool; and (2) focus groups with students (N = 5) and educators (N = 5) of artistic education. In general, the perception of educators and students coincides in the usefulness of generative AI as a tool to support the generation of illustrations. However, they agree that the human factor cannot be replaced by generative AI. The results obtained allow us to conclude that generative AI can be used as a motivating educational strategy for arts education. [ABSTRACT FROM AUTHOR]

Over the last four decades, studies have investigated the incorporation of Artificial Intelligence (AI) into education. A recent prominent AI-powered technology that has impacted the education sector is ChatGPT. This article provides a systematic review of 14 empirical studies incorporating ChatGPT into various educational settings, published in 2022 and before the 10th of April 2023—the date of conducting the search process. It carefully followed the essential steps outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines, as well as Okoli's (Okoli in Commun Assoc Inf Syst, 2015) steps for conducting a rigorous and transparent systematic review. In this review, we aimed to explore how students and teachers have utilized ChatGPT in various educational settings, as well as the primary findings of those studies. By employing Creswell's (Creswell in Educational research: planning, conducting, and evaluating quantitative and qualitative research [Ebook], Pearson Education, London, 2015) coding techniques for data extraction and interpretation, we sought to gain insight into their initial attempts at ChatGPT incorporation into education. This approach also enabled us to extract insights and considerations that can facilitate its effective and responsible use in future educational contexts. The results of this review show that learners have utilized ChatGPT as a virtual intelligent assistant, where it offered instant feedback, on-demand answers, and explanations of complex topics. Additionally, learners have used it to enhance their writing and language skills by generating ideas, composing essays, summarizing, translating, paraphrasing texts, or checking grammar. Moreover, learners turned to it as an aiding tool to facilitate their directed and personalized learning by assisting in understanding concepts and homework, providing structured learning plans, and clarifying assignments and tasks. However, the results of specific studies (n = 3, 21.4%) show that overuse of ChatGPT may negatively impact innovative capacities and collaborative learning competencies among learners. Educators, on the other hand, have utilized ChatGPT to create lesson plans, generate quizzes, and provide additional resources, which helped them enhance their productivity and efficiency and promote different teaching methodologies. Despite these benefits, the majority of the reviewed studies recommend the importance of conducting structured training, support, and clear guidelines for both learners and educators to mitigate the drawbacks. This includes developing critical evaluation skills to assess the accuracy and relevance of information provided by ChatGPT, as well as strategies for integrating human interaction and collaboration into learning activities that involve AI tools. Furthermore, they also recommend ongoing research and proactive dialogue with policymakers, stakeholders, and educational practitioners to refine and enhance the use of AI in learning environments. This review could serve as an insightful resource for practitioners who seek to integrate ChatGPT into education and stimulate further research in the field. [ABSTRACT FROM AUTHOR]

We are in the era where various processes need to be online. However, data from digital learning platforms are still underutilised in higher education, yet, they contain student learning patterns, whose awareness would contribute to educational development. Furthermore, the knowledge of student progress would inform educators whether they would mitigate teaching conditions for critically performing students. Less knowledge of performance patterns limits the development of adaptive teaching and learning mechanisms. In this paper, a model for data exploitation to dynamically study students progress is proposed. Variables to determine current students progress are defined and are used to group students into different clusters. A model for dynamic clustering is proposed and related cluster migration is analysed to isolate poorer or higher performing students. K-means clustering is performed on real data consisting of students from a South African tertiary institution. The proposed model for cluster migration analysis is applied and the corresponding learning patterns are revealed. [ABSTRACT FROM AUTHOR]

In recent years, educational technology has advanced. Educational technology has been used in a variety of subjects with development in education tools. This paper unveils a bibliometric analysis and the historiography of the published research on education technology between 1994 and 2021. In the field of education, the representation of e-learning tools, technologies and systems also examined. Journals and affiliations, citations, keyword distribution, many cited publications, and the most significant authors and journals are among the different extracted metadata. This report examines the state of educational technology development and trends. [ABSTRACT FROM AUTHOR]

In the current conditions, the digitalization of education in almost all countries of the world has become a vital strategy for the total restructuring of traditional forms, tools, methods and technologies of education. At the same time, the issue of financial literacy is one of the priorities in education since the level of social welfare and the level of economic development of the country depend on the level of financial literacy. The article is devoted to a thorough scientometric review of scientific publications on the digitalization of financial education, highlighting key ideas, trends in developing scientific views, prospects, and opportunities for further research. The bibliometric analysis was carried out using specialized methods and tools, in particular, in-built Scopus and WoS databases tools, VosViewer software, and the Google Trends web application. Publications were extracted from the two scientometric databases, Scopus and WoS, in the time interval from 1990 to February 2024. A dynamic analysis of research articles showed their intensive growth since 2020, which is due to increased attention to digital education in the context of global transformations, the COVID-19 pandemic, and military conflicts. A transnational representation of the research was identified, with key geographic centres in the United States, the United Kingdom, and China. A country-by country analysis confirmed the connection between researchers due to similarities in educational strategies and geographical proximity. Using the results of the constructed bibliometric map, the thematic analysis identified 4 key clusters that confirm the central role of digitalization in financial education. Within the clusters, thematic groups of scientific publications were identified (innovations in education and digital technologies, socio-economic challenges in education, leadership and competitive advantages in education, financial and economic aspects of education, etc. The analysis identified promising research areas, including strategies to improve access to educational resources during crises, studying the impact of Industry 5.0 on financial education, studying financial innovations in education, and researching inclusive digital education. [ABSTRACT FROM AUTHOR]

This study explored the teachers’ digital literacy in secondary school and deciphered the most suggested way of enhancing secondary teachers’ digital literacy, overview levels, and the trends factors in the last five years of research. The methodologies in this study employed the traditional systematic literature review (SLR), which compiled some previous studies to be examined. The initial studies were only selected from an article published in a reputable journal indexed by Scopus. Of the 118 articles reviewed, 46 were selected to be included in the analysis. Significant findings summarize the fact that most of the last five-year research about teachers in secondary schools was impacted by the rapid development of technology and the demand for 21st-century skills. To summarize, as it is at the intermediate level, most secondary school teachers are digitally literate. However, future research may evaluate digital literacy training programs for teachers to assess what improvements should be made to delivery as well as existing frameworks used to test teachers’ digital literacy. [ABSTRACT FROM AUTHOR]

Educational technology plays a major role in today's learning as it offers significant advantages in delivering learning content, classroom communications, and assessing learners. Assessment is a cornerstone in modern and formal education and is particularly necessary for tracking progress, measuring knowledge or achievement, and planning future educational steps. This study investigates the effects of using an online game-based learning (GBL) approach in students' assessment in terms of their performance and self-efficacy in English as a foreign language (EFL) learning. A quasi-experiment was conducted on intermediate school-level students, who were divided into two groups, namely control and experimental. Each group underwent an English language test conducted through a Google Form and a role-playing game developed to mimic the functionality of an assessment tool. The results indicate that the performance of the experiment group was neither affected positively nor negatively using the GBL assessment tool. On the other hand, the results also show that using such a tool has positively affected students' self-efficacy levels. [ABSTRACT FROM AUTHOR]

In the era of digitization and globalization, education is undergoing major changes. Learning new competencies is crucial, despite some obstacles such as pandemics. It is possible to perceive the development of digital learning and the evolution of society into a smart society. The article examines the role of digital learning in this process, using a review of scientific literature. Databases such as Proquest, Emerald, Scopus, and Ebsco were searched, using terms related to online education and Society 5.0. An analysis of 27 of the 18,980 entries shows the relationship between the development of education, technology, and society. Technology influences education by promoting self-reliance. However, technology alone is not enough to improve the quality of life, hence the growing need for new forms of learning, leading to Education 5.0. E-learning, focusing on the individual learner, promotes the development of a smart society and the growth of economic activity. [ABSTRACT FROM AUTHOR]

Since year 2020, researchers have conducted research on challenges and perceptions of emergency remote teaching and learning (ERTL) during the COVID-19 pandemic on students. Many studies were conducted on the effectiveness of online learning, but there is a lack of studies on ERTL where online learning differs from ERTL. Thus, this study aims to identify the challenges and perceptions of students on ERTL during the early COVID-19. The methodology employed in this study are systematic literature review which used Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), synthesis analysis and quality appraisal to review 51 selected articles. These articles are from two publishers (ScienceDirect and IEEE) and two databases (ERIC and Scopus). This study revealed that students experienced four types of challenges during the early period of ERTL namely technological, pedagogical, personal, and social issues. However, students have positive perceptions toward ERTL to pursue their studies during the difficult period. This study highlighted the students' challenges and perceptions of ERTL during the COVID-19 pandemic in higher education. It is believed that this study will help future researchers to develop a strategic ERTL specifically for implementation during any crises in the future. Plain Language Summary: Students' Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic Since the year 2020, researchers have studied students' challenges and perceptions of emergency remote teaching and learning (ERTL) during the COVID-19 pandemic. Many studies have been conducted on the effectiveness of online learning, but there is a lack of studies how online learning differs from ERTL. Thus, this study aims to identify the challenges and perceptions of students in higher education regarding ERTL during the early COVID-19 pandemic. The methodology employed in this study includes a systematic literature review, which uses Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) as well as synthesis analysis and quality appraisal to review 51 selected articles. These articles are from two publishers (ScienceDirect and IEEE) and two databases (ERIC and Scopus). This study revealed that students experienced four types of challenges during the early period of ERTL, namely, technological, pedagogical, personal, and social issues. However, students have positive perceptions of using ERTL to pursue their studies during this difficult period. It is believed that this study will help future researchers to develop a strategic ERTL specifically for implementation during any crises in the future. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In times of crises, educational developers (EDs) work to ameliorate the teaching- and learning-related impacts caused by campus-wide disruptions such as health-related emergencies, mass shootings, and environmental disasters. These incidents may impact the personal-psychological factors and processes of EDs that, in turn, influence their engagement with team members and faculty. Given the vital role EDs play in improving faculty teaching and student learning across higher education (Dawson et al., 2010; Grupp, 2014; Schroeder et al., 2010), understanding the impacts of campus-wide disruptions on their functioning is critical. The present, novel study uses a psychological-phenomenological methodology and the Dynamic Systems Model of Role Identity (DSMRI; Kaplan & Garner, 2017) as a guiding theoretical framework to examine how a major disruption impacted the sense of self and engagement of EDs (n = 6) who hold different specialties (i.e., pedagogy or educational technology) and work in an educational development center housed within a large research institution. Participants completed three, open-ended survey questionnaires focused on their perceptions and actions before and during the COVID-19 disruption to institutional operation. Using the DSMRI Analysis Guide and Codebook (Kaplan & Garner, n.d.), five themes emerged from the data. These themes were used to address primary research questions and inform future directions and implications for theory, research, and practice. [ABSTRACT FROM AUTHOR]

One of the most pressing emergent educational issues addressed by the international research literature concerns the effects that excessive or problematic smartphone use can have on students' academic performance. An exploratory study was thus carried out with 46 students enrolled in a five-year degree program at the University of Padova (Italy) who were asked to provide their perceptions of their level of smartphone dependence and academic performance. Findings seem to indicate a significant correlation between high levels of smartphone addiction, difficulty concentrating while studying, and a frequent tendency to procrastinate on completing assigned tasks. Responses regarding smartphone distraction during in-person classes were particularly interesting: over 75% of respondents reported using their smartphones frequently in class. In order of importance, their reasons for doing so were to view and answer social media messages (61%), "boredom" due to the teaching strategies employed by some teachers in presenting lessons (41%), and the need to take a break from concentrating in class (35%). Lastly, smartphone use and its effects on academic performance involve three principal components: usage time, distraction in class, and frequency of smartphone checks. Smartphone usage time seems to have a direct negative effect on exam grades. Distraction in class is most significant for respondents who use their smartphones for messaging, while the frequency with which respondents check their smartphones is inversely proportional to their age. To limit these problems, we suggest that proven educational and teaching strategies be used to raise students' awareness of smartphone addiction, encourage students to participate actively, and use the smartphone as a teaching tool. As the study's findings are based on a self-report questionnaire, they reflect students' perceptions. To more accurately assess and confirm these findings, planned future fieldwork will monitor smartphone dependence during class and determine the actual amount of time students spend on their smartphones and how it correlates with academic performance. [ABSTRACT FROM AUTHOR]

Background: Videogames can be useful tools for teaching and learning. To plan educational uses, potential benefits and possible problematic aspects of specific titles need to be critically assessed by teachers and school leaders prior to implementation. Theory and Method: Based on game ontological models, we identify salient areas of inquiry in games research and use these to structure a template for evaluation. This way we operationalize foundational games research and put key insights to practical use in the planning and preparation of videogame-based teaching sessions. Aims: We develop a template for the evaluation of videogames as tools for and objects of teaching and learning to facilitate critical uses of these technologies in schools and other educational settings. Results: We present a template for critical evaluation to facilitate the use of videogames for educational endeavors. The template distinguishes between videogames as tools for and objects of teaching and learning and is structured along the game ontological dimensions of 1) sign system, 2) rules and mechanics, 3) materiality and 4) players, and includes aspects of both representation and simulation. This way, we disentangle a complex phenomenon and make its components amendable for critical analysis and constructive intervention. Discussion and Conclusion: We offer illustrating examples for how the template can be used to assess the usability of specific titles in education and discuss advantages and disadvantages. Finally, we suggest steps for implementation and further improvement. [ABSTRACT FROM AUTHOR]

Currently, technological development is making its way into education through the increasing integration of new technologies into teaching. In this context, gamification emerges as one of the ways to incorporate the pedagogical process into the digital world, creating the need to encourage both the digital skills of educators and students. The objective of this work is to shed light on the growing use of technology-based teaching methods and encourage their integration into educational practice from the teacher's point of view. This work specifically analyses the European Framework for Digital Competence of Educators, relates the different digital competences defined to a series of localized educational solutions, and proposes a direct relationship between different gamification tools and serious games. Based on the review carried out, this study highlights a profound change in the educational process that involves digitization and the use of new technologies to optimize learning, as well as the training needs of teaching staff and the development of educational solutions that take into account the different digital competences. [ABSTRACT FROM AUTHOR]

Digital assessment has become relevant as part of the digital learning process, as technology provides not only teaching and learning but also assessment, including productive feedback. With the rapid development of educational technology and the expansion of related research, there is a lack of research-based clarification of aspects of digital assessment without considering the impact of temporary pandemic solutions. The purpose of this thematic review is to summarize key features in studies over a specified period of time (2018–2021); consequently, it does not offer completely new knowledge, but captures essential knowledge of the last few years before the pandemic to avoid losing a significant aspect of digital assessment due to temporary pandemic solutions. The review results in a description of digital assessment that includes its conditions, opportunities and challenges, as well as other characteristics. The findings confirm the importance of digital assessment in the modern educational process and will increase the understanding of digital assessment among those involved in education (administrators, educators and researchers), inviting them to consider possible pedagogical principles. Furthermore, these findings are now comparable to and should be supplemented with post-pandemic insights and knowledge. [ABSTRACT FROM AUTHOR]

Virtual education has been associated, on some occasions, with economic models of scale that strengthen the mercantilist vision of teaching, thereby raising questions on the quality of the service. Some studies on educational costs associated with this modality simplify the analysis based on individual elements, such as the production of courses or the technological infrastructure, offering an incomplete and biased perspective. This study proposes to carry out a complete analysis of the costs of a virtual university using an Activity-Based Costing (ABC) model to determine the percentage of the budget consumed by each of the activities involved in the training process. The results show the significant influence that instructional design and teaching activities have on virtual modalities (62.5% of the set of activities), thus highlighting the importance of human resources in maintaining educational modalities mediated by technology. Understanding the importance of human capital and its contribution to offering a quality and innovative educational service is fundamental to consolidate a model that can improve access to education for populations with major difficulties. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Effective teaching of English for Occupational Purposes (EOP) is considered to enhance workers' performance, efficacy, and professional development. Thus, what students and teachers believe to lead to effective EOP teaching is worth exploring. This study set out to compare students' and teachers' beliefs about effective EOP teaching. It employed a sequential mixed-methods design with a questionnaire initially administered to 306 voluntary participants, including 108 teachers and 198 sophomore and junior students who participated in teaching and learning EOP. Subsequently, semi-structured interviews with 30 voluntary participants selected from the first stage sample were conducted. The findings showed that students and teachers generally indicated their high agreement with communicative language teaching strategies in EOP. However, discrepancies were found in most observed factors of EOP teaching, including language skills, communicative language teaching, content and language integrated learning, and assessment, except technology integration. From the findings, it is suggested that both EOP students and teachers should be informed of what constitutes effective EOP teaching. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Tecnología Educativa is the property of Revista Latinoamericana de Tecnologia Educativa - RELATEC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In "Mathematics Lecturers' Views on the Student Experience of Emergency Remote Teaching Due to COVID-19", Ní Fhloinn and Fitzmaurice investigated mathematics lecturers' perspectives on the student experience of emergency remote teaching during the pandemic in higher education. Therefore, this Special Issue aims to elicit submissions of empirical studies that evaluated the efficacy of online instructions, revealed the voices of teachers and students, and, most importantly, had significant pedagogical implications for instructional improvement. [Extracted from the article]

Using technology to support learning is a major trend in the development of modern education. In the face of COVID-19, online courses play an important role. During the COVID-19 pandemic, a large number of online art design courses have been developed in China. Art design courses involve many practical investigation and skill operation links, which is a challenge of online learning. In order to explore the influencing factors of online course learning intention of art and design majors, this study compiled a questionnaire, conducted an online survey on 1,057 Chinese art and design majors through the Wenjuanxing questionnaire survey platform, and conducted structural equation analysis and hierarchical regression analysis on the sample data by using SPSS and AMOS analysis software. Based on Information Technology Acceptance Model and immersion theory, this study focuses on the relationship between information characteristics, immersion experience and learning intention of art and design online courses. The results show that the antecedent variables such as professionalism, interactivity, interest, and ease of use of online courses have a positive impact on College Students' user immersion experience and learning intention; Immersion experience positively affects learning intention; Immersion experience plays a mediating role between online course information characteristics and learning intention. [ABSTRACT FROM AUTHOR]

Building an evaluation system for new media ideology education in colleges and other higher education institutions is helpful for assessing the current ideology education and encouraging high levels of information technology integration in ideology education has emerged as a key strategy for this type of education. Based on the central tenet of deep learning theory, ideology education for university students can explore educational strategies from six perspectives in order to achieve deep learning for universities. These six perspectives are opening educational channels, integrating educational contents, assisting knowledge construction, creating educational situations, problem-solving, and developing multiple evaluations. This study proposes a deep learning-based evaluation model for ideology teaching through new media in higher education institutions and colleges, applies deep learning theory to the study's research samples, and calculates the degree of association. Test samples are used to evaluate the network, and positive test outcomes are attained. The deep learning model can effectively increase the accuracy of choosing an ideological and political education approach, as evidenced by its average ideal accuracy of 92.6 percent, which is higher than that of PS-BP and DE-BP, which are 86.4 percent and 82.2 percent, respectively. [ABSTRACT FROM AUTHOR]

Background: Given the advent of information and communication technology, a new approach, called mobile learning (m-learning), has been introduced in the higher education system. The present study aimed to investigate the effective components in the implementation of m-learning among student teachers. Methods: The current work is a cross-sectional study. The data collection tool was a researcher-made questionnaire whose validity and reliability were confirmed. The statistical population consisted of all the male and female student teachers at the Farhangian University of Yazd in 2020, who were selected using the random sampling method. The questions were analyzed with the t-test and independent t-test. Results: The mean±SD of the effective components in the implementation of m-learning, including hardware component status (2.44±1.498), software component status (2.48±1.544), content component status (2.39±1.451), manpower component status (2.35±1.041), and financial resources component status (2.38±1.459), were not sufficient among student teachers from the point of view of the male and female students. Furthermore, there was no difference among the student teachers based on gender in terms of effective components in the implementation of m-learning (P>0.05). Conclusion: According to the obtained results, policymakers and educational planners of Farhangian University need to provide a necessary basis for the implementation of m-learning according to the components in the present study. [ABSTRACT FROM AUTHOR]

Since the 3rd technological revolution, electronic information has developed at an increasingly rapid pace and has been widely used in various aspects of people's lives and social production. With the advent of the information society, information security is particularly important and is related to the security of various industries and fields, such as transportation, national defense, and economy. If there is a problem in information, it means that there is a problem in information countermeasures, which leads to the emergence of information countermeasures technology. At present, with the accelerated progress of socialization, the requirements for information technology talents have been raised accordingly, so schools are required to pay attention to the education and training of talents in this area to meet the needs of society and speed up the development of society. Moreover, more and more scholars are recognizing the significance of data analysis technology for education development, and some scholars have constructed learning prediction models from different educational environments and perspectives. However, some of the models have their own limitations and thus can hinder the parameter setting. Therefore, educational researchers need to combine the characteristics of their own educational environment to build a widely adaptable predictive model to provide a good foundation for the development of education. Also, on that basis, information confrontation technology should be applied to explore diverse teaching courses, improve the traditional teaching philosophy, improve the management and evaluation mechanism, provide students with diverse learning styles, emphasize the practical nature of learning, and continuously improve students' independent problem-solving ability. [ABSTRACT FROM AUTHOR]

This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students' knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students' cognitive and social–emotional development was evident. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners' mental capacities. In a 2-month study we investigated university students' learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic and extraneous loads showing that they were engaged in meaningful learning throughout the study. A significant correlation between germane load and accessing linked suggested questions available in the AI-book indicates that the book may support deep learning. Additionally, results showed that perceived non-optimal design, which deflects cognitive resources away from meaningful processing accompanied lower learning gains. Nevertheless, students reported substantially more favourable than unfavourable opinions of the AI-book. The findings provide new approaches for investigating cognitive load types in relation to learning with emerging digital tools in higher education. The findings also highlight the importance of optimally aligning educational technologies and human cognitive architecture. [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Informática na Educação is the property of Revista Brasileira de Informatica na Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hallazgos: Revista de Investigaciones is the property of Ediciones USTA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An editorial is presented on Rabindranath Tagore awarded the Nobel Prize for sensitive, fresh, and beautiful poetry. Topics include educational institutions being the challenge migrating from a traditional face-to face learning situation to an online mediated teaching and learning situation; and education advancing children's understanding and knowledge of the rights and responsibilities.