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1 – 10 of over 1000Amanda Barany, Andi Danielle Scarola, Alex Acquah, Sayed Mohsin Reza, Michael A. Johnson and Justice Walker
There is a need for precollege learning designs that empower youth to be epistemic agents in contexts that intersect burgeoning areas of computing, big data and social media. The…
Abstract
Purpose
There is a need for precollege learning designs that empower youth to be epistemic agents in contexts that intersect burgeoning areas of computing, big data and social media. The purpose of this study is to explore how “sandbox” or open-inquiry data science with social media supports learning.
Design/methodology/approach
This paper offers vignettes from an illustrative youth study case that highlights the pedagogical prospects and obstacles tied to designing for open-ended inquiry with computational data science to access or “scrape” Twitter/X. The youth case showcases how social media can be taken up productively and in ways that facilitate epistemological agency, an approach where individuals actively shape understanding and knowledge-creation processes, highlighting the potentially transformative impact this approach might have in empowering learners to engage productively.
Findings
The authors identify three key affordances for learning that emerged from the illustrative case: (1) flexible opportunities for content-specific domain mastery, (2) situated inquiry that embodies next-generation science practices and (3) embedded computational skill development. The authors discuss these findings in relation to contemporary education needs to broaden participation in data science and computing.
Originality/value
To address challenges in current data science education associated with supporting sustained and productive engagement in computing-based data science, the authors leverage a “sandbox” approach – an original pedagogical framework to support open inquiry with precollege groups. The authors demonstrate how “big data” drawn from social media with high school-aged youth supports learning designs and outcomes by emphasizing learner interests and authentic practice.
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Mustafa Saritepeci, Hatice Yildiz Durak, Gül Özüdoğru and Nilüfer Atman Uslu
Online privacy pertains to an individual’s capacity to regulate and oversee the gathering and distribution of online information. Conversely, online privacy concern (OPC) pertains…
Abstract
Purpose
Online privacy pertains to an individual’s capacity to regulate and oversee the gathering and distribution of online information. Conversely, online privacy concern (OPC) pertains to the protection of personal information, along with the worries or convictions concerning potential risks and unfavorable outcomes associated with its collection, utilization and distribution. With a holistic approach to these relationships, this study aims to model the relationships between digital literacy (DL), digital data security awareness (DDSA) and OPC and how these relationships vary by gender.
Design/methodology/approach
The participants of this study are 2,835 university students. Data collection tools in the study consist of personal information form and three different scales. Partial least squares (PLS), structural equation modeling (SEM) and multi-group analysis (MGA) were used to test the framework determined in the context of the research purpose and to validate the proposed hypotheses.
Findings
DL has a direct and positive effect on digital data security awareness (DDSA), and DDSA has a positive effect on OPC. According to the MGA results, the hypothesis put forward in both male and female sub-samples was supported. The effect of DDSA on OPC is higher for males.
Originality/value
This study highlights the positive role of DL and perception of data security on OPC. In addition, MGA findings by gender reveal some differences between men and women.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2023-0122
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Inusah Fuseini and Yaw Marfo Missah
This systematic literature review aims to identify the pattern of data mining (DM) research by looking at the levels and aspects of education.
Abstract
Purpose
This systematic literature review aims to identify the pattern of data mining (DM) research by looking at the levels and aspects of education.
Design/methodology/approach
This paper reviews 113 conference and research papers from well-known publishers of educational data mining (EDM) and learning analytics-related research using a recognized literature review in computer science by Carrera-Rivera et al. (2022a). Two major stages, planning and conducting the review, were used. The databases of Elsevier, Springer, IEEE, SAI, Hindawi, MDPI, Wiley, Emerald and Sage were searched to retrieve EDM papers from the period 2017 to 2023. The papers retrieved were then filtered based on the application of DM to the three educational levels – basic, pre-tertiary and tertiary education.
Findings
EDM is concentrated on higher education. Basic education is not given the needed attention in EDM. This does not enhance inclusivity and equity. Learner performance is given much attention. Resource availability and teaching and learning are not given the needed attention.
Research limitations/implications
This review is limited to only EDM. Literature from the year 2017 to 2023 is covered. Other aspects of DM and other relevant literature published in EDM outside the research period are not considered.
Practical implications
As the current trend of EDM shows an increase in zeal, future research in EDM should concentrate on the lower levels of education to identify the challenges of basic education which serves as the core of education. This will enable addressing the challenges of education at an early stage and facilitate getting a quality education at all levels of education. Appropriate EDM techniques for mining the data at this level should be the focus of the research. Specifically, techniques that can cater for the variation in learner abilities and the appropriate identification of learner needs should be considered.
Social implications
Content sequencing is necessary in facilitating an easy understanding of concepts. Curriculum design from basic to higher education dwells much on this. Identifying the challenge of learning at the early stages will facilitate efficient learning. At the basic level of learning, data on learning should be collected by educational institutions just as it is done at the tertiary level. This will enable EDM to accurately identify the challenges and appropriate solutions to educational problems. Resource availability is a catalyst for effective teaching and learning. The attributes of a learner will enable knowing the true nature of the learner to determine the prospects of the learner.
Originality/value
This research has not been published in any journal. The information presented is the original knowledge of the authors. However, a pre-print of the work is in Research Square.
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Ekamdeep Singh, Prihana Vasishta and Anju Singla
Artificial intelligence (AI) has the potential to address significant challenges in education, innovate learning and teaching practices and achieve SDG 4. However, existing…
Abstract
Purpose
Artificial intelligence (AI) has the potential to address significant challenges in education, innovate learning and teaching practices and achieve SDG 4. However, existing literature often overlooks the behavioural aspects of students regarding AI in education, focusing predominantly on technical and pedagogical dimensions. Hence, this study aims to explore the significant relationships among AI literacy, AI usage, learning outcomes and academic performance of generation Z students in the Indian educational context.
Design/methodology/approach
The study used structural equation modelling (SEM) on Gen Z students born in the years 1997–2012 as a sample population for the research in the north Indian states like Punjab, Haryana, Himachal and regions like Chandigarh and N.C.R. Delhi.
Findings
The results established significant positive relationships between AI literacy, AI usage, AI learning outcomes and academic performance. Specifically, higher levels of AI literacy were associated with increased engagement with AI technologies and tools for learning purposes, leading to better learning outcomes and academic performance. The findings demonstrated that AI literacy plays a crucial role in providing effective learning experiences and fostering skills such as problem-solving and critical thinking among Gen Z students.
Research limitations/implications
The implications of the study include the significance of integrating AI education initiatives into curricula, prioritising professional development programmes for educators and making sure that every student has equitable access to AI technologies.
Originality/value
The study introduces a novel perspective by examining variables such as AI literacy, AI usage, AI learning outcomes and academic performance and developing a model that has not been previously studied. It provides a new discourse and proposes a framework uniquely combining AI-infused curriculum design, educator empowerment, robust assessment mechanisms and sustainable practices.
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Marie Travers, Anushree Dwivedi, Ita Richardson, Katie Crowley and James Vincent Patten
This is an account of student experiences with the 2020/2021 Johnson & Johnson (J&J) Women in Science, Technology, Engineering, Mathematics, Manufacturing and Design (WiSTEM2D…
Abstract
Purpose
This is an account of student experiences with the 2020/2021 Johnson & Johnson (J&J) Women in Science, Technology, Engineering, Mathematics, Manufacturing and Design (WiSTEM2D) intervention programme at the University of Limerick (UL).
Design/methodology/approach
The WiSTEM2D programme supports female undergraduate students undertaking science, technology, engineering, mathematics, manufacturing and design (STEM2D) courses, helping them develop and grow in their degrees, research and beyond.
Findings
During the programme, data were gathered from students in the form of qualitative information, which was used to analyse perceptions of the programme. This analysis revealed that students found the WiSTEM2D programme beneficial to them and that it improved their confidence levels, career knowledge and overall networking abilities.
Originality/value
WiSTEM2D is one of several initiatives globally that are attempting to empower and encourage women to be active in STEM.
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Jennifer M. Blaney, David F. Feldon and Kaylee Litson
Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who…
Abstract
Purpose
Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students’ PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college.
Design/methodology/approach
Relying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs.
Findings
We found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences.
Originality/value
This paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.
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The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to…
Abstract
Purpose
The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.
Design/methodology/approach
The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).
Findings
The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.
Originality/value
This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.
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Yu Xia, Shulong Yan and Mengying Jiang
The rapid emergency remote teaching has moved informal learning programs online including makerspaces, which has created an opportunity for harnessing the benefits of virtual…
Abstract
Purpose
The rapid emergency remote teaching has moved informal learning programs online including makerspaces, which has created an opportunity for harnessing the benefits of virtual makerspaces. This study reports on findings from three club designers and facilitators’ reflections on a fully virtual maker club offered in the summer of 2023. This paper aims to inform practitioners of the potential challenges and strategies to resolve various issues.
Design/methodology/approach
Reflective video journaling was conducted by facilitators. Videos were transcribed and analyzed for observations, learning events, challenges and strategies.
Findings
Findings present strategies adopted to address problems during implementation and a checklist for practitioners. The problems are associated with the learning environments, technology tools and student participation. The authors adopted in-the-moment and short-term strategies to tackle the problems and long-term strategies that bear implications for future virtual makerspaces.
Practical implications
This paper can provide direct guidance to practitioners in schools, libraries, museums, etc., who plan to offer informal collaborative learning for children online. It prepares practitioners for the potential challenges and equip them with concrete strategies and questions.
Social implications
Fully virtual makerspaces have the potential to reach a wider range of audience.
Originality/value
To the best of the authors’ knowledge, this paper is the first to report the reflective findings on a fully virtual makerspace club that comprehensively covers challenges and strategies before, during and after the club, which has direct implications for future offerings of such programs.
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Tiffany Hunt and Margaret Hudson
This grant-funded research utilized conversational agents (CAs), specifically Alexa Flash Briefings, to deliver supplemental audio content across educational settings, expanding…
Abstract
Purpose
This grant-funded research utilized conversational agents (CAs), specifically Alexa Flash Briefings, to deliver supplemental audio content across educational settings, expanding the online learning environment of graduate students, residency teachers and mentors. The study aimed to determine the perceived usability of Flash Briefings and explore participant experiences related to Flash Briefings.
Design/methodology/approach
To explore Flash Briefing usability and participant perceptions, a review of relevant literature and researcher experience feedback was conducted. Additionally, graduate student feedback was sought via a modified Children’s Usage Rating Profile (CURP) Assessment survey, which also included questions related to listening habits and provided space for participants to share open-ended qualitative feedback. Data were analyzed for themes and descriptive statistics were calculated.
Findings
Findings suggest an overall positive perception of the use of Flash Briefings. A mix of positive experiences and challenges are identified based on user population. The study provides valuable insights for refining the utilization of Flash Briefings in higher education settings.
Research limitations/implications
Variable levels of participation across a small sample size minimizes the generalizability of the results and fails to explore perceptions of student teachers and mentors.
Practical implications
The study offers an initial indication of benefits and challenges found in the implementation of an innovative technological intervention.
Originality/value
There is a continued need and demand for extending online instructional accessibility and communication across broad geographic areas. This study considers a unique approach and provides a step toward closing this gap by analyzing the effectiveness this content modality offers in higher education.
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Marzieh Ronaghi, Mohammad Hossein Ronaghi and Elahe Boskabadi
Augmented reality (AR) is an advanced version of the dynamic physical space that is perceived and received via visual, audio, digital and other sensory stimuli. The capabilities…
Abstract
Purpose
Augmented reality (AR) is an advanced version of the dynamic physical space that is perceived and received via visual, audio, digital and other sensory stimuli. The capabilities of virtual technologies change the field of university and education considerably. The necessity of using virtual technologies in the education field was revealed more in unforeseen disasters such as the COVID-19 pandemic. The adoption of a technology by its users is an important factor in the successful implementation of the technology. The present study evaluates several factors affecting the adoption of AR technology in the realm of tertiary education.
Design/methodology/approach
This study is applied in nature, and the necessary data were gathered through a survey questionnaire. The opinions of 621 students were investigated using a simple random sampling method. The multinomial logit test was used in this research.
Findings
It was found that individual and social factors such as age, education level, major and economic characteristics such as one’s income in a month, expenses of a person in a month, the level of access to high-speed internet and access to a laptop or smartphone are effective in AR technology adoption in the field of academic education.
Originality/value
The theoretical contribution of this study is to identify the key factors that influence the adoption of AR technology and develop a model specifically applicable to the educational field. The results of this research can be used by university managers and educational policymakers for the efficient and effective use of this technology.
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