Search results

1 – 10 of over 2000
Article
Publication date: 13 November 2023

Tiina Kasuk and Sirje Virkus

This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education.

Abstract

Purpose

This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education.

Design/methodology/approach

The bibliometric and thematic analysis of research publications on TPRs was conducted using papers in the Scopus database up to 2023. The final analysis focused on 53 papers that adhered to the selection criteria. A qualitative analysis was performed on this set of papers.

Findings

The analysis found a rising trend in TPR publications, mostly from the USA as conference papers and journal articles. However, these publications lacked technology integration frameworks, acceptance models and specific learning design models. TPRs have proven effective in various learning environments, fostering accessible education, better communication, engagement and social presence. TPRs can bridge geographical gaps, facilitate knowledge sharing and promote collaboration. Obstacles to implementation include technical, physical, social and emotional challenges. Publications were grouped into four thematic categories: didactic methods of using TPRs, TPRs for educational inclusivity, TPR as a teacher mediator and challenges in using TPRs. Despite the significant potential of TPRs, their broader adoption in education is still facing challenges.

Research limitations/implications

This research solely analysed research papers in the Scopus database, limiting TPR publications with the keywords “telepresence robots”, “learning”, “teaching” and “education”, excluding studies with different other keywords.

Originality/value

This study enhances understanding of TPR research in education, highlighting its pedagogical implications. It identifies a gap in the inclusion of technology integration frameworks, acceptance models and learning design models, indicating a need for further research and development.

Details

Information and Learning Sciences, vol. 125 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 4 March 2024

Da Yan

The study investigated the feedback seeking abilities of learners in L2 writing classrooms using ChatGPT as an automated written corrective feedback (AWCF) provider. Specifically…

Abstract

Purpose

The study investigated the feedback seeking abilities of learners in L2 writing classrooms using ChatGPT as an automated written corrective feedback (AWCF) provider. Specifically, the research embarked on the exploration of L2 writers’ feedback seeking abilities in interacting with ChatGPT for feedback and their perceptions thereof in the new learning environment.

Design/methodology/approach

Three EFL learners of distinct language proficiencies and technological competences were recruited to participate in the mixed method multiple case study. The researcher used observation and in-depth interview to collect the ChatGPT prompts written by the participants and their reflections of feedback seeking in the project.

Findings

The study revealed that: (1) students with different academic profiles display varied abilities to utilize the feedback seeking strategies; (2) the significance of feedback seeking agency was agreed upon and (3) the promoting factors for the development of students’ feedback seeking abilities are the proactivity of involvement and the command of metacognitive regulatory skills.

Research limitations/implications

Additionally, a conceptual model of feedback seeking in an AI-mediated learning environment was postulated. The research has its conceptual and practical implications for researchers and educators expecting to incorporate ChatGPT in teaching and learning. The research unveiled the significance and potential of using state-of-the-art technologies in education. However, since we are still in an early phase applying such tools in authentic pedagogical environments, many instructional redevelopment and rearrangement should be considered and implemented.

Originality/value

The work is a pioneering effort to explore learners' feedback seeking abilities in a ChatGPT-enhanced learning environment. It pointed out new directions for process-, and student-oriented research in the era of changes.

Details

Kybernetes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 29 March 2024

Dara Tafazoli

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other…

Abstract

Purpose

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

Design/methodology/approach

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Findings

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

Research limitations/implications

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Originality/value

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 8 March 2024

Agostino Marengo, Alessandro Pagano, Jenny Pange and Kamal Ahmed Soomro

This paper aims to consolidate empirical studies between 2013 and 2022 to investigate the impact of artificial intelligence (AI) in higher education. It aims to examine published…

Abstract

Purpose

This paper aims to consolidate empirical studies between 2013 and 2022 to investigate the impact of artificial intelligence (AI) in higher education. It aims to examine published research characteristics and provide insights into the promises and challenges of AI integration in academia.

Design/methodology/approach

A systematic literature review was conducted, encompassing 44 empirical studies published as peer-reviewed journal papers. The review focused on identifying trends, categorizing research types and analysing the evidence-based applications of AI in higher education.

Findings

The review indicates a recent surge in publications concerning AI in higher education. However, a significant proportion of these publications primarily propose theoretical and conceptual AI interventions. Areas with empirical evidence supporting AI applications in academia are delineated.

Research limitations/implications

The prevalence of theoretical proposals may limit generalizability. Further research is encouraged to validate and expand upon the identified empirical applications of AI in higher education.

Practical implications

This review outlines imperative implications for future research and the implementation of evidence-based AI interventions in higher education, facilitating informed decision-making for academia and stakeholders.

Originality/value

This paper contributes a comprehensive synthesis of empirical studies, highlighting the evolving landscape of AI integration in higher education and emphasizing the need for evidence-based approaches.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 11 October 2022

Sijia Xue and Helen Crompton

This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has…

283

Abstract

Purpose

This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research.

Design/methodology/approach

Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies.

Findings

The findings reveal four emerging themes: influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers.

Research limitations/implications

Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search.

Practical implications

For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies.

Originality/value

This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

Details

Interactive Technology and Smart Education, vol. 21 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Open Access
Article
Publication date: 11 December 2023

Andy Nguyen, Joni Lämsä, Adinda Dwiarie and Sanna Järvelä

Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support…

Abstract

Purpose

Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

Design/methodology/approach

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Findings

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

Originality/value

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

Details

Information and Learning Sciences, vol. 125 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Open Access
Article
Publication date: 1 April 2024

Ehsan Ahmad

This paper explores the convergence of Education 4.0 and Industry 4.0 and presents a Twin Peaks model for their seamless integration.

Abstract

Purpose

This paper explores the convergence of Education 4.0 and Industry 4.0 and presents a Twin Peaks model for their seamless integration.

Design/methodology/approach

A high-level literature review is conducted to identify and discuss the important challenges and opportunities offered by both Education 4.0 and Industry 4.0. A novel Twin Peaks model is devised for the convergence of these domains and to cope with the challenges effectively.

Findings

The proposed Twin Peak model for the convergence of Education 4.0 and Industry 4.0 suggests that the development of these two domains is interdependent. It emphasizes ethical considerations, inclusivity and understanding the concerns of stakeholders from both education and industry. We have also explained how continuous incremental adaptation within the proposed Twin Peaks model might assist in addressing concerns of one sector with the opportunities of the other.

Originality/value

First, Education 4.0 and Industry 4.0 are reviewed in terms of opportunities and challenges they present. Second, a novel Twin Peaks model for the convergence of Education 4.0 and Industry 4.0 is presented. The proposed discovers that the convergence is adaptive, iterative and must be ethically sound while considering the broader societal implications of the digital transformation. Third, this study also acts as a torch-bearer for the necessity for more research of this kind to guarantee that our educational ecosystem is adaptable and capable of producing the skills required for success in the era of IR4.0.

Details

Journal of Innovative Digital Transformation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2976-9051

Keywords

Article
Publication date: 21 February 2024

Lei Wen and Danya Mi

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent…

Abstract

Purpose

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.

Design/methodology/approach

This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).

Findings

It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.

Originality/value

These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.

Details

Quality Assurance in Education, vol. 32 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 21 March 2024

Vijaya Lakshmi Dara and Chitra Kesavan

The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional…

Abstract

Purpose

The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.

Design/methodology/approach

The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.

Findings

The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.

Research limitations/implications

Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.

Practical implications

This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.

Originality/value

This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.

Details

Kybernetes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 15 December 2023

Ai Na Seow, Siew Yong Lam, Yuen Onn Choong and Chee Keong Choong

The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.

Abstract

Purpose

The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.

Design/methodology/approach

A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.

Findings

The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.

Research limitations/implications

The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.

Originality/value

The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.

Details

Quality Assurance in Education, vol. 32 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

1 – 10 of over 2000