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Open AccessArticle

Attitudes towards Digital Educational Technologies Scale for University Students: Development and Validation

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Computers 2023, 12(9), 176; https://doi.org/10.3390/computers12090176 - 05 Sep 2023

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Abstract

Numerous studies of the digitalization of higher education show that university students’ attitudes toward digital educational technologies (DETs) are one of the important psychological factors that can hinder or facilitate the optimal implementation of digital technologies in education. International researchers have developed many [...] Read more.

Numerous studies of the digitalization of higher education show that university students’ attitudes toward digital educational technologies (DETs) are one of the important psychological factors that can hinder or facilitate the optimal implementation of digital technologies in education. International researchers have developed many tools for diagnosing the attitudes of university students toward various aspects of the digitalization of education; however, until recently, similar scales in Russian have not been developed, which determined the purpose of this present research. The proposed version of the Attitudes towards DETs Scale for University Students (ATDETS-US) includes the cognitive, emotional, and behavioral subscales corresponding components of the attitude according to the ACB Model. The validation sample included 317 (160 females and 157 males) bachelor and master students from different Russian universities. Psychometric testing using Cronbach’s Alpha and McDonald’s Omega coefficients, hierarchical factor analysis, and CFA confirm the high internal consistency, reliability of the ATDETS-US and its subscales, and the good fit of the model. ATDETS-US will be used for obtaining reliable data on the attitudes towards DETs in university students, which should be taken into account when designing programs for their psychological support in the educational process and developing their digital competence. Full article

(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)

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Open AccessArticle

Digital Competence of Higher Education Teachers at a Distance Learning University in Portugal

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José António Moreira

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Catarina S. Nunes

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Diogo Casanova

Computers 2023, 12(9), 169; https://doi.org/10.3390/computers12090169 - 24 Aug 2023

Viewed by 325

Abstract

The Digital Education Action Plan (2021–2027) launched by the European Commission aims to revolutionize education systems, prioritizing the development of a robust digital education ecosystem and the enhancement of teachers’ digital transformation skills. This study focuses on Universidade Aberta, Portugal, to identify the [...] Read more.

The Digital Education Action Plan (2021–2027) launched by the European Commission aims to revolutionize education systems, prioritizing the development of a robust digital education ecosystem and the enhancement of teachers’ digital transformation skills. This study focuses on Universidade Aberta, Portugal, to identify the strengths and weaknesses of teachers’ digital skills within the Digital Competence Framework for Educators (DigCompEdu). Using a quantitative approach, the research utilized the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population, to evaluate teachers’ perceptions of their digital competences. A total of 118 teachers participated in the assessment. Findings revealed that the teachers exhibited a notably high overall level of digital competence, positioned at the intersection of B2 (Expert) and C1 (Leader) on the DigCompEdu scale. However, specific areas for improvement were identified, particularly in Digital Technologies Resources and Assessment, the core pedagogical components of DigCompEdu, which displayed comparatively lower proficiency levels. To ensure continuous progress and alignment with the Digital Education Action Plan’s strategic priorities, targeted teacher training initiatives should focus on enhancing competences related to Digital Technologies Resources and Assessment. Full article

(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)

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Open AccessArticle

Kids Surfing the Web: A Comparative Study in Portugal

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Angélica Monteiro

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Cláudia Sousa

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Rita Barros

Computers 2023, 12(9), 168; https://doi.org/10.3390/computers12090168 - 23 Aug 2023

Viewed by 353

Abstract

The conditions for safe Internet access and the development of skills enabling full participation in online environments are recognized in the Council of Europe’s strategy for child rights, from 2022. The guarantee of this right has implications for experiences inside and outside the [...] Read more.

The conditions for safe Internet access and the development of skills enabling full participation in online environments are recognized in the Council of Europe’s strategy for child rights, from 2022. The guarantee of this right has implications for experiences inside and outside the school context. Therefore, this study aims to compare the perceptions of students from different educational levels, who participated in a digital storytelling workshop, regarding online safety, searching habits, and digital competences. Data were collected through a questionnaire survey completed by 84 Portuguese students from elementary and secondary schools. A non-parametric multivariate analysis of variance was used to identify differences as children advanced across educational stages. The results revealed that secondary students tended to spend more time online and demonstrated more advanced search skills. Interestingly, the youngest children exhibited higher competences in creating games and practicing safety measures regarding online postings. These findings emphasize the importance of schools, in a joint action with the educational community, including parents, teachers and students, in developing a coordinated and vertically integrated approach to digital education that considers the children’s current knowledge, attitudes, and skills as a starting point for pedagogical intervention. Full article

(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)

Open AccessArticle

Technologies Supporting Screening Oculomotor Problems: Challenges for Virtual Reality

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Are Dæhlen

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Ilona Heldal

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Qasim Ali

Computers 2023, 12(7), 134; https://doi.org/10.3390/computers12070134 - 01 Jul 2023

Viewed by 557

Abstract

Oculomotor dysfunctions (OMDs) are problems relating to coordination and accuracy of eye movements for processing visual information. Eye-tracking (ET) technologies show great promise in the identification of OMDs. However, current computer technologies for vision screening are specialized devices with limited screen size and [...] Read more.

Oculomotor dysfunctions (OMDs) are problems relating to coordination and accuracy of eye movements for processing visual information. Eye-tracking (ET) technologies show great promise in the identification of OMDs. However, current computer technologies for vision screening are specialized devices with limited screen size and the inability to measure depth, while visual field and depth are important information for detecting OMDs. In this experimental study, we examine the possibilities of immersive virtual reality (VR) technologies compared with laptop technologies for increased user experiences, presence, immersiveness, and the use of serious games for identifying OMDs. The results present increased interest in VR-based screening, motivating users to focus better using VR applications free from outside distractions. These limitations currently include lower performance and confidence in results of identifying OMDs with the used HMDs. Using serious games for screening in VR is also estimated to have great potential for developing a more robust vision screening tool, especially for younger children. Full article

(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)

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Open AccessArticle

A Learning Framework for Supporting Digital Innovation Hubs

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Ricardo Jardim-Goncalves

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Néjib Moalla

Computers 2023, 12(6), 122; https://doi.org/10.3390/computers12060122 - 15 Jun 2023

Viewed by 836

Abstract

With the increasing demand for digital transformation and (digital) technology transfer (TT), digital innovation hubs (DIHs) are the new piece of the puzzle of our economy and industries’ landscapes. Evidence shows that DIHs can provide good opportunities to access needed innovations, technologies, and [...] Read more.

With the increasing demand for digital transformation and (digital) technology transfer (TT), digital innovation hubs (DIHs) are the new piece of the puzzle of our economy and industries’ landscapes. Evidence shows that DIHs can provide good opportunities to access needed innovations, technologies, and resources at a higher level than other organizations that can normally access them. However, it is critically important to note that DIHs are still evolving, under research, and under development. That is, there are many substantial aspects of DIHs that should be considered. For example, DIHs must cater to a wide spectrum of needs for TT. From this perspective, the contribution of this work is proposing a generic and flexible learning framework, aiming to assist DIHs in providing suitable education, training, and learning services that support the process of (digital) TT to companies. The proposed learning framework was designed, evaluated, and improved with the support of two EU projects, and these processes are discussed in brief. The primary and leading results gained in this way show that the learning framework has immense potential for application to similar cases, and it can facilitate and expedite the process of TT to companies. The study is concluded with some directions for future works. Full article

(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)

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Open AccessArticle

Theoretical Models Explaining the Level of Digital Competence in Students

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Marcos Cabezas-González

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Sonia Casillas-Martín

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Ana García-Valcárcel Muñoz-Repiso

Computers 2023, 12(5), 100; https://doi.org/10.3390/computers12050100 - 04 May 2023

Viewed by 958

Abstract

In the new global scene, digital skills are a key skill for students to seize new learning opportunities, train to meet the demands of the labor market, and compete in the global market, while also communicating effectively in their everyday and academic lives. [...] Read more.

In the new global scene, digital skills are a key skill for students to seize new learning opportunities, train to meet the demands of the labor market, and compete in the global market, while also communicating effectively in their everyday and academic lives. This article presents research aimed at relating the impact of personal variables on the digital competence of technical problem solving in Spanish students from 12 to 14 years old. A quantitative methodology with a cross-sectional design was employed. A sample of 772 students from 18 Spanish educational institutions was used. For data collection, an assessment test was designed (ECODIES^®) based on a validated indicator model to evaluate learners’ digital competence (INCODIES^®), taking as a model the European framework for the development of digital competence. Mediation models were used and theoretical reference models were created. The results allowed us to verify the influence of personal, technology use, and attitudinal variables in the improvement of digital skill in technical problem solving. The findings lead to the conclusion that gender, acquisition of digital devices, and regular use do not determine a better level of competence. Full article

(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)

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Open AccessArticle

Pedagogical Implications and Methodological Possibilities of Digital Transformation in Digital Education after the COVID-19 Epidemic

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Tünde Lengyelné Molnár

Computers 2023, 12(4), 73; https://doi.org/10.3390/computers12040073 - 04 Apr 2023

Cited by 1 | Viewed by 840

Abstract

In the context of digital pedagogy, internet communication platforms, digital media interfaces, applications, and info-communication tools, best practices are stepping up in the educational process and forming a methodology. The focus areas targeted by the questionnaire presented in this study are digital transformation; [...] Read more.

In the context of digital pedagogy, internet communication platforms, digital media interfaces, applications, and info-communication tools, best practices are stepping up in the educational process and forming a methodology. The focus areas targeted by the questionnaire presented in this study are digital transformation; the smart use of digital tools; characteristics of the learning environment; classroom activities, learning organization, and methodology; content; and curriculum sharing. During the research, the authors asked what were the online communication channels and digital platforms that teachers have effectively used in terms of learning efficiency in distance learning ordered as a result of the COVID-19 emergency in Hungary. The empirical research goal was to explore the conditions among Hungarian teachers with the help of a questionnaire and a semi-structured online interview. Seven thousand teachers were contacted through email, and a return rate of 10.7% was achieved. The questionnaire was filled in online by n = 751 primary teachers. According to the respondents, the most effective tools in the transformation of education are self-made tutorial videos and real-time written and video-based chat. Full article

(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)

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Open AccessArticle

Safety in the Laboratory—An Exit Game Lab Rally in Chemistry Education

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Manuel Krug

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Johannes Huwer

Computers 2023, 12(3), 67; https://doi.org/10.3390/computers12030067 - 20 Mar 2023

Viewed by 2681

Abstract

The topic of safety in chemistry laboratories in schools is crucial, as severe accidents in labs occur worldwide, primarily due to poorly trained individuals and improper behavior. One reason for this could be that the topic is often dry and boring for students. [...] Read more.

The topic of safety in chemistry laboratories in schools is crucial, as severe accidents in labs occur worldwide, primarily due to poorly trained individuals and improper behavior. One reason for this could be that the topic is often dry and boring for students. One solution to this problem is engaging students more actively in the lesson using a game format. In this publication, we present an augmented-reality-supported exit game in the form of a laboratory rally and the results of a pilot study that examined the use of the rally in terms of technology acceptance and intrinsic motivation. The study involved 22 students from a general high school. The study results show a high level of technology acceptance for the augmented reality used, as well as good results in terms of the intrinsic motivation triggered by the lesson. Full article

(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)

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Open AccessArticle

Data Analysis Model for the Evaluation of the Factors That Influence the Teaching of University Students

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William Villegas-Ch.

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Aracely Mera-Navarrete

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Joselin García-Ortiz

Computers 2023, 12(2), 30; https://doi.org/10.3390/computers12020030 - 31 Jan 2023

Viewed by 1246

Abstract

Currently, the effects of the pandemic caused by the Coronavirus disease discovered in 2019 are the subject of numerous studies by experts in labor, psychological issues, educational issues, etc. The universities, for their continuity, have implemented various technological tools for the development of [...] Read more.

Currently, the effects of the pandemic caused by the Coronavirus disease discovered in 2019 are the subject of numerous studies by experts in labor, psychological issues, educational issues, etc. The universities, for their continuity, have implemented various technological tools for the development of their activities, such as videoconference platforms, learning management systems, etc. This experience has led the educational sector to propose new educational models, such as hybrid education, that focus on the use of information technologies. To carry out its implementation, it is necessary to identify the adaptability of students to a technological environment and what the factors are that influence learning. To do this, this article proposes a data analysis framework that identifies the factors and variables of a hybrid teaching environment. The results obtained allow us to determine the level of influence of educational factors that affect learning by applying data analysis algorithms to profile students through a classification based on their characteristics and improve learning methodologies in these educational models. The updating of educational systems requires a flexible process that is aligned with the needs of the students. With this analysis framework, it is possible to create an educational environment focused on students and allows for efficient change with the granular analysis of the state of the learning. Full article

(This article belongs to the Special Issue Immersive Virtual Learning Environments: Connecting Spaces, Time, Technologies, Curriculum, Assessment, and Innovation)

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