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18 pages, 801 KiB

Open AccessArticle

Associations among Variables in Technology-Enhanced Phonological Awareness Programmes Based on a Meta-Analysis

by Manuela Raposo-Rivas, Ana X. Halabi-Echeverry, José Antonio Sarmiento Campos and Olalla García-Fuentes

Educ. Sci. 2024, 14(4), 343; https://doi.org/10.3390/educsci14040343 - 25 Mar 2024

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Abstract

This article presents a quantitative approach of a systematic literature review, namely a meta-analysis, using 19 technology-based phonological awareness interventions carried out over the last decade, aiming at technology-mediated reading acquisition and focusing specifically on the capabilities of phonological awareness. The study showed [...] Read more.

This article presents a quantitative approach of a systematic literature review, namely a meta-analysis, using 19 technology-based phonological awareness interventions carried out over the last decade, aiming at technology-mediated reading acquisition and focusing specifically on the capabilities of phonological awareness. The study showed consistent positive effects when compared with non-technological intervention programmes in preschoolers. The selected interventions fall into quasi-experimental designs with post-intervention measurements, and experimental and control groups. Aspects related to the participants, intervention or programme, methodology, and external factors to the research itself were coded and controlled. Associations found for the moderating variables were the type of technology used, the age of the participant, and the duration of the programme. We conclude by recognising the usefulness of a meta-analysis as an appropriate method that is capable of distinguishing among the various studies on the presence of effective factors in the development of phonological awareness instruction. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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11 pages, 250 KiB

Open AccessArticle

The Bidirectional Relationship between Meta-Creativity and Academic Performance in University Students

by Lourdes Villalustre, Marisol Cueli and Daniel Zarzuelo

Educ. Sci. 2024, 14(3), 252; https://doi.org/10.3390/educsci14030252 - 28 Feb 2024

Viewed by 601

Abstract

Creativity has been studied in relation to academic performance, usually from the perspective of the creative result, with fewer studies focusing on the creative process and the student’s awareness of that process, known as meta-creativity. This study aimed to analyze differences in meta-creativity [...] Read more.

Creativity has been studied in relation to academic performance, usually from the perspective of the creative result, with fewer studies focusing on the creative process and the student’s awareness of that process, known as meta-creativity. This study aimed to analyze differences in meta-creativity based on academic performance groups (high or low) and determine the predictive power of meta-creativity belonging to the high or low academic performance groups. A total of 172 university students participated. Meta-creativity was assessed using a Meta-Creativity Questionnaire, which evaluated three dimensions (creative motivation, creative leadership, and divergent thinking). Additionally, academic performance was recorded, allowing for the classification of students based on high and low academic performance. The results of the analysis of variance indicated statistically significant differences between students with high and low academic performance in the three dimensions. Discriminant analysis indicated that the dimensions of meta-creativity were able to predict who belonged to the high and low academic performance groups. The model correctly classified 86.6% of the sample. It can be concluded that academic performance is a good indicator of the level of meta-creativity, and, additionally, meta-creativity has a beneficial effect on academic performance. There is a bidirectional relationship between the two variables. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

23 pages, 5048 KiB

Open AccessArticle

A Review of Emerging Technologies and Their Acceptance in Higher Education

by Santiago Criollo-C, Mario González-Rodríguez, Andrea Guerrero-Arias, Luis F. Urquiza-Aguiar and Sergio Luján-Mora

Educ. Sci. 2024, 14(1), 10; https://doi.org/10.3390/educsci14010010 - 21 Dec 2023

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Abstract

The pandemic caused by COVID-19 impacted the entire world, but technological progress led to the appearance of new and innovative emerging technologies (ETs). These technologies proved to have a wide potential for use as support in education, but being a new technology, certain [...] Read more.

The pandemic caused by COVID-19 impacted the entire world, but technological progress led to the appearance of new and innovative emerging technologies (ETs). These technologies proved to have a wide potential for use as support in education, but being a new technology, certain complications arose when it came to their application in the educational model. Nowadays, there are many digital technologies, so it is necessary to identify those that can be used in today’s education. Digital technologies have been implemented in all types of sectors, one of them being education, and the use of these technologies translates into significant improvements in educational processes and learning outcomes. Despite this, there is currently little research on the use of ETs as a support in the academic process. This research uses systematic mapping (SM) of the last 5 years, together with the Unified Theory of Acceptance and Use of Technology (UTAUT) model to identify the use and acceptance of ETs in higher education. For the SM, a keyword search string was used in three scientific databases (Scopus, Web of Science, and IEEE Xplore). To apply the UTAUT, a survey was conducted with 120 students on the acceptance of ETs as support in higher education. The results obtained indicate that ETs provide some optimization of educational processes, with greater immersion and application of knowledge when using technologies such as augmented reality, virtual reality, and mobile learning. Likewise, ETs can motivate students, allowing them to reach new academic and professional achievements. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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16 pages, 546 KiB

Open AccessArticle

Let’s Get Digital: ICT Training Needs in Pre-Service Language Teaching

by Stephen Pearse Hughes, Silvia Corral-Robles and José Luis Ortega-Martín

Educ. Sci. 2023, 13(12), 1238; https://doi.org/10.3390/educsci13121238 - 13 Dec 2023

Viewed by 981

Abstract

During the last five years, language teaching in Europe has been heavily influenced by two major occurrences. On the one hand, the outbreak of COVID-19 forced teachers to extensively adapt many of their teaching practices to the digital world; this major paradigm shift [...] Read more.

During the last five years, language teaching in Europe has been heavily influenced by two major occurrences. On the one hand, the outbreak of COVID-19 forced teachers to extensively adapt many of their teaching practices to the digital world; this major paradigm shift is likely to have continued repercussions post-pandemic in terms of methodology and use of resources. At the same time, the publication of an updated version of the Common European Framework, commonly known as the Companion Volume focuses our attention on the real-life communicative needs of language users. The Companion Volume emphasizes digital and online communication processes throughout the development of language skills, and this focus inevitably translates into changes in national and regional curricula for language education. The present study investigates the degree to which future teachers are prepared for this new reality and explores emerging digital training needs among pre-service teachers. The investigation obtains quantitative and qualitative data from 30 pre-service teachers who have completed postgraduate studies in language education, which included a stage of school-based teaching practice. Results indicate that while pre-service language teachers have a positive view of ICT and moderate levels of general digital competence, they feel additional specific and in-depth preparation is required within their initial training. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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16 pages, 2460 KiB

Open AccessArticle

Is GBL Good for Teachers? A Game for Teachers on How to Foster Students’ Self-Regulated Learning

by Donatella Persico, Flavio Manganello, Marcello Passarelli and Francesca Pozzi

Educ. Sci. 2023, 13(12), 1180; https://doi.org/10.3390/educsci13121180 - 24 Nov 2023

Cited by 1 | Viewed by 979

Abstract

This explorative case study investigates a game-based approach to the professional development of in-service teachers in Self-Regulated Learning. The impact of this approach was assessed in terms of acceptance of the game, knowledge gain and changes in teachers’ beliefs concerning the importance of [...] Read more.

This explorative case study investigates a game-based approach to the professional development of in-service teachers in Self-Regulated Learning. The impact of this approach was assessed in terms of acceptance of the game, knowledge gain and changes in teachers’ beliefs concerning the importance of nine design principles that can be adopted to foster the development of students’ SRL skills. Our findings suggest that the game-based approach adopted in this study was well-accepted, with Wilcoxon tests revealing that the mean rating is significantly different from the median point of the scale for all items measured after game use. As for teachers’ learning gains and changes in beliefs, a questionnaire submitted to participants before and after the gameplay showed significant changes in knowledge and a more varied but generally positive trend in terms of changes in beliefs. Thus, the study’s findings advocate for increased dedication to researching and experimenting with the incorporation of games in teacher professional development, potentially extending these efforts to other educational domains. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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16 pages, 338 KiB

Open AccessArticle

Perception of Sports Science Students in Higher Education on Basic Digital Competences: Spanish Case

by Marta García-Tascón, Lourdes Meroño, María-José Maciá-Andreu, Lucía Abenza-Cano and Ana-María Gallardo

Educ. Sci. 2023, 13(11), 1095; https://doi.org/10.3390/educsci13111095 - 30 Oct 2023

Viewed by 848

Abstract

In order to improve the teaching–learning process at the university level, it is essential to consolidate students’ digital competences (DCs) during their initial training. This development is analysed in the area of sports management as part of the physical activity and sports science [...] Read more.

In order to improve the teaching–learning process at the university level, it is essential to consolidate students’ digital competences (DCs) during their initial training. This development is analysed in the area of sports management as part of the physical activity and sports science (CAFyD) bachelor’s degree. Students (n = 236) from private (n = 120) and public (n = 116) universities participated by completing the COBADI questionnaire (registered trademark: 2970648^®), structured into three dimensions: (I) Competences in knowledge and use of ICTs in social communication and collaborative learning; (II) competences in the use of ICT for information search and processing; and (III) virtual and social communication tools of the university. Likert scale responses ranged from 1 to 4 points. The results show significant differences in terms of the type of university. In terms of gender, females have a better digital perception, with a significant difference (… I know how to use programs…). This pioneering research is of relevance for higher education professors in the field of sports, as it helps to detect areas where students lack DCs and engages them in the enhancement of their learning. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

18 pages, 5133 KiB

Open AccessArticle

Learning Analytics: A View on the Design and Assessment of Asynchronous Online Discussions for Better Teaching Performance

by Lorea Fernández-Olaskoaga, Montse Guitert Catasús, Teresa Romeu Fontanillas and Juan Pedro Cerro Martínez

Educ. Sci. 2023, 13(10), 1064; https://doi.org/10.3390/educsci13101064 - 23 Oct 2023

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Abstract

In recent years, the impact of learning analytics has been investigated and explored in higher education contexts. This article aims to show how their application in online educational contexts is providing great support for teaching performance, especially in relation to the methodology applied, [...] Read more.

In recent years, the impact of learning analytics has been investigated and explored in higher education contexts. This article aims to show how their application in online educational contexts is providing great support for teaching performance, especially in relation to the methodology applied, the monitoring of students’ interactions and participation, and the evaluation of activities, and how it can favor improvements in student performance and satisfaction. We therefore present the results obtained from use of the DIANA (DIAlog ANAlysis) tool designed for the research project “Use of learning analytics in digital environments: impact on the improvement of university teaching practice” (LAxDigTeach-21085GE). This study followed a mixed methodology (qualitative and quantitative) to better complement the data provided by learning analytics, given that the numerical data must be meaningful in the specific context in which they are collected. The results obtained are in line with previous research and show that the use of learning analytics have helped to improve teaching performance in relation to monitoring student interactions, participation, and evaluation, but are limited in terms of improving their performance and satisfaction. No generalized conclusions can be drawn as yet in light of the fact that the research project of which this study is a part has recently completed the pilot stage and we have only analyzed the information obtained in one of the participating subjects. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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12 pages, 290 KiB

Open AccessArticle

Assessing the Computational Thinking of Pre-Service Teachers: A Gender and Robotics Programming Experience Analysis

by Lourdes Villalustre and Marisol Cueli

Educ. Sci. 2023, 13(10), 1032; https://doi.org/10.3390/educsci13101032 - 16 Oct 2023

Cited by 1 | Viewed by 890

Abstract

Computational thinking has provided a new logical approach to teaching programming. However, certain variables, such as gender and previous experience in robotic programming, may influence its development. The present study was aimed to (1) characterise 164 infant and primary education pre-service teachers in [...] Read more.

Computational thinking has provided a new logical approach to teaching programming. However, certain variables, such as gender and previous experience in robotic programming, may influence its development. The present study was aimed to (1) characterise 164 infant and primary education pre-service teachers in terms of their level of computational thinking, (2) analyse whether there are statistically significant differences according to gender and previous experience in robotics programming, and (3) identify profiles that would allow us to analyse the differences between them and the dimensions of computational thinking. For this purpose, the Computational Thinking Test (CTT) was used. The results of the t-tests revealed that men obtained better results than women and that previous experience in robotics programming is a determining factor in the level of development of the CTT. Furthermore, by means of a two-stage cluster analysis, three profiles were identified among the prospective teachers. The statistical analysis revealed that women who had previous experience and had used programming languages at some point had the best results in the CTT. These findings underline the importance of integrating computational thinking into the training of prospective teachers and adapting teaching strategies according to the specific needs of each group of students. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

14 pages, 1637 KiB

Open AccessArticle

Digital Technology and Teacher Professional Development: Challenges and Contradictions in Compulsory Education

by Lourdes Montero-Mesa, Fernando Fraga-Varela, Esther Vila-Couñago and Ana Rodríguez-Groba

Educ. Sci. 2023, 13(10), 1029; https://doi.org/10.3390/educsci13101029 - 13 Oct 2023

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Abstract

The aim of this article is to explore the role of teacher professional development (TPD) in relation to two experiences involving digital technology. Both studies were conducted at a single combined primary and secondary school and involved a total of 727 students. The [...] Read more.

The aim of this article is to explore the role of teacher professional development (TPD) in relation to two experiences involving digital technology. Both studies were conducted at a single combined primary and secondary school and involved a total of 727 students. The first study consisted of an ex post facto analysis of attempts to improve student perception of the risks associated with inappropriate use of technology, while the second examined the possible benefits of gamified learning on mathematical fluency using a pre-test/post-test approach. The results reveal the lack of TPD in relation to both experiences, with teachers unable to overcome problems related to technology use and risk perception in the first case, and relegated to the role of mere implementers of an automated learning software product in the second. The conclusions highlight the contradiction between the image of technological innovation in schools and the reality of stasis in teaching practice, as well as the need for further research to assess and promote more effective TPD. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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10 pages, 270 KiB

Open AccessArticle

Impact of Digital Contexts in the Training of University Education Students

by Violeta Cebrián-Robles, Francisco José Ruíz-Rey, Manuela Raposo-Rivas and Manuel Cebrián-de-la-Serna

Educ. Sci. 2023, 13(9), 923; https://doi.org/10.3390/educsci13090923 - 11 Sep 2023

Viewed by 1069

Abstract

The Internet is an important source of information and is a real ecosystem for learning that has provided important advances in education, although it has also generated problems, especially in terms of data security, identity theft, and cyber-plagiarism. During the COVID-19 pandemic, we [...] Read more.

The Internet is an important source of information and is a real ecosystem for learning that has provided important advances in education, although it has also generated problems, especially in terms of data security, identity theft, and cyber-plagiarism. During the COVID-19 pandemic, we had the opportunity to check levels of development in terms of infrastructures and digital competence, and subsequently detected serious problems in online assessment. In particular, the behaviour and digital competence of future teachers are essential, as they will inevitably be role models for their students. The present study analyses academic cyber-plagiarism derived from digital ecosystems during the pandemic in the academic work of pre-service teachers, advancing studies and warnings regarding Artificial Intelligence as a new learning ecosystem. A validated online questionnaire is used that considers the digital context surrounding training both during and after the pandemic. For the factor analysis, both descriptive and correlational, 324 responses from three Spanish universities are analysed. The confirmatory factor analysis reports four factors: the digital context of the pandemic as an opportunity for plagiarism, the response of the educational community to plagiarism, and both the unconscious and intentional misuse of sources. It is concluded that the digital context of the pandemic provided an opportunity for academic plagiarism, conscious or unconscious, with a clear distinction according to gender and the degree of reference. Finally, it is recommended to promote students’ digital skills to avoid risks such as cyber-plagiarism or authorship theft, using institutional repositories that can provide students with prominence by safely and ethically publishing their intellectual creations. Similarly, national policies are required to address advances in AI in education. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

12 pages, 263 KiB

Open AccessArticle

Teacher, Think Twice: About the Importance and Pedagogical Value of Blended Learning Design in VET

by Danijela Makovec Radovan and Marko Radovan

Educ. Sci. 2023, 13(9), 882; https://doi.org/10.3390/educsci13090882 - 30 Aug 2023

Cited by 1 | Viewed by 1006

Abstract

The integration of technology into educational institutions is transforming education and fostering innovative approaches to learning. Blended learning, an increasingly popular approach, integrates technology with traditional teaching approaches. Blended learning can overcome the limitations associated with using technology purely as a tool, facilitating [...] Read more.

The integration of technology into educational institutions is transforming education and fostering innovative approaches to learning. Blended learning, an increasingly popular approach, integrates technology with traditional teaching approaches. Blended learning can overcome the limitations associated with using technology purely as a tool, facilitating its full integration into the educational process. The present study involved 106 students enrolled in a vocational education program (VET) in Slovenia. The students were subjected to a pilot implementation of blended learning, and their experiences were subsequently analyzed and evaluated. The results showed that the use of different teaching approaches led to different outcomes in terms of student workload, learning outcomes, and motivation. The different teaching approaches were found to present different levels of difficulty for students. For example, live sessions and the integration of virtual reality/augmented reality (VR /AR) technology presented greater challenges. Conversely, collaborative group work and online courses focused on developing professional skills were found to be beneficial. The study also highlighted the importance of feedback and instructor support in online learning environments. In general, the results of our study suggest that the adoption of blended learning in education can lead to positive outcomes. However, it is important to emphasize the importance of careful planning and thoughtful consideration of optimal pedagogical strategies. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

11 pages, 792 KiB

Open AccessArticle

Acceptance of AI in Semi-Structured Decision-Making Situations Applying the Four-Sides Model of Communication—An Empirical Analysis Focused on Higher Education

by Christian Greiner, Thomas C. Peisl, Felix Höpfl and Olivia Beese

Educ. Sci. 2023, 13(9), 865; https://doi.org/10.3390/educsci13090865 - 24 Aug 2023

Cited by 1 | Viewed by 1718

Abstract

This study investigates the impact of generative AI systems like ChatGPT on semi-structured decision-making, specifically in evaluating undergraduate dissertations. We propose using Davis’ technology acceptance model (TAM) and Schulz von Thun’s four-sides communication model to understand human–AI interaction and necessary adaptations for acceptance [...] Read more.

This study investigates the impact of generative AI systems like ChatGPT on semi-structured decision-making, specifically in evaluating undergraduate dissertations. We propose using Davis’ technology acceptance model (TAM) and Schulz von Thun’s four-sides communication model to understand human–AI interaction and necessary adaptations for acceptance in dissertation grading. Utilizing an inductive research design, we conducted ten interviews with respondents having varying levels of AI and management expertise, employing four escalating-consequence scenarios mirroring higher education dissertation grading. In all scenarios, the AI functioned as a sender, based on the four-sides model. Findings reveal that technology acceptance for human–AI interaction is adaptive but requires modifications, particularly regarding AI’s transparency. Testing the four-sides model showed support for three sides, with the appeal side receiving negative feedback for AI acceptance as a sender. Respondents struggled to accept the idea of AI, suggesting a grading decision through an appeal. Consequently, transparency about AI’s role emerged as vital. When AI supports instructors transparently, acceptance levels are higher. These results encourage further research on AI as a receiver and the impartiality of AI decision-making without instructor influence. This study emphasizes communication modes in learning-ecosystems, especially in semi-structured decision-making situations with AI as a sender, while highlighting the potential to enhance AI-based decision-making acceptance. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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17 pages, 745 KiB

Open AccessArticle

Designing a MOOC on Computational Thinking, Programming and Robotics for Early Childhood Educators and Primary School Teachers: A Pilot Test Evaluation

by Lúcia Amante, Elizabeth Batista Souza, António Quintas-Mendes and Maribel Miranda-Pinto

Educ. Sci. 2023, 13(9), 863; https://doi.org/10.3390/educsci13090863 - 23 Aug 2023

Cited by 1 | Viewed by 2022

Abstract

This study focuses on developing and evaluating an online course aimed at preschool educators and primary school teachers. It presents a Massive Open Online Course (MOOC) on computational thinking, programming and robotics developed as part of the project “Laboratory for Technology and Programming [...] Read more.

This study focuses on developing and evaluating an online course aimed at preschool educators and primary school teachers. It presents a Massive Open Online Course (MOOC) on computational thinking, programming and robotics developed as part of the project “Laboratory for Technology and Programming and Robotics Learning in Primary and Preschool Education in Portugal (KML II)” The MOOC design was inspired by a blended learning model used in teacher professional development at the project’s inception and incorporates theoretical-pedagogical models of MOOC design as well as theoretical models of online interaction in virtual educational environments. The course will be offered on the NAU platform, a Portuguese MOOC platform. A pilot test was conducted with a purposive sample that included both participants from the target audience of the course as well as national and international experts specialised in these domains. The evaluation included a Likert scale questionnaire survey and open-ended questions. The results aim to validate the MOOC’s quality, including its structure, content relevance, proposed activities, and learning design. The findings provide evidence to improve the final version of the MOOC, contributing to its effectiveness and adequacy to the target audience. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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20 pages, 4973 KiB

Open AccessArticle

The Design of Incentive Systems in Digital Game-Based Learning: How Primary School Children Interact with It

by Catalina Lomos, Undine Seineke, Frauke Kesting and J. W. (Hans) Luyten

Educ. Sci. 2023, 13(7), 668; https://doi.org/10.3390/educsci13070668 - 30 Jun 2023

Cited by 2 | Viewed by 1999

Abstract

Digital game-based learning builds on the general characteristics of games. The incentive system (points, scores, stars, levels, and performance feedback) integrates design elements to keep a learner engaged. In the work described here, we investigated which elements of the incentive system design—rewards, penalties, [...] Read more.

Digital game-based learning builds on the general characteristics of games. The incentive system (points, scores, stars, levels, and performance feedback) integrates design elements to keep a learner engaged. In the work described here, we investigated which elements of the incentive system design—rewards, penalties, or feedback—have the potential to trigger students’ motivation to play the game. We used eye tracking of eight primary school children, aged 8–11 years, as they interacted with the incentive system of a mathematics game-based item and its specific design, followed by a semi-structured interview. Eye-tracking results show that students paid minimal visual attention to the incentive system during the game, regardless of their level of performance in the game or their age group. The feedback at the end of the game attracted more of their visual attention and provided a good opportunity to inform them about their performance. The semi-structured interviews revealed a high level of self-reported excitement about playing the game, mainly related to the design of the incentive system. Elements of the incentive system triggered students’ wish for student-to-student competition, which has been shown in the literature on traditional tangible rewards to stifle intrinsic motivation under certain conditions. The results of this study show that the design of the incentive system has the potential to promote extrinsic motivation with the game through rewards and penalties, and open the reflection on its possible spillover effect on intrinsic motivation in digital game-based learning. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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14 pages, 1079 KiB

Open AccessArticle

The Smart Classroom: Learning Challenges in the Digital Ecosystem

by M. Isabel Pardo-Baldoví, Ángel San Martín-Alonso and José Peirats-Chacón

Educ. Sci. 2023, 13(7), 662; https://doi.org/10.3390/educsci13070662 - 28 Jun 2023

Cited by 1 | Viewed by 2312

Abstract

Digital devices are causing the emergence of new learning ecosystems, including the smart classroom. This model changes the pedagogical intermediation paradigm, redefining educational values and principles. The present paper delves into this scenario through the results of a doctoral thesis funded by the [...] Read more.

Digital devices are causing the emergence of new learning ecosystems, including the smart classroom. This model changes the pedagogical intermediation paradigm, redefining educational values and principles. The present paper delves into this scenario through the results of a doctoral thesis funded by the Ministry of Science, Innovation and Universities of the Spanish Government. The research is based on a qualitative approach, involving a field study in four schools in the Valencian Community. The information is collected through the study of the school documentation, in-depth interviews with 23 teachers and participant observation sessions. This information is analysed under the postulates of discourse analysis. The results show that teachers see the smart classroom as an innovative paradigm that facilitates active learning. However, the focus tends to be on technologies, which are assumed to optimise learning. Teachers opt for the implementation of technology-mediated methodologies, such as the flipped classroom, PBL or gamification, but these often operate more at the formal level than at the applied level. Despite this, a learning ecosystem is emerging that is significantly different from the traditional one, involving a change of logic in which digital technologies adopt the centrality formerly held by the textbook or the teacher. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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18 pages, 2018 KiB

Open AccessArticle

Learning English in Early Childhood Education with Augmented Reality: Design, Production, and Evaluation of the “Wordtastic Kids” App

by Aleyda Mamani-Calapuja, Victoria Laura-Revilla, Alejandra Hurtado-Mazeyra and Carmen Llorente-Cejudo

Educ. Sci. 2023, 13(7), 638; https://doi.org/10.3390/educsci13070638 - 22 Jun 2023

Cited by 1 | Viewed by 2263

Abstract

The pedagogical use of AR for language learning in early childhood education is focusing attention on the didactic potential that these resources present at such early ages. The aim of this study was to develop and assess the “Wordtastic Kids” Application (APP) in [...] Read more.

The pedagogical use of AR for language learning in early childhood education is focusing attention on the didactic potential that these resources present at such early ages. The aim of this study was to develop and assess the “Wordtastic Kids” Application (APP) in order to: (a) design, produce, and evaluate a new contextualized AR application for learning English in early childhood education; and (b) know the academic performance of early childhood education students towards learning English using an AR application. The methodology was based on the design of materials and the subsequent realization of the pre-test/post-test evaluation to determine the academic performance of the students. The results show a general increase in the scores obtained in all the pre-test and post-test categories that were addressed using the Wordtastic Kids Application, which proves to be a tool that improves the learning of English vocabulary in pre-school children. Therefore, it can be concluded that AR can be useful for complementing traditional vocabulary learning in children. However, it is important to note that the successful implementation of AR will depend on several factors, such as adequate teacher preparation, the quality of AR content, and the ability of children to interact with technology effectively. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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17 pages, 3280 KiB

Open AccessArticle

The Journey to Making ‘Digital Technology’ Education a Community Learning Venture

by Fiona Carroll, Rumana Faruque, Chaminda Hewage, Vibhushinie Bentotahewa and Sophie Meace

Educ. Sci. 2023, 13(5), 428; https://doi.org/10.3390/educsci13050428 - 22 Apr 2023

Cited by 1 | Viewed by 1569

Abstract

Technology has become an integral part of our educational systems, and its importance in our schools cannot be overstated. However, digital skills, unlike other literacy skills, such as reading, writing, and numeracy, still have many discontinuities between how children use them at home [...] Read more.

Technology has become an integral part of our educational systems, and its importance in our schools cannot be overstated. However, digital skills, unlike other literacy skills, such as reading, writing, and numeracy, still have many discontinuities between how children use them at home versus in school. Therefore, in Wales (UK), digital skills are being promoted as part of the Digital Competence Framework (DCF) and feature highly in the new Curriculum for Wales (2022). Moreover, the new Digital Technology General Certificate of Secondary Education (GCSE) in Wales has been introduced to provide learners with the opportunity to gain a qualification that builds digital skills, knowledge, and understanding. However, this also brings many challenges for teachers, such as a lack of confidence, knowledge, and training, as well as a lack of resources and fear of change, to name a few. These challenges, in turn, have an impact on pupils’ motivation and performance, as well as parents’ ability to support their children. This paper presents a qualitative case study on the development of a new digital technology learning community for primary and secondary school pupils, their teachers, and parents in Blaenau Gwent, Wales (UK). Firstly, the paper will provide insight into what was required to establish an effective learning community, including ensuring engagement and buy-in from all stakeholders. Secondly, through the description, analysis, and interpretation of findings from two studies, the paper will highlight the impact of the DTLSN learning community on teachers and pupils in Blaenau Gwent, especially in terms of their learning and teaching. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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25 pages, 2456 KiB

Open AccessSystematic Review

Mapping the Landscape of Doctoral Research in Technologies in Education: A 25-Year Analysis in Portuguese Universities

by Fernando Albuquerque Costa and Elisabete Cruz

Educ. Sci. 2023, 13(10), 1018; https://doi.org/10.3390/educsci13101018 - 09 Oct 2023

Viewed by 1013

Abstract

In the context of the evolving landscape of doctoral education within the framework of a knowledge society, this study explores the landscape of doctoral research in the field of technologies in education (TE) within Portuguese universities. The investigation places its focus on understanding [...] Read more.

In the context of the evolving landscape of doctoral education within the framework of a knowledge society, this study explores the landscape of doctoral research in the field of technologies in education (TE) within Portuguese universities. The investigation places its focus on understanding the composition and evolution of research themes over 25 years (1997–2022), unveiling the landscape’s responsiveness to the challenges of a technologically advanced society. Employing a scientometric approach, we analyse 380 doctoral dissertations, highlighting the authors’ nationalities and genders, as well as the burgeoning themes, research questions, and methodological frameworks. Our results reveal a diverse range of themes, with “Teaching and Learning” and “Professional Development” emerging as predominant areas of exploration. Researchers predominantly derive their problems from real educational contexts, seeking to enhance understanding and intervention. This study underscores a shift from a technology-centric perspective to one focused on pedagogical considerations. Through this article’s objective representation, our findings highlight the multifaceted nature of TE research in Portuguese universities and its implications for innovation and knowledge advancement in education. Full article

(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem)

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