Research

17 pages, 613 KiB

Open AccessArticle

Data Mining of Formative and Summative Assessments for Improving Teaching Materials towards Adaptive Learning: A Case Study of Programming Courses at the University Level

by Huy Tran, Tien Vu-Van, Tam Bang, Thanh-Van Le, Hoang-Anh Pham and Nguyen Huynh-Tuong

Electronics 2023, 12(14), 3135; https://doi.org/10.3390/electronics12143135 - 19 Jul 2023

Cited by 2 | Viewed by 1228

Abstract

It is crucial to review and update course materials regularly in higher education. However, in the course evaluation process, it is debatable what a difficult learning topic is. This paper proposes a data mining approach to detect learning topics requiring attention in the [...] Read more.

It is crucial to review and update course materials regularly in higher education. However, in the course evaluation process, it is debatable what a difficult learning topic is. This paper proposes a data mining approach to detect learning topics requiring attention in the improvement process of teaching materials by analyzing the discrepancy between formative and summative assessments. In addition, we propose specific methods involving clustering and noise reduction using the OPTICS algorithm and discrepancy calculation steps. Intensive experiments have been conducted on a dataset collected from accurate assessment results of the data structures and algorithms (DSA) course for IT major students at our university. The experimental results have shown that noise reduction can assist in identifying underperforming and overperforming students. In addition, our proposed method can detect learning topics with a high discrepancy for continuously improving teaching materials, which is essential for question recommendation in adaptive learning systems. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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45 pages, 9502 KiB

Open AccessArticle

Inquiry Practice Capability and Students’ Learning Effectiveness Evaluation in Strategies of Integrating Virtual Reality into Vehicle Body Electrical System Comprehensive Maintenance and Repair Services Practice: A Case Study

by Chin-Wen Liao, Hsin-Kuo Liao, Bo-Siang Chen, Ying-Ju Tseng, Yu-Hsiang Liao, I-Chi Wang, Wei-Sho Ho and Yu-Yuan Ko

Electronics 2023, 12(12), 2576; https://doi.org/10.3390/electronics12122576 - 07 Jun 2023

Cited by 2 | Viewed by 1783

Abstract

VR has shown positive growth in the world in recent years, which is mainly due to projects such as learning, games, entertainment and experiential activities. VR has changed the way of life of users, providing users with more interesting interactions and immersive experiences. [...] Read more.

VR has shown positive growth in the world in recent years, which is mainly due to projects such as learning, games, entertainment and experiential activities. VR has changed the way of life of users, providing users with more interesting interactions and immersive experiences. This study aims to investigate students’ practical capabilities and learning effectiveness under the instruction strategy of integrating virtual reality into simulation games into the Vehicle Body Electrical System Comprehensive Maintenance and Repair Services Practice curriculum for students of the Dept. of Auto Mechanics in a skills-based senior high school. Two student classes of the Dept. of Auto Mechanics major in Electrical Engineering featuring practical subjects in one skills-based senior high school in central Taiwan were chosen as the participants for this study. By way of pretest–post-test research design and heterogeneous grouping, an 8-week instruction experiment was conducted in which ZPD (zone of proximal development) instruction strategies were used in the experimental group (with 43 persons), while traditional didactic instruction strategies were used in the control group (with 36 persons). ZPD instructional strategies analyze and collect quantitative and qualitative data to investigate the instructional effectiveness and feasibility in developing ZPD as the research material in the practical curriculum for the study area of the Power Machinery in Vehicle Body Electrical System Comprehensive Maintenance and Repair Services practice. According to the research objective, the results are concluded as follows. (1) Students achieved the best learning effectiveness when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into the vehicle charging and starting system to investigate students’ automotive diagnostic troubleshooting and fault-clearing capabilities. (2) Students attained the highest acceptance in learning phenomenon when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into students’ familiar practice factory environment and the tools and equipment operation process. (3) Students had a higher acceptance of learning effectiveness when using virtual reality simulation games in the disassembly and functional detection of vehicle charging and starting systems. (4) There is a positive effect when integrating virtual reality simulation games into ZPD instruction strategies in the knowledge, skills and attitude on students’ overall inquiry practical capabilities and their learning effectiveness. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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17 pages, 1776 KiB

Open AccessArticle

A Quadruple “E” Approach for Effective Cyber-Hygiene Behaviour and Attitude toward Online Learning among Higher-Education Students in Saudi Arabia amid COVID-19 Pandemic

by Mostafa Aboulnour Salem and Abu Elnasr E. Sobaih

Electronics 2023, 12(10), 2268; https://doi.org/10.3390/electronics12102268 - 17 May 2023

Cited by 2 | Viewed by 1375

Abstract

The spread of SARS-CoV-2 (COVID-19) has made online learning more common worldwide than ever before. However, recent research showed that higher-education students in the Kingdom of Saudi Arabia (KSA) were exposed to cyber threats and attacks during online learning that affected their attitudes [...] Read more.

The spread of SARS-CoV-2 (COVID-19) has made online learning more common worldwide than ever before. However, recent research showed that higher-education students in the Kingdom of Saudi Arabia (KSA) were exposed to cyber threats and attacks during online learning that affected their attitudes toward online learning, despite a high level of cybersecurity infrastructure and digital capabilities in KSA universities. There were several calls for enhancing higher-education students’ cyber-hygiene awareness to improve their cybersecurity behaviours, develop healthy cyber-hygiene habits, and ensure positive attitudes toward online learning amid COVID-19. The current research developed an integrated cyber-hygiene model for improving this behaviour entitled the quadruple “E” approach (QEA), which includes four stages: educate (E1), explore (E2), execute (E3), and evaluate (E4). The research compares students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-implementation of QEA. A sample of 446 bachelor students distributed between females and males in four public KSA universities was adopted during the academic year 2021. The results showed statistically significant differences in students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-adoption of the QEA. Students showed more positive cyber-hygiene behaviour and attitudes toward online learning post-QEA adoption than pre-QEA implementation. In addition, female students have more positive behaviour and attitudes than their male counterparts post the adoption of QEA. The current research stimulates positive cyber-hygiene behaviour and enhances attitudes toward online learning in universities, which have implications for the sustainability of KSA higher education, particularly in relation to SDGs 4 and 10. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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18 pages, 1060 KiB

Open AccessArticle

Factors That Influence Mobile Learning among University Students in Romania

by Mirela-Catrinel Voicu and Mihaela Muntean

Electronics 2023, 12(4), 938; https://doi.org/10.3390/electronics12040938 - 13 Feb 2023

Cited by 8 | Viewed by 2891

Abstract

During the pandemic years, universities worldwide adopted online teaching on a large scale. Besides desktop systems or laptops, many students also use smartphones for online learning. In our paper, we propose a hybrid theoretical model to analyze the continuance intention to use mobile [...] Read more.

During the pandemic years, universities worldwide adopted online teaching on a large scale. Besides desktop systems or laptops, many students also use smartphones for online learning. In our paper, we propose a hybrid theoretical model to analyze the continuance intention to use mobile learning in higher education. The scientific demarche is carried out from different perspectives opened by the models and theories integrated in a unitary approach. In addition to the main constructs taken from the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research model was enriched with new capabilities by considering the Motivational Model (MM), Flow Theory (FT) and the Social Cognitive Theory (SCT). The research model was applied to the Romanian higher education environment and proved that perceived usefulness (PU), habit (HB), perceived skill (PS), and self-efficacy (SE) directly influence the continuance intention to use (CU) smartphones in higher education. Further, performance expectancy (PFE), intrinsic motivation (IM), perceived ease of use (PEOU), and perceived enjoyment (PE) indirectly influence the continuance intention to use (CU). We presented our results according to top studies on the critical challenges and factors influencing smart mobile learning success usage during the COVID-19 pandemic. Thus, we found that Romanian universities provide excellent IT infrastructure and top management support and that creating habits of using m-learning in the context of university classes will strengthen the university culture. The conclusions of the undertaken research represent a starting point in the diversification and flexibility of educational processes in Romanian universities. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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29 pages, 5134 KiB

Open AccessArticle

Student-Engagement Detection in Classroom Using Machine Learning Algorithm

by Nuha Alruwais and Mohammed Zakariah

Electronics 2023, 12(3), 731; https://doi.org/10.3390/electronics12030731 - 01 Feb 2023

Cited by 3 | Viewed by 4432

Abstract

Student engagement is a flexible, complicated concept that includes behavioural, emotional, and cognitive involvement. In order for the instructor to understand how the student interacts with the various activities in the classroom, it is essential to predict their participation. The current work aims [...] Read more.

Student engagement is a flexible, complicated concept that includes behavioural, emotional, and cognitive involvement. In order for the instructor to understand how the student interacts with the various activities in the classroom, it is essential to predict their participation. The current work aims to identify the best algorithm for predicting student engagement in the classroom. In this paper, we gathered data from VLE and prepared them using a variety of data preprocessing techniques, including the elimination of missing values, normalization, encoding, and identification of outliers. On our data, we ran a number of machine learning (ML) classification algorithms, and we assessed each one using cross-validation methods and many helpful indicators. The performance of the model is evaluated with metrics like accuracy, precision, recall, and AUC scores. The results show that the CATBoost model is having higher accuracy than the rest. This proposed model outperformed in all the aspects compared to previous research. The results part of this paper indicates that the CATBoost model had an accuracy of approximately 92.23%, a precision of 94.40%, a recall of 100%, and an AUC score of 0.9624. The XGBoost predictive model, the random forest model, and the multilayer perceptron model all demonstrated approximately the same performance overall. We compared the AISAR model with Our model achieved an accuracy of 94.64% compared with AISAR 91% model and it concludes that our results are better. The AISAR model had only around 50% recall compared to our models, which had around 92%. This shows that our models return more relevant results, i.e., if our models predict that a student has high engagement, they are correct 94.64% of the time. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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15 pages, 608 KiB

Open AccessFeature PaperArticle

Educators’ Utilizing One-Stop Mobile Learning Approach amid Global Health Emergencies: Do Technology Acceptance Determinants Matter?

by Mostafa Aboulnour Salem and Ibrahim A. Elshaer

Electronics 2023, 12(2), 441; https://doi.org/10.3390/electronics12020441 - 14 Jan 2023

Cited by 6 | Viewed by 1433

Abstract

In July 2022, the World Health Organization (WHO) declared the rapidly spreading monkeypox outbreak a global health emergency; in the future, this may cause the closure of higher education institutions and a shift toward digital learning. As before, specifically in March 2020, the [...] Read more.

In July 2022, the World Health Organization (WHO) declared the rapidly spreading monkeypox outbreak a global health emergency; in the future, this may cause the closure of higher education institutions and a shift toward digital learning. As before, specifically in March 2020, the WHO expressed that COVID-19 is a worldwide pandemic. This transformation was accompanied by the widespread adoption of mobiles and their applications in learning with organised or non-organised forms. Although many articles have recorded the importance and effectiveness of mobile learning in higher education, other articles have indicated the weak utilisation of mobile learning amid the COVID-19 pandemic, especially by university educators (UEs). In addition, these articles often focus on the opportunities, challenges, and weaknesses of mobile learning amid COVID-19, but few studies have handled the acceptance of the UEs to adopt a mobile learning approach amid COVID-19 by the unified theory of acceptance and use of technology (UTAUT). This article’s main contribution is extending the (UTAUT) model in context and reviewing the acceptance of the adoption of mobiles and their applications in education as an approach amid global health emergencies, i.e., COVID-19 and monkeypox. The data were gathered from university educators (N = 392) in Saudi Arabia. The hypotheses were evaluated with data that were analysed using structural equation modelling (SEM). The results demonstrated that six of the eight hypotheses had high and significant effects on behaviour intention (performance expectancy (PE), effort expectancy (EF), social influence (SI), facilitating conditions (FC), self-efficacy (SE), and users’ awareness (UA)). Two of the eight factors have insignificant or negative impacts on behaviour intention (users’ perceptions (UP) and technology challenges (TC)), which need an additional review by policymakers, practitioners, mobile learning providers, and investigators looking to develop efficient strategies concerning mobile learning. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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22 pages, 2822 KiB

Open AccessArticle

SHDL—A Hardware Description Language and Open-Source Web Tool for Online Digital Systems Design Teaching

by Andrej Trost, Janez Jamšek and Andrej Žemva

Electronics 2023, 12(2), 425; https://doi.org/10.3390/electronics12020425 - 13 Jan 2023

Cited by 1 | Viewed by 2177

Abstract

Hardware description languages and tools require a considerable amount of teaching activities in a digital systems design course, which is difficult to accommodate in a limited time frame, and to use for e-learning. This paper presents our user-friendly and open-source web-based digital design [...] Read more.

Hardware description languages and tools require a considerable amount of teaching activities in a digital systems design course, which is difficult to accommodate in a limited time frame, and to use for e-learning. This paper presents our user-friendly and open-source web-based digital design tool, SHDL, which is used to describe and simulate hardware components and translate them into a standard language. SHDL is a teaching language and tool for digital design, which aims to improve the teaching and learning experience in digital systems design courses. The use and evaluation of the proposed online teaching model for the Digital Electronic Systems Design (DESD) course, using the SHDL tool for e-learning during the COVID-19 phase, is presented. Using the SHDL language and web tool, we have created many examples of digital circuits that prepare students to explore their own designs. The example components can also be used as digital system modules, leading to better modularity of the final project. The use of SHDL in the DESD course has shown that the proposed language leads to fewer syntax, simulation and synthesis errors in the designed circuits. The evaluation results show that at the end of the laboratory exercises, there was no longer a difference in knowledge between the students without prior VHDL experience and the other students. The results encourage us to continue using SHDL, and to complement the traditional DESD teaching methods with e-learning. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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29 pages, 3604 KiB

Open AccessArticle

Integrating Chatbot and Augmented Reality Technology into Biology Learning during COVID-19

by Chi-Hung Chuang, Jung-Hua Lo and Yan-Kai Wu

Electronics 2023, 12(1), 222; https://doi.org/10.3390/electronics12010222 - 02 Jan 2023

Cited by 7 | Viewed by 3980

Abstract

The novel coronavirus (COVID-19) pandemic is rampant around the world, and teachers and students are unable to attend physical classes in the midst of a serious outbreak. This study aims to design a user-friendly, educational chatbot application interface that can be used as [...] Read more.

The novel coronavirus (COVID-19) pandemic is rampant around the world, and teachers and students are unable to attend physical classes in the midst of a serious outbreak. This study aims to design a user-friendly, educational chatbot application interface that can be used as an after-school self-learning tool for students to enhance their interest and comprehension and increase the effectiveness of their learning at home. The system adopts the Chatfuel platform as the core interface and incorporates augmented reality technology to build a chatbot that allows users to interact with it after they have logged in to Facebook. The content is based on the biology subject of the first year of junior high school and is integrated into the online teaching with augmented reality teaching materials. A user survey is conducted to understand students’ attitudes towards learning biology with the aid of the ARCS motivation model, with 102 valid questionnaires received. The results show that the AR-based chatbot system developed in this study significant influenced the indicators in the ARCS motivation model; therefore, the intention to use the system is presumed to result in a noticeable increase in student learning outcomes when using the system. Accordingly, this study proposes new online learning tools for students to use at home during the pandemic, and the system also provides references for the future development and modification of educational chatbots. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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27 pages, 5999 KiB

Open AccessArticle

Development and Testing of Performance Scale Application as an Effective Electronic Tool to Enhance Students’ Academic Achievements

by Fezile Ozdamli, Mustafa Ababneh, Damla Karagozlu and Aayat Aljarrah

Electronics 2022, 11(23), 4023; https://doi.org/10.3390/electronics11234023 - 04 Dec 2022

Cited by 1 | Viewed by 1569

Abstract

Performance scale application (PSA) usage in the classroom is underutilized, despite the rapid progress of mobile phone and e-learning technology. Lack of self-learning, evaluation, satisfaction, and inability to choose appropriate specialties influence students’ academic achievement in secondary school. The objective of this study [...] Read more.

Performance scale application (PSA) usage in the classroom is underutilized, despite the rapid progress of mobile phone and e-learning technology. Lack of self-learning, evaluation, satisfaction, and inability to choose appropriate specialties influence students’ academic achievement in secondary school. The objective of this study is to investigate the development and testing of PSA on students’ learning achievement in secondary school. The PSA was developed on the Android mobile operating system using the extra trees regression algorithm to predict student achievement in secondary school. Students in the 11th grade basic specialty were considered. Three specialties were used, namely scientific, literary, and industry. The variables examined include improving evaluation (IME), improving communication (IMC), improving scientific (IMSC), and satisfaction of learning (SOL). The findings demonstrated that the PSA accurately predicted the students’ choice of specialty, IMC, IMSC, SOL, personalized learning (L), distance L, mobile L, self L, and specialty L. The findings also indicated a positive and significant effect of the PSA on students’ learning achievement. This validates that the extra trees regression is an effective tool for the development of PSA. In conclusion, the PSA has efficiently predicted the choice of specialties and academic achievements of students in secondary schools. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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22 pages, 644 KiB

Open AccessFeature PaperArticle

Examining the Impact of Artificial Intelligence and Social and Computer Anxiety in E-Learning Settings: Students’ Perceptions at the University Level

by Mohammed Amin Almaiah, Raghad Alfaisal, Said A. Salloum, Fahima Hajjej, Sarah Thabit, Fuad Ali El-Qirem, Abdalwali Lutfi, Mahmaod Alrawad, Ahmed Al Mulhem, Tayseer Alkhdour, Ali Bani Awad and Rana Saeed Al-Maroof

Electronics 2022, 11(22), 3662; https://doi.org/10.3390/electronics11223662 - 09 Nov 2022

Cited by 34 | Viewed by 10258

Abstract

The learning environment usually raises various types of anxiety based on the student’s abilities to use technology and their abilities to overcome the negative feelings of an individual being watched all the time and criticized. Hence, learners still feel anxious while using computers [...] Read more.

The learning environment usually raises various types of anxiety based on the student’s abilities to use technology and their abilities to overcome the negative feelings of an individual being watched all the time and criticized. Hence, learners still feel anxious while using computers and socializing in an e-learning environment. Learners who are faced with computer and AI tools are confused and frustrated. The uneasiness stems from anxiety or uneasiness, which is highly evident in daily interaction with computers and artificial intelligence tools or devices in e-learning contexts. The uneasiness stems from anxiety or uneasiness, which is highly evident in the daily interaction with computers and artificial intelligence tools or devices in e-learning contexts. To investigate this phenomenon empirically, a questionnaire was distributed among a group of undergraduate students who are studying different majors. This study aims to investigate the role of social anxiety and computer anxiety in an e-learning environment at the university level. Universities in the Gulf area are among those implementing e-learning systems. In spite of this, recent studies have shown that most students at Gulf universities are still resistant to using online systems; hence, it is necessary to determine the type of anxiety that creates such resistance and their relationship with other external variables such as motivation, satisfaction and self-efficacy. Students would be more likely to use e-learning tools and participate more effectively in their courses using the accessible electronic channels when the degree of anxiety is low. In this study, we have proposed a theoretical framework to investigate the role of social anxiety and computer anxiety in e-learning environments in the Gulf region. We examined how different variables such as satisfaction, motivation and self-efficacy can negatively or positively affect these two types of anxiety. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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12 pages, 7042 KiB

Open AccessArticle

Academic Use of Rapid Prototyping in Digitally Controlled Power Factor Correctors

by Paula Lamo, Francisco J. Azcondo and Alberto Pigazo

Electronics 2022, 11(21), 3600; https://doi.org/10.3390/electronics11213600 - 04 Nov 2022

Cited by 1 | Viewed by 1711

Abstract

The growing use of power converters connected to the grid motivates their study in power electronics courses and the prototype development in the degree final project (DFP). However, the practical realization of using state-of-the-art components and conversion techniques is complex due to the [...] Read more.

The growing use of power converters connected to the grid motivates their study in power electronics courses and the prototype development in the degree final project (DFP). However, the practical realization of using state-of-the-art components and conversion techniques is complex due to the numerous multidisciplinary aspects that students must consider in its design and development and the workload associated with the DFP. An example of this is that, unlike a conventional power factor correction (PFC) design, the individual dedication of students to complete the design and validation of modern bridgeless PFC stages exceeds the number of credits of the DFP. The reason for this is that it includes system modeling, becoming familiar with the devices used, discrete selection, circuit design, control development, and programming, to build the converter and verify the operation of the complete system. To reinforce the individual skills needed for the DFP and reduce this time, a novel strategy is proposed. It allows the student to focus their efforts on integrating the individual skills achieved in the degree at the appropriate competence level during the modeling and construction of the power converter while carrying out part of the tasks out of the lab, if necessary, as was the case during the pandemic restrictions. For this, the rapid prototyping technique is introduced to speed up the overall design and speed up the tuning of digital controllers. This manuscript presents a teaching experience in which students build digitally controlled power converters using Texas Instruments microcontroller boards and PLECS^®. The example of a bridgeless totem-pole power factor corrector is shown. Although it began to develop and was motivated due to the restrictions during the COVID-19 pandemic, the experience has been verified and is maintained over time, successfully consolidating. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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14 pages, 718 KiB

Open AccessArticle

Factors Affecting the Adoption of Digital Information Technologies in Higher Education: An Empirical Study

by Mohammed Amin Almaiah, Khadija Alhumaid, Abid Aldhuhoori, Noha Alnazzawi, Ahmad Aburayya, Raghad Alfaisal, Said A. Salloum, Abdalwali Lutfi, Ahmed Al Mulhem, Tayseer Alkhdour, Ali Bani Awad and Rami Shehab

Electronics 2022, 11(21), 3572; https://doi.org/10.3390/electronics11213572 - 01 Nov 2022

Cited by 16 | Viewed by 3488

Abstract

In this study, we present the results of an assessment of an initiative that seeks to transcend the application of digital information in the higher education sector by recommending an integrative approach that quantifies both the flow of digital information and tutors’ quality [...] Read more.

In this study, we present the results of an assessment of an initiative that seeks to transcend the application of digital information in the higher education sector by recommending an integrative approach that quantifies both the flow of digital information and tutors’ quality impacts concerning technology acceptance model (TAM) constructs and the perceived experience of digital information in education (DIE). There is a mounting evidence that the educational institutions that prioritize the perceived experience and the quality of the tutors do not, generally, take into account the limited exposure to digital information and technologies. Data gathered from a survey of 485 college students were used to evaluate the model and hypotheses. The findings show that users’ perceptions of the value of DIE may depend on several extrinsic conditions that improve their experiences of learning and teaching. The user’s traits, such as technological preparedness, are vital in determining perceived ease of use. In some cultures, the superior quality of the tutor may further increase perceptions of the technology’s perceived usefulness. The intention to adopt technology may also be highly influenced by other variables such as information flow. Therefore, academic institutions must reevaluate the usefulness of digital information technology as a tool for improving educational sections. This research limited its focus to educational environments in which DIE has a significant impact on the teaching and learning setting. Future works may concentrate on health or monetary organizations. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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21 pages, 4637 KiB

Open AccessArticle

Teaching a Hands-On CTF-Based Web Application Security Course

by Bogdan Ksiezopolski, Katarzyna Mazur, Marek Miskiewicz and Damian Rusinek

Electronics 2022, 11(21), 3517; https://doi.org/10.3390/electronics11213517 - 29 Oct 2022

Cited by 1 | Viewed by 2629

Abstract

American philosopher John Dewey, in one of his most famous theories about the hands-on approach to learning, said that practical problem-solving and theoretical teaching should go hand-in-hand. This means students must interact with their environment to adapt and learn. Today, we almost take [...] Read more.

American philosopher John Dewey, in one of his most famous theories about the hands-on approach to learning, said that practical problem-solving and theoretical teaching should go hand-in-hand. This means students must interact with their environment to adapt and learn. Today, we almost take for granted that laboratory classes are an essential part of teaching science and engineering. Specific to cybersecurity, an integral piece of any training is the opportunity to work in an interactive hands-on environment: problem-solving skills are best developed in this fashion. In this paper, we present a hands-on web application security course based on OWASP Top 10 that allows students to learn through real-life experience. The virtual laboratories provided in our course simulate common vulnerabilities and issues mapped directly from OWASP Top 10, allowing students to be well-prepared for most of the critical security risks to web applications that arise in the real world. To examine how practical knowledge affects the learning experience and to measure the effectiveness of the proposed solution, we gathered learning data (such as the number of tries and the execution time for each exercise) from our cybersecurity course applied to a group of students at our university. Then, we examined correlations between students’ results and gathered statistics. In our research, we made use of a CTF-based approach, which is known as a valuable pedagogical tool for providing students with real-life problems and helping them gain more practical skills, knowledge, and expertise in the cybersecurity field. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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19 pages, 910 KiB

Open AccessArticle

Measuring Institutions’ Adoption of Artificial Intelligence Applications in Online Learning Environments: Integrating the Innovation Diffusion Theory with Technology Adoption Rate

by Mohammed Amin Almaiah, Raghad Alfaisal, Said A. Salloum, Fahima Hajjej, Rima Shishakly, Abdalwali Lutfi, Mahmaod Alrawad, Ahmed Al Mulhem, Tayseer Alkhdour and Rana Saeed Al-Maroof

Electronics 2022, 11(20), 3291; https://doi.org/10.3390/electronics11203291 - 12 Oct 2022

Cited by 35 | Viewed by 7798

Abstract

Artificial intelligence applications (AIA) increase innovative interaction, allowing for a more interactive environment in governmental institutions. Artificial intelligence is user-friendly and embraces an effective number of features among the different services it offers. This study aims to investigate users’ experiences with AIA for [...] Read more.

Artificial intelligence applications (AIA) increase innovative interaction, allowing for a more interactive environment in governmental institutions. Artificial intelligence is user-friendly and embraces an effective number of features among the different services it offers. This study aims to investigate users’ experiences with AIA for governmental purposes in the Gulf area. The conceptual model comprises the adoption properties (namely trialability, observability, compatibility, and complexity), relative advantage, ease of doing business, and technology export. The novelty of the paper lies in its conceptual model that correlates with both personal characteristics and technology-based features. The results show that the variables of diffusion theory have a positive impact on the two variables of ease of doing business and technology export. The practical implications of the current study are significant. We urge the concerned authorities in the governmental sector to understand the significance of each factor and encourage them to make plans, according to the order of significance of the factors. The managerial implications provide insights into the implementation of AIA in governmental systems to enhance the development of the services they offer and to facilitate their use by all users. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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17 pages, 964 KiB

Open AccessArticle

The Influence of E-Scaffolding Sources in a Mobile Learning Environment on Students’ Design Skills and the Technology Fatigue Associated with a 3D Virtual Environment

by Ensaf Nasser Al Mulhim and Yara Ahmed Mohebeldin Zaky

Electronics 2022, 11(14), 2172; https://doi.org/10.3390/electronics11142172 - 11 Jul 2022

Cited by 2 | Viewed by 1577

Abstract

This article examines the influence of teacher/peer e-scaffolding in a mobile learning environment on students’ design skills and the technology fatigue associated with a 3D virtual learning environment. The sample consisted of 32 postgraduate students who were divided into two groups according to [...] Read more.

This article examines the influence of teacher/peer e-scaffolding in a mobile learning environment on students’ design skills and the technology fatigue associated with a 3D virtual learning environment. The sample consisted of 32 postgraduate students who were divided into two groups according to their e-scaffolding source (teacher/peer). The findings showed that peer e-scaffolding outperformed teacher e-scaffolding in the mobile learning environment in terms of students’ development of design skills. The findings also showed that students became moderately fatigued after designing the 3D virtual environments in both experimental groups. This study can act as a guide for teachers and instructional designers by helping them to select the most suitable e-scaffolding source when teaching 3D virtual environment design skills. This may result in better and easier skill development. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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13 pages, 489 KiB

Open AccessArticle

Factors Influencing Students’ Continuance Intention to Learn in Blended Environments at University

by Tatiana Baranova, Aleksandra Kobicheva and Elena Tokareva

Electronics 2022, 11(13), 2069; https://doi.org/10.3390/electronics11132069 - 01 Jul 2022

Cited by 6 | Viewed by 2131

Abstract

(1) Background: The main goal of this study was to determine the factors that have an influence on the continuance intention to learn in blended environments. (2) Methods: For our study, we created a research model based on the Expectation–Confirmation Model (ECM) and [...] Read more.

(1) Background: The main goal of this study was to determine the factors that have an influence on the continuance intention to learn in blended environments. (2) Methods: For our study, we created a research model based on the Expectation–Confirmation Model (ECM) and Theory of Planned Behavior (TPB), which involves a total of seven latent constructs and contains a total of eight hypotheses. A total of 301 undergraduate and postgraduate students studying at Humanity Institute of Peter the Great Polytechnic University voluntarily participated in the study. The online survey consisted of 22 items that determined the seven indicators studied and was conducted in the spring semester of 2021. For our analysis and hypothesis testing, we used PSS 24.0 and SmartPLS 3.0 programs. (3) Results: According to the results of this study, all the proposed hypotheses were confirmed, which confirmed the influencing power of research model indicators. Also, it was revealed that such indicators as confirmation and attitude are the key factors that affect the continuance intention to learn in a blended environment. (4) Conclusions: As the COVID-19 pandemic is an ever-changing situation, it is important to understand student perceptions of blended learning and manage their continuance intention to learn in such environments. This study contributes to such knowledge and provides insightful implications for academia. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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14 pages, 2739 KiB

Open AccessArticle

A Virtual Reality and Online Learning Immersion Experience Evaluation Model Based on SVM and Wearable Recordings

by Junqi Guo, Boxin Wan, Hao Wu, Ziyun Zhao and Wenshan Huang

Electronics 2022, 11(9), 1429; https://doi.org/10.3390/electronics11091429 - 29 Apr 2022

Cited by 2 | Viewed by 1953

Abstract

The increasing development in the field of biosensing technologies makes it feasible to monitor students’ physiological signals in natural learning scenarios. With the rise of mobile learning, educators are attaching greater importance to the learning immersion experience of students, especially with the global [...] Read more.

The increasing development in the field of biosensing technologies makes it feasible to monitor students’ physiological signals in natural learning scenarios. With the rise of mobile learning, educators are attaching greater importance to the learning immersion experience of students, especially with the global background of COVID-19. However, traditional methods, such as questionnaires and scales, to evaluate the learning immersion experience are greatly influenced by individuals’ subjective factors. Herein, our research aims to explore the relationship and mechanism between human physiological recordings and learning immersion experiences to eliminate subjectivity as much as possible. We collected electroencephalogram and photoplethysmographic signals, as well as self-reports on the immersive experience of thirty-seven college students during virtual reality and online learning to form the fundamental feature set. Then, we proposed an evaluation model based on a support vector machine and got a precision accuracy of 89.72%. Our research results provide evidence supporting the possibility of predicting students’ learning immersion experience by their EEGs and PPGs. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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16 pages, 976 KiB

Open AccessArticle

Assessing Repurchase Intention of Learning Apps during COVID-19

by Ganesh Dash, Debarun Chakraborty and Faisal Alhathal

Electronics 2022, 11(9), 1309; https://doi.org/10.3390/electronics11091309 - 20 Apr 2022

Cited by 5 | Viewed by 2284

Abstract

Learning apps are becoming increasingly popular, and consumers have widely recognized their benefits, particularly during COVID-19 and the resultant lockdowns. However, despite the growing popularity of learning apps, little is known about the consumer values that impact repurchase intent. Learning apps must increase [...] Read more.

Learning apps are becoming increasingly popular, and consumers have widely recognized their benefits, particularly during COVID-19 and the resultant lockdowns. However, despite the growing popularity of learning apps, little is known about the consumer values that impact repurchase intent. Learning apps must increase client engagement by providing stronger value propositions to overcome this hurdle. The current study proposes the consumption values theory to find this gap, better explaining customer behavior toward learning apps. Data from 429 learning app users are used to test the suggested model. According to the research, all consumption values have a favorable and significant impact on the intention to repurchase learning apps. In addition, the moderating effect of Visibility on intent to use and trust’s mediating role are confirmed. The study’s findings add to our knowledge of consumer behavior and practice. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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20 pages, 646 KiB

Open AccessArticle

Mobile Assisted Language Learning: Evaluation of Accessibility, Adoption, and Perceived Outcome among Students of Higher Education

by Sufyan Habib, Ahsanuddin Haider, Samar Sufyan Mohammad Suleman, Syed Akmal and Mohammed Arshad Khan

Electronics 2022, 11(7), 1113; https://doi.org/10.3390/electronics11071113 - 31 Mar 2022

Cited by 6 | Viewed by 3405

Abstract

The present study was aimed at analyzing students’ perceptions toward mobile assisted language learning (MALL), their use patterns, and their usefulness in their academic outcomes. The results indicated that students use widely different MALL software for different applications. In a survey of 581 [...] Read more.

The present study was aimed at analyzing students’ perceptions toward mobile assisted language learning (MALL), their use patterns, and their usefulness in their academic outcomes. The results indicated that students use widely different MALL software for different applications. In a survey of 581 students from Indian colleges and universities, the research identified five antecedent factors (namely, individual desire and motives, perceived ease of use, technological factors, social influence, and perceived usefulness) which influenced students in the areas of adopting MALL software, students’ readiness, students’ motivation, and the subsequent effect on student performances. The research further indicated that students’ readiness and their motivation level mediated the relationship between factors of adoption of MALL and perceived outcome. The relevance of positive language learning outcomes, theoretical contribution and managerial implications of the study are discussed. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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18 pages, 2256 KiB

Open AccessArticle

Case of Study in Online Course of Computer Engineering during COVID-19 Pandemic

by Paula Lamo, Mikel Perales and Luis de-la-Fuente-Valentín

Electronics 2022, 11(4), 578; https://doi.org/10.3390/electronics11040578 - 14 Feb 2022

Cited by 5 | Viewed by 3159

Abstract

Practical activities and laboratories, where the students handle hardware devices, are an important part of the curriculum in STEAM degrees. In face-to-face learning, the students go to a specific classroom where the hardware is available. However, laboratories are one of the challenges of [...] Read more.

Practical activities and laboratories, where the students handle hardware devices, are an important part of the curriculum in STEAM degrees. In face-to-face learning, the students go to a specific classroom where the hardware is available. However, laboratories are one of the challenges of distance education, due to the impossibility of the students attending classes at a certain place. This is especially relevant since the COVID-19 pandemic, thanks to the increase of students enrolled in distance education. Different approaches to tackle this problem have been adopted, ranging from mixed models where lectures are online but physical attendance to laboratories is required to purely virtual models where virtual worlds or augmented reality have been used to simulate the real hardware. This paper presents the case of study of a flexible laboratory for the use of Arduino in a Computer Technology course with 153 students, geographically distributed in Spain and Latin America. The goal of the case study is to study the impact of such a flexible laboratory in the course, based on four fundamental parameters: student access to the online lectures, participation in the course and marks obtained, and satisfaction surveys. The results show that students have increased their marks by 28.8% and their class attendance by 247.18%, doing more elaborate and complex work than in previous courses. Therefore, it is considered that they have satisfactorily integrated the knowledge acquired during the subject, and the projects with Arduino in Computer Technology have an impact on the flexibility and personalization of the education, motivate students and increase its educational productivity and effect on the quality of education, influencing the learning experience. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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14 pages, 2710 KiB

Open AccessArticle

Evaluating Remote Task Assignment of an Online Engineering Module through Data Mining in a Virtual Communication Platform Environment

by Zoe Kanetaki, Constantinos Stergiou, Georgios Bekas, Christos Troussas and Cleo Sgouropoulou

Electronics 2022, 11(1), 158; https://doi.org/10.3390/electronics11010158 - 05 Jan 2022

Cited by 9 | Viewed by 2056

Abstract

E-learning has traditionally emphasised educational resources, web access, student participation, and social interaction. Novel virtual spaces, e-lectures, and digital laboratories have been developed with synchronous or asynchronous practices throughout the migration from face-to-face teaching modes to remote teaching during the pandemic restrictions. This [...] Read more.

E-learning has traditionally emphasised educational resources, web access, student participation, and social interaction. Novel virtual spaces, e-lectures, and digital laboratories have been developed with synchronous or asynchronous practices throughout the migration from face-to-face teaching modes to remote teaching during the pandemic restrictions. This research paper presents a case study concerning the evaluation of the online task assignment of students, using MS Teams as an electronic platform. MS Teams was evaluated to determine whether this communication platform for online lecture delivery and tasks’ assessments could be used to avoid potential problems caused during the teaching process. Students’ data were collected, and after filtering out significant information from the online questionnaires, a statistical analysis, containing a correlation and a reliability analysis, was conducted. The substantial impact of 37 variables was revealed. Cronbach’s alpha coefficient calculation revealed that 89% of the survey questions represented internally consistent and reliable variables, and for the sampling adequacy measure, Bartlett’s test was calculated at 0.816. On the basis of students’ diligence, interaction abilities, and knowledge embedding, two groups of learners were differentiated. The findings of this study shed light on the special features of fully online teaching specifically in terms of improving assessment through digital tools and merit further investigation in virtual and blended teaching spaces, with the goal of extracting outputs that will benefit the educational community. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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22 pages, 25638 KiB

Open AccessArticle

Factors Influencing Students’ Acceptance of M-Learning in Higher Education: An Application and Extension of the UTAUT Model

by Ibrahim Youssef Alyoussef

Electronics 2021, 10(24), 3171; https://doi.org/10.3390/electronics10243171 - 20 Dec 2021

Cited by 20 | Viewed by 4913

Abstract

The goal of this study was to develop a new model and conduct confirmatory factor analysis to learn more about how students use M-learning in higher education. The study is theoretically based on the unified theory of acceptance and use of technology (UTAUT) [...] Read more.

The goal of this study was to develop a new model and conduct confirmatory factor analysis to learn more about how students use M-learning in higher education. The study is theoretically based on the unified theory of acceptance and use of technology (UTAUT) theory and the technology acceptance model (TAM). Theoretically, the factors related to the adoption of M-learning in higher education, identified as contributory to perceived ease of use, perceived usefulness, and attitudes towards M-learning and actual use of M-learning, were analyzed. A questionnaire survey was distributed to 362 university students who were randomly selected. Structural Equation Modeling (SEM)-AMOS was used for data analysis. Based on the findings, M-learning appears to be one of the most promising educational technologies for development in educational environments. Perceived facilitating conditions, performance expectancy, effort expectancy, social influence, and perceived enjoyment have a significant positive effect on the perceived ease of use and perceived usefulness, while performance expectancy has a negative effect on the perceived ease of use. Perceived ease of use and perceived usefulness have a positive and significant effect on attitudes towards using M-learning and actual use of M-learning. Therefore, we recommend lecturers encourage students to utilize M-learning for educational purposes in higher education. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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23 pages, 1997 KiB

Open AccessArticle

Students’ Intentions to Use Distance Education Platforms: An Investigation into Expanding the Technology Acceptance Model through Social Cognitive Theory

by Amany Al-Dokhny, Amr Drwish, Ibrahim Alyoussef and Ahlam Al-Abdullatif

Electronics 2021, 10(23), 2992; https://doi.org/10.3390/electronics10232992 - 01 Dec 2021

Cited by 12 | Viewed by 3469

Abstract

The current study aims to investigate the crucial factors that influence the behavioral intentions of students to use distance education platforms (DEP_s). The tested Davis Expanded Technology Acceptance Model (TAM) was applied with Bandura’s social cognitive theory (SCT). This study included [...] Read more.

The current study aims to investigate the crucial factors that influence the behavioral intentions of students to use distance education platforms (DEP_s). The tested Davis Expanded Technology Acceptance Model (TAM) was applied with Bandura’s social cognitive theory (SCT). This study included 453 university students using DEP_s in the Kingdom of Saudi Arabia. A quantitative approach was adopted, and the results revealed that both perceived ease of use and usefulness have a strong influence on student intentions to use DEP_s. Observational learning and computer self-efficacy also strongly influence perceived ease of use, and learner control with scaffolding was shown to significantly influence perceived usefulness. Moreover, the results confirmed the significant effect of perceived ease of use on perceived usefulness. Accordingly, the results provide valid support for an integrated framework including both TAM and SCT to understand how students may accept DEP_s to improve their educational performance. This integration would help the decision-makers who are responsible for managing these platforms to assess the real needs of students at all higher education institutions. Full article

(This article belongs to the Special Issue Mobile Learning and Technology Enhanced Learning during COVID-19)

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