Innoeduca. International Journal of Technology and Educational Innovation
Innoeduca. International Journal of Technology and Educational Innovation is an open, semi-annual and peer-reviewed research journal published by the Publications Service and the Innoeduca Research Group of the University of Malaga (Spain). This journal provides a platform for exposing and sharing knowledge in the form of empirical and theoretical research articles, case studies, and literature reviews. The articles sent must comply with the publication standards and deal with education, innovation and technology. Articles written in English or Spanish. All published articles will have undergone a rigorous process of blind peer review, previously assessed by the Editor and checked through Crossref Similarity Check. Innoeduca part is currently indexed in: Emerging Sources Citation Index (ESCI), Dialnet Metrics, Latindex, Latindex 2.0, REDIB, Erih Plus, CIRC, MIAR, Carhus Plus + 2018, Ulrich's, Dialnet, Dulcinea, DOAJ, Wordcat ...
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An integrative analysis of preservice teachers’ intentions to utilize digital tools for instructional purposes
This study examines preservice teachers’ intentions to embrace digital tools for instructional practices through the Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and the Task Technology Fit Model (TTF). A cross-sectional research design was employed to test a hypothetical model through a self-report survey administered to instructional technology course participants. A total of 210 participants took part in the research, with survey data collected regarding preservice teachers’ opinions on embracing digital learning tools in their future practices. The partial least square structural equation modeling (PLS-SEM) approach was utilized to scrutinize the study’s hypotheses, with the proposed model yielding valid and reliable results. The study revealed that task technology fit was the most influential predictor of preservice teachers’ intention to utilize digital learning tools for future instructional practices. Perceived usefulness and subjective norms were other significant predictors of behavioral intention, whereas attitude and perceived behavioral control demonstrated no predictive power. Consequently, this study adds to the body of knowledge by introducing an integrated framework based on TAM, TPB, and TTF in the context of preservice teachers’ technology utilization using digital learning tools.
Copyright (c) 2025 Innoeduca. International Journal of Technology and Educational Innovation https://creativecommons.org/licenses/by-nc-nd/4.0
Future mathematics teachers' perceptions of using ChatGPT in the classroom
Although artificial intelligence (AI) has become a potential driver in the field of education, little is known about stakeholders’ perspectives. To address this issue, this qualitative inquiry paper attempted to determine the views of pre-service teachers regarding the role of AI in mathematics instruction. A total of 72 pre-service mathematics teachers participated in the survey, which consisted of open-ended questions. The gathered data was analyzed by seven-phase method. Although pre-service teachers believe ChatGPT can support students in terms of cognitive and affective factors, it has some disadvantages including preventing thinking and ethical concerns. In addition, the study reports the areas in which the participants thought of using ChatGPT in mathematics education. Finally, the paper discusses the use of ChatGPT in educational settings and applications of AI in teacher education.
Maker education in primary school: A qualitative study of guidance and evaluation of teacher training
Technological changes have profoundly transformed all areas of human life, including education (Sánchez-Caballé et al., 2020). This article focuses on the analysis of a Maker Teacher Training to implement Maker Education in primary school classrooms. The objectives are to identify the key aspects worked on in this training and to evaluate the strengths and weaknesses from the teachers' perspective. The methodology is qualitative, adopting an interpretive approach to understand the events of the research from the experience in two schools in the province of Tarragona. The data collection instruments are an observation rubric and semi-structured interviews. The results were analysed with the software ATLAS.ti and several aspects of the training were analysed in depth. The results show that the training covered different aspects such as the design, implementation, and evaluation of activities, although certain elements were little addressed. Teachers valued the personalisation of the training, the support they received, and the practical usefulness of the strategies acquired, highlighting a positive impact on pupils’ interest and autonomy. Finally, it was emphasised that the training was comprehensive and positively considered, although there were some areas for improvement, such as inclusivity and the use of technological tools. The study reaffirms the need to provide maker training for teachers, promoting an interdisciplinary approach
Effects of a computer programming learning environment based on video game development on student’s learning motivation
The present study assesses the effects of Game Development-Based Learning (GDBL) on students' motivation to learn computer programming in an Object-Oriented Programming (OOP) course. Initially, a selection process of a Game Development Framework (GDF) that had an academic focus and adequate performance was carried out, selecting Python Arcade. Subsequently, an educational intervention was designed by adapting the course schedule and materials to implement a GDBL-based learning environment. The study employed a mixed sequential explanatory approach, with the participation of 33 students. The quantitative analysis of student motivation was conducted using the MSLQ-Colombia questionnaire, administered before and after the intervention, while the qualitative analysis was facilitated through a perception survey administered at the conclusion of the course. While the quantitative analysis revealed no significant changes in motivation, the qualitative analysis indicated effects on intrinsic motivation, learning control, self-efficacy expectations, and a reduction in anxiety. However, some participants indicated limitations of the GDBL, including a perceived lack of applicability in various areas of computer programming. Conversely, students expressed satisfaction with aspects such as game design, customization, and the final product. These findings suggest that GDBL has the potential to enhance motivational aspects and promote autonomy in the learning process. It is recommended that future research attention be paid to the integration of GDBL within the curriculum and compare it with traditional methods to evaluate its effectiveness.
Neither 1, nor 3, are 7! Analysis of technostress profiles in university students through a mixed method
While technostress can affect anyone who uses ICTs (including employees and students) individuals experience it differently through anxiety, fatigue, addiction. This study aims to advance technostress research among students by identifying distinct profiles and examining differences between them through a mixed-method approach. The sample consisted of 224 university students (68.5% female) from different Spanish universities. Our findings revealed seven technostress profiles: Profile 1, Techno-anxious, Profile 2, Techno-fatigued, Profile 3, Techno-addicted, Profile 4, Techno-anxious-fatigued, Profile 5, Techno-anxious-addicted, Profile 6, Techno-fatigued-addicted, Profile 7, Techno-anxious-fatigued-addicted. Although student burnout did not significantly differentiate between profiles, qualitative analysis showed that insufficient digital competencies and information overload contributed to increased anxiety and technology resistance. Furthermore, prolonged screen exposure without adequate management led to mental and visual fatigue. These results highlight the need for targeted interventions to enhance digital literacy and promote healthier technology use habits. Our findings have important theoretical implications for understanding technostress complexity and practical applications for developing more precise diagnostic tools and personalized support strategies.
Technological accessibility and Autism. Level of Training of Secondary Education, Baccalaureate and Vocational Training Teachers
Digital accessibility is a key factor for the educational inclusion of students with Autism Spectrum Disorder (ASD). Although digital technologies have the potential to improve teaching and promote more equitable learning, the lack of teacher training in accessibility remains a significant barrier. The main objective of this study is to find out the level of training and technological knowledge that Secondary Education, Baccalaureate and Vocational Training teachers have regarding Information and Communication Technologies (ICT) in the field of accessibility and students with ASD. It also explores the influence of ordinal variables (age, years of teaching experience and educational level) and nominal variables (gender, ownership of the centre and autonomous community) on this training. In order to carry out this research, a cross-sectional design with a descriptive and predictive quantitative approach was used. The final sample consisted of 3353 Spanish teachers. An ad-hoc questionnaire was used to collect information. The results of the study showed that the teachers surveyed have a low level of digital competence in technological accessibility for students with ASD, with teachers at higher educational levels (Baccalaureate and Vocational Training) being the least qualified. Likewise, significant differences in digital competence are identified according to gender, autonomous community and ownership of the centre. These findings highlight the need for specific training programmes that address digital accessibility and care for students with ASD at all levels of the education system.
Preschool Teachers’ Intentions to Use Digital Storytelling in Early Childhood Education: An Analysis through the UTAUT2 Model
This study investigates the factors influencing preschool teachers’ intention to adopt digital storytelling (DST) in early childhood education, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework. A quantitative research design was employed, collecting data from 550 in-service preschool teachers in Turkey through a structured questionnaire. Constructs from UTAUT2—including performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit—were measured to assess their impact on behavioral intention. The results of the structural equation modeling (SEM) confirmed that all seven constructs significantly and positively predicted teachers’ intentions to integrate DST. Performance expectancy and habit emerged as the strongest predictors, highlighting the importance of perceived pedagogical value and routine technology use. Facilitating conditions and effort expectancy also had notable effects, suggesting that institutional support and ease of use are crucial for adoption. Additionally, hedonic motivation and price value demonstrated that emotional engagement and cost-effectiveness play meaningful roles in shaping acceptance. These findings offer theoretical support for UTAUT2’s application in early childhood education and provide practical insights for improving DST integration. The study emphasizes the need for teacher training, institutional support, and access to cost-effective tools to foster the adoption of innovative pedagogical practices in preschool classrooms.
Research in Global Citizenship Education: relevance analysis and thematic bibliometric study
This study presents a thematized bibliometric analysis of the most relevant scientific output in the field of Global Citizenship Education, distinguishing between historical research (those most cited since records began in Scopus) and recent research (those most cited in the last five years). This analysis has made it possible to highlight the most significant studies in the first quarter of the 21st century. The sample comprised 500 works (2000–2024), classified into five subthemes. The findings reveal a concentration of influential articles published between 2011 and 2016, coinciding with the adoption of the Sustainable Development Goals of the 2030 Agenda. A low level of collaboration was identified (1.63 authors per article), along with a high degree of specialization among authors and sources. Spain, Chile, and Italy have emerged as affiliation key countries in recent research production, albeit with low levels of international collaboration. The keyword analysis identified four main category clusters, highlighting the significance of the strategic approach to education and its focus on young populations. This study provides a comprehensive overview of the field of Global Citizenship Education, offering a foundation for future research on its development, challenges, and trends
Students’ Perspectives on the Educational Benefits of ChatGPT: A Quantitative Exploration
The objective of this study is to quantitatively analyse the benefits and incentives of using ChatGPT from students’ perspectives. An initial pool of items encompassing various benefits of ChatGPT for students, has been generated on the basis of extant literature. To validate the benefits quantitatively, primary data has been collected using structured questionnaires from 515 students studying in higher educational institutions (HEIs) of Delhi – National Capital Region (NCR), India. Exploratory factor analysis (EFA) was performed to uncover the underlying structure of perceived benefits of using ChatGPT. Further, confirmatory factor analysis (CFA) was employed to confirm the factor structure and ensure the reliability and validity of the identified categories of benefits. The findings indicate six key categories, namely “Learning Support”, “Content Generation”, “Knowledge Acquisition”, “Personalized Learning”, “Academic Writing”, and “Efficiency”. Each category reflects different aspects of how ChatGPT enhances the educational experience for students. The study aims to tools in education by providing empirical evidence on the specific benefits of ChatGPT. Practically, the study provides valuable insights for educators, academic institutions, and policymakers on how to effectively integrate ChatGPT and similar AI tools into the curriculum.
Understanding ChatGPT Adoption among Higher Education Students in Punjab, India: An Application of UTAUT2 Model
This study examines Indian Higher Education students' behavioural intention to use ChatGPT in their learning. Unified Theory of Acceptance, and Use of Technology 2 (UTAUT2) model is used to investigate the impact of the eight UTAUT2 factors on the students' behavioural intention towards using ChatGPT. A pilot study on 100 students was done to check the reliability and validity of the instrument based on the UTAUT2 model. Using a quantitative research approach, data was gathered from 362 students of Punjab (A North region State), India (313 students’ data was included in final analysis) using purposive sampling technique. The study's findings revealed that PE (Performance Expectancy), SI (Social Influence), HM (Hedonic Motivation), Hb (Habit), FC (Facilitating Conditions) had significant positive influence on BI (Behavioural Intention) whereas EE (Effort Expectancy) had not significantly influenced BI. On ChatGPT use, H and BI had a positive influence, but FC did not significantly influence ChatGPT use. 67% of the respondents gave priority to learning AI tools in school. In terms of practical implications, this study adds to the current literature on ChatGPT or AI tools in higher education, being useful to education scholars. Also, this study highlights the validation of UTAUT2 model to use ChatGPT among HEI students in Punjab, India. The findings of this study could facilitate discussions among educators working for policies related to the use of AI tools, specifically ChatGPT in India.
Quality and innovation of teaching staff in higher education: Validation of the opinion questionnaire using structural equation modeling
Quality and innovation in educational institutions, as well as the teaching quality of faculty members, have become essential elements of analysis in 21st-century society due to the impact of the teaching factor on the outcomes of the teaching-learning process. The objective of this study is to analyze the reliability and validity of the Student Opinion Questionnaire on Faculty Teaching Performance. This questionnaire was standardized and designed by the General Quality Office of the University of Seville and is used to assess aspects related to the teaching quality of faculty members in the classroom across all university programs at the institution. The questionnaire was administered to a sample of 6,692 students from five different academic programs. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) techniques were employed using structural equation modeling. The results of the study demonstrate, on the one hand, the one-dimensionality of the instrument, as well as its high degree of reliability and validity. This allows us to confirm that the questionnaire used is a valid and reliable tool for measuring faculty teaching performance, based on students' opinions. The results obtained corroborate the study's objective, confirming that the tool used to evaluate the quality of faculty teaching performance is appropriate for assessing teaching satisfaction based on students' perceptions of classroom teaching.
Impact of a mobile application to improve the reading and writing skills of immigrant students in Primary Education
This work addresses the impact of a mobile application designed to improve the literacy skills of migrant students in Primary Education in Spain. Since the 1990s, Spain has experienced a significant increase in migrants, leading to an educational environment characterized by cultural and linguistic diversity. Literacy, defined not only as the ability to read and write but also as a crucial skill for social and professional integration, becomes a key focus of study (Toledo-Vega et al., 2022). The research adopted a quasi-experimental design with control and experimental groups, selecting 44 students aged 6 to 7 years through convenience sampling, who were randomly assigned to the groups. The Diagnostic Scale for Assessing Literacy Competence (EDECL) from the Junta de Andalucía was used as the data collection instrument. Participants were evaluated using pre-tests and post-tests to measure the impact of the intervention. The results of the statistical analysis showed that the experimental group, which used the mobile application AppRende, demonstrated significant improvements in their literacy competence, increasing their average from 6.33 to 8.75, with a p-value < .001. In contrast, the control group, which used printed materials, showed no significant improvements. These findings indicate that the use of technological tools may be more effective than traditional methods in teaching literacy to migrant students, suggesting the need to incorporate mobile technologies in diverse educational contexts to support their integration and academic success.
The effectiveness of Grammarly application and teacher feedback for undergraduate EFL students' writing skills
This research investigates the efficacy of Grammarly as an application and teacher feedback in enhancing the writing skills of Indonesian undergraduate EFL students. The Switching Replication Design encompasses 78 first-year students enrolled in a writing course. The study examines the impact of these feedback methods on writing, skill enhancement, and student responses. Data is gathered via pre-and post-tests and a closed-ended questionnaire and analyzed using One-Way ANCOVA and descriptive statistics in SPSS 20. Research shows that Grammarly, when combined with teacher feedback, enhances diction, language usage, and mechanics and from teacher feedback has more effect on content and organization. The initial experimental group surpasses the second, attaining a moderate N-Gain score. Students react favorably to both feedback modalities, with Grammarly commended for its automated recommendations. The research concludes that integrating Grammarly and teacher feedback significantly improves writing skills, particularly in diction, language usage, mechanics, content, and organization.
A chatbot supporting computer programming
In the educational sector, technological tools that are immediately available at any time of the day are required, so conversational assistants are the ideal tool to support the learning process of students by helping them to resolve doubts and access specialized information. This project describes the creation of a chatbot in Google's Dialogflow platform integrated with the Telegram messaging application to assist in the learning of computer programming. Chatbots are approached from their definition, history, and applications in education with the purpose of developing a specific chatbot for the community of the UAEM Texcoco University Center to be used as a tool for consulting information and answering questions. The spiral model of design was used, considering the vocabulary used by the students, which was analyzed with Lancsbox, three instrument for data collection were carried out and validated with statistical tests, the first test is the Cronbach's Alpha Coefficient, which was applied to the test applied to both teachers and students to evaluate the opinion of usability and performance of the conversational agent. Four research hypotheses were raised, which were evaluated with the second statistical test: Student's - T test. The hypotheses were tested with the sample data and the results obtained allow accepting the hypotheses formulated, so it is concluded that the conversational assistant is perceived as a tool that provides support for learning computer programming. The chatbots are an example of application of new tools in the educational sector, the use of this assistant makes possible the interaction of the student as if they were in tutorials with teachers, so that the assistant is an innovative personalized application as a reference of information oriented to the learning of specialized topics.
Digital Entrepreneurship Education: a challenge for competency-based training in universities
This article focuses on the analysis of digital entrepreneurship as a transversal competence for university students. We take as a starting point the EmDigital (Digital Entrepreneurship) model that includes four areas of competence. The aim of the study was to analyse the digital entrepreneurship competence of final-year university students. It is a mixed research that includes a survey of university students (representative cluster sampling) and interviews with successful digital entrepreneurs (non-probabilistic convenience sampling). Two ad hoc instruments have been used and previously validated. The sample of final year undergraduate students who participated in the survey was 1108 and the sample of successful entrepreneurs interviewed was 20. Our main results show that although students perceive themselves as having average competences for digital entrepreneurship, there are significant differences depending on the branch of knowledge of their university studies. Moreover, there are some differences in terms of gender. The interviewees agree on the importance of training university students for digital entrepreneurship skills and the need to consider this competence as basic skill in formal education.
The effect of gamified flipped learning on Malaysian fifth-grade students' academic achievement and learning experience in science
This study investigated the effect of gamified flipped learning on the academic achievements and learning experiences of fifth-grade students. A quasi-experimental design was employed, with a control group receiving conventional instruction and a treatment group engaging in gamified flipped learning. Forty fifth-grade students were randomly selected, with 20 students in each group. Data were collected through pre- and post-tests, along with interviews, and analysed using descriptive statistics and the Quade-ANCOVA non-parametric test. The results revealed a significant improvement in the academic achievement of the gamified flipped learning group (p < 0.05) with a large effect size (partial eta squared = .626) compared to the control group. Interview data further indicated that students in the treatment group experienced enhanced learning, reporting increased excitement, focus, and ease of understanding through gamified activities. These findings underscore the potential of gamified flipped learning to not only improve academic performance but also create engaging and effective learning environments tailored to the needs of Generation Z students. This study contributes valuable insights into the role of gamified flipped learning in primary science education, emphasizing its capacity to transform traditional pedagogies and better support student learning outcomes.
Relationship between knowledge, perception of competence and teachers' performance against cyberbullying
Cyberbullying is a social phenomenon with serious consequences for those who suffer it and the degree of knowledge and action of teachers is key to its prevention and intervention. The objective of this research was to examine the relationship between teachers' knowledge, perception of competence, and performance against cyberbullying in a sample of 258 postgraduate teachers of different nationalities. An ad hoc questionnaire was designed, and its properties were evaluated using the confirmatory factor analysis technique. To evaluate the predictive capacity of the different variables on cyberbullying behaviour, a logistic regression analysis was carried out. The results show that teachers with high scores in knowledge and perceived competence were more likely to act in cases of cyberbullying. These results highlight the need to strengthen teacher training curricula for cyberbullying training to achieve positive interventions against cyberbullying in schools. Future research should continue to examine the predictive factors associated with successful action.
Assessing the Impact of Microsoft Copilot and ChatGPT on EFL Learners' Interactional Metadiscourse in Argumentative Writing
The rise of artificial intelligence (AI) chatbots has significantly transformed the educational landscape, offering numerous opportunities for innovation and change. The current study assessed the comparative effects of ChatGPT-based instruction and Microsoft Copilot in helping Iranian English-as-a-foreign language (EFL) learners identify and realize interactional metadiscourse markers (IMMs) in argumentative writing and exploring their attitudes towards these two chatbots. Grounded in the theoretical framework of IM, this study followed a convergent parallel design. The study involved 90 male and female language learners randomly assigned to three groups: ChatGPT-based group (n = 30), Microsoft Copilot group (n = 30), and a control group (n = 30). The experimental groups were provided with 10 prompts per session for the implementation of IMMs, resulting in 60 prompts across six sessions. Instruction included initial training on using the respective AI tools, followed by practice sessions focusing on identifying and using IMMs in writing. The control group received conventional instruction, which involved identifying IMMs in reading passages with the guidance of the instructor. Interview questions were designed to elicit perspectives from learners on their experiences with ChatGPT and Microsoft Copilot. The responses from the interview data concerning learners' perceptions were analyzed through thematic analysis. Results showed that the Microsoft Copilot group demonstrated superior performance compared to the other two groups in identifying IMMs in the posttest. However, a one-way analysis of covariance (ANCOVA) showed that the difference between the ChatGPT-based group and the control group was not statistically significant. Additionally, responses to semi-structured interviews indicated that all learners had a positive perception of Microsoft Copilot for employing IMMs in argumentative writing. This study contributes to the field by providing empirical evidence on the effectiveness of specific AI-driven chatbots in enhancing critical writing skills, specifically through the lens of IMMs.
The use of e-books to improve the academic performance of students in the subject of Physics: Implications for counselling
The utilization of ICT resources has the potential to improve teaching and learning, according to the literature. To ascertain the possible influence of e-books on students' achievement in physics, no empirical research has been done in Nigeria. Hence the need for this study. Utilizing a simple repeated measures research design, this study was driven by a quantitative research methodology. The study included 58 senior secondary two (2) physics students who were randomly selected from secondary schools in the Nsukka Education zone. The Physics Achievement Test (PAT), which has been trial tested and face and content validated, was used to collect the data. The internal consistency dependability for the PAT components was .76. The repeated measures analysis of variance was used to analyze the data collected. It was discovered that the learners' access to e-books significantly impacted (p < .05) how well they performed in Physics. This research finding has implications for counselling in that teachers and their schools need to be provided educational guidance and couselling by the librarian-counsellor on the legal and ethical implications of using ICT resources like e-books to deliver physics instructions in schools.
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The effect of teaching history subjects in social studies course with digital games on student academic success and creative thinking
The purpose of this research is to investigate the impact of digital games on students' academic achievement and creative thinking in teaching historical subjects in social studies classes. The data for the research were collected using a mixed-methods model. The study group consists of 7th-grade students from two separate classes studying in a school affiliated with the Ministry of National Education within the boundaries of Erzurum province during the 2022-2023 academic year. Class A represents the experimental group, while Class B represents the control group. A total of 62 students participated in the research, with 31 in the experimental group and 31 in the control group. The quantitative data of the research were collected through Torrance Creative Thinking Test Verbal A-B Forms, an academic achievement test developed by the researcher, and a teacher observation form. The qualitative data were gathered using a semi-structured interview form developed by the researcher. The quantitative data analysis of the research was conducted using the SPSS 21.0 package program. A normality test was performed to determine whether the data followed a normal distribution. Parametric tests such as "Paired Samples t-test, Independent Samples t-test, and ANOVA" were used for the analysis of data showing normal distribution, whereas non-parametric tests like "Mann Whitney U Test and Wilcoxon Signed-Rank Test" were utilized for data that did not exhibit normal distribution. The qualitative data of the research were collected through the "Interview Form" and analyzed using content analysis with the MAQODA 20 analysis program. As a result of the research, it was concluded that digital games increased students' academic achievement and encouraged creative thinking. Additionally, according to student opinions, digital games influenced digital principles, creative thinking activities, and types of games. Students faced challenges in creating video games, particularly with video and writing applications during the process of digital game creation. In the research, considering that some students are more engaged in the fun and creative activities of lessons conducted through digital games, efforts should be directed towards enhancing student creativity and fostering a greater focus on learning. Given the recent development of digital games in various aspects of life, there is a need for further research in the field of digital game applications for educational purposes.
A quasi-experimental study on the effectiveness of augmented reality technology on english vocabulary learning among early childhood pupils with learning disabilities
This study addresses a gap in research by aiming to investigate the efficacy of augmented reality technology on vocabulary development for early EFL childhood pupils diagnosed with learning disabilities—a demographic known for significant learning challenges. A quasi-experimental design involving 30 pupils split into experimental and control groups was employed. The experimental group was taught using AR technology, while the control group received conventional instruction. Over a three-month period, both groups were assessed using a pre and post-test designed to measure vocabulary skills: recognition, recall, guessing, and production. Results revealed that the experimental group, exposed to augmented reality, outperformed the control group in all four vocabulary learning skills. This enhancement can be attributed to augmented reality's ability to engage the pupils' visual, aural, and kinesthetic senses, making learning more immersive and interactive.
Investigation of Chinese undergraduate EFL learners’ online communication strategies
With the outbreak of the Covid-19 pandemic, online learning has gained popularity throughout the world in recent years. How EFL learners communicate with their teachers and classmates online has sparked great interest with a view to enhancing their performance in online learning. This study aimed to explore the online communication strategies of Chinese undergraduate EFL learners and how they vary according to gender and English proficiency. The quantitative method was adopted in this study. The participants were 120 undergraduate EFL learners from a public university in China. The questionnaire on online communication strategies, consisting of 30 items, was developed. Cronbach alpha and factor analysis were conducted to evaluate the reliability and validity of the questionnaire. The descriptive statistics and independent T-tests were used for data analysis. The study reached the conclusion that the most commonly used online communication strategies are Reduction strategies, followed by Focus on Form, Social-cultural, Paralinguistic, Compensatory, and Interactional strategies. Male and female learners differed significantly in the use of reduction strategies, focus on form strategies, social-cultural strategies, and paralinguistic strategies. Furthermore, there is a significant difference in the use of all types of online communication strategies between good learners and poor learners, with good learners applying more online communication strategies than poor learners. The study indicates that teachers should raise students' awareness of online communication strategies that are conducive to online communication and learning. Training on online communication strategies should be provided with a view to enhancing students' communication competence as well as English proficiency.
inventory of online communication strategies
Technostress levels of science field faculty members in the Kyrgyz Republic
The purpose of this study was to examine the technostress levels of science field faculty members in the Kyrgyz Republic. The relational survey model was used to investigate whether there was a significant difference and a relationship between demographic variables such as gender, age, field of science, seniority, technological education level, and availability of a personal computer in terms of technostress and its sub-dimensions. The sample of the study consisted of 274 science faculty members, with 156 females and 118 males working at different universities in the Kyrgyz Republic. “Personal Data Form” and “Defining Teachers’ Technostress Levels Scale” were used as data collection tools in the study. The results showed that the general technostress levels of the participants were at a medium level. General technostress levels and technostress sub-dimensions scores of science faculty members did not differ by their genders, ages, seniorities, technology educations, and availability of their computers. There was a low level of positive correlation between age and the scores of the occupational and personal sub-dimensions of technostress; It was determined that there was a low-level, positive, statistically significant relationship between the seniority variable and the personal-oriented sub-dimension. It can be concluded that as the year of seniority progresses, academicians' technostress scores also increase. These findings reveal that seniority has certain effects on the technostress levels of academicians, but these effects vary based on sub-dimensions.
Teachers’ acceptance of technology-based simulation games as teaching pedagogy in management education: an extended technology acceptance model
The present study investigates the factors underlying the adoption of technology-based simulation games (SGs) by teachers in the formal management education. The proposed framework is an integration of the widely used Technology Acceptance Model (TAM); two institutional factors namely, top management support and training; and one individual factor, i.e. self-efficacy. The proposed model was empirically tested using a sample of 311 teachers selected using convenience sampling from the Indian management institutions. The primary data was gathered through surveys of teachers from business and management schools in India. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to test the proposed model. This study has found that the three external variables, i.e. top management support, training opportunities and self-efficacy, have direct influence on the two constructs of TAM (i.e. perceived usefulness and perceived ease of use), and have indirect influence on adoption intention of simulation games. The findings of this study have relevance to the SG developers as well as the top authorities / management of business schools. The findings suggest that SG developers must concentrate on creating the solutions that fit well with the teachers’ current pedagogies. Moreover, the management of business schools provide adequate training and support to their teachers to promote the adoption of SGs. The study contributes to the literature by putting forward the perceptions of management teachers within Indian contexts. By proposing an extended TAM model, the study has contributed to the knowledge of educational technology adoption in the context of technology-based simulations for teaching.
A comparative study of the effect of knowledge sharing via Adobe Connect and Google Meet on EFL teachers’ creativity
Information exchange takes place in every community and the advancement of computers and the use of the Internet has made it simpler for people of all communities to communicate information. Teachers also may share personal experiences, information, and communication with their peers in the profession. They can also improve their expertise and skills. As such, the purpose of the present study was to compare the effect of knowledge sharing via Adobe Connect and Google Meet on English as Foreign Language (EFL) teachers’ creativity. To do so, 60 EFL teachers from 15 high schools were asked to fill the creativity questionnaire. Then, to find the role of the social platforms on EFL teachers’ creativity in their teaching, a week after the treatment, the questionnaire as the posttest was given to the EFL teachers. Next, a semi-structured interview with 20 volunteers sought the Iranian EFL teachers' attitude toward the role of social platforms in their creativity. Overall, the finding indicated that knowledge sharing through Google Meet has more significant effect on EFL teachers’ creativity compared to Adobe Connect. In addition, it was found that the teachers agreed with the positive effect of social platforms on their creativity. The findings have implications for pedagogy as well as further research.
Impact of Digital Game-Based Learning on STEM education in primary schools: a meta-analysis of learning approaches
Enhancing learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) subjects for primary school students remains a challenge. This meta-analysis, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), explores Digital Game-Based Learning (DGBL) interventions as a potential solution. Eighteen empirical studies published from 2010 to 2020 were analyzed to identify effective DGBL approaches. Key factors examined include subject disciplines, control treatment, game type, platforms, and intervention duration. Findings reveal significant positive effects of DGBL interventions on learning outcomes, particularly in mathematics, language, and science. The study underscores the importance of optimizing gameplay design and platform choices for DGBL effectiveness and highlights the potential benefits of incorporating DGBL into primary STEM education. Future research should further investigate contributing factors like game genres, technologies, implementation strategies, and specific game components to promote optimal learning processes in diverse educational settings.
Artificial intelligence technologies and ethics in educational processes: solution suggestions and results
Artificial intelligence is a technology used to imitate the human-like thinking and decision-making abilities of computer systems. This technology enables computers to perform complex tasks such as data analysis, learning, problem solving and decision making. It is used in the field of education as well as in every field. While the use of artificial intelligence in the field of education provides advantages such as providing personalized learning experiences to students, providing teachers with intuition about student performance and developing educational materials, the ethical dimension should not be ignored. Therefore, the aim of this study is to produce solutions to ethical problems in the teaching and evaluation processes of artificial intelligence technologies in education. Qualitative research method was used in this study. It has adopted the phenomenological research approach among qualitative research methods. The concept of phenomenon is also the ethics of artificial intelligence. The working group consists of teachers, educational technologists and academicians. When selecting the working group, it was taken into consideration that there were teachers who use artificial intelligence applications in education and academics and technologists working in this field. Document analysis and focus group interviews were used as data collection tools. Content analysis was performed on the data obtained. According to the results of the study, ethical problems encountered with the use of artificial intelligence in education were identified and solution suggestions were offered.
The dynamics of disposition: introducing a new scale for evaluating middle school attitudes towards blended learning
This study was conducted to develop and validate a reliable measurement tool that assesses middle-school students' attitudes towards blended learning methods. The research process began with a comprehensive literature review, resulting in a preliminary 42-item draft scale. This scale was administered to 259 seventh-grade students attending a public school in Izmir, Türkiye. The content validity of the scale was rigorously evaluated through expert opinions, ensuring its relevance and appropriateness. To establish the construct validity, both exploratory and confirmatory factor analyses were conducted. The analyses refined the scale to 36 items distributed across a two-factor structure, with the first and second factors comprising 22 positive and 14 negative items, respectively. These factors together accounted for 57.035% of the total variance, indicating a significant representation of the construct. The scale demonstrated excellent statistical robustness, evidenced by a Kaiser-Meyer-Olkin value of .943 and a significant Bartlett's test of sphericity. Furthermore, the scale's reliability was confirmed through a Cronbach's alpha of .847, underscoring its consistency and stability as a measurement tool. The results affirm that the developed scale is both valid and reliable for measuring middle school students' attitudes towards blended learning, providing valuable insights for educational strategies and technological integration. This scale equips educators and policymakers with a powerful tool to tailor educational approaches that enhance student engagement and learning outcomes in blended learning environments
Evaluation of a scale on ICT knowledge applied to educational inclusion: A Graded Response Model approach
The rapid advance of Information and Communication Technologies (ICT) represents a crucial challenge and opportunity for contemporary society. These tools have not only transformed the way people communicate and work, but have also redefined pedagogical paradigms, posing new demands and possibilities for education systems. The incorporation of these resources in the classroom promotes educational equity and quality, preparing students with functional diversity for an increasingly digitalized world and favoring accessible, innovative and inclusive teaching-learning processes. The aim of this study is to evaluate a scale to measure prospective teachers knowledge of ICT applied to educational inclusion using the Graduated Response Model (GRM). A psychometric study was carried out on a non-probabilistic sample of 684 university students of the Degree in Primary Education from different andalusian public universities, using a reduced version of the Knowledge Scale of ICT applied to people with disabilities by Cabero-Almenara et al. (2016). The data reflect significant diversity in participants knowledge of ICT applied to people with disabilities. In addition, the accuracy in estimating latent scores supports the validity of the measurement instrument. The results indicate that the scale used is not only effective in measuring the average knowledge of the participants, but it is also capable of detecting significant variations among individuals. Therefore, it is concluded that this scale is a useful predictive tool for identifying training deficiencies and designing training programs that respond to these needs.
Preparing instructors to transition to online distance learning: a pandemic panacea?
This research explores the interconnectedness between readiness, the adoption of online teaching, attitude, and behavioral intention concerning Online Distance Learning (ODL) within the realm of hospitality and tourism instruction. The study framework intergrates the Unified Theory of Acceptance and Use of Technology (UTAUT) model and Technology Readiness (TR) dimension. The data, collected through purposive sampling and online surveys from 248 instructors, was analyzed using Partial-least Square-Structural Equation Modeling (PLS-SEM) to assess the study's model and hypotheses. The outcomes reveal that factors such as effort expectancy (EE), performance expectancy (PE), and social influence (SI) directly impact instructors' attitudes towards ODL. Additionally, the study establishes that technical, pedagogical, and lifestyle readiness are robust indicators for enhancing instructors' behavioral intention towards ODL. Intriguingly, the sole distinction between the theoretical and practical class arises in the interaction between instructors' technical and lifestyle readiness regarding behavioral intention. The pragmatic implications of this study underscore the significance of instructors' attitude and technology readiness in driving the adoption of ODL within the hospitality and tourism instruction domain. Furthermore, the study's findings offer valuable insights to policymakers, aiding them in developing effective methodologies for practical class teaching within the ODL framework and aligned with the dynamic environment of online learning.