There has been increasing interest among researchers to understand the negative effects of technology, in the last two decades. Technostress or stress induced due to technology is extensively reported in the literature, among working professionals. Even though there has been an increased proliferation of digital devices in academia, there is a dearth of studies examining the prevalence of technostress and its impact among students. This study examines the prevalence of technostress among the younger population, in the age group of 18–28 years. Using a sample of 673 Indian private university students, this study cross-validated the technostress instrument. Increased use of technology in higher education has compelled students to complete all their academic work, including assessments, using technology. Technology-enhanced learning applications such as learning management systems, MOOCs and digital exam devices require students to develop ICT skills. The study also investigates the impact of technostress on the academic productivity of students. Findings reveal that the technostress instrument is valid to be used in the academic context, with minor modifications, and students experienced moderate levels of technostress. It was also found that technostress had a negative impact on the academic productivity of students.

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Impact of technostress on academic productivity of university students

Teaching and learning are significantly influenced by information and communications technology (ICT). The goal of this study was to develop a new model and conduct confirmatory factor analysis to learn more about how students use ICT for digital learning as sustainability. The purpose of this research project was to investigate computer self-efficacy, computer anxiety, perceived enjoyment and acceptance of digital learning as sustainability at Saudi universities, based on students’ satisfaction with actual ICT usage for digital learning as sustainability. This research project made use of structural equation modelling with SEM-AMOS and an expanded variant of the technology acceptance model as the research model. A questionnaire based on the technology acceptance model and social cognitive theory was employed as the main data collection method and was distributed to 684 students from students at two universities. Students’ answers were categorized into seven categories and evaluated to determine how satisfied students were with ICT and how likely they were to continue using it for digital learning as sustainability. The findings revealed a connection between computer self-efficacy, computer anxiety and perceived enjoyment, factors which all played a significant role in perceived usefulness and ease of use. Perceived usefulness and ease of use also had an impact on students’ continued intention to use and satisfaction. This research-built model was effective in explaining students’ continued desire to use ICT and their satisfaction with it.

Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability

In a time conditioned by continuous technological advances, it is essential to train teachers in digital competence in order to respond to the needs and concerns of students. The educational processes of the teacher acquire great relevance to have the required skills against the use of new emerging resources. This study focuses on knowing the digital teaching competence in the development and application of augmented reality resources. A non-experimental design of descriptive and correlational type has been followed through a quantitative method. Two questionnaires were used, applied to a sample of 2631 teachers. The results obtained reveal that the teaching staff carries out continuous training, carrying out 2-3 courses per year related to ict and other areas, in person. They demonstrate skills in certain areas of digital teaching competence, such as security and communication and collaboration, as well as a deficit in the creation of digital content. Deepening in the areas more analogous to augmented reality, according to the type of center and educational stage, it is the public and primary education centers that have revealed the highest level of competence.

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Análisis de la competencia digital docente: Factor clave en el desempeño de pedagogías activas con realidad aumentada

In recent years, there has been a lot of attention given to the trend of including game elements into non-gaming facilities. The usage of gamification in education is a massive benefit for motivation, user interaction, and social effects. The gamified elements such as points, badge, feedbacks, level, rewards, challenges, etc. have been used in e-learning. A systematic review of gamification in online education has not been found when the relevant literature examined. Therefore, this study aims to research the current literature using gamification and online education and highlight the reported benefits and challenges of gamification applications in online education. The present research followed the literature review method. The current study employed a qualitative approach for collected data. Thus, the term "gamification" was used as the primary research keyword. The results show that gamification has increasingly been accepted as a useful learning tool to generate more engaging educational environments. Additionally, elements support and motivate students to participate in a gamification system. The study showed that the most common gamification elements used in e-learning and have a powerful effect on the students are points, leaderboards, badge, and level. This study is thought to contribute significantly to studies on the use of gamification applications in online education. It reinforces previous studies and identifies many useful study topics that can be explored to advance the field. From these results, suggestions on gamification applications in e-learning for further research are given.

Gamification Applications in E-learning: A Literature Review

Knowing the factors that affect the digital teaching competence is essential for schools to develop training plans tailored to the needs of current students. The research objective is focused on knowing the incidence that some factors inherent to the teaching function have on the level of digital competence: sex, age, experience, educational stage and level of training. A quantitative design based on a descriptive and correlational approach has been used, with a sample of 520 Spanish teachers from the infant, primary and secondary stages. A validated questionnaire was used to measure digital competence and another ad hoc questionnaire for sociodemographic and formative data. The results reveal that women have a higher level of digital content creation than men, which stand out in solving problems; there is an inversely proportional relationship between age and competence level; the experience improves the level of digital security; the stage affects the level of information and literacy, communication and content creation; The level of continuing education is directly proportional to the competence level. It is concluded that the factors inherent in educational practice significantly indicate the level of digital teaching competence.

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Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado

Information and Communication Technology (ICT) can be utilized for the education sector. Education includes online, distance and part time education. There are unlimited applications of ICT in the real world. In his paper emphasis is on the online education field. Traditional Non-formal education system process includes activities like admission, Personal Contact Programmes, Exam for any course in a University or Institution. In this process ICT can play a great role in all the activities by providing a lot of benefits to students, teachers, parents and Universities itself. ICT can be used for providing education to the people who are not able to come to school due to various constraints. ICT can play great role in formal and non formal forms of education. The paper examines certain important issues related with the effective implementation of ICTs in all levels of education and provides suggestions to address certain challenges that would help in the implementation of ICTs in education and simultaneously increasing Quality of education.

https://conference.nrjp.co.in/index.php/MHERDC/article/download/16/16

Girish Kumar Mittal

Papers

The Role of ICT in Higher Education for the 21st Century: ICT as A Change Agent for Education