Educational Technology & Society 

About: Educational Technology & Society is an academic journal published by IEEE Computer Society. The journal publishes majorly in the area(s): Educational technology & Cooperative learning. It has an ISSN identifier of 1176-3647. It is also open access. Over the lifetime, 1989 publications have been published receiving 92652 citations. The journal is also known as: Journal of educational technology and society & Educational technology & society.

Handbook of Research on Educational Communications and Technology

Abstract: The 4th edition of the Handbook of Research on Educational Communications and Technology expands upon the previous 3 versions, providinga comprehensive updateon research pertaining tonew and emerging educational technologies. Chapters that are no longer pertinent have been eliminated in this edition, with most chapters being completely rewritten, expanded, and updated Additionally, new chapters pertaining to research methodologies in educational technologyhave been added due to expressed reader interest. Each chapter now contains an extensive literature review, documenting and explaining themost recent, outstanding research, including major findings and methodologies employed. TheHandbookauthorscontinue to beinternational leaders in their respective fields; thelist is cross disciplinary by designand great effortwas taken to invite authors outside of the traditionalinstructional design and technology community.

An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning

Abstract: Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning selfefficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users’ acceptance of e-learning. E-learning selfefficacy was the most important construct, followed by subjective norm in explicating the causal process in the model.

Gamification in Education: A Systematic Mapping Study

Abstract: Introduction Traditional schooling is perceived as ineffective and boring by many students. Although teachers continuously seek novel instructional approaches, it is largely agreed that today's schools face major problems around student motivation and engagement (Lee & Hammer, 2011). The use of educational games as learning tools is a promising approach due to the games' abilities to teach and the fact that they reinforce not only knowledge but also important skills such as problem-solving, collaboration, and communication. Games have remarkable motivational power; they utilize a number of mechanisms to encourage people to engage with them, often without any reward, just for the joy of playing and the possibility to win. Creating a highly engaging, full-blown instructional game however is difficult, time consuming, and costly (Kapp, 2012a), while typically targeting only a single set of learning objectives as chosen by the game designer. In addition, their effective classroom adoption requires certain technical infrastructure and appropriate pedagogical integration. As opposed to using elaborate games requiring a large amount of design and development efforts, the "gamification" approach suggests using game thinking and game design elements to improve learners' engagement and motivation. Gamification, defined by Deterding et al. (2011) as the use of game design elements in non-game contexts, is a fairly new and rapidly growing field. The concept of gamification is different from that of an educational or serious game. While the latter describes the design of full-fledged games for non-entertainment purposes, "gamified" applications merely employ elements of games. The term "gamification" is quite recent: According to (Deterding et al., 2011) its first documented use is in 2008 but it did not see widespread adoption before the second half of 2010. Nevertheless, the concept itself is not new. For example, badges and ranks have been long used in the military, in the early Soviet era, game elements were used by the Soviet Union leaders as a substitute for monetary incentives for performing at work, etc. In recent years gamification has seen rapid adoption in business, marketing, corporate management, and wellness and ecology initiatives. This is driven by its potential to shape users' behavior in a desirable direction. Loyalty programs such as the frequent-flyer programs, Foursquare, and Nike+ are often given as examples of successful gamified mass-market products. Stackoverflow.com provides another example in which users' reputations increase as they answer questions and receive votes for their answers. Online education sites such as codeacademy.com and khanacademy.org use game elements to better engage users. The more courses and lessons that users complete, the more badges they earn. Sites like eBay and Fitocracy use game elements to keep people engaged and to encourage friendly competition between users. Gamification is still rising in popularity. According to Gartner's Hype Cycle (Gartner, 2013), a research methodology that outlines an emerging technology's viability for commercial success, gamification is at the peak of the Hype Cycle in 2013, with an expectation for reaching the productivity plateau in five to ten years. This position, however, mainly reflects its use in business contexts. The penetration of the gamification trend in educational settings seems to be still climbing up to the top, as indicated by the amount and annual distribution of the reviewed works. This paper presents the results of a study of the published works on the application of gamification to education, which aims to shed light on the tendencies and emerging practices in this area. There are few literature reviews on gamification (see Xu, 2012; Hamari, Koivisto, & Sarsa, 2014; Nah, Zeng, Telaprolu, Ayyappa, & Eschenbrenner, 2014), with only the last one focusing on education. This study differs from the latter by presenting a thematic analysis instead of narrative summaries that focus on a qualitative review. …

E-Learning: Strategies for Delivering Knowledge in the Digital Age.

Abstract: 80 ISSN 1436-4522. © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@massey.ac.nz. E-Learning: Strategies for Delivering Knowledge in the Digital Age (Book Review)

No Significant Difference Phenomenon.

Abstract: The No Significant Difference Phenomenon (NSDP) is designed and arranged differently from other monographs or books. NSDP contains a compilation of briefly described research findings related to the effective use of technology, chiefly distance learning, compared to alternative methods or techniques of teaching. The annotated studies are arranged chronologically by year beginning in 1928 and ending in 1998. There are 355 research reports, summaries, and papers cited in which no significance difference was reported between the variables compared.