scispace - formally typeset
Search or ask a question

Showing papers in "Journal of computers in education in 2022"


Journal ArticleDOI
TL;DR: In this article , a bibliometric analysis of 12,272 publications between 2015 and 2020 from the WoS database was conducted to identify the most influential authors, universities, countries, and reference papers; to know the research topics on which researchers have been working, and to examine African contribution in the field.
Abstract: This study aims to comprehensively examine the e-learning research field by conducting a bibliometric analysis of 12,272 publications between 2015 and 2020 from the WoS database. The study aims to highlight collaborations between authors, universities, and countries in the field, to identify the most influential authors, universities, countries, and reference papers; to know the research topics on which researchers have been working in recent years, and to examine African contribution in the field. The findings showed that the USA, Spain, England, and China are the most productive countries on e-learning. A. Tarhini is the most influential author, and e-Learning researchers host Universities are mainly from the UK, USA, and China. Computers in Human Behavior, Computers & Education, and International Journal of Emerging Technologies in Learning are the most represented journals; Islamic Azad University, Universidade Nova de Lisboa, and King Abdulaziz University are the most influential universities. The analysis shows that the collaboration between authors, universities, and countries working on e-learning is low, and COVID-19 has a significant impact on e-learning. African contribution and research on e-learning and its security are feeble.

18 citations


Journal ArticleDOI
TL;DR: In this paper , the authors evaluated the adoption or acceptability of the metaverse system in education from the viewpoint of information systems (IS) theories/models and provided a thorough pointer that might help the scholars to carry out additional research in metaverse acceptance.
Abstract: The evaluation of information systems (IS) models, which are employed to research the adoption or acceptance of metaverse systems, is thought to be a subject of major significance. Studying the adoption or acceptability of the metaverse system is not a recent study area, and many academics have taken on the task. We should be acquainted with the leading IS models used in this study trend to assess these models and give academics a comprehensive understanding of this study trend. The primary goal of this research, in contrast to previous reviews, is to systematically evaluate the metaverse research in education from the viewpoint of IS theories/models to offer a thorough pointer that might help the scholars to carry out additional research in metaverse acceptance. A total of 41 research that was published between 2011 and 2022 were examined in the present systematic review. The main study results showed that the Technology Acceptance Model (TAM) is recognized as the most widely used model in forecasting people’s intentions to uphold the metaverse system. Furthermore, it was discovered that SmartPLS (PLS-SEM) is a typical tool for validating metaverse models. In addition, the key research purpose covered in the bulk of the reviewed research is to study how students adopt or accept the metaverse system and the technology that supports it. Additionally, most of the research that was gathered was done in China, Taiwan, and the USA, accordingly. Additionally, in most of the evaluated research, it was discovered that university students were the primary respondents concerning data acquisition. These findings are anticipated to significantly improve both our comprehension of metaverse system study and the utilization of IS models.

13 citations




Journal ArticleDOI
TL;DR: In this article , the authors investigated teachers' acceptance toward cloud-based learning technology, in particular, for Microsoft 365 that currently being used massively in facilitating the educational process in Indonesia.
Abstract: Cloud-based learning technologies play a central role in ensuring that learning and teaching practice can be conducted properly in the Covid-19 pandemic era. Although such technologies are advanced in mediating educational practice, the teacher’s acceptance toward the technology is usually far less to be understandable. This research aimed to investigate teachers’ acceptance toward cloud-based learning technology, in particular, for Microsoft 365 that currently being used massively in facilitating the educational process in Indonesia. In terms of theoretical framework, Technology Acceptance Model was employed with the inclusion of two original constructs, i.e., perceived usefulness (PU), perceived ease of use (PEU), and two extensive variables, i.e., perceived risk (PR) and social influence (SI) that will predict teacher’s intention to use the cloud-based learning technology during the Covid-19 pandemic. We collected data from teachers as research participants (N = 75) using the online survey method and employed Structured Equation Modeling (SEM) using SmartPLS for quantitative data analysis. The result revealed significant relationship among factors affecting the use of the technology, except for PU (path coefficient = 0.120, p value = 0.415) and PEU (path coefficient = 0.224, p value = 0.147). Regarding this interesting result, we add final reflections and recommendations for future lines of works.

11 citations



Journal ArticleDOI
TL;DR: This paper presents a comprehensive review on methods that are proposed for the automatic prediction of learning styles and categorizes them into literature-based and data-driven approaches and describes their pros and cons.

8 citations


Journal ArticleDOI
TL;DR: In this article , the authors analyzed the narratives produced by 66 English as a Foreign Language (EFL) teachers for their themes through deductive and inductive thematic analysis phases using MAXQDA to explore the Iranian EFL teachers' technological needs and their suggestions for using computer-assisted language learning during the COVID-19 pandemic.
Abstract: Abstract Drawing on qualitative research, this study explores the Iranian EFL teachers’ technological needs and their suggestions for using computer-assisted language learning (CALL) during the COVID-19 pandemic. We analyzed the narratives produced by 66 English as a Foreign Language (EFL) teachers for their themes through deductive and inductive thematic analysis phases using MAXQDA. The findings indicate that CALL teacher preparation programs should prioritize technological pedagogical knowledge (TPK), then technological content knowledge (TCK), and finally technological knowledge (TK). Moreover, teachers stated that CALL teacher preparation programs should develop their knowledge concerning the intersections of TCK/TPK and TPK/TK. Furthermore, Iranian EFL teachers suggested that CALL can be used during the pandemic if cooperation among teachers, students, and parents will be made, technological-related infrastructures will be developed, and teacher preparation programs will develop EFL teachers’ collaboration, digital literacy, teacher autonomy, and TPK with special attention to the educational needs made by the pandemic situation. The findings have implications for teacher educators, professional development course designers and providers, and decision-makers by highlighting promising directions to devote their precious time and resources.

7 citations



Journal ArticleDOI
TL;DR: In this article , a review of studies on the characteristics of digital game-based learning (DGBL) technology has been performed, focusing on four areas: the objectives of current studies, the impact of technology use on children's learning, learning theories and assessment methods in DGBL applications.
Abstract: In recent years, the use of digital game-based learning (DGBL) in the early childhood learning process has been growing. Recent research shows that DGBL has the potential to create new forms of childhood learning, it is not yet clear how applications can affect young students' learning. There are also not sufficient studies to analyze the significant features of DGBL in this area in early childhood. Therefore, to better understand the impact on childhood DGBL education, this article reviews the systematic literature. This review analyzes 37 articles in this area. In this paper, PRISMA's principles analysis of studies on the characteristics of DGBL technology has been used. The classification focuses on four areas: the objectives of current studies, the impact of technology use on children's learning, learning theories, and assessment methods in DGBL applications. The results of this study show that the use of DGBL can have an active effect on strengthening thinking skills and learning in childhood. This article examines the evolution of this evolving technology, the challenges, and issues posed by DGBL, and discusses how it can be useful for younger students to learn and do more research. This study provides insight for researchers, game designers, and developers in the field of DGBL.

6 citations



Journal ArticleDOI
TL;DR: In this paper , a cross-sectional study explores the perceptions of pre-service teachers from universities in four countries (Germany, New Zealand, Spain, and the USA) concerning educational and professional social media use, as well as data privacy awareness and practices.
Abstract: Abstract Social media platforms offer many educational possibilities, but they also create challenges associated with their business models. One increasingly relevant challenge, especially in the context of teacher education and schools, is personal data privacy. When considering social media and data privacy in education, taking into account culture-specific aspects in different countries, such as legal frameworks, user attitudes, and cultural values, is uncommon. This cross-sectional study explores the perceptions of pre-service teachers ( N = 225) from universities in four countries (Germany, New Zealand, Spain, and the USA) concerning educational and professional social media use, as well as data privacy awareness and practices. Data were collected via a survey and analyzed through descriptive and inferential statistics. Results indicate that along with common belief in social media’s educational potential, data privacy concerns were present, knowledge related to data privacy was lacking, and differences existed between participants from the different universities. We discuss these results in relation to legal frameworks, user attitudes, and cultural values concerning social media data privacy, and consider implications for research, practice, and policy.

Journal ArticleDOI
TL;DR: In this article , the authors report a study of Swedish curriculum documents for compulsory school in order to unfold how programming content is communicated to the main policy enactors, that is, the teachers.
Abstract: Abstract This paper reports a study of Swedish curriculum documents for compulsory school in order to unfold how novel programming content is communicated to the main policy enactors, that is, the teachers. Specifically, the study focusses on: (1) arguments for why programming is relevant and for what purposes, (2) what programming knowledge that is specified and (3) what guidance the curriculum documents provide to help teachers realise the programming content in their teaching. Text analysis was used as method of analysis. Two conceptual frameworks were used during analysis to identify and classify arguments for computer science in compulsory education, and to identify types of programming knowledge. Results reveal that the curriculum documents are sparse on details about what programming knowledge entails. Instead, programming is mainly presented as an interdisciplinary tool to achieve other learning goals. Guidance is given mainly in the form of cautious suggestions on how the work can be organised and through broad explanations and examples of how programming can be useful. However, some important and difficult strategic decisions are left entirely to the teachers without any clear guidance. The programming message in its entirety is communicated through several texts from different subjects. Altogether, this may complicate teachers’ process of transforming the curriculum into teaching and learning activities. In turn, there is a risk of inequality amongst schools and that the programming experience for the children becomes fragmented, superficial, misses out on key points, or is omitted, in part or in whole.



Journal ArticleDOI
TL;DR: In this paper , the authors conducted a systematic review of the research on mobile collaborative learning in engineering education and found that the majority of publications make use of augmented reality and mobile application development.
Abstract: Our daily lives have been transformed by mobile smart devices. Due to the sudden impact of the coronavirus (Covid-19) on education, the importance of mobile devices for communicating with teachers and students has risen to a new level of prominence. The Web of Science and Scopus databases were used to conduct a systematic review of the research on mobile collaborative learning in engineering education. The purpose of this review is to ascertain the degree to which research on mobile collaborative learning has been conducted in the field of engineering education between 2010 and 2020. A total of 48 articles were reviewed to ascertain the research methodologies and area of study, as well as to provide an updated review of studies on mobile collaborative applications, particularly in the field of engineering education. Among the most significant findings is that the majority of publications make use of augmented reality and mobile application development. According to the review, the majority of studies were conducted in the fields of computer sciences, electronic engineering, and artificial intelligence.


Journal ArticleDOI
TL;DR: In this paper , the authors developed a scaffold-oriented educational game editor that allows teachers to design educational game activities that combine physical board game cards and players can obtain mobile-based scaffolding by manipulating and scanning the cards.
Abstract: Game-based learning with scaffolding is expected to provide learners with an effective and positive learning environment. This study developed a scaffold-oriented educational game editor that allows teachers to design educational game activities that combine physical board game cards. Players could obtain mobile-based scaffolding by manipulating and scanning the cards. We used the editor to develop a game activity, "Return," for a high school chemistry course, and conducted a preliminary empirical evaluation of the mobile-based scaffolding game. Participants were students in a high school in northern Taiwan. The study analyzed the learning effectiveness, anxiety level, and learning behavior patterns of the learners. Results showed that learners' learning effectiveness improved significantly, and their anxiety level decreased after using the game. Analysis of learning behavior patterns revealed that learners were able to fully utilize the mobile-based cognitive scaffolding and real-time feedback provided in the game to try to combine various hidden clues to solve problems.

Journal ArticleDOI
TL;DR: In this paper , the authors investigate whether the type of output has a characteristic influence on the level of development of computational thinking in visual programming environments and find that SRA-programming with visual, on-screen output yields a significant increase in the development of CT, as opposed to SRA programming with a tangible output.
Abstract: Abstract The application of sense-reason-act (SRA) programming in contemporary education can ensure the development of computational thinking (CT) at a more advanced level. SRA-programming has been identified as an instrumental way of thinking for learning to program robots and encourages the development of the more complex concepts of programming. Visual programming environments are diverse in appearance and prove to be an excellent way to teach pupils the basic ideas of programming. It is important to investigate whether the type of output has a characteristic influence on the level of development of CT in visual programming environments. In this research, we therefore explore whether characteristic differences in the development of CT can be measured when SRA-programming is applied in a visual programming environment with an on-screen output or a tangible output. It was expected that the observed effect of pupils' programming actions through the application of SRA would show that the type of output influences the understanding of complex programming concepts at a higher level. Our results indicate that SRA-programming with visual, on-screen output yields a significant increase in the development of CT, as opposed to SRA-programming with a tangible output. The development of complex programming concepts can also be demonstrated.

Journal ArticleDOI
TL;DR: In this article , the authors examined if electrodermal activity (EDA) and heart rate (HR) are appropriate measures for identifying and monitoring academic emotions during learning in computer-based learning environments.
Abstract: Abstract This explorative study aims to examine if electrodermal activity (EDA) and heart rate (HR) are appropriate measures for identifying and monitoring academic emotions during learning in computer-based learning environments (CBLEs). Understanding learners' emotions while using CBLEs, allows improving the design of CBLEs. Therefore, we collected EDA, HR, and self-report data from 32 participants to measure academic emotions during learning with CBLEs in a laboratory setting. We induced negative academic emotions during learning using harmful connotated learning content about animal welfare. In a pre-post design, participants reported their emotional state before and after learning. We collated the self-reports with the EDA and HR curves to identify the emotional change in real-time. We prepared the data for repeated measurement analyses and group differences (high-, middle-, low learning performance; bored vs. not bored participants). Negative academic emotions were detected in increased EDA and HR. EDA turned out to be an indicator of learning performance. Boredom manifested in HR decrease. Findings show that EDA and HR are appropriate tools to measure academic emotions. We want to show the importance of real-time measures for learning and the efficiency of EDA and HR measures. It is worth considering EDA as a predictor for learning success and implementing EDA and HR measurements in CBLEs. However, more research is needed to clarify the role of HR in the context of learning performance.

Journal ArticleDOI
TL;DR: In this paper , the authors examined the mediating role of attitude among the aforementioned variables and behavioral intention towards mobile learning, and investigated the moderating impact of social influence on the relationship between attitude and behavioural intention toward mobile learning.
Abstract: Mobile learning has expanded the reach of electronic and distance education, which has been made possible by modern technology and globalization. There is a need to identify the elements that are essential in determining behavioral intention towards mobile learning because there is a dearth of scientific justification for their importance. The goal of the study is to ascertain how behavioral intention towards mobile learning are affected by perceived entertainment, perceived informativeness, perceived irritation, perceived trust, and perceived value. Moreover, the study examines the mediating role of attitude among the aforementioned variables and behavioral intention towards mobile learning. Finally, the moderating impact of social influence on the relationship between attitude and behavioral intention towards mobile learning is investigated. The multistage cluster sampling technique is used to gather data from 586 students. Multiple regression analysis is utilized to test hypotheses, whereas AMOS-23 is used for confirmatory factor analysis. Hayes & Preacher’s macro is applied to assess mediation and moderation. The results show that perceived entertainment, informativeness, trust, and value significantly and directly influence attitude towards mobile learning, but perceived irritation has a negative effect. Additionally, perceived entertainment, trust, and value have a direct and significant impact on behavioral intention towards mobile learning, whereas perceived irritation has a negative and informativeness has an insignificant impact. Finally, the attitude is supported as a mediator, while social influence confirms its role as a moderator. The study offers significant theoretical and practical implications.


Journal ArticleDOI
TL;DR: This article examined primary school students' perceptions towards self-directed learning (SDL) and collaborative learning (CL) with and without the integration of Information and Communication Technologies (ICT) in English writing lessons in Singapore.
Abstract: The purpose of this study is to examine Primary school students’ perceptions towards self-directed learning (SDL) and Collaborative learning (CL) with and without the integration of Information and Communication Technologies (ICT) in English writing lessons in Singapore. There were 408 students participated in this study voluntarily. The results showed that the participants’ perceptions for SDL and CL were positive in both control and ICT-enhanced experimental groups, with means ranged from 3.73 to 3.90 out of a 5-point Likert scale. Both groups’ perceptions for SDL with technology and CL with technology were consistent lower than without technology, ranged from 2.98 to 3.72. MANCOVA was used to compare the difference in perceptions between the control and the experimental groups. The results showed that there were significant differences between the two groups in the perceptions of SDL with technology and CL with technology. The experimental group used a variety of technology tools, such as tablets, online writing assistant tools and online notice boards to facilitate their narrative writings during the 5-week intervention. They have opportunities to develop self-direct learning skills through the online writing assistant tool, they practiced collaborative learning skills through sharing their narratives and providing constructive peer feedback on online notice boards. The results indicated that students in the ICT-enhanced experimental group perceived significantly more positive perceptions towards both SDL with technology and CL with technology. As the Covid-19 pandemic continues to sweep across the world, learning activities conducted in this study could be applicable to blended or online English lessons to facilitate the development of students’ Self-directed learning and Collaborative learning skills through the ICT-enhanced learning activities. Some recommendations will be discussed in the paper.

Journal ArticleDOI
TL;DR: In this article , the authors examined the impact of hologram-like pyramid projections on learning, compared to that of conventional videos, and found that the students in the pseudo-holograms group had more fun, were more motivated to learn, and felt that their learning was facilitated.
Abstract: Abstract Holograms are an emerging technology that can potentially be exploited in education. Moreover, hologram-like pyramid projections offer an attractive solution, as the cost of the device is insignificant. Yet, research on their educational uses is limited. In order to examine the impact of hologram-like pyramid projections on learning, compared to that of conventional videos, a project was implemented. The target group was one hundred and thirty-six students aged ten to twelve. The results demonstrated that there were no significant differences between the two media in terms of knowledge acquisition. On the other hand, the students in the pseudo-holograms group had more fun, were more motivated to learn, and felt that their learning was facilitated. While the above suggests that hologram-like pyramid projections offer positive learning experiences, more studies are needed in order to find ways to fully exploit their educational potential.


Journal ArticleDOI
TL;DR: In this article , a causal model built on the Unified Theory of Acceptance and Use of Technology (UTAUT) under the restrictions on higher education stemming from the COVID-19 pandemic was tested.
Abstract: Abstract In early 2020, the COVID-19 pandemic led to a rapid shift to emergency remote teaching and mandatory digital learning in higher education. This study tested an extended causal model built on the Unified Theory of Acceptance and Use of Technology (UTAUT) under the restrictions on higher education stemming from the pandemic. Data collected from a survey among 485 students were analyzed using structural equation modeling. Confirmatory factor analyses were performed to examine the construct validity of the measurement model using polychoric correlations. Path analysis was used to test the causal model. The results indicate a psychologically sound baseline model with nine latent variables that affect students’ behavioral intention to accept and continue using technology for learning. However, the model is only partially in line with the proposed causal model based on UTAUT. The implications of these results are discussed in terms of technology acceptance and use in higher education, both under the restrictions leading to mandatory digital learning and in future.

Journal ArticleDOI
TL;DR: In this paper , a learning path recommendation approach focused on knowledge building and learning performance analysis is proposed, where the difficulty level of the learning resources is tuned based on the real-time performance analysis of the students.
Abstract: The advancements in the education sector made e-learning more popular in recent years. The velocity of learning content creation and its availability is also growing exponentially day after day. It is challenging for a learner to find a learning path for a course with a vast content repository. So, recommending a learning path helps the learners streamline the learning materials systematically and achieve their goals. This article proposes a learning path recommendation approach focused on knowledge building and learning performance analysis. The model considers both static and dynamic learner parameters for learning path generation. The difficulty level of the learning resources is tuned based on the real-time performance analysis of the students. The learning resources are recommended based on learning preferences and the ability of a learner to learn the specific learning resource. The model also predicts the learning time and the expected score for each learner. Root Mean Square Deviation and Coefficient of Determination (R-Squared error) measures are used to find the correctness of the prediction. The model is also checked for its adaptivity to the learners’ changing behavior and diversity of the LOs recommended for different learners. Ninety-six undergraduate learners participated in the study. The experimentations are conducted with 530 LOs from selected courses. The comparison results with three existing models show a better performance from the proposed approach with an average accuracy rise of 30% in learning path prediction based on the expected duration of learning 27.8% in expected score prediction with the second-best performing model. It is observed that the real-time learning analytics using the implicit learner log data benefits the recommendation process. LO rating strongly indicated the enhancement of learner satisfaction and experience with a rise of 25.5% when comparing the rating share with the second-best model.

Journal ArticleDOI
TL;DR: In this article , the authors proposed a method for automatic assignment of emotional state to learning resources, based on their feature similarity with previously labeled learning resources. But the results showed a very high value in the performance metrics, like the $$R^2$$
Abstract: Abstract In this work, we aim to analyze the sentiments of learning resources from their textual contents. This work proposes a method for automatic assignment of emotional state to learning resources, based on their feature similarity with previously labeled learning resources. Then, various feature extraction strategies, which describe the relevant information in the texts, are compared for the task of sentiments analysis, considering the two main dimensions of emotions: arousal and valence. The results are very promising, showing a very high value in the performance metrics, like the $$R^2$$ R 2 score.


Journal ArticleDOI
TL;DR: In this paper , the authors examined the relationship between pre-service teachers' internal variables of ICT attitudes, selfefficacy, self-concept and concerns and its resulting effect on their future ICT in-class integration.
Abstract: Abstract Empirical evidence has revealed that affective-motivational variables such as pre-service teachers’ attitudes, self-efficacy, self-concept and concerns play a key role in their pedagogical decisions regarding whether and how to integrate technology within their classroom practices. However, there is still little research on interaction between pre-service teachers’ affective-motivational variables and their resulting impact on their ICT integration. By means of hierarchical cluster analysis, this study examines the relationship between pre-service teachers’ internal variables of ICT attitudes, self-efficacy, self-concept and concerns and its resulting effect on their future ICT in-class integration. A total of 155 pre-service teachers in Germany participated voluntarily in the study. The results revealed two distinct and opposite pre-service teachers’ profiles based on the four internal variables explored: ICT attitudes, self-efficacy, self-concept and concerns. In addition, the findings reveal no significant associations between the teacher profiles, age, teaching programme (school track), and more interestingly, amongst gender. Lastly, the results also indicate that the two pre-service teacher clusters significantly differ in their prospective ICT integration. An in-depth discussion, limitations as well as practical implications are presented in the paper.