Emerging educational technologies
A. Afshari; F. Karvan; J. Mahdinejad
Abstract
Background and Objectives: One of the important approaches in education is cognitive theories. Despite many applications in the field of cognitive approach development in design education, there are still challenges. The cognitive approach deals with the scientific study of mental processes such as thinking, ...
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Background and Objectives: One of the important approaches in education is cognitive theories. Despite many applications in the field of cognitive approach development in design education, there are still challenges. The cognitive approach deals with the scientific study of mental processes such as thinking, understanding, problem solving and reasoning. In the field of education, the teaching method in the cognitive approach is related to cognitive strategies. Cognitive strategies are processes with the help of which learning, remembering, and thinking take place. Therefore, cognition and cognitive strategies play a very important role in the teaching and learning process. Different models and cognitive strategies are used in education. In the current research, three models of learning mental map, problem solving and breath of thinking were discussed. The purpose of this research was to design and validate the cognitive education method in architecture based on problem-oriented learning patterns, mind map and expansion of thinking and its effect on architecture students' ideation.Methods: The current research is of a mixed type (qualitative and quantitative) and in terms of time it is a cross-sectional study. The method of collecting information in the present research was library and field method. In this study, cognitive model training is considered as an independent variable and students' ideation as a dependent variable. First, various sources were examined and the components of the cognitive educational model were identified using the content analysis method, and then the components were finally approved using the Delphi method and the judges' opinions. In the external validation phase, a semi-experimental method was used with a pre-test and post-test design with a control group. The statistical population included professors of the department of architecture and educational technology and architecture students of Hamadan branch of Azad University. The sampling method in this research was available. In the group of professors, 12 people were selected for the internal validity of the model with the available method. 50 architecture students of design course 3 were replaced as samples in two experimental and control groups. Based on this, 25 people were randomly assigned to the experimental group and 25 people were assigned to the control group. The model of cognitive training was presented to the experimental group in a period of 10 weeks and every week in a 90-minute training session. The method of implementing the cognitive education model was that students were taught in the form of an educational program during the design course semester using different cognitive models in multiple sessions. Data analysis was done using Spss software version 22.Findings: The results of developing the combined cognitive education model showed that this model included 7 categories and 57 components. The internal validity of the model was checked by Delphi method, 11 components were removed and Kendall's correlation coefficient was 0.82 based on the opinion of 12 judges for the components of the model, which was significant at the 0.01 level. In the field of external validity, the results of covariance analysis showed that education based on the developed model has a significant effect on students' ideation.Conclusion: The cognitive educational model Problem-based learning, mental map and breath’s thinking in the bachelor's degree in architecture consists of 3 axes, 7 categories and 46 components. The three main axes or educational goals included content, teaching method and evaluation. The content axis included three categories (strategies based on previous knowledge, based on Problem-based learning and breath’s thinking). The axis of teaching or learning method included two categories (interactive and individual) and the axis of evaluation included two categories (process-oriented and result-oriented). The internal and external validity of the model was examined and the results confirmed its validity. Based on this, it can be suggested that the current model be used in the teaching of architectural design courses.
Emerging educational technologies
E. A. Salimi
Abstract
Background and Objectives: The ever-changing and enigmatic future is taking form through a continuous wave of worldwide trends, advancements, and revolutionary ideas. Moreover, the rapid spread of the coronavirus and subsequent lockdown measures have accelerated the pace of technological advancements, ...
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Background and Objectives: The ever-changing and enigmatic future is taking form through a continuous wave of worldwide trends, advancements, and revolutionary ideas. Moreover, the rapid spread of the coronavirus and subsequent lockdown measures have accelerated the pace of technological advancements, significantly impacting multiple facets of our existence, employment, and connections. In the realm of learning, there has been an astounding and rapid transition from conventional classrooms to virtual platforms and groundbreaking advancements. Consequently, it becomes imperative for mankind to acknowledge and evaluate the profound influence of these developments, specifically within the domain of education. This innovative research project seeks to investigate the impressive capabilities of metaverse technology in addressing an unforeseen hurdle. Its main aim is to examine the deep influence of extended reality technologies on future education and assess if incorporating metaverse technology in learning will transform the higher education, generating notable progress and enhancing the quality of instruction.Materials and Methods: The study aimed to comprehensively understand the research topic and its context by gaining insight into the participants’ perspectives and experiences. To achieve this, a qualitative research was used with 63 purposefully selected participants. The participants included Iranian male and female EFL university professors, EFL university students, educational technology specialists, and futurists in science and technology. Data was collected by conducting focused-group discussions and episodic narrative interviews, as well as utilizing narrative inquiry methods on the Telegram network. Data collection continued until saturation was achieved, resulting in 25 participants for interviews and 38 individuals for narrative inquiry. To analyze the data and identify recurring themes, thematic analysis was conducted, involving initial coding, focused coding, and axial coding.Findings: Findings revealed that metaverse technology plays a crucial role in the field of education and has a significant influence on higher education. Surprisingly, while analyzing the data, four main categories were identified, surpassing initial expectations. These categories include: 1) Empowering experiences: XR heightens sense of immersion, presence, and agency; 2) The immersive power of XR: Boosting enjoyment, interest, motivation, and self-efficacy; 3) Exploring boundaries of perception: XR triggers the illusion of body ownership and embodiment in virtual environments; and 4) The metamorphosis of the self: XR revolutionizes attitudes, behaviors, cognition, and physical body. Each of these categories represents the impacts of metaverse on future education. Understanding and embracing XR’s impact on education is vital for educators, as harnessing the metaverse’s potential benefits can greatly enhance teaching and learning experiences through more captivating and immersive environments.Conclusions: The outcomes of this research carry significant implications for policymakers, educators, managers, leaders, practitioners, and all stakeholders involved in the field of education. They provide valuable insights into global trends, emerging technologies, innovations, and developments, and how they will likely shape the future of higher education. Given the rapid advancements in technology and the ongoing impact of the coronavirus pandemic, it is crucial to embrace these technologies and implement necessary changes in learning and teaching method to improve the quality of education. The hope is that this study will be a trusted source and offer guidance to future generations, helping them meet the evolving requirements of education.
Emerging educational technologies
Z. Rashidi; M.R. Nili Ahmadabadi; E. Zaraii Zavaraki; A. Delavar
Abstract
Background and Objectives: Teachers are considered as one of the most important and vital elements of virtual in-service training, and supporting them is one of the basic elements in the virtual training system. Supporting teachers in the virtual learning environment is one of the key factors in the ...
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Background and Objectives: Teachers are considered as one of the most important and vital elements of virtual in-service training, and supporting them is one of the basic elements in the virtual training system. Supporting teachers in the virtual learning environment is one of the key factors in the success and development of the virtual training system that if it is not continuously provided, it will lead to a waste of capital and a lack of motivation to stay in the virtual learning environment. Support for teachers has different areas, among which we can mention instructional support. In virtual in-service teachers training, instructional support has priority over other different areas of support and is more important. Instructional support is one of the main components affecting the effectiveness of virtual training. Dynamic computer-based scaffolding is one form of instructional support that supports learners in a personalized way. The purpose of this research was to investigate the effect of dynamic computer-based scaffolding on the effectiveness of virtual in-service teacher training.Methods: This research was conducted in a quasi-experimental way using a pretest-posttest design with an experimental and a control group. The statistical population of this research consisted of elementary school teachers in the academic year of 1401-1402 who applied to participate in virtual in-service training. A total of 30 elementary school teachers were selected as a sample to participate in the research, who were randomly divided into two groups of 15 people, experimental and control. The tool used in this research was a researcher-made questionnaire for the evaluation of virtual in-service teacher training based on Roderick Sims’s developed model. This model has 11 components including educational objectives, content, design and user interface, interaction, evaluation, support services, outcomes quality, organization, management, educational technology and information and communication technology ethics. The validity of the questionnaire was confirmed by experts. Also, the reliability of the questionnaire was obtained as Cronbach's alpha coefficient of 0.82. The experimental group received dynamic computer-based scaffolding during the virtual in-service training, but the virtual in-service training was presented to the control group in the usual way. Descriptive statistics indices (mean and standard deviation) were used for data analysis, and covariance analysis was used in the inferential statistics section.Findings: The results of the research showed that training through dynamic computer-based scaffolding was of significant impact on the effectiveness of virtual in-service teacher training. Also, dynamic computer-based scaffolding in each of the components of the effectiveness of virtual in-service teacher training, including organization and management, educational technology, educational objectives, content, design and user interface, information and communication technology ethics, interaction with the user interface, evaluation, support services and quality of outcomes had a significant effect.Conclusion: In virtual in-service training, dynamic computer-based scaffolding can provide the help and guidance needed by teachers and lead to mastery in learning and helps teachers to play an active role in training. Regardless of this, the use of web-based tools and technologies is emphasized in the studies as long as they can facilitate the performance of learners in learning, and have an effect on the effectiveness of education. Therefore, considering the benefits of dynamic computer-based scaffolding, it is suggested that those involved in virtual in-service teacher training include the design and development of dynamic computer-based scaffolding in their work agenda.
Emerging educational technologies
E.A. Salimi; M. Rezaei Ghahroudi
Abstract
Background and Objectives: The idea that the world is facing global emerging trends, technologies, and innovations lead the world to experience an uncertain, complex, and unstable future. Therefore, of the many diverse, controversial, and attractive challenges humankind deal with today, the most intense ...
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Background and Objectives: The idea that the world is facing global emerging trends, technologies, and innovations lead the world to experience an uncertain, complex, and unstable future. Therefore, of the many diverse, controversial, and attractive challenges humankind deal with today, the most intense and critical is understanding the effect of the new technology revolution in various fields, especially in education. Recently, the Covid-19 pandemic and its subsequent quarantines have created a significant technological leap in the modern life landscape, leading to drastic and unexpected changes in education. As Covid-19 is a force to make the transition from face-to-face to online education, this study seeks to investigate whether distributed ledger technologies can help successfully tackle this new and major challenge. In this light, the researchers of the present study aimed to examine the impacts and implications of these technologies on the education system to see if they would improve the quality of education in the future.Methods: The current study was conducted adopting a qualitative approach to provide in-depth insights and experiences of the participants. The target population of the present research included sixty-three males and females from five groups of people including higher education policymakers, teacher training instructors, information and communication technology specialists, educational technology experts, and future researchers of the educational system recruited through purposive sampling. The required data were collected through different types of interviews and narrative analysis which was conducted through WhatsApp network. The interview was selected since it was practically more convenient than other qualitative research instruments. This instrument, due to its nature, could provide a trustworthy contextualized and deep understanding of the research issue. Narrative analysis was used as the second fruitful instrument due to the centrality and impressive role digital environments play in human life. Since time and space constraints have reduced face-to-face interactions, such a flexible and attractive instrument could provide an interactive and collaborative environment for participants to tell their stories either synchronically or Asynchronically. The process of data collection continued until saturation was reached, based on which 25 interviews were conducted and 38 members participated in narrative inquiry. To analyze the data and for the themes to be extracted, thematic analysis including initial coding, focused coding, and axial coding was conducted.Findings: The results of the data analysis led to the following themes extracted: curriculum diversity, assessing students' academic performance, quality management of learning achievements, recording management of learning outcomes, academic certificate administration, and lifelong learning. Each of the themes represents one of the blockchain implications in future education. The analysis of the interviews and narrative inquiry indicated that Blockchain, due to its specific features such as security, trust, transparency, immutability, privacy, integrity, authentication, robustness, accountability, and decentralization, plays a critical role in transforming future education.Conclusion: The results of the present study can inform policymakers, educators, managers, leaders, practitioners, and all stakeholders of the education system, especially higher education, of the global emerging trends, technologies, innovations, and developments and their effects on future education. Now that the day-to-day penetration of technological advancements coincides with the Corona virus epidemic around the world, it is necessary to apply technologies and take all necessary changes to recreate the education system in order to take a step towards improving the quality of education. It is hoped that the present study will be a reliable source for further future researches on education.
Emerging educational technologies
R. Nourollahi feyz; A. Khorasani; D. Masuomi; Z. Farsi
Abstract
Background and Objectives: Scientometric research, with its capacity to evaluate scientific research and use multiple indicators to explain the potentials and the scientific and technological performance in various dimensions, has gained popularity amongst researchers. This field of inquiry is employed ...
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Background and Objectives: Scientometric research, with its capacity to evaluate scientific research and use multiple indicators to explain the potentials and the scientific and technological performance in various dimensions, has gained popularity amongst researchers. This field of inquiry is employed in various studies with the main objective of quantitative examination of a wide range of scientific data. This study aims at a scientometric study in the journal of Computer and Education whose main objective is to map out the topics of the articles and present the upcoming research paths. The purpose of selecting this journal is to address the latest research in one of the most specialized journals in the field of educational technology.Methods:In terms of method, this study is categorized in the generality of meta-nalysis method and among applied studies which has been carried out in using the method of scientometric and bibliographic research studies. . In this research, library study methods have been used to study the theoretical literature and collect researchdata. The analysis unit included all articles published in the Journal of Computers & Education between 2010-2021 and the source of data collection was the Scopus citation database and search for articles by means of the journal title. The search results included 2597 articles. A set of scientometric methods and tools have been used to provide a suiatble analysis and interpretion of the results.Findings: Based on the results, 2597 articles were written by 5928 authors among which the highest number of these articles was written by one author and the average collaboration index for authors was 2.5. The United States, Taiwan, and Spain had the most scientific output, and among the authors, Huang, Chen, and Thassi had the highest number of scholarly articles. This issue highlights the important role and influence of these authors in the journal. A systematic literature review of empirical evidence on computer games and serious games was identified as the most important article and the focus of the research in this journal is more related to learning.Conclusion: In general, the most significant topics in computer and education journals is the use of digital technologies in the field of distance education and learning. The analysis of the research findings showed that the articles published in the Computer and Education Journal are diversely distributed in different scientific subjects and a broad interest from a variety of research perspectives can be noted. Also, the analysis of keywords for the studied articles showed four thematic developments for journal research in areas, such as e-learning, improving learning or teaching methods, developing educational approaches and the application of digital technologies in learning. The findings in the current study can provide some directions for future research on technological learning. It is suggested that future studies examine which pedagogical issues are the most relevant to the research community through meta-analysis to find how to integrate specific technological tools to aid teaching and learning activities. In addition, how interactive e-learning environments are designed to better meet learners' needs can be explored through further design-based research. In particular, what kind of technology tools can provide better academic performance and learning in educational or student-centered learning environments can be further explored
