ethanporcaro/eric-fulltext-meta huggingface dataset:
Immersive Technologies in Physical Education in Malaysia for Students with Learning Disabilities
Author: Mokmin, Nur Azlina Mohamed
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Students with Disabilities,Learning Disabilities,Educational Technology,Technology Uses in Education,Access to Education,Computer Simulation,Secondary School Students,Special Schools,Student Attitudes,Special Education

Physical education (PE) is a compulsory subject in schools that is vital to ensure students stay healthy and fit. It is widely agreed that everyone should have access to education, regardless of physical limitations. However, there is an ongoing debate on how PE has been taught and used to benefit students with learning disabilities (SLD). SLDs may feel excluded from PE due to lack of support systems, low motivation, and unsuitable learning materials. This paper discusses the development of an app that applies immersive technologies to make PE accessible to SLDs. Virtual reality and augmented reality are immersive technologies in which the user can view virtual media to understand objects in the real world. With these technologies, students can freely control their learning progress and choose the content critical to them based on their circumstances, enabling instruction based on their ability. Optimal Motor Learning Theory and Cognitive Theory of Multimedia Learning (CTML) were used to develop the app. The first phase of this two-stage research process involved creating a VR app and getting feedback from the students who used it. Interviews of students who used the VR trainer and secondary data were used to inform the development of an AR book. The authors found that by combining suitable immersive technologies with motor learning theory and multimedia learning principles, appropriate learning material could be created that facilitates the PE learning process.
The Need for Digital Education in the Teaching Profession: A Path toward Using the European Digital Competence Framework in Albania
Author: Miço, Heliona
Date: 2022-00-00
Type: Journal Articles
Subjects: Guidelines,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Faculty Development,Teaching Methods,Teacher Competencies,Preservice Teachers,Teacher Education Programs,Teaching Skills,Information Technology,21st Century Skills,Pandemics,COVID-19,Teacher Attitudes,Student Attitudes,Barriers,Elementary Secondary Education,Educational Policy,Educational Legislation

Digital competence is part of 21st Century skills that allow individual teaching professionals to engage in new and flexible ways of learning. Studies have shown that digital competence improves education and equips the teaching staff with expertise on how to use information, communication, and basic problem-solving. The need for digital competence is clearly evident in the current pandemic situation, where digital technologies have taken a more prominent role in communication and education processes. Beyond the digital competence of educators, proper school infrastructure and curricula are needed during pre-service training to help teachers achieve digital competence. To better understand this need, an online survey was developed to analyze digital education in Albania. The survey was designed to analyze the teaching competence of teachers in pre-service and in-service programs, as well as their schools' curricula and infrastructure. Results from the questionnaire highlighted a need for the acquisition of digital knowledge for teachers according to different age groups. The results of the study found that difficulties teachers encountered in the acquisition of digital knowledge were not only due to deficiencies in teacher training but also other issues such as lack of infrastructure. The study concludes by recommending that providing digital education should be in line with European and national policy and legislation, as well as with national and international organizations. The paper reports findings assessing the level of preparedness of Albanian educators in regard to digital education and explores opportunities and identifies challenges for coping with enhancing digital development.
Counter-Text as a Tool of Psycholinguistic Diagnosing Comprehension of Foreign Language Utterance
Author: Formanova, Svitlana
Date: 2022-00-00
Type: Journal Articles
Subjects: Psycholinguistics,Second Language Learning,Auditory Perception,Oral Language,Learning Strategies,Foreign Countries,College Students,English (Second Language),French

The research built on the anthropological approach to text comprehension links philosophical and psycholinguistic perspectives of speech perception. The article analyzes the factors influencing adequate comprehension when perceiving foreign language oral speech, in terms of testees' approximately similar level of language competence and linguo-psychic characteristics. The object of research is counter-texts defined as those fixed in written form samples of ? recipient's internal speech emerging in the process of perceiving utterances. A counter-text reveals intertextual links between two pictures of the world -- the author's and recipient's ones, wherein a new formation is a projection of a recipient's consciousness on the initial text. Using the technique of counter-textual analysis, we were able to ascertain students' individual strategies of understanding instrumental in adequate comprehending foreign language utterance. These strategies are retelling, translation and assertion, i.e. the ones that fix in recipient's consciousness sense knots of the utterance for further cognitive processing. It has been established that understanding is marked by a small number of deviations from the author's idea when, firstly, a recipient has a rather wide cultural scope, which provides points of coincidence of dominant knots of the communicant and recipient, and, secondly, he or she has verbal thinking. The received data also bears evidence to the fact of negative impact of creative thinking mechanisms that can distort the initial sense of the utterance.
Using Computational Thinking to Facilitate Language Learning: A Survey of Students&apos; Strategy Use in Austrian Secondary Schools
Author: Rottenhofer, Marina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Second Language Learning,English,Spanish,Cognitive Style,Computation,Thinking Skills,Student Behavior,Gender Differences,Digital Literacy,Problem Solving

After Jeanette Wing in 2006 described computational thinking (CT) as a fundamental skill for everyone just like reading or arithmetic, it has become a widely discussed topic all over the world. Computational thinking is a problem-solving skill set that is used to tackle problems in computer science. However, these skills, such as pattern recognition, decomposition, abstraction, generalization, and algorithmic thinking, are useful in other domains, as well. This study focuses on the use of CT skills to approach complex linguistic learning tasks in the foreign language classroom. To foster these problem-solving skills, an innovative method is used. The authors take advantage of computer science (CS) models (e.g. Unified Modeling Language -- UML) and transform them into a teaching and learning tool. This paper describes the design and implementation of a survey used to detect students' use of learning strategies that are linked to computational thinking. This survey is an instrument used in a multiple-case study and was administered at the beginning of the interventions. The participants of the study were learners of English and Spanish (n=66) from two secondary schools. Results indicated that the students were medium to low users of learning strategies that demand problem-solving skills related to computational thinking. Differences by gender were also found, with females reporting higher use of learning strategies than males. To conclude, the study showed a low use of strategies among students and highlighted the importance of introducing students to learning strategies and fostering skills needed for future professional life.
Using Educational Digital Storytelling to Enhance Multilingual Students&apos; Writing Skills in Higher Education
Author: Meletiadou, Eleni
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Multilingualism,Writing Skills,Technology Uses in Education,English (Second Language),Undergraduate Students,Language Teachers,Student Motivation,Foreign Countries,Writing Achievement,Student Attitudes,Preservice Teachers

Educational Digital Storytelling (EDS) is a powerful technology-enhanced learning approach that enables learners to develop 21st century skills. Students often complain about their digital illiteracy, academic writing challenges, and lack of interaction in classes. In the current case study, 50 multilingual and multicultural ESL student-teachers were involved in the creation of digital stories in an undergraduate module. Students used Canva to create their own digital stories which included text, images, videos, podcasts, and infographics. The overall aim was to improve their academic performance and motivation towards learning, and explore their attitudes towards this new dynamic learning-oriented instructional strategy. The current semiexperimental study tried to challenge monolingual bias and promote a more integrated and inclusive approach to learning as both efficient and desirable in preparing university students for constructive involvement with various cultural perspectives promoting the creation of global networks. Findings from both quantitative (paired and independent samples t-tests of test scores) and qualitative (anonymous feedback, lecturer observations and focus group discussions) data analyses indicated that learners improved their writing performance, critical thinking skills, self-confidence, and intercultural awareness. Students stated that they felt proud of their final products (digital stories) and that the EDS intervention was rewarding. However, some non-traditional students reported facing challenges with the use of technology. Learners expressed their wish to experiment more with digital stories and use them in other modules. Implications for teaching and learning practices in the Higher Education academic environment and suggestions for the successful implementation of EDS at the tertiary level are provided.
Development of Core Competencies for University Students during the Pandemic, Crisis of Public Health
Author: Kim, Ju-kyoung
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Competence,Pandemics,COVID-19,Foreign Countries,Competency Based Education,Outcomes of Education,Gender Differences,Student Attitudes

Future competency is a necessary condition for securing the competency of college students who lead the changed era. Therefore, this study was conducted to derive core competencies reflecting future competencies and to develop diagnostic tools. To this end, the reliability and validity of the draft questionnaire prepared after reviewing previous studies and receiving reviews from experts were secured. The survey was conducted for 983 college students from April 12 to 16, 2021, and the final 75 questionnaires were confirmed through statistical verification. Through the collected data, potential profiles with heterogeneous characteristics based on core competencies were classified into three, and the characteristics of each potential group profile were confirmed. The main analysis results are as follows. First, the five core competencies (humanities competency, communication competency, globalization competency, creativity competency, professionalism competency) consists of 15 sub-competencies and 75 questionnaires. Second, the improved K-University core competency scale has secured validity after verifying the improvement plan through the expert meetings and surveys. Third, based on the improved K-University Core Competency Diagnosis scale, the overall average of core competencies was 3.85, communication competencies 3.99, creativity competency 3.96, humanities competencies 3.85, professionalism competencies 3.85, and globalization competencies 3.58. Furthermore, a total of three analyzing the latent profile through the core competency diagnosis result, a total of three latent profiles (upper group, middle group, and lower group) were identified. Through the analysis results, a new core competency diagnostic scale was developed by reflecting the educational goals, vision, and future capabilities of the university. Through the results of this study, other higher education institutions will also be able to raise their interest in the future competencies of university students and provide competency-based curriculum to enhance the quality and effectiveness of education.
The Effect of a Card Game upon Achievements within Medical Terms Topic: MedTerm Game
Author: Gunter, Tugce
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Achievement,Vocabulary Development,College Freshmen,Allied Health Occupations Education,Older Adults,Vocational Education,Medicine,Program Effectiveness,Foreign Countries

The study was attempted to determine the efficiency of the card game named 'MedTerm' upon the students' achievements of the medical terms. The research was one group pre-test and post-test without control group research design and the study group elected by using the convenience sampling method consisted of the first-year students (n=46) elderly care program of the vocational school of health services of a university in northern Turkey. All students who voluntarily participated in the study played the card game named 'MedTerm' in order to learn medical terms. In the research, 'The Medical Terms Achievement Test (MTAT)' consisted of 57 open-ended questions was used as data collection tool. Achievement scores related to medical terms before and after the game were evaluated. At the end of the implementation, the semi-structured interviews were also conducted with randomly selected students.. As a result of the research, a statistically significant difference was found between the pre-test mean scores and the post-test mean scores in favour of the post-test (t=-17.141, p&lt;0.05). In accordance with the data obtained, it can be said that the 'MedTerm' card game increases elderly care program students' sound and partial understandings of medical terms and their achievements. In addition, it was concluded that all students expressed positive views concerning the functioning of the course.
Prospective Physical Educators&apos; Preferences for Using Sport Education, Teaching Games for Understanding, and Direct Teaching When Instructing Games
Author: Lodewyk, Ken R.
Date: 2022-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Physical Education Teachers,Physical Education,Preferences,Educational Games,Direct Instruction,Athletics,Game Based Learning,Student Attitudes,Preservice Teachers

Research has noted the constraints to applying constructivist pedagogical models such as Sport Education and Teaching Games for Understanding in practicing and prospective physical education teachers. This study was an investigation of prospective physical educators' preferences for Direct Teaching, Sport Education, and Teaching Games for Understanding in physical education and what they liked and disliked about each model. The sample consisted of 309 undergraduate physical education students who received preliminary training and experience with each instructional approach in an upper-level undergraduate university games course. There was substantial support for each of the three instructional models although students preferred Sport Education and Teaching Games for Understanding over Direct Teaching. These findings provide valuable insight into the relative strength and specificity of prospective physical educators' views about these models and evidence that, in settings where these models are explicitly taught and practiced, prospective physical educators can have progressive knowledge and beliefs about them.
Transforming Generalist Teachers&apos; Self-Perceptions through Art Creativity: An Intervention-Based Study
Author: Murillo, Adolf
Date: 2022-08-30
Type: Journal Articles
Subjects: General Education,Teachers,Self Concept,Creativity,Art Activities,Intervention,Foreign Countries,Preservice Teacher Education,Self Esteem,Music Education,Music Teachers,Preservice Teachers

Some studies have reported that the initial music training of primary teachers can be problematic due to gaps in disciplinary and didactic training and a relative neglect of the objectives that music education should address in the school curriculum. Such gaps may lead to low levels of self-confidence in teaching music in the general classroom. Furthermore, the fast transformations occurring in contemporary society in terms of access to and functions of music, demand novel pedagogical approaches that might be better equipped to address current social and educational needs such as creativity, collaborative work and interdisciplinarity. In order to investigate the relationship between the initial musical training of primary teachers and their self-confidence in teaching music, a study was carried out based on an intervention in the Primary Education Teaching degree program at a Spanish university. The intervention was innovative and based on a collaborative, creative, and interdisciplinary approach. The findings, referring both to the processes and products of this intervention, show both an increase in pedagogical reflection and in the transformation of values and beliefs, as well as an improvement of self-confidence in student teachers' musical skills.
Internet Addiction Mediates the Relationships among Internet Skill and Gratification of Using Internet with Social Isolation among Malaysian Youths: The Moderating Roles of Gender and Race
Author: Joorabchi, Toktam Namayandeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Social Isolation,Foreign Countries,Gender Differences,Racial Differences,Use Studies,College Students

Excessive use of the Internet in recent years has caused different social problems. One of the most important consequences of excessive Internet usage is Internet addiction among students which directly affects their academic performance personal relationships with others, leading to social isolation. This study attempts to identify the relationships among gratification of using the Internet, Internet skill, Internet addiction, and social isolation among university students. In addition, the mediating role of Internet addiction between gratification of using the Internet and Internet skill with social isolation, and the role of race and gender were examined. A total of 440 university students in the age range of 18 to 40 years from the University of Putra Malaysia (UPM) participated in the study. Students completed a self-rank questionnaire measuring their Internet dependency. Structural Equation Modeling estimated that Internet addiction had moderating effects on gratification of using the Internet and social isolation. The moderation of race and gender on the model was not supported. In addition, females were more addicted and consequently more isolated from the society in comparison to males, though there were differences for Malay and non-Malay students.
The Game of Teaching Resource Allocation
Author: Sale, R. Samuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Resource Allocation,Experiential Learning,Secondary School Students,Undergraduate Students,Graduate Students,Electronic Learning,Video Games

In response to the increased prevalence of remote learning, and exhortation that educators adopt more experiential pedagogy, a methodology is presented to use a free, commercially available game to teach a variety of resource allocation problems in various disciplines. The use of games to provide experiential learning has been shown to increase student enjoyment and mastery of learning outcomes. The technique is appropriate for students at different levels from secondary school through graduate-level university instruction. The lack of cost to the student or university coupled with the ease of adaptability of the game makes the technique widely available to all instructors in both traditional classrooms and distance education settings.
Trends in Mobile Learning Research in Sub-Saharan Africa: A Systematic Literature Review
Author: Kaisara, Godwin
Date: 2022-00-00
Type: Journal Articles
Subjects: Trend Analysis,Electronic Learning,Handheld Devices,Foreign Countries,Educational Research,Literature Reviews,Research Methodology

Given the flexibility and ubiquity brought about by mobile learning (m-learning), many learning institutions have adopted m-learning to ensure efficiency and effectiveness in teaching and learning. Catalysed by COVID-19 protocols such as social distancing and lockdowns, m-learning is gaining a lot of ground in Africa. As a result, several m-learning deployment models and strategies have emerged. Although many studies have been conducted in this domain, there are still no global models and best practices that guide implementation of m-learning especially in resource-constrained contexts. This study employs a systematic review and interpretive approach to collate the key body of knowledge in m-learning design and implementation over the past 10 years in sub-Saharan African (SSA) countries. Comparison with m-learning practice in the developed world, as a barometer to ascertain the advancement of m-learning practice in the developing world, with a particular focus on sub-Saharan Africa was also undertaken. The results show that m-learning research is predominantly undertaken in South Africa and Nigeria with only a few other countries engaging in such research. However, most of the studies were not grounded on solid theoretical frameworks and empirical findings. Moreover, this study found that the Technology Acceptance Model is the most used theoretical framework. Most studies on m-learning have relied on surveys as the most preferred data collection tool. These findings contribute towards knowledge creation at levels of theory and practice by highlighting the extant knowledge, and gaps that could inform future m-learning research.
Students&apos; Intention to Take E-Learning Courses during the COVID-19 Pandemic: A Protection Motivation Theory Perspective
Author: Nguyen, Hoai Than
Date: 2022-09-00
Type: Journal Articles
Subjects: College Freshmen,COVID-19,Pandemics,Educational Technology,Online Courses,Intention,Electronic Learning,Student Motivation,Foreign Countries,Cultural Differences,Student Attitudes,Usability

This study proposes a new model for integrating the protection motivation theory (PMT) with the technology acceptance model (TAM) to explore factors affecting students' intention to attend e-learning courses during the COVID-19 pandemic. A total of 432 valid responses to an online questionnaire were received from freshmen students studying in universities in Vietnam and Taiwan. Structural equation modeling was used to evaluate the proposed research model and test the hypotheses, and model evaluation reflected a good fit between the data and the proposed research model. Differences between perceived vulnerability, perceived severity, and intention to take e-learning courses across two countries were also established, suggesting that both the TAM and the PMT should be considered for use in studies related to technology adoption in the pandemic context. The factors influencing students' intentions to take online courses can be quite varied when different educational settings are considered; therefore, a more contextual understanding of students' e-learning intentions during pandemic times should be carefully examined. Suggestions for governments and policy makers are also proposed.