jehanweerasuriya/uni-ai-dataset huggingface dataset:
The Effects of Immersion and Interactivity on College Students’ Acceptance of a Novel VR-Supported Educational Technology for Mental Rotation
Authors: Chen-Wei Chang, Jun Heo, Shih‐Ching Yeh, Hui-Ya Han, Mengtong Li
Published in: IEEE Access (2018-01-01)

The current experimental study examined whether different degrees of immersive and interactive experience made a difference in users’ perceptions and intention to adopt a novel VR-based MR training system. In this paper, virtual reality was used as an educational technology that allowed users to virtually rotate 3-D objects and helped to enhance their spatial ability, which would be particularly useful in future careers in STEM. A 2 (display)$\times \,\, 2$(controller)$\times \,\, 2$(gender) experimental design was conducted. Researchers used a 2-D monoscopic display and a stereoscopic display to manipulate two different conditions of immersion, while a computer mouse and a hand-held controller were applied to measure the effects from two different levels of interactivity. Gender was examined due to prior research suggesting that males were better at MR tasks than females. The dependent variables were various perceptions and behavioral intentions developed from relevant theories in technology acceptance. The results showed that users’ positive perceptions and intention to use the novel MR system were amplified whenever better immersive and interactive experiences were provided simultaneously, or when the inferior immersive and interactive experiences were offered at the same time. Females under a better immersive environment perceived better feelings of enjoyment, confirmation, satisfaction, and behavioral intention, compared with their male counterparts. Theoretical contributions in perceptions and use intention of educational technology, with a specific focus on VR, were discussed. Practical implications for developers of educational technology and K-12/college educators were provided.
A Needs Assessment Survey to Investigate Pre-Service Teachers' Knowledge, Experiences and Perceptions about Preparation to Using Educational Technologies.
Authors: Mustafa Koç, Nesrin Bakir
Published in: The turkish online journal of educational technology (2010-01-01)

This paper reports the results of a needs assessment survey that was conducted to find out pre-service teachers’ background knowledge, experiences and perceptions about their preparation for technology integration at a university in the Middle East USA. A questionnaire with both closed and open-ended items was administered to a group of student teachers. Participants seemed neutral with regards to feelings of being adequately prepared to use technology in their teaching but perceived that they needed more training. Majority knew how to use office tools, webpage design, and presentation tools. However, they did not feel comfortable using spreadsheets, databases, concept mapping, hypermedia, WebQuest, simulation tools, and video editing. In addition, the overall results suggested that pre-service teachers still used technologies within the objectivist model of teaching and learning. Based on the findings, teacher education programs need to provide pre-service teachers with additional and alternative technology training programs. The characteristics of such programs were discussed to help preservice teachers learn how to use technologies as instructional tools to enhance their teaching and students` learning.
Teachers’ Computer Self-Efficacy And Their Use Of Educational Technology
Authors: Vehbi Türel
Published in: Turkish Online Journal of Distance Education (2014-12-01)

This study examined the use of educational technology by primary and subject teachers (i.e. secondary and high school teachers) in a small town in the eastern part of Turkey in the spring of 2012. The study examined the primary, secondary and high school teachers' personal and computer related (demographic) characteristics, their computer self-efficacy perceptions, their computer-using level in certain software, their frequency of computer use for teaching, administrative and communication objectives, and their use of educational technology preferences for preparation and teaching purposes. In this study, all primary, secondary and high school teachers in the small town were given the questionnaires to complete. 158 teachers (n=158) completed and returned them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. mean, Std. Deviation, frequency, percentage, ANOVA). The qualitative data were analysed with examining the participants' responses gathered from the open-ended questions and focussing on the shared themes among the responses.
Evaluating the impact of educational technology on learning outcomes in the higher education sector: A systematic review
Authors: Olateju Temitope Akintayo, Chima Abimbola Eden, Oyebola Olusola Ayeni, Nneamaka Chisom Onyebuchi
Published in: Open Access Research Journal of Multidisciplinary Studies (2024-04-28)

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes.
Ethics in educational technology research: Informing participants on data sharing risks
Authors: Marc Beardsley, Patrícia Santos, Davinia Hernández‐Leo, Konstantinos Michos
Published in: British Journal of Educational Technology (2019-03-24)

Abstract Participants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text contained within a consent form. However, conceptualizations of data sharing risks and knowledge of responsible data management practices among teachers and learners may be impoverished—limiting the effectiveness of a consent form in communicating such risks in a manner that adequately supports participants in making informed decisions about sharing their data. At two high schools participating in an educational research project involving the use of technology in the classroom, we investigate teacher and student conceptions of data sharing risks and knowledge of responsible data management practices; and introduce a communication approach that attempts to better inform educational technology research participants of such risks. Results of this study suggest that most teachers have not received formal training related to responsibly managing data; and both teachers and students see the need for such training as they come to realize that their understanding of responsible data management is underdeveloped. Thus, efforts beyond solely explaining data sharing risks in an informed consent form may be needed in educational technology research to facilitate ethical self‐determination.
Institutional educational technology policy and strategy documents: An inequality gaze
Authors: Laura Czerniewicz, Kyle Rother
Published in: Research in Comparative and International Education (2018-03-01)

Issues of inequality in higher education have received considerable attention in recent decades, but the intersection of inequality and educational technology at an institutional level has received little attention. This study aims to provide a perspective on institutional educational technology policy informed by current understandings of inequality. The study takes the form of a content analysis of institutional educational technology policy and strategy documents of universities in the United Kingdom and South Africa. A preliminary review of the educational technology policy literature reveals low levels of engagement with issues of inequality in policy documents at an institutional level. Therborn’s typology of inequality provides the basis of a structured framework for the analysis, with Bourdieu’s concepts of capital being incorporated as markers of the various types of inequality. The study reveals regional differences in the approach to inequality as a policy matter, as well as a varied engagement with the issues of inequality related to educational technology at a policy level.
Teachers' Perceptions on the Roles on Educational Technology.
Authors: Raymond A. Zepp
Published in: Educational Technology & Society (2005-04-01)

Entering graduate students were asked whether technology would soon eliminate the need for teachers. Responses (all negative) were clearly separable into ‘modernist’ responses, which indicated that the role of education was the transmission of information and skills, but that teachers can do a better job of this; and ‘postmodernist’ responses, which indicated other roles for educators. Many incoming students displayed a lack of insight into the possibilities for technology in education. The study concludes that teachers should be made aware of the various goals of education, and which goals can best be achieved using technology. A second recommendation is that potential educators be made more aware of the various roles of technology in education, and how teacher-technology synergies can be tapped.
The role of educational technology in medical education.
Authors: Zahra Saffari, Farnaz Takmil, Rahmatalah Arabzadeh
Published in: PubMed (2014-10-01)

Dear Editor Being one of the most effective tools for educational system improvement, educational Technology plays an important role in learning facilitation. In order to have a deeper, more effective and long lasting learning impact, this systematic approach designs, implements and evaluates the teaching- learning process, using specific purposes, new methods of psychology and communication sciences and also human and non-human resources (1). A fruitful and effective educational system which results in actual learning improvement cannot be achieved unless its faculty members become competent. To achieve this goal, not only they must attain and/or maintain academic qualifications, especially in their teaching area, but also be familiar with the newest communication and teaching methods and equipped with educational and professional skills. Considering the growing movement of education towards the new technologies and the Ministry of Health and Medical Education tendency for upgrading the educational technology and virtual learning, the need for experts in education technology was clear. Therefore, given its mission which focuses on scientific promotion and academic training improvement, in an cooperation with shiraz educational development center along with Center of Excellence for electronic learning`s staff and faculty members, Shiraz Educational Technology unit, established the Master of education technology courses (2). Education’s technology and E-Learning, have arises a condition in which many educational goals, such as independent learning, self-directed learning, learning regardless of time or place, collaborative learning and providing immediate feedbacks and assessment of learning, appears more achievable. Electronic medical education has become very popular in developed countries and is rapidly developing, since it has educational value and the tremendous broadening audience through educational programs. Considering the fact that currently, while the faculty members have to learn most of the new means of teaching, for most of their students, these new means of education such as computers and other associated applications are not really consider technology since they are not only completely familiar with but also very capable of utilizing them. Therefore, while faculties are trying to learn these new methods of transferring information, students’ expectations are getting higher each day, Hence it seems that educational technology mastery is an important neglected competency in faculties which mandates an especial training program for the universities’ upgrading and improvement.
Interactive Educational Technologies in Higher Education
Authors: Bojana Boh
Published in:  (1994-10-31)

This paper, one in a series of studies on science and technology, discusses the status of interactive technologies in higher education programs and provides recommendations for their use in both on-campus and distance learning courses. Two main types of educational technologies are reviewed: 1) computer-mediated instructional technologies which are individual, self standing units, (e.g. multimedia technology), and 2) technologies based on telecommunication networks. These provide asynchronous communication (e.g. electronic mail, computer conferencing) or synchronous real-time instruction (audioconferencing, audiographics, and interactive television). Possible uses of these technologies are illustrated, and include those which improve education effectiveness, increase efficiency through lower-cost alternatives to conventional instruction, extend access to geographically, economically or socially isolated learners, as well as technologies which produce graduates with heightened capacity to adapt to technological change and innovation. Potential implementation problems and obstacles are identified, including inadequate technological, educational, economic, administrative and cultural environments. Finally, suggestions and recommendations are given for a successful implementation and long-term sustainability of interactive technological systems at universities and colleges in industrial and developing countries.
EDUCATIONAL TECHNOLOGIES IN TRAINING FUTURE MANAGERS
Authors: Оксана Ступак
Published in: Advanced Education (2020-07-19)

The introduction of educational technologies, which are developing at a rapid pace, requires professionalism and readiness of managers to implement the latest information technologies. Therefore, the use of electronic resources in the educational process in higher education can contribute both to developing professional skills and gaining the experience of using online environment. Purpose of the paper is to analyse the electronic educational resources and describe the process of implementing online games in future managers’ training. Method. The survey on the use of electronic resources in the learning process is conducted among 50 Master students who study full-time and part-time to gain the speciality “Management”. Online courses and tests developed with the help of electronic resources are the most popular among the students, while WebQuest, quizzes and online games are used only by a small number of respondents. The survey shows that the use of electronic resources is insufficient in future managers’ training. Findings. Within the course “Information Systems and Technologies in Management of Organisation” an interactive online game on online platform Goosechase was developed. This resource can give the opportunity to fulfil assignments in the course by displaying photos and video materials, which contribute to involving participants into а team game and developing future managers’ key competences in the course. Implications for research and practice. The results of this study allow to conclude that training of students is successful if an online game is used which can be adapted for various specialities and courses.
The Educational Technology is Technology Education Manifesto
Authors: Stephen Petrina
Published in: Journal of Technology Education (2003-09-01)

Scholarly Communication is a dynamic landscape, and we are continually evolving. Many scholarly communications activities have spun-off into their own departments, such as VT Publishing and Digital Imaging and Preservation Services, and Digital Library Development. Our focus is on supporting the creation and dissemination of scholarship.
How educational technology innovates distance learning during pandemic crisis in remote areas in Indonesia?
Authors: Rayuwati Rayuwati
Published in: International Research Journal of Management IT and Social Sciences (2020-11-13)

This study presents the results of a review of seven international publications that discuss how technology can innovate distance learning during a pandemic crisis in remote areas in Indonesia. It cannot be denied that technology services are quite large in helping the learning of the nation's children all over Indonesia. However, we should cool off on educational researchers' findings, especially technology-based learning innovations, which are now increasingly being used in all business and educational activities of the younger generation. We have conducted a review of various literature. Then we continue with a review of ten publications on the role and impact of technology applications on the sustainability of learning in areas where internet networks are still tricky issues. To prove the claim, we conducted a qualitative analysis in a phenomenological and in-depth understanding to ensure that our findings were based on validity and reliability.
Faculty Philosophical Position towards Distance Education: Competency, Value, and Educational Technology Support.
Authors: Edmund Theodore Jones, James R. Lindner, Tim H. Murphy, Kim E. Dooley
Published in: Online journal of distance learning administration (2002-03-15)

As higher education attempts to meet the growing demand for courses delivered at a distance, identification of potential barriers to faculty acceptance and adoption are needed. The purpose of the study was to describe faculty perceptions with respect to distance education competence, value, and information technology support by philosophical position towards distance education. Of the three constructs, only value was found to be significantly related to the philosophical position towards distance education. Teachers not philosophically opposed had a higher perceived value of distance education. Efficient communication of the increasing value of distance education is needed. This information can help administrators, faculty, and institutions remain competitive and make decisions on strategic plans regarding distance education. Introduction The expanding adoption of distance education has led researchers to explore faculty attitudes. Many studies have questioned the educational equivalency of distance courses when compared to the traditional classroom. According to Black (1992) Distance education is often viewed as second-best to classroom, face-to-face instruction (p3). According to Miller (2001) faculty philosophically believe that distance courses result in lower levels of cognition. This author, however, found that the level of cognition is equal in both traditional and distance courses. In order to ascertain equivalency a standard of measurement must be agreed upon for effective communication. According to Rogers (1995) communication is essential if innovation is to spread. Changing the philosophical nature of how courses are measured is key to communication.
Perspectives on the Role of Educational Technologies
Authors: Ralph E. Flori
Published in: Journal of Engineering Education (1997-07-01)

Abstract Educational technologies and software hold tremendous potential for improving the process of teaching and learning through, for example, delivering information, facilitating communication, and promoting certain aspects of cognition. While this paper discusses these, its overall aim is to view the larger picture of what educational technologies can and cannot do. It begins by noting the overall aims of higher education and posing the question: What part can educational technologies play in achieving these goals? The paper summarizes Perkins' five facets of any learning environment in order to provide a framework for evaluating educational technologies and to reveal that most technologies provide only part of the total learning environment. Specifically, the “task manager” facet plays the most important role in achieving the aims of education, but it is difficult to create software with meaningful task management capability.
Formative Evaluation for Implementation: Evaluating Educational Technology Applications and Lessons
Authors: Tim Weston
Published in: American Journal of Evaluation (2004-03-01)

Educational technology applications and lessons, such as learning modules, activities, and user-authored systems, face substantial implementation challenges in public schools and post-secondary institutions. The design of technology impacts the willingness of teachers to implement new technology; evaluators examining implementation obstacles can help improve design. In this article, both summative and formative implementation evaluation are discussed in non-technology contexts and compared with current practices with educational technology. Formative evaluation has traditionally focused on making applications and lessons “work”; however, many implementation problems are caused by non-technical/interface concerns and related to the compatibility of the technology with its surroundings. An overview of research on implementation of applications and lessons is provided and linked to a model of formative evaluation for implementation in this area. Technical, curricular/instructional, and practical areas of implementation are examined. Common implementation problems and typical design recommendations are presented. The use of the model is discussed in other areas, such as medicine and assistive technology.