jehanweerasuriya/uni-ai-dataset huggingface dataset:
Educational technology for fatigue management related to antineoplastic chemotherapy
Authors: Marcela Maria de Melo Perdigão, Andrea Bezerra Rodrigues, Tayanne de Lima Magalhães, Fernanda Macedo Cartaxo Freitas, Lia Guedes Bravo, Patrícia Peres de Oliveira
Published in: Revista Brasileira de Enfermagem (2019-10-19)

OBJECTIVE: To construct and validate an educational technology (ET) on fatigue and non-pharmacological strategies for the management of this symptom in people with cancer undergoing outpatient antineoplastic chemotherapy. METHOD: This is a methodological study composed of three stages: 1) elaboration of the ET using the theoretical-methodological model of Doak, Doak and Root; 2) validation of content and appearance by seven nurses via the content validity index (CVI); and 3) a pilot test with 10 patients. RESULTS: The ET "Knowing and coping with fatigue" contemplates the definition of fatigue, its causes and the interventions of physical exercise practice, sleep hygiene, energy conservation and behavioral intervention. The overall CVI obtained with the judges was 0.95. CONCLUSION: The ET presented content and appearance validity for health education regarding fatigue related to antineoplastic chemotherapy in outpatient cancer patients.
Virtual learning environments in higher education: a study of students' acceptance of educational technology
Authors: Christina Keller
Published in:  (2005-01-01)

Virtual Learning Environments in Higher Education : A Study of Students' Acceptance of Educational Technology
Opportunities and Limitations of Mobile Neuroimaging Technologies in Educational Neuroscience
Authors: Tieme W. P. Janssen, Jennie K. Grammer, Martin G. Bleichner, Chiara Bulgarelli, Ido Davidesco, Suzanne Dikker, Kaja Kinga Jasińska, Roma Šiugždaitė, Eliana Vassena, Argiro Vatakis, Elana Zion Golumbic, Nienke van Atteveldt
Published in: Mind Brain and Education (2021-10-05)

As the field of educational neuroscience continues to grow, questions have emerged regarding the ecological validity and applicability of this research to educational practice. Recent advances in mobile neuroimaging technologies have made it possible to conduct neuroscientific studies directly in naturalistic learning environments. We propose that embedding mobile neuroimaging research in a cycle (Matusz, Dikker, Huth, & Perrodin, 2019), involving lab-based, seminaturalistic, and fully naturalistic experiments, is well suited for addressing educational questions. With this review, we take a cautious approach, by discussing the valuable insights that can be gained from mobile neuroimaging technology, including electroencephalography and functional near-infrared spectroscopy, as well as the challenges posed by bringing neuroscientific methods into the classroom. Research paradigms used alongside mobile neuroimaging technology vary considerably. To illustrate this point, studies are discussed with increasingly naturalistic designs. We conclude with several ethical considerations that should be taken into account in this unique area of research.
Educational applications of metaverse: possibilities and limitations
Authors: Bokyung Kye, Nara Han, Eunji Kim, Yeonjeong Park, Soyoung Jo
Published in: Journal of Educational Evaluation for Health Professions (2021-12-12)

This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.
Educational Technology and Third World Development
Authors: William B. Harvey
Published in: Journal of Educational Technology Systems (1983-03-01)

The problem of illiteracy in the Third World can be solved through the transfer of technology from the developed nations. The refinement of computers, and particularly, microprocessors, will make it possible for Third World people, by using these machines, to receive instructions through pictures and sounds, so that they can perform certain tasks and functions even while they are becoming literate. With the computer drawing information from a worldwide knowledge bank, the people of the Third World could have immediate access to data dealing with food production, health care and other pressing problems. As a result, the huge manpower pool that exists in the underdeveloped countries can be put to effective and productive use.
THE EFFECTS AND USES OF EDUCATIONAL TECHNOLOGY IN LEARNING AND TEACHING
Authors: Sevilay Şahin, Esen Turan
Published in: Kastamonu Eğitim Dergisi (2009-01-01)

In this study, the effect of technology on learning and teaching in a classroom environment is invetigated. It is widely known that, the effect of technology in the classroom is highly productive. But to what extent and under what circumstances it should be applied depend on different factors such as; backround knowledge of teachers about the teaching equipments they use, the ability to use this technology, the methods, strategies and techniques about using it, students’ perceptions of technology, technological supports offered by the school, etc. As a result, technology is not an end itself, it should be supported by some other mean.
Leading with Trust: How University Leaders can Foster Innovation with Educational Technology through Organizational Trust
Authors: Melissa Laufer, Bronwen Deacon, Maricia Aline Mende, Len Ole Schäfer
Published in: Innovative Higher Education (2024-08-26)

University leaders play crucial roles in steering and fostering change within higher education institutions (HEIs). Drawing upon the complexity leadership theory (CLT) and organizational trust, we investigate how university leaders trusting staff with responsibilities tied to digital change contributed to an institutional culture of innovation. Through 68 interviews with staff members working in 8 European study programs, we found that leaders exhibited trust by creating flat hierarchies, sharing decision-making, and ensuring a safe space for experimentation with educational technologies (EdTech). This led to staff being intrinsically motivated to engage with technology and innovate with new formats. We also found that university leaders sometimes used ‘trust’ to justify allocating the responsibilities of digital change to the shoulders of staff without providing support such as infrastructure, funding, and guidance. This contributed to demotivation and stifled innovation. This study highlights the importance of university leaders trusting and empowering their staff members' creative processes with technology and supporting innovation within higher education.
From Constructivist Educational Technology to Mobile Constructivism: How mobile learning serves constructivism?
Authors: Ümit Yakar, Ayfer Sülü, Mehmet PORGALI, Nuran ÇALIŞ
Published in: International Journal of Academic Research in Education (2020-12-28)

Constructivist theory of learning suggests that individuals construct meaning through authentic experiences and social interactions. Thanks to the ample learning experiences and opportunities for unlimited interaction anywhere, anytime, mobile technologies have given birth to a concept called mobile learning. However, there seems a need to ground mobile learning on constructivist learning principles, i.e. define a new scope for constructivism: “mobile constructivism.” This paper aimed to explore the relationship between constructivism and mobile learning and how they serve each other. To this end, articles which have based mobile learning activities on constructivist learning principles were reviewed systematically. Results were synthesized and discussed under four major themes: the expansive potential of constructivist educational technology, integrating different kinds of constructivism in mobile learning, social consequences of mobile learning; and elemental principles of “mobile constructivism”
The Impact of Mobile Learning on Students’ Attitudes towards Learning in an Educational Technology Course
Authors: Reham Salhab, Wajeeh Daher
Published in: Multimodal Technologies and Interaction (2023-07-20)

As technology has explosively and globally revolutionized the teaching and learning processes at educational institutions, enormous and innovative technological developments, along with their tools and applications, have recently invaded the education system. Using mobile learning (m-learning) employs wireless technologies for thinking, communicating, learning, and sharing to disseminate and exchange knowledge. Consequently, assessing the learning attitudes of students toward mobile learning is crucial, as learning attitudes impact their motivation, performance, and beliefs about mobile learning. However, mobile learning seems under-researched and may require additional efforts from researchers, especially in the context of the Middle East. Hence, this study’s contribution is enhancing our knowledge about students’ attitudes towards mobile-based learning. Therefore, the study goal was to investigate m-learning’s effect on the learning attitudes among technology education students. An explanatory sequential mixed approach was utilized to examine the attitudes of 50 students who took an educational technology class. A quasi-experiment was conducted and a phenomenological approach was adopted. Data from the experimental group and the control group were gathered. Focus group discussions with three groups and 25 semi-structured interviews were performed with students who experienced m-learning in their course. ANCOVA was conducted and revealed the impact of m-learning on the attitudes and their components. An inductive and deductive content analysis was conducted. Eleven subthemes stemmed out of three main themes. These subthemes included: personalized learning, visualization of learning motivation, less learning frustration, enhancing participation, learning on familiar devices, and social interaction, which emerged from the data. The researchers recommended that higher education institutions adhere to a set of guiding principles when creating m-learning policies. Additionally, they should customize the m-learning environment with higher levels of interactivity to meet students’ needs and learning styles to improve their attitudes towards m-learning.