The importance of effective learning technology utilization, teacher leadership, student engagement, and curriculum in the online learning environment

Research has shown the effect of student engagement, teacher leadership, and curriculum on the effectiveness of the use of learning technologies and the online learning environment. The study included a total of 382 samples that included both teachers and students. Survey respondents are qualified teachers with at least 10 years of teaching experience, as determined through sampling. Participants responded to a study questionnaire that was used to collect data. Data were collected using Smart PLS software, which included validity and reliability assessments and hypothesis tests. The results of the study indicated that the dissemination of learning technology is directly affected by teacher leadership and student participation, which affects its effectiveness. Instructor leadership, student engagement, and successful use of learning technologies directly impact the online learning environment. The use of learning technology is influenced by teacher leadership, curriculum, and student engagement, which ultimately impacts the online learning environment. This study suggests two main results. To enhance the efficiency of learning technology deployment, the focus of public policy should be on enhancing teacher leadership and student performance. Moreover, enhancing the efficient use of learning technology is a critical policy goal to improve the quality of the online learning environment. Students and teachers with enhanced skills should collaborate to share their technological learning materials and management practices to improve students' online learning experiences. Subsequently, modifications were made to the curriculum and there was an increase in teacher leadership

Revolutionizing CNC lathe education: Designing instructional media integrated using augmented reality technology

Utilization of Computer Numerical Control (CNC) machines is crucial in modern manufacturing. Nevertheless, enhancing the skills of CNC machine operators remains a challenge in education and training. In response, the solution involves designing learning materials that simulate the machining process, particularly in innovative CNC learning integrated with Augmented Reality (AR) technology. The research utilizes the Multimedia Development Life Cycle (MDLC) model, encompassing steps like concept development, design, material collection, assembly, testing, and distribution. AR devices deliver additional visual information to CNC lathe students. The research results in learning materials using augmented reality to present 3D visualizations through markers, creating object representations to train 2-axis CNC lathes

Exploring Media and Communication Students’ Perception of Egyptian Universities’ Use of Augmented Reality in Learning

The aim of this study was to investigate the perceptions of media students in Egypt universities about using augmented reality (AR) technology in learning. To achieve this, the study adopted Technology Acceptance Model (TAM) and utilized a survey questionnaire to collect data from students in seven universities across Egypt. The findings revealed that (i) the students had a positive perception about using AR in media and communication learning; (ii) many media students in Egypt were not fully aware of the various AR technology applications in media and communication education; (iii) the students identified several negative factors that may hinder their acceptance of AR technology as an instructional tool, such as poor connectivity, lack of free AR programs, and lack of training programs. Addressing these barriers could help promote the adoption of AR technology in media and communication learning among students in Egypt. The significance of the study lies in that it sheds light on the need for increased awareness and education of the potential benefits of using AR technology in media and communication learning

Exploring the influence of management information systems on strategic planning: The mediating role of business intelligence

This quantitative study investigates the relationships between Management Information Systems (MIS), Business Intelligence (BI), and Strategic Planning (SP) within Jordanian Public Listed Companies, with a focus on the mediating role of BI. The target population comprises employees from the 108 public shareholding companies listed on the Amman Stock Exchange, totaling an estimated 1,080 senior managers involved in strategic planning. A random sample of 285 employees was surveyed to achieve a 95% confidence level with a 5% margin of error. Data were collected using a structured questionnaire with multi-item scales adapted from prior studies. Structural equation modeling (SEM) was employed to test the conceptual framework and hypothesized relationships, utilizing the two-step SEM approach with AMOS software. The results reveal significant positive relationships among MIS, BI, and SP. Specifically, MIS exhibits a statistically significant positive effect on SP, supporting previous research indicating MIS provides comprehensive data for informed planning. Furthermore, MIS significantly influences BI capabilities, underscoring the importance of robust MIS infrastructure for advanced BI analytics. BI, in turn, positively impacts SP, aligning with literature suggesting BI tools enhance planning agility and effectiveness through data-driven insights. Bootstrapping analysis demonstrates that BI partially mediates the relationship between MIS and SP. While BI acted as a significant mediating variable, MIS had a significant direct impact on SP, implying that though MIS has a direct impact on SP, it has an indirect impact, through BI, as well. Further analysis revealed that the constructs are interconnected, and that the mediation of BI is a necessary part of the process in Jordanian Public Listed Companies. As such, acknowledging the relevance of MIS, BI, and SP and the mediating role of BI, organizations can adapt their decision-making to achieve sustained competitive advantage within the dynamic business environment in Jordan

Optimizing student engagement in edge-based online learning with advanced analytics

Edge-Based Online Learning (EBOL), a technique that combines the practical, hands-on approach of EBOL with the convenience of Online Learning (OL), is growing in popularity. But accurately monitoring student engagement to enhance teaching methodologies and learning outcomes is one of the difficulties of OL. To determine this challenge, this paper has put forth an Edge-Based Student Attentiveness Analysis System (EBSAAS) method, which uses a Face Detection (FD) algorithm and a Deep Learning (DL) model known as DLIP to extract eye and mouth landmark features. Images of the eye and mouth are used to extract landmarks using DLIP or Deep Learning Image Processing. Landmark Localization pre-trained models for Facial Landmark Localization (FLL) are one well-liked DL model for facial landmark recognition. The Visual Geometry Group-19 (VGG-19) learning model then uses these features to classify the student's level of attentiveness as fatigued or focused. Compared to a server-based model, the proposed model is developed to execute on an Edge Device (ED), enabling a swift and more effective analysis. The EBOL achieves 95.29% accuracy and attains 2.11% higher than existing model 1 and 4.41% higher than existing model 2. The study's findings have shown how successful the proposed method is at assisting teachers in changing their teaching methodologies to engage students better and enhance learning outcomes