26 research outputs found
Cognitive and affective perspectives on immersive technology in education
This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe
Digital learning resources and ubiquitous technologies in education
This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from âthe pace of technological innovativenessâ and the âtechnology acceptance modelâ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educatorâs perspective. Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a step-wise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this studyâs empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.peer-reviewe
The studentsâ readiness to engage with mobile learning apps
Purpose: A relevant literature review suggests that todayâs children are increasingly immersing themselves in ubiquitous technologies, including interactive media and digital games. Therefore, this research investigates the primary school studentsâ intrinsic and extrinsic motivations toward learning via gameplay through their mobile devices, at home, and at school. Design: This study was carried out among primary school students in a small European state. It used valid and reliable measures, that comprised the technology acceptance modelâs key constructs. However, the empirical investigation also explored the studentsâ perceived enjoyment and social influences, as plausible antecedents for their behavioral intention to engage with the educational applications (apps). Findings: The findings reported that there were strong correlations between the studentsâ perceived usefulness of the mobile technologies and their behavioral intention to use them for their learning. The results also indicated that there was no significant relationship between the perceived ease of use and the childrenâs enjoyment in engaging with the educational apps that were used at school. Originality: To the best of our knowledge, there is no other study in academia that has explored the childrenâs technology acceptance, normative pressures and their intrinsic motivations to use mobile learning technologies in the context of primary education. Therefore, this contribution opens future research directions, as this study can be replicated in other contexts.peer-reviewe
The students' perceptions of digital game-based learning
This paper provides a critical analysis on the rationale behind the utilisation of educational technologies, including; digital learning resources. A qualitative research sheds light on the studentsâ discernment and preconceptions toward the use of digital games, stories and simulations, in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that students are increasingly acquiring skills and competences from blended learning. Their engagement with educational applications (apps) is improving their critical thinking as it helps them make evaluative decisions to solve problems. At the same time, the results reveal that most of these students are developing their interpersonal skills as they collaborate in teams and work in tandem with their peers, during their formative activities. However, there are also a few students who are not perceiving the usefulness and the ease of use of playing digital games at school. This study postulates that students seem to possess dissimilar skills as they exhibit different learning abilities. The studentsâ gender, age as well as their position in the social strata could possibly influence their disposition to engage with others. These findings imply that practitioners in education ought to consider taking an iterative approach as they identify what, where, when and how digital games are (or are not) consistent with the coursesâ learning outcomes and curriculum programmes. In conclusion, this paper opens-up some avenues for future research in the promising field of digital game-based learning.peer-reviewe
Mobile learning via educational apps : an interpretative study
This research explains the rationale behind the utilisation of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organised semi-structured, face-toface interview sessions with primary school students who were using mobile technologies at their institution. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated together in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the
educational apps on their mobile device. This study indicates that the research participants had different skill-sets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of studypeer-reviewe
The studentsâ perceived use, ease of use and enjoyment of educational games at home and at school
Relevant literature suggests that todayâs children possess digital skills and competences that set them apart from the previous generations. This may be due to their continuous exposure to ubiquitous media and digital games. Therefore, this research uses valid measures from the Technology Acceptance Model (TAM), Theory of Planned Behavior, and from the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the primary school studentsâ attitudes and normative pressures toward playing educational games, at home and at school. The study was carried out amongst year-3 students in a small European state. The findings reported that there were strong correlations between the studentsâ attitudes and their intention to play the school's games. The respondents indicated that they considered the educational games as useful and relevant for their learning. However, the results have shown that there was no significant relationship between the perceived ease of gameplay and the childrenâs enjoyment in engaging with the schoolâs digital games. These findings are consistent with the extant academic literature on the digital natives. To the best of our knowledge, there is no other study in academia that has explored the technology acceptance of digital games in primary education. Therefore, this contribution opens future research avenues as this study can
be replicated in other contexts.University of Malta, Malta and Ministry of Education and Employment, Malta.peer-reviewe
The studentsâ acceptance and use of their universityâs virtual learning environment
The proliferation of digital and mobile devices, including; smartphones and tablets has led policy makers and practitioners to include these ubiquitous technologies in the realms of education. A thorough review of the relevant literature suggests that both students as well as their course instructors are becoming increasingly acquainted with the adoption of education technologies in the higher educational context. Hence, this study explores the university studentsâ readiness to engage with the virtual learning environment (VLE). The methodology has integrated measuring items that were drawn from the educational technology literature, including the unified theory of acceptance and use of technology, to better understand the studentsâ perceptions towards VLE. It investigated whether they were influenced by their instructors or by fellow students to use VLE. The results suggest that most of the research participants were using this technology as they believed that it supported them in their learning outcomes. The findings also revealed that the students were not coerced by their course instructors or by other individuals to engage with VLE. Moreover, the universityâs facilitating conditions had a significant effect on the participantsâ usage of VLE. In conclusion, this contribution puts forward key implications to practitioners. It also clarifies the limitations of this study and proposes future research directions.peer-reviewe
Student-centred learning through serious games
This research explores the rationale behind the utilisation of electronic games in education. A qualitative research sheds light on the studentsâ opinions and perceptions toward the use of serious games in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that they are acquiring relevant academic knowledge and competences, as they reap motivational and emotional benefits from these learning games. The students reported that their engagement with these games has improved their critical thinking and helped them make evaluative decisions to solve problems. Generally, students were capable of developing their interpersonal skills as they have actively collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of playing serious games at school. This study postulates that the research participants possessed different skill-sets as they exhibited different learning abilities. In conclusion, this paper opens-up some avenues for future research in this field of study.University of Malta, Malta and Ministry of Education and Employment, Malta.peer-reviewe
The studentsâ intrinsic and extrinsic motivations to engage with digital learning games
A relevant literature review suggests that todayâs children are increasingly immersing themselves in ubiquitous technologies, including interactive media and digital games. Therefore, this research uses valid measures to investigate the primary school studentsâ motivations toward playing educational games, at home and at school. The study was carried out amongst year-3 students in a small European state. The findings reported that there were strong correlations between the studentsâ perceived usefulness of the educational games and their behavioral intention to use them for their learning. The results also indicated that there was no significant relationship between the perceived ease of gameplay and the childrenâs enjoyment in engaging with the schoolâs digital games. To the best of our knowledge, there is no other study in academia that has explored the childrenâs technology acceptance,normative pressures and their intrinsic motivations to use digital learning games in the context of primary education. Therefore, this contribution opens future research avenues, as this study can be replicated in other contexts.peer-reviewe
The technology acceptance of mobile applications in education
This research explores the educators' attitudes and behavioural intention toward mobile applications. The methodology integrates measures from âthe pace of technological innovativenessâ and the âtechnology acceptance modelâ to understand the rationale for further investment in mobile learning (m-learning). A quantitative study was carried out amongst two hundred forty-one educators in small EU state. It has investigated the costs and benefits of using ubiquitous resources, including tablets for m-learning in schools. A principal component analysis has indicated that the educators were committed to using mobile technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in m-learning resources. In conclusion, this contribution puts forward key implications for both academia and practitioners.Ministry of Education and Employment, Maltapeer-reviewe