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This design-based research uses handheld computers as cognitive tools to facilitate students' inquiry-based learning on environmental issues — 3Rs (Reduce, Reuse and Recycle) in a Singapore primary school. Using handheld computers throughout a field trip, 79 Primary grade 4 students investigated how wastes are produced and what impact 3Rs can have...
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The rapidly developing technological landscape challenges require educational institutions to constantly renew the school's digital infrastructure in order to keep students engaged in learning difficult subjects such as Science, Technology, Engineering, and Mathematics (STEM). The Internet of Things (IoT) is one of such new technology platforms tha...
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that enquiry are well established (Gilbert & Boulter, 1998). Besides, there are considerable similarities between the
processes and outcomes of science and technology (Cinar, 2016). In this study, we discuss how the use of digital t...
As an example of design-based research, this study refined an assessment strategy for simultaneously enhancing inquiry-based learning and supporting achievement on conventional assessment measures. Astronomy Village®:Investigating the Universe™ is a software program designed to engage secondary science students in authentic and inquiry-based learni...
p class="3">This paper presents a case study of the co-design process for an online course on Sustainable Development (Degree in Tourism) involving the teacher, two students, and the project researchers. The co-design process was founded on an inquiry-based and technology-enhanced model that takes shape in a set of design principles. The research h...
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... However, this review focused on the challenges related to ICT integration identified by different authors. The challenges are categorized as teacher related (Rabah, 2015), student related (Jo Shan Fu, 2013) and Administrative related, Resource related (Zhang et al., 2008). ...
The main objective of this study is to identify the constraint hindering ICT integration in Ethiopian public secondary schools. The study's results demonstrate that the Integration of ICT is still in its infant stages due to a lack of infrastructure, insufficient funds, lack of technical and administrative support, lack of time, teachers' knowledge, abilities, and use of technology are lacking. Those challenges are distinguished as teachers-related challenges, students-related challenges, resource-related challenges and administrative-related challenges. The implication is that using ICT integration to improve learning and teaching is not happening in accordance with the national ICT policy strategy, thus reaping the greatest benefit from ICT integration all concerned bodies, and actors at all levels should pay special attention to ICT integration practices in the study area from the higher-level ministry of education to the lower-level woreda education office and schools. Finally, it is suggested that in the future a countrywide study involving all other variables and private secondary schools not considered in this study should be conducted.
... On the other hand, technology-enhanced learning tools facilitate such self-regulation skills as goal setting, task-based strategies, time management, collaborative learning activities, and self-evaluation (Carneiro et al., 2007;Shea and Bidjerano, 2010;Lai and Gu, 2011;Fathi et al., 2018;Zheng et al., 2018). Following Chen et al. (2008) and Sha et al. (2012), self-regulated learning skills and mobile-based technologies are closely interrelated and promoting either of them can heavily influence the other one. It is also argued that the flexibility of mobilebased technologies in delivering content and increasing motivation and engagement can positively affect students' selfregulation (Sung et al., 2015(Sung et al., , 2016) which can consequently raise their self-awareness, self-study behaviour (Kondo et al., 2012), and positive attitudes (Zimmerman and Schunk, 2008;Ning and Downing, 2010). ...
... As the literature review revealed, mobile-based applications had positive effects on EFL vocabulary learning attitudes (Wu, 2015;Kurt and Bensen, 2017;Lin and Yu, 2017) and selfregulatory capacity in EFL vocabulary learning (Chen et al., 2008;Sha et al., 2012;Haq, 2019). However, vocabulary learning attitudes and self-regulatory capacity in vocabulary learning have not been explored in quantitative longitudinal research designs in EFL context (Zhang and Zou, 2020). ...
Over the past decades, English as a foreign language (EFL) learning has witnessed a heightened interest in the role of mobile-assisted language learning (MALL) in vocabulary learning. To shed more light on the impact of MALL on vocabulary learning, this study, employing a quantitative longitudinal design, aimed at examining the impact of a MALL programme on 139 EFL learners’ vocabulary learning attitudes and self-regulatory capacity. To this end, this study investigated the latent change score models of the learners’ vocabulary learning attitudes and self-regulatory capacity over time. Over the course of 1 year, various mobile applications were integrated into the regular English language instruction of the learners. The required data were collected via administering vocabulary learning attitude and self-regulating capacity in vocabulary learning scales. The data were analysed applying latent growth curve modelling to examine the participants’ longitudinal trajectories and patterns of change in the two waves of collected data. The fit indices of the latent change models revealed an increase in both the EFL learners’ vocabulary learning attitudes and their self-regulatory capacity during the 1-year MALL programme. The analysis of between-person differences also indicated that changes in both variables were positively correlated.
... If we look at computer-based cognitive tools, they are commonly used as productivity software. Applications including semantic networks, spreadsheets, expert systems, and databases function as computer-based cognitive tools [9]. Subjects affected by dementia may benefit from diagnosis, as well as therapy monitoring, that overcomes the difficulties of their transfer, particularly if they live in remote rural areas, in difficult-to-access areas, and/or are far from health institutions [10]. ...
... NOS scores are used to assess the quality of non-randomized studies in meta-analyses, based on factors like structure, convenience, overall quality, and suitability for review studies. Quality assessment was evaluated based on final NOS scores of each study: poor (if score 0-3), modest (4-6), and excellent (7)(8)(9). Studies that passed the quality test with NOS ≥ 7 were considered suitable for this review. ...
Background:
Because of the new pandemic caused by the novel coronavirus disease (COVID-19), the demand for telemedicine and telemonitoring solutions has been exponentially raised. Because of its special advantage to treat patients in an emergency without physical presence at a hospital via video conferencing, telemedicine has been used to overcome distance barriers and to improve access to special domains like neurology. In these pandemic times, telemedicine has been also employed as a support for the diagnosis and treatment of adult-onset dementia disorders including Alzheimer's disease.
Objective:
In this study, we carried out a systematic literature analysis to clarify if the neuropsychological tests traditionally employed in face-to-face (FTF) contexts are reliable via telemedicine.
Methods:
A systematic literature search for the past 20 years (2001-2020) was carried out through the medical databases PubMed (Medline) and the Cumulative Index to Nursing and Allied Health Literature (CINAHL). The quality assessment was conducted by adopting the Newcastle Ottawa Scale (NOS) and only studies with a NOS ≥ 7 were included in this review.
Results:
The Mini-Mental State Examination (MMSE) results do not differ when tests are administered in the traditional FTF modality or by videoconference, and only negligible minor changes in the scoring system were noticeable. Other neuropsychological tests used to support the diagnosis of AD and dementia such as the Token Test, the Comprehension of Words and Phrases (ACWP), the Controlled Oral Word Association Test showed high reliability between the two modalities considered. No differences in the reliability concerning the living setting or education of the subjects were reported.
Conclusions:
The MMSE, which is the main screening test for dementia, can be administered via telemedicine with minor adaptation in the scoring system. Telemedicine use for other neuropsychological tests also resulted in general reliability and enough accuracy. Cognitive assessment by videoconference is accepted and appreciated and therefore can be used for dementia diagnosis in case of difficulties to performing FTF assessments. This approach can be useful given a personalized medicine approach for the treatment of adult-onset dementia disorders.
... ٚصِ٩إٖ بخسر١ٍ١ض (Sharples, Taylor, & Vavoula, 2005) ِٓ حلظشكٛح ٠خٍك حٌزٞ حٌّٛؿٗ، رخ٨وظشخف حٌظعٍُ خ٩ي ِٓ حؿظّخع١ش ع١خلخص فٟ حٌّظعٍّ١ٓ ٚػع ح٤فؼً عٍٝ ح٨عظّخد ِٓ ً رذ٨ حٌّعٍُ ِٓ طٛؿ١ٗ ػشٚسس ِع حٌّعشفش حوظغخد فٟ ح٤فشحد ؿّ١ع ر١ٓ حٌظآصس حٌفشدٞ. حٌظعٍُ ٌٚىٟ حٌلش ح٨وظشخف عٍٝ حٌمخثُ حٌظعٍُ فٟ ٚططز١مخطٗ حٌّعضص حٌٛحلع ٚطٛظ١ف حعظخذحَ ٠ظُ ًخ ٚطٛؿ١ٙ حعظم٩ٌ١ش أوؼش ٠ىٛٔٛح أْ خ٩ٌٗ ِٓ ٠غظط١عْٛ ٌٍط٩د ٚعًٙ عٍظ طظّ١ُ ٚػع ٠ـذ حٌلمخثك حوظشخف فٟ رحط١خ(Chen, et al., 2008;Sharples, Taylor, & Vavoula, 2005) .فٟ رؤٔفغُٙ ٌظعٍُّٙ حٌط٩د رٕخء أّ٘١ش ِٓ رخٌشغُ ِع حٌظعٍُ فٟ أٔفغُٙ عٍٝ ٚحعظّخدُ٘ حٌّظعٍّ١ٓ ٚوخٌش ص٠خدس أْ ا٨ حٌلش، ح٨وظشخف عٍٝ حٌمخثُ حٌظعٍُ عٕذِخ حٌط٩د رؤْ رٌه طفغ١ش ٚ٠ّىٓ خ. ً حعظلغخٔ ألً طعٍ١ّ١ش ٔظخثؾ اٌٝ ٠ئدٞ لذ ألً، دعُ طمذ٠ُ ٠مذَ فٟ عٍ١ٙخ كظٍٛح حٌظٟ حٌظٍش رحص حٌّعٍِٛخص ٚدِؾ ٚطٕظ١ُ ٨خظ١خس ٠ىخفلْٛ فبُٔٙ ألً دعُ ٌُٙ Bruner, & Sherwood, 1976, pp. ...
... Nevertheless, technology-enhanced learning environments also provide opportunities to foster the development of self-regulated learning abilities such as goal setting, time management, environment structuring, help seeking, task strategies, and selfevaluation (Carneiro, Lefrere, & Steffens, 2007;Zheng, Liang, Li, & Tsai, 2018). In the case of mobile devices, self-regulated learning skills are a precursor of mobile learning while mobile learning is also expected to fit the principles of self-regulation (Chen, Tan, Looi, Zhang, & Seow, 2008). This is because mobile devices are flexible tools that deliver content, stimulate motivation, and strengthen engagement (Sung, Chang, & Liu, 2016) and hence can positively affect self-study (Sung et al., 2015). ...
Learners need diligence when going solo in technology-enhanced learning environments. Nevertheless, self-regulation and scaffolding are two under-researched concepts when it comes to mobile learning. To tackle this knowledge gap, this study focuses on self-regulation and scaffolding for mobile assisted language learning (MALL). Fifty-two students of French as a foreign language were divided into one control and two experimental groups. The two experimental groups were invited to engage in voluntary language learning through a language platform, Duolingo. One of the two experimental groups was trained for self-regulation and received scaffolding for their MALL. The study reveals five main findings: First, students who were trained in self-regulation and received temporary scaffolding present a significantly higher participation in Duolingo. Second, self-regulation features provided by Duolingo are not frequently used by students and therefore do not substantially contribute to students’ own learning micromanagement. Third, there is a correlation between high use of Duolingo and improvement in French writing skills. Fourth, just inviting students to engage in voluntary out-of-class MALL does not result in higher test scores for French listening, reading or writing skills. Fifth, in a MALL context, self-regulation training and temporary scaffolding contribute to higher test scores in French writing. Overall, the results suggest that training and scaffolding for self-regulation is beneficial in a voluntary out-of-class MALL context. However, more research is needed to analyze in which conditions voluntary out-of-class MALL can lead to substantial learning improvements.
... Sharples, Taylor, and Vavula (2005) argued that the strength of the students lies in the socio-cultural synergy between all those who want to advance knowledge, rather than relying on a certain student. Interdisciplinarity and the change in the trajectory of curricula (Chen et al., 2008, Sharples et al., 2005 can be facilitated by continuous learning projects that will make students more self-fulfilling. ...
This article focuses on an important category of modern education in contemporary society based on innovation as well as SMART, and analyses Inquiry-Based Learning (IBL), inquiry-based science education (IBSE), problem-based learning and project-based learning in the context of STEM education. “At the third millennium in the midst of the digital age, it is expected that emerging technologies will be able to accelerate scientific literacy and enable the majority of citizens to enjoy the blessing of STEM.“ (Chen, 2017: XV) Additionally, the authors analyse advantages and some aspects STEM education, contemporary trends in modern professions and present several examples of good practice. The article also presents the results of research carried out among academic staff, teachers and students on educational trends and technologies. The survey showed a huge gap between the students’ needs and the proposals for organizing the educational process put forward by teachers and academic staff. Interdisciplinarity - an important concept related to STEM-education is highlighted. The authors describe and compare educational technologies, IBL, PBL, PrBL. The stages of IBL provide an opportunity to analyse and implement educational technology in the educational process. In particular, the authors offer instruments for IBL. One of them is the creation of an inquiry learning space Go-Labs that allows for connecting different applications to organize activities at all stages of the research process.
... In spite of e-Learning, use of mobile learning in education has taken a remarkable shape in recent years (Cabanban, 2013;Ellis, 2013;Skiba, 2011;Tan et al., 2007). Enthusiasm -Mobile‖ refers to mobilityin other words, learning while -on the move‖ (Mbati, 2015). ...
To date, limited understanding has been achieved on how mobile learning could positively motivate learning and teaching in Secondary education to rescue the poor performance especially in science subjects. Little is known on how Mobile Learning can be used as a tool to enhance performance in Mathematics, environmental and other science subject. This paper reports on a study conducted aimed at exploring the methodology to be adopted in Mobile Learning to improve performance in science subjects and in particular, mathematics. More interesting results were also found on how M-Learning could motivate learning in environmental science. The cohort research design was conducted over a period of four months involving pupils and teachers from 10 private and public secondary schools in Ilala Municipality. There were two groups of pupils designed to participate in the research. The two groups were united by the fact that they all studied mathematics. Then there were sub groups which involved different levels of studying Information Communication Technology (ICT) i.e. from secondary education Form one to six. Results showed that the majorities of participants accept the concept of using Mobile Learning in education. The result also indicates that culture could not be negatively affected by the use of technology. However, the majority of participants remarked that a controlled use of technology in primary school is required. It is concluded that despite the lack of in-place policy in using Mobile Learning in Tanzanian schools, many students were found to be equipped with mobile phones or tablet pcs and use them for education purpose.
... • No major gender-related differences were found in attitudes toward the use of this app and in knowledge. E ducational technologies have greatly transformed the outcomes of the teaching and learning experience in classrooms (Chen et al., 2008;Kubiatko and Halaìkovaì, 2009). The use of mobile learning (m-learning) in education and training has proved useful in several studies (Ahmed and Parsons, 2013;Chinyamurindi and Louw, 2010;Chu et al., 2010;Farrokhnia and Esmailpour, 2010;Huang et al., 2010;Kamarainen et al., 2013;Rogers et al., 2010). ...
... Sharples, Taylor, Vavoula (2007) suggested that learners' agency lies in a socio-cultural synergy between all the individuals willing to advance knowing, instead of relying on the individual learner. The associated shift in the locus of control over learning (Chen, Tan, Looi, Zhang, & Seow, 2008;Sharples et al., 2005) may be facilitated by seamless learning designs that distribute agency, to make learners more self-directed. ...
Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners' curiosity and motivation. It helps learners to develop their ability to work on complex and unpredictable environments making them more critical thinkers and agentic learners. Although, mobile technology is a suitable support for this learning process, there is a lack of practical strategies for educational practitioners to enact the right balance between enabling agency and supporting the students through the mobile technology. Thus, we conducted a literature review that analyzed 62 studies on mobile inquiry-based learning. The analysis focused on the level of agency supported by mobile technology. This review study provided two main results. The first result is a two-layer classification –with five types and twelve subtypes– of the most common mobile activities used in inquiry-based learning. The types and subtypes are: 1) Direct instruction formed by 1a) location guidance, 1b) procedural guidance and 1c) metacognitive guidance, 2) Access to content formed by 2a) fixed and 2b) dynamic content, 3) Data collection that consists of 3a) cooperative and 3b) collaborative data collection, 4) Peer-to-peer communication formed by 4a) asynchronous and 4b) synchronous social communications and 5) Contextual support that includes 5a) augmented experience, 5b) immersive experience and 5c) adaptive feedback. The second result consists of an analytical framework –based on six dimensions– to assess the level of agency supported by the different types of mobile activities. The learners' agency dimensions are: 1) Goals, 2) Content, 3) Actions, 4) Strategies, 5) Reflection and 6) Monitoring. Finally, the review presents insights on how this analytical framework can be used by educational practitioners to identify mobile activities that effectively balance learners’ agency with mobile technology.
... Learning independence is very important for students to have because with this attitude students can discipline themselves to be responsible for the learning process. The learning environment with M-GBL media provides a means by which students can manage their learning (Chen, 2008). ...
This study aims to develop and understand the effect of a mobile game based learning (M-GBL) implementation on student learning outcomes associated with student learning independence. The research was conducted in three schools at 58 Jakarta High School, 77 Jakarta High School, and 78 Jakarta High School in the academic year 2016/2017. The research method used was quasi-experiment with two ways Anava research design (treatment by level 2x2). A total of 40 students, as a sample of the study, were selected using a simple random sampling technique. In the experimental class, the learning process used M-GBL media which has been validated by experts and tested against students and teachers. While students in the control class, the learning process used traditional media. The conclusions are: M-GBL media is feasible to be used as chemistry learning media which is practical, fun, interesting, can be used anywhere, and in accordance with facilities owned by learners. M-GBL media has a positive effect on students chemical learning outcomes when applied to groups of students who have high learning independence; in groups of students who have low learning independence, students' academic achievement when taught using M-GBL media were lower than students taught using traditional media owing to the factor of learning independence.
