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In this 21st century, the rapid development and growth of technology has en-hanced teaching and learning experiences effectively in the delivery of learning contents. However, there are still lacking of integration of information technology (IT) in teaching although IT is pervasive. This study was conducted to determine the relationship between Inf...
Citations
... It is also aligned with the work of [38] who presented a topic in an academic journal entitled "Concepts of Experiential Learning in Digital Collaboration: New Perspectives for the Higher Education Sector" mentioning collaboration and interaction are crucial factors of experiential learning. In addition, there is research by [34]. They highlighted that changes in students' learning experiences can positively impact their academic performance. ...
This research focuses on designing a learning experience platform using xAPI and incorporating design thinking principles to foster innovation. The study focused on two main areas: a) analyzing and synthesizing the conceptual framework for a learning experience platform using xAPI with design thinking learning to promote innovation; and b) evaluating the suitability of a learning management model design for the learning experience platform using xAPI with design thinking learning to promote innovation. The evaluation was conducted by nine experts and the model consists of five parts: 1) the student module, 2) the teacher module, 3) the learning module, 4) the analytical module, and 5) the portfolio module. These modules were derived from an assessment of the suitability of the learning style, which indicated the highest level. The result regarding the suitability of the components of the LEP-DT learning model was at the highest level ( x = 4.79, S.D). The value is 0.39. According to the assessment results, the model can be applied to learning management.
... In today's digital age, digital capabilities have facilitated teaching and learning Mathematics to be more interesting. The traditional teaching and learning of Mathematics become less in-teresting because of uninteresting instructional content and it creates low confidence levels among students and teachers (Krishnasamy et al., 2020). Thus, this conceptualization paper tends to combine teaching and learning of statistics and probability with digital technol-ogy. ...
... Ainsworth determined that these representations can have complementary roles and can build in students a deeper and more complete understanding [11]. Many studies have addressed the inclusion of educational technology in the improvement of active learning, learning performance, learning activities, learning abilities, interactive and collaborative learning, and inquiry-based learning [12], [13] [14]. ...
This paper aims to identify the main topics on which scientific research has been oriented, from 2019 through 2022, about the use of educational technology in teaching and learning. The methodological approach used was qualitative. The sample size was n = 92 (scientific articles from Web of Science, Scopus, Eric, and Google Scholar databases). Thematic analysis was used for data analysis. From the analysis of the data, it has been established that the main topics on which scientific research is oriented are the use of educational technology (1) for the learning environment, (2) as a pedagogical approach, (3) for student assessment, and (4) in support of students with special needs. Some perspectives are also given regarding the orientation of scientific research in this field.
... This finding aligns with a study by Tawil et al. [47], which surveyed engineering students' preference for learning mathematics and statistics through lectures rather than e-learning. However, there is a unanimous opinion that multimedia and data analysis software are key in statistics learning [48,49,50]. Blended learning could also solve the problem of low student motivation and commitment [51]. ...
Quality in teaching Applied Statistics in the Degree in Forestry Engineering requires initially asking why to teach Statistics, who should teach it and what should be taught. This paper aims to answer these questions. Natural discussion groups have been used as a method to achieve the objectives. These groups were formed by professors from the UPM and the National University of Santiago del Estero, in Argentina. The results reached the consensus of the experts on the subject: the need for statistics in the training of forestry engineers and that the main contents should be descriptive statistics, sampling techniques, estimation and hypothesis testing and linear models. Finally, another result was that the teaching staff should be Forestry Engineers to show and involve students in real and practical cases that solve engineering problems that facilitate student learning.
... The objective of this study is aimed to improve students' learning experiences and academic achievement of Mathematics by developing an information technology capability (ITC) framework, particularly in Probability and Statistics subject. Multimedia learning is found as an effective ITC for cognitive knowledge and learning from various literatures (Sivapoorani, Lew and Tan, 2016;Sivapoorani, Lew and Tan, 2020;Saidun, et al., 2019). Therefore, an ITC application integrated with impactful multimedia elements was developed for this study ensuring its effectiveness in learning Mathematics. ...
Poor mathematics performance was generally reported from international assessments such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) among Malaysian students. Malaysia is ranked 52nd and 48th in the assessments for 2012 and 2018 respectively, while Singapore, Japan, South Korea, and even Vietnam have consistently performed well and held the top spots among the 78 countries evaluated in the PISA. Although numerous new technologies have been introduced, developed and implemented for education, incorporation of IT capability (ITC) to teach and learn Mathematics where still lacking commonly. Additionally, learning Mathematics in the traditional teaching contents could not accomplish desired learning outcomes because of dry contents and dull teachers. Therefore, this study is to design an appropriate ITC framework for improving learning experience and academic achievement of learning Mathematics. This study has adopted the development model of Analysis, Design, Development, Implementation and Evaluation (ADDIE) and Mayer (2010)’s cognitive theory for multimedia instructional content design. This study developed a new Multimedia Probability and Statistics system (MMPASS) for a subject of Probability and Statistics. The developed topics were concepts of discrete random variables and probability distribution function which were puzzled by students from preliminary study. An experiment was conducted with both control and experimental groups. The developed MMPASS blended multiple influential multimedia elements in the learning contents. A quantitative method and proportional stratified sampling were used to collect data. The blended topics were used by the experimental group whilst the control group was solely learning using the existing learning contents. Questionnaires were distributed to both groups after the lessons. 66 students participated in this survey. The collected data was then analysed and an ITC model was formed. Results of this study show that Perceived System Quality, Perceived Information Content Quality and Perceived System Performance as independent variables significantly improved learning experience. The findings also reveal that the performances of the experimental group have a higher mean score (9.65/10.00) compared to the control group (8.03/10.00), indicating the use of MMPASS improved students’ learning performance in subjects that involve understanding of concepts. While there is a lack of established ITC framework and IT application for Mathematics education in Malaysia, this study has verified the use of ITC improving performance of learning Mathematics in Malaysia.
... Such items have been used to assess the procedural knowledge of hundreds of students across various statistical topics such as hypothesis testing, sampling, and regression. Online assessments can also be used to support student learning of statistical procedures [4], which is important given the reported student difficulties in this area [5]. For example, we recently embedded test items in online interactive worksheets as part of the Helping Engineers Learn Mathematics (HELM) project developed by the universities of Loughborough and Edinburgh [6]. ...
Traditionally online assessments tend to focus on topics that require students to input algebraic and numeric responses. As such there is a paucity of questions that test students' knowledge of statistics, and what questions there are in our experience focus on computing specific values (mean, standard deviation, and so on). Through making use of a technology called JSXGraph that is supported within the STACK environment for online assessment of mathematical knowledge, we have developed statistics questions that aim to test conceptual knowledge. For example, by requiring students to adjust the bars in a graph in order to produce a dataset that has a required mean, median, mode and range. With careful design this approach enables open-ended questions that have more than one correct answer. In this paper we describe the questions we have designed, and report responses from a sample of students.
... Along with a variety of MOOCs (see Albert et al., 2020, for a review), several apps that make use of fictional characters, cartoons, or game-like interactions have been developed. One example is the Multimedia Probability and Statistics System (MMPASS) (Krishnasamy et al., 2020), which makes use of a tutoring character, animations and other media to deliver statistical learning material. However, it does not integrate any assessment system. ...
The design of a modern and performing ITS should integrate cross-sectional and longitudinal data to adapt to the user and personalize the learning experience and provide accurate feedback. In particular, the student model should be designed to incorporate two levels of information: on the one hand, an assessment of the student in comparison with the student population should be provided, establishing the knowledge depth achieved by each student in comparison with their peers; on the other hand, an individual longitudinal assessment should be carried out to assess the students’ performance changes over time – and therefore the individual learning outcomes. In literature, two different approaches – stemming from either psychometric or computer science – to solve these research questions are usually considered when building tutoring systems; however, they have rarely been combined. Nevertheless, a more integrated design would be extremely beneficial for the effectiveness of the learning process, especially for obtaining an accurate user model tailored to the learner.
We here describe an integrated methodological framework for teaching and assessing statistical knowledge with a focus on university students enrolled in non-scientific degree programs that are developed and built in the ALEAS (Adaptive LEArning system for Statistics) App (ERAMUS+ KA2 project).
... Communication skills in learning need to be supported by multimedia-based learning. Multimedia learning can improve the learning experience and have a positive impact on students, encouraging students to visualize learning content in different ways which consist of computer-based interactive multimedia that contains various kinds of content, such as images, video, text, graphics, animation, and sound effect accompanied by menu or instruction as a means of getting information (Habib, 2020;Krishnasamy, 2020). ...
This research explores learning 21st century that is oriented towards technological sophistication in the form of digital based multimedia innovation in Elementary School. This research that aims to find out how to develop, feasibility, and student response against e-LKPD based on scientific inquiry in Elementary School level science subject. This study uses research and development (RD) methods. In the collection of this research data using unstructured interviews, questionnaires, and documentation. Data analysis uses descriptive scale analysis. This development uses 4D model develop by Thiagarjan consists of 4 stages as Define, Design, Development, and Disseminate. Subject testing was conducted on 30 students of grade V Elementary School. The result namely validation of e-LKPD products based on scientific inquiry the results of material expert validators obtained an overall average of 95,38% into the category is very worthy, validation of linguists obtained an overall average of 96,36% into the category is very worthy, and media expert validation has obtained an overall average of 81,64% into the category is very worthy. The feasibility of e-LKPD products based on scientific inquiry science showed a positive respons from a student questionnaire result with an average percentage of 89,13% and 87,77%.
... According to Hussin, Generation-Z who are revolutionised by technology happened to act positively towards challenges, prefer group discussion and interactive learning environment [13]. Furthermore, the learning materials are required to be synchronised with the needs of learning process for better understanding regarding the concepts of subjects [14]. Moreover, teachers are playing a vital role as they will affect students' desire and developing their self-learning capability directly [15]. ...
Although there is a variety of technology available in 21st century, the way classes and lesson being conducted are still mostly remaining the same which is teaching via one-way communication. One-way communication teaching process surfastces issues like lack of interaction where minimal discussion is going on during teaching session, Since the interaction between teachers and students are fairly poor, limited classroom activity can be expected such as “Question and Answer” which lead to the increment of boredom in classes and lessons among students. As the teaching process is leaning towards instructional, students’ feedback is usually being overlooked. Hence, since the availability of educational technology is getting more common nowadays, the integration of technology in classroom is encouraged changing the teaching and learning environment including knowledge delivery method from teacher perspective. Introducing mobile interactive system allows teachers deliver their knowledge differently, however, they are required to adapt and get familiar with the educational technology for improving teaching experience. Therefore, Technological Pedagogical Content Knowledge (TPACK) framework is applied in this paper to assess teachers using the seven elements of the framework. This paper is aimed to address the issues faced by conventional classroom and identify the effectiveness of teachers conducting classes using educational technology with the application of TPACK framework. Proposed TPACK framework is formed with the integration of three elements which are teachers’ efficiency, students’ performance and students’ engagement representing the outcome of current TPACK framework.
Purpose
The purpose of this paper is to investigate factors influencing English as foreign language (EFL) learners’ satisfaction using learning management systems (LMS) in blended learning.
Design/methodology/approach
This study conducted a survey method among 164 intermediate EFL learners of Safir Language Academy in Iran. Survey data were analyzed using the partial least squares (PLS) method, while Smart PLS was used to test the hypotheses and to validate the proposed model.
Findings
The results indicated that teaching presence, cognitive presence, information quality and system quality affect satisfaction of blended learning. However, there is not a significant relationship between social presence and learners’ satisfaction in blended learning using LMS.
Research limitations/implications
This study proposes a comprehensive model which has been developed using the indicators of community of inquiry model, system quality and information quality to contribute to our understanding of key factors impacting EFL learners’ satisfaction.
Originality/value
The outcome will help academic institutions to provide effective English-medium instruction for the enhancement of EFL learners’ satisfaction and a basis for factors influencing EFL learners’ satisfaction in blended learning.
