For effective learning and collaboration within modern digital platforms, understandability and completeness are indispensable. These platforms' impact on the traditional educational structure is substantial, particularly in their application of collaborative problem-solving through co-authoring and the streamlining of learning behavior through co-writing or co-revision. Various stakeholders have shown considerable enthusiasm for this learning framework; nonetheless, further exploration as a distinct subject is necessary. In online collaborative problem-based learning (PBL), we analyze how social capital, social identity, relational quality, and PBL effectiveness contribute to students' perceived PBL performance during learning activities. Considering the core elements of online coauthoring—namely, platform, cocreation, and problem-solving—this research takes a comprehensive look at coauthors, analyzing the effect of clarity and thoroughness. Trust's mediating effect on students' social identity is a key finding of this study. The hypotheses, as proposed, are supported by the partial least squares analysis of the 240 student responses. The study's implications offer educators a set of guidelines to improve students' perceived performance in project-based learning (PBL) by making strategic use of wiki tools.
As a result of the digital evolution in education, educators are required to acquire novel proficiencies. While the COVID-19 pandemic facilitated experience in digital technology for teachers, research and practical applications demonstrate the ongoing need for training and support for primary school teachers to proficiently utilize the advanced and innovative capabilities of digital tools in their teaching. The research objective is to ascertain the core factors that underpin primary education teachers' enthusiasm for incorporating technology-based instructional innovations. The conceptual connections between Learning Transfer System Inventory (LTSI) factors and the factors influencing the adoption of technology-enabled educational innovations have been identified and mapped. The LTSI model's empirical support stems from data collected from 127% of Lithuanian primary school teachers. A causal analysis of the factors that motivate teachers to integrate technology into education was conducted using the structural equation modeling technique. For a more profound insight into the key elements that drive motivation to transfer, a qualitative research method was selected and used. The analysis conducted reveals a substantial impact of all five factors—perceived value, personal attributes, social customs, organizational innovation, and technology-driven innovation—on the motivation to transfer. Motivation for transferring innovation in teachers is inextricably linked to their perception of their digital technology integration skills, necessitating a flexible approach to roles and strategies. The implications of this study are pivotal in shaping effective professional growth for active teachers and establishing an appropriate school infrastructure that encourages the adoption of innovation in the post-COVID-19 education system.
Music education's objectives include the development of musical skills, the cultivation of emotional responsiveness in the context of musical performances, and the furtherance of holistic growth. By means of modernized online technologies, this article aims to determine the potential for schoolchildren to acquire musical knowledge, and to assess the essential role played by the instructor in contemporary music education. The data collection process, employing a Likert scale within a questionnaire, identified the indicators. The initial portion of the paper delineated approaches for educating students before the commencement of the study. The study's results highlighted a substantial focus on theoretical materials contained within books (46%), yet this approach yielded a disappointingly low rate (21%) of high-level knowledge among students. A fraction of 9% of students regularly utilized information technology, which consequently facilitated high performance for 76% of them, all driven by the faster assimilation of knowledge. To broaden the application of up-to-date technology, the authors found it imperative to establish more developed learning stages. The Vivace app facilitates the practical application of fundamental piano playing theories; the Flow app aids in the refinement of sonic characteristics; the Functional Ear Trainer app centers on the development of rhythm and auditory perception; and the Chordana Play app enables the focused study and performance of musical pieces. The effectiveness of the training program was analyzed using a coefficient calculation; the results showed that the students in group #1 (0791), having learned piano skills independently through the defined training stages, exhibited lower knowledge quality compared to group #2 (0853), whose learning was directed by a teacher. The data affirm the groups' high learning quality, as the educational process effectively allocated workload and facilitated musical skill development. A substantial advancement in independence was noted in group 1 students (29%), in contrast to group 2's superior performance in the sequential accuracy of musical tasks (28%). The potential impact of this work lies in its ability to revolutionize music education through the application of cutting-edge technology. Based on contrasting the quality of piano and vocal training, not including teacher involvement in the learning process, the study holds potential.
Teachers, as gatekeepers, are responsible for integrating technology into their classrooms. Pre-service teachers' outlook, certainty, and skills in understanding and employing emerging technologies are crucial to their subsequent adoption of these technologies in their teaching. Pre-service teachers' self-assurance, determination, and eagerness to integrate technology into their teaching practices were assessed in this study of a gamified technology course. Oral mucosal immunization In the 2021-2022 academic year, a survey was conducted among a sample of 84 pre-service teachers at a Midwestern university located in the United States. Following regression analysis, accounting for gender, the results demonstrated a significant and positive impact of the gamified course on pre-service teachers' confidence in technology utilization, their aim to adopt gamification, and their motivation to investigate current educational technologies. Despite gender differences, pre-service teachers' confidence, intention, and motivation for incorporating technology into their lessons were unchanged following consideration of the gamified course's influence. We examine ways to gamify course design, utilizing quest-based learning and active learning techniques, with the aim of boosting positive student attitudes and motivation to explore the integration of technology.
Play is inherently appealing to children, and game-based learning leverages this inclination to enable knowledge acquisition through enjoyable gameplay. This study is designed to determine the association between children's play preferences and their learning outcomes in mathematics, as evidenced by their performance on the mobile math game developed for this research. The tablet game, Lily's Closet, is a mathematics-based activity that equips children aged three to eight with classification skills. In order to assess the favored games and resultant learning achievements of the preschool games we created, we integrated Lili's Closet onto Kizpad, a children's tablet containing over 200 games. We employ data mining in our game to study children's play behaviors and preferences by analyzing and categorizing player data. Our study involved a sample of 6924 children from Taiwan, all of whom were between the ages of 3 and 8. The results demonstrated a meaningful disparity in the number of ages represented and the quantity of achievements earned in the game. As a child's maturity increases, their game proficiency improves, while their inclination to play diminishes. core biopsy Subsequently, we recommend that children's learning be supported by offering age-graded games of differing complexity. This research seeks resonance with readers, jointly analyzing the interdependence between diverse mobile gaming experiences.
A blended computer systems course, encompassing 145 first-year computer science students, served as the backdrop for examining the alignment between self-reported and digital-trace measures of self-regulated learning, specifically within blended course designs. In order to measure students' self-efficacy, intrinsic motivation, test anxiety, and the application of self-regulated learning strategies, a self-reported Motivated Strategies for Learning Questionnaire was administered. Six distinct online learning activities' interaction frequencies were digital indicators of the online learning involvement of students. check details Students' academic performance was reflected in their course marks. Data analysis was undertaken with the application of SPSS 28. Students categorized as better or poorer self-regulated learners via hierarchical cluster analysis using self-reported measures; in contrast, hierarchical cluster analysis of digital-trace data categorized students into more or less active online learners. Analysis of variance (ANOVA) using a one-way design revealed that students demonstrating superior self-regulation exhibited a higher rate of engagement with three out of the six online learning activities compared to those with weaker self-regulatory skills. Online learners exhibiting greater activity displayed enhanced self-efficacy, heightened intrinsic motivation, and more frequent implementation of positive self-regulated learning strategies compared to their less active counterparts. Moreover, a cross-tabulation revealed a statistically significant relationship (p < 0.01). While a demonstrably weak link exists between student clusters identified via self-reported accounts and digital activity, self-reported and digital-trace descriptions of self-regulated learning experiences showed some limited alignment.