International Journal of Educational Technology and Learning

The impact of game reward mechanisms on enhancing elementary school students' English vocabulary acquisition based on the ARCS motivation model

Ching-Yu Yang, Rong-Chi Chang, Sheng-Min Hsieh — Fri, 17 Jan 2025 00:00:00 +0000

As globalization progresses, the need for proficiency in a common language grows, placing emphasis on effective language learning. Vocabulary retention, as a core aspect for students’ language learning, remains challenging for non-native learners. To achieve this, many educational institutions incorporate digital technologies that support long-term memory retention. Game-based learning, especially when integrated with reward mechanisms, has been shown to enhance students’ motivation by providing goal-oriented incentives. This study developed the "Max Vocab Fun" app, an English vocabulary learning tool for third-grade elementary students, incorporating game-based rewards. A one group, pre-test and post-test quasi-experimental design examined the app's impact on students' vocabulary acquisition and motivation. The ARCS Model Learning Motivation Scale used to measure the motivational impact of the app's reward mechanisms. Findings show significant improvement in vocabulary retention, with the gamified approach notably benefiting lower-achieving students. Overall, the app effectively increased motivation and contributed to a more positive learning environment, demonstrating the potential of integrating game-based rewards into language learning to improve outcomes for diverse student groups.

Teachers' perceptions and attitudes on the use of tablet computers in teaching and learning process: Experiences from face-to-face sessions at Morogoro-campus in Tanzania

Kija Steven Magembe — Thu, 06 Feb 2025 00:00:00 +0000

This study assessed teachers' perceptions and attitudes regarding integrating tablet computers into the teaching and learning process. A mixed-methods approach and a descriptive design were employed. The Technology Acceptance Model (TAM) was used to assess teachers' perceived usefulness, ease of use, behavioral intention to use, attitudes toward tablet computers, and challenges associated with the use of tablet computers in the learning and teaching process. Sixty-four (64) respondents participated in the study and were selected through purposive sampling during a face-to-face session held in December 2023 at Morogoro-Campus. Data in this study were collected using questionnaires and interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. The findings revealed that teachers generally perceived tablets as effective teaching tools and expressed satisfaction with their use in the teaching and learning process. However, the study highlighted a lack of training for teachers on incorporating tablet computers into classroom. Key barriers included insufficient technical support, connectivity issues, and time constraints. 76.6% (f = 49) of the respondents believed that providing clear and appropriate information on how, when, and where to use tablets would enhance their effectiveness in teaching. Respondents also emphasized the importance of training teachers in the use of tablet computers to ensure that they are equipped with the necessary skills to integrate technology effectively into their teaching practices. The study recommends providing in-service training for teachers on utilizing tablet computers in education.

An educational researcher's guide to ChatGPT: How it works and how to use it

Jamie DeCoster, Jhonelle Bailey, Matthew Keys — Fri, 07 Feb 2025 00:00:00 +0000

In an era of rapid technological advancements, ChatGPT has emerged as a revolutionary tool in educational research, offering opportunities to enhance research efficiency and foster innovative thinking. This article provides a comprehensive guide to understanding and utilizing ChatGPT effectively in educational research. The operational mechanisms of ChatGPT are explained, along with a discussion of practical applications such as content creation, literature summarization, statistical analysis, and idea generation. A critical discussion of prompt engineering highlights strategies for crafting inputs that optimize AI responses. Examples include paying explicit attention to both the content of the prompt as well as how the prompt is phrased. Advanced features, such as web integration, customized GPTs, and Python-based data analysis, are explored to showcase the expanding possibilities of generative AI in educational contexts. The potential for ChatGPT to streamline workflows is contrasted with ethical considerations, including risks of misinformation, inherent biases, and privacy concerns. Researchers are urged to validate outputs and disclose AI usage transparently to maintain research integrity. While recognizing the challenges, the article underscores ChatGPT’s potential to improve educational research by enabling more accessible, efficient, and collaborative practices. Researchers are encouraged to adapt to these evolving tools, embracing their potential while remaining vigilant to ethical considerations and limitations.

E-learning open seminar on "Human–centered artificial intelligence in education: From theory to practice"

Konstantinos Kotsidis, Panagiotes Anastasiades — Wed, 26 Feb 2025 00:00:00 +0000

The study focus the impact of AI applications in education, focusing on improving education quality and enhancing teaching methods. The Laboratory of Advanced Learning Technologies in Lifelong and Distance Learning (EDIVEA) at the University of Crete implemented an ICT-based distance learning program titled "Human-centred AI in Education. The pedagogical dimension: From Theory to Practice," involving 1883 teachers from all education levels. The analysis showed that trainees effectively used the training material in their teaching practices, demonstrating its practical value and importance in distance learning. The study also highlighted the significance of support and communication between tutors and trainees in addressing pedagogical issues. The research underscores the critical role of anthropocentric training programs focused on teachers' needs. The successful application of the training material in real teaching scenarios validates the program's effectiveness. The findings suggest that well-designed, human-centered AI training programs can significantly enhance teaching practices. Ongoing support and communication between tutors and trainees are crucial for the successful implementation of distance learning programs.