| 1. |
- Backman, Ylva, 1985-, et al.
(författare)
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Game technologies to assist learning of communication skills in dialogic settings for persons with aphasia
- 2021
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Ingår i: International Journal. - : International Association of Online Engineering (IAOE). - 1868-8799 .- 1863-0383. ; 16:03, s. 190-205
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Tidskriftsartikel (refereegranskat)abstract
- Persons with aphasia suffer from a loss of communication ability as a consequence of a brain injury. While rare, a small strand of research indicates effectiveness of dialogic interventions for communication development for persons with aphasia, but a vast amount of research studies shows its effectiveness for other target groups. In this paper, we describe the main parts of the hitherto technological development of an application named Dialogica that is (i) aimed at facilitating increased communicative participation in dialogic settings for persons with aphasia and other communication disorders, (ii) based on computer game technology as well as on theory in dialogic education and argumentation theory, and (iii) designed for mobile devices with larger screens.
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| 2. |
- Bahati, Bernard, et al.
(författare)
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Measuring Learner Satisfaction with Formative e-Assessment Strategies
- 2019
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Ingår i: International Journal. - : International Association of Online Engineering (IAOE). - 1868-8799 .- 1863-0383. ; 14:7, s. 61-79
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Tidskriftsartikel (refereegranskat)abstract
- The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the study recommends a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) in the context of hybrid courses. Further studies that would widen, diversify both the scope and the research instruments to investigate learner satisfaction with formative e-assessment strategies were also suggested.
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| 3. |
- Berglund, Anders, 1974-
(författare)
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Overcoming Integration Thresholds for Augmented Reality
- 2023
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Ingår i: International Journal. - : International Association of Online Engineering. - 1868-8799 .- 1863-0383. ; 18:14, s. 51-65
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Tidskriftsartikel (refereegranskat)abstract
- The advent of augmented reality (AR) is reshaping the way people experience physical and virtual environments, from observation to immersion. Growing interest in adopting AR provides opportunities for immersive learning, upskilling, and renewal. However, uncertainties exist in how to maneuver a transition toward making use of this technology through systematic integration. Due to the turmoil caused by the global pandemic health crisis, implementation of AR now faces urgency in minimizing adoption thresholds and establishing a more systematic escalation approach. This paper investigates the characteristics of such learning approaches and examines the integration of AR with customized progression. Two solution suppliers were investigated to uncover the integration process of AR, which, to the best of our knowledge, is scarcely explored in existing research. This study reveals that a balanced escalation of user-centric learning activities, i.e., an onboarding process, harmonizes anticipated cognition levels for a designated AR application tool.
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| 4. |
- Hedin, Björn
(författare)
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Mobile Message Services Using Text, Audio or Video for Improving the Learning Infrastructure in Higher Education
- 2006
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Ingår i: International Journal. - : International Association of Online Engineering. - 1868-8799 .- 1863-0383. ; 1:1
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Tidskriftsartikel (refereegranskat)abstract
- This study examines how media files sent to mobile phones can be used to improve education at universities, and describes a prototype implement of such a system using standard components. To accomplish this, university students were equipped with mobile phones and software that allowed teachers to send text-based, audio-based and video-based messages to the students. Data was collected using questionnaires, focus groups and log files. The conclusions were that students preferred to have information and learning content sent as text, rather than audio or video. Text messages sent to phones should be no longer than 2000 characters. The most appreciated services were notifications of changes in course schedules, short lecture introductions and reminders. The prototype showed that this functionality is easy to implement using standard components.
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| 5. |
- Hegestedt, Robert, et al.
(författare)
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Data-driven school improvement and data-literacy in K-12 : Findings from a Swedish national program
- 2023
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Ingår i: International Journal. - : International Association of Online Engineering. - 1868-8799 .- 1863-0383. ; 18:15, s. 189-208
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Tidskriftsartikel (refereegranskat)abstract
- Data-driven school improvement has been proposed to improve and support edu-cational practices and more studies are emerging describing data-driven practices in schools and the effects of data-driven interventions. This paper reports on a study that has taken place within a national program where 15 schools from six different municipalities and organizations are working at classroom, school and municipality levels to improve educational practices using data-driven methods. The study aimed at understanding what educational problems teachers, principals and administrative staff in the project aimed to address through the utilization of data-driven methods and the challenges they face in doing so. Using a mixed method design, we identified four thematic areas that reflect the focused problem areas of the participants in the project, namely didactics, democracy, assessment and planning, and mental health. All development groups identified problems that can be solved with data-driven methods. Along with this, we also identified five challenges faced by the participants: time and resources, competence, ethics, digi-tal systems and common language. We conclude that the main challenge faced by the participants is data literacy, and that professional development is needed to support effective and successful data-driven practices in schools.
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| 6. |
- Larchen Costuchen, Alexia, et al.
(författare)
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AR-Supported Mind Palace for L2 Vocabulary Recall
- 2022
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Ingår i: International Journal. - : International Association of Online Engineering. - 1868-8799 .- 1863-0383. ; 17:13, s. 47-63
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Tidskriftsartikel (refereegranskat)abstract
- MnemoRoom4U is an AR (Augmented Reality) tool that uses a memory-palace strategy for foreign-language training. A memory palace helps information recall with the aid of object association in visualizations of familiar spatial surroundings. In MnemoRoom4U, paper or digital flashcards are re-placed with virtual notes containing L1 words and their L2 translations that are placed on top of real physical objects inside a familiar environment, such as one’s room, home, office space, etc. The AR-supported notes aid associative memory by establishing a relationship between the physical objects in the user’s mind and the virtual lexis to be retained in L2. Learners first set up a path through their familiar environment, attaching virtual sticky notes—each containing a target word to be memorized together with its corresponding source-language translation—to real-life objects (e.g. furniture in their homes or offices). They then take the same path again, reviewing all the words, and finally carry out a retention test. MnemoRoom4U is a technological artifact designed for specific didactic purposes in the Unity game engine with the ARCore augmented-reality plug-in for Android. This work takes a Design-Science approach with phenomenological, exploratory underpinnings tracking back to the efficiency of spatial mnemonics previously reported quantitatively and combines it with AR technology to effect L2 vocabulary recall.
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| 7. |
- Nouri, Jalal, et al.
(författare)
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Assessing Collaborative Problem Solving Skills in Technology-Enhanced Learning Environments - The PISA Framework and Modes of Communication
- 2017
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Ingår i: International Journal. - : International Association of Online Engineering (IAOE). - 1868-8799 .- 1863-0383. ; 12:4, s. 163-174
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Tidskriftsartikel (refereegranskat)abstract
- As been highlighted by many, for instance by PISA, Collaborative Problem Solving (CPS) is a critical and necessary 21st century skill across educational settings. While many initiatives have been launched to investigate the nature of these skills, fewer are the attempts to understand how they should be assessed. However, in 2015, the PISA organization presented a framework for assessing CPS skills. This paper reports on an exploratory study investigating the predictive validity of the PISA assessment framework and if and how modes of communication influence the assessment of 24 students' collaborative problem solving activities when using a computer-based assessment task system. The findings presented demonstrate that the PISA CPS assessment framework have a weak predictive validity, does not count for quality or productivity in communication, and that the mode of communication indeed influence CPS processes and in turn what is possible to assess.
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| 8. |
- Paulsson, Fredrik, et al.
(författare)
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Treating metadata as annotations : separating the content mark-up from the content
- 2007
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Ingår i: International Journal. - 1868-8799 .- 1863-0383. ; 2:1, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- The use of digital learning resources creates an increasing need for semantic metadata, describing the whole resource, as well as parts of resources. Traditionally, schemas such as Text Encoding Initiative (TEI) have been used to add semantic markup for parts of resources. This is not sufficient for use in a ”metadata ecology”, where metadata is distributed, coherent to different Application Profiles, and added by different actors. A new methodology, where metadata is “pointed in” as annotations, using XPointers, and RDF is proposed. A suggestion for how such infrastructure can be implemented, using existing open standards for metadata, and for the web is presented. We argue that such methodology and infrastructure is necessary to realize the decentralized metadata infrastructure needed for a “metadata ecology".
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| 9. |
- Persson, Veronica, et al.
(författare)
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A Systematic Review of Second Language Learning with Mobile Technologies
- 2018
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Ingår i: International Journal. - : International Association of Online Engineering (IAOE). - 1868-8799 .- 1863-0383. ; 13:2, s. 188-210
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Forskningsöversikt (refereegranskat)abstract
- This study provides a systematic literature review of the research done in mobile assisted second language learning (MASLL) published since 2010. Starting from 1424 sources, 54 articles were selected using predefined selection criteria. The documents were analyzed and coded using the categories: educational form and level, study design, location, context, role of technology, pedagogical practice and learning impact. That information allowed an identification of major educational outcomes related to the integration of mobile devices into second language learning. In addition, the study contributes with a set of identified research gaps and recommendations for future research.
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| 10. |
- Petritsopoulou, Maria, et al.
(författare)
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Yes! I Want My Non-Cognitive Skills to Be Improved : Perceptions on an ICT-Enabled Learning Journey
- 2021
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Ingår i: International Journal of Emerging Technologies in Learning (iJET). - Vienna, Austria : International Association of Online Engineering (IAOE). - 1863-0383 .- 1868-8799. ; 16:22, s. 42-58
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Tidskriftsartikel (refereegranskat)abstract
- Non-cognitive skills (NCS) are important for personal development and enhancing employability. However, as related literature points out, designs for NCS development are challenged by their fidelity, complexity, technology pedagogy and content value, user-centricity and so forth. Thus, this studyinvestigates on 1) how do individuals recognise their needs, challenges and motivations for improving NCS, and 2) how do they envision their individualroadmap towards NCS achievement. An exploratory strategy is followed in capturing the learners’ perceptions. Expected data were collected by a questionnaireaiming at a sample of 80 purposely selected employable adults, followed by interviews with 11 randomly selected individuals among the sample. The outcomesprovided feedback towards optimising design concepts for an NCS learning environment. Consequently, the framework for NCS improvement must includecomponents, in the order of importance, tools for assessment of NCS, premisesfor learning NCS, dynamic CV, and linking to the occupations of individual interests as envisioned by the respondents. The participants recognised the significance of NCS and that NCS contribute meaningfully to their personal and professional growth. As such, research efforts shall be invested in evaluating themethods and tools in a systematic user-centric process to determine their effectiveness and impact in lifelong learning.
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