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3 pages, 152 KiB

Open AccessEditorial

Editorial for the Special Issue “Information Technologies in Education, Research, and Innovation”

by Eric C. K. Cheng and Tianchong Wang

Information 2024, 15(1), 29; https://doi.org/10.3390/info15010029 - 2 Jan 2024

Cited by 1 | Viewed by 1706

Abstract

The COVID-19 pandemic has accelerated the integration of education and technology, ushering in a new era where digital tools and innovative approaches take center stage across higher education and beyond [...] Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

Research

Jump to: Editorial

14 pages, 2419 KiB

Open AccessArticle

Improving CS1 Programming Learning with Visual Execution Environments

by Raquel Hijón-Neira, Celeste Pizarro, John French, Pedro Paredes-Barragán and Michael Duignan

Information 2023, 14(10), 579; https://doi.org/10.3390/info14100579 - 20 Oct 2023

Cited by 1 | Viewed by 1841

Abstract

Students in their first year of computer science (CS1) at universities typically struggle to grasp fundamental programming concepts. This paper discusses research carried out using a Java-based visual execution environment (VEE) to introduce fundamental programming concepts to CS1 students. The VEE guides beginner [...] Read more.

Students in their first year of computer science (CS1) at universities typically struggle to grasp fundamental programming concepts. This paper discusses research carried out using a Java-based visual execution environment (VEE) to introduce fundamental programming concepts to CS1 students. The VEE guides beginner programmers through the fundamentals of programming, utilizing visual metaphors to explain and direct interactive tasks implemented in Java. The study’s goal was to determine if the use of the VEE in the instruction of a group of 63 CS1 students from four different groups enrolled in two academic institutions (based in Madrid, Spain and Galway, Ireland) results in an improvement in their grasp of fundamental programming concepts. The programming concepts covered included those typically found in an introductory programming course, e.g., input and output, conditionals, loops, functions, arrays, recursion, and files. A secondary goal of this research was to examine if the use of the VEE enhances students’ understanding of particular concepts more than others, i.e., whether there exists a topic-dependent benefit to the use of the VEE. The results of the study found that use of the VEE in the instruction of these students resulted in a significant improvement in their grasp of fundamental programming concepts compared with a control group who received instruction without the use of the VEE. The study also found a pronounced improvement in the students’ grasp of particular concepts (e.g., operators, conditionals, and loops), suggesting the presence of a topic-dependent benefit to the use of the VEE. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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14 pages, 1306 KiB

Open AccessArticle

Engagement with Optional Formative Feedback in a Portfolio-Based Digital Design Module

by Eirini Kalaitzopoulou, Paul Matthews, Stylianos Mystakidis and Athanasios Christopoulos

Information 2023, 14(5), 287; https://doi.org/10.3390/info14050287 - 12 May 2023

Cited by 1 | Viewed by 2557

Abstract

Design skills are considered important in software engineering, and formative feedback may facilitate the learning process and help students master those skills. However, little is known about student usage of and reaction to the feedback and its impact on learning and assessment outcomes. [...] Read more.

Design skills are considered important in software engineering, and formative feedback may facilitate the learning process and help students master those skills. However, little is known about student usage of and reaction to the feedback and its impact on learning and assessment outcomes. This study explores the effects of optional formative assessment feedback on learners’ performance and engagement by considering LMS interactions, student demographics, personality types, and motivation sources. Forty-five postgraduate students completed an enrolment questionnaire addressing the Big Five personality dimensions, the Situational Motivation Scale and background data. The main methods included monitoring LMS engagement over 10 weeks of teaching and analysing assessment marks to develop student profiles and assess the influence of formative feedback on engagement and performance. The main findings revealed that while formative feedback helped improve marks on portfolio tasks, it did not lead to higher performance overall compared to students who did not receive it. Students seeking feedback engaged more actively with the LMS assessments. Feedback-seeking behaviour was associated with gender, intrinsic motivation, conscientiousness, and extrinsic motivation, although not all associations were significant. The study’s main contributions are in highlighting the impact of formative feedback on performance in linked assessments and in starting to reveal the complex relationship between feedback-seeking behaviour and student characteristics. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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15 pages, 913 KiB

Open AccessArticle

Identification of Critical Parameters Affecting an E-Learning Recommendation Model Using Delphi Method Based on Expert Validation

by Abubaker Salem Mohamed Shibani, Masnizah Mohd, Ahmad Tarmizi Abdul Ghani, Mohamad Shanudin Zakaria and Sumaia Mohammed Al-Ghuribi

Information 2023, 14(4), 207; https://doi.org/10.3390/info14040207 - 28 Mar 2023

Cited by 1 | Viewed by 2612

Abstract

E-learning is an innovative strategy for enhancing teaching and learning in digital environments with the goal of enhancing education. In the same context, recommendation models have been developed for predicting the user’s learning preferences. A task that has become urgently necessary is enhancing [...] Read more.

E-learning is an innovative strategy for enhancing teaching and learning in digital environments with the goal of enhancing education. In the same context, recommendation models have been developed for predicting the user’s learning preferences. A task that has become urgently necessary is enhancing the learning process by designing recommendation models for e-learning software that then helps users choose the most pertinent learning materials (contents) from a wide number of sources. The general consensus is that designing a recommendation model for e-learning is influenced by parameters that are related to e-learning, and much effort has been exerted to determine those parameters. However, no agreement has been reached as to what constitutes such parameters. Keeping this issue in mind, this study aims to identify the parameters that should be considered when generating e-learning recommendations in developing countries. On the basis of the relevant literature, with the use of the Delphi method and with aid from e-learning experts, this paper identifies ten critical parameters related to e-learning. The results show that perceived ease of use is the most critical parameter out of the ten e-learning-related parameters, while user preference is the parameter that contributes least to e-learning. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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20 pages, 868 KiB

Open AccessArticle

How a Rubric Score Application Empowers Teachers’ Attitudes over Computational Thinking Leverage

by Ioannis Dimos, Chrysoula Velaora, Konstantinos Louvaris, Athanasios Kakarountas and Assimina Antonarakou

Information 2023, 14(2), 118; https://doi.org/10.3390/info14020118 - 13 Feb 2023

Cited by 3 | Viewed by 2264

Abstract

Computational Thinking (CT) has emerged as an umbrella term that refers to a broad set of problem-solving skills. New generations must conquer these skills in order to thrive in a computer-based world. Teachers, as agents of change, must also be familiar, trained and [...] Read more.

Computational Thinking (CT) has emerged as an umbrella term that refers to a broad set of problem-solving skills. New generations must conquer these skills in order to thrive in a computer-based world. Teachers, as agents of change, must also be familiar, trained and well-prepared in order to train children in CT. This paper examines STEM (Science, Technology, Engineering and Mathematics) and non-STEM teachers’ attitudes and readiness to adopt and utilize Computational Thinking concepts in the curriculum. The research was conducted through a descriptive assessment of students using thematically related criteria (rubrics) and a criterion on Computational Thinking usage and utilization. Fifteen teachers (n = 15) were invited to a focus group discussion in which they were asked to complete a questionnaire and, subsequently, to openly analyze their answers. The results show that the majority of teachers used computational thinking as an assessment criterion and stated that they did not face any significant problems with it. At the end of the focus group questions, they concluded that they consider participation in a training program regarding the concept and principles of computational thinking and the way they could integrate into the educational process necessary. Teachers expressed their confidence in using a set of criteria (rubric) to make students’ assessments more effective and stated that they can easily use at least one criterion for Computational Thinking. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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14 pages, 1008 KiB

Open AccessArticle

Image-Based Approach to Intrusion Detection in Cyber-Physical Objects

by Sergey Golubev, Evgenia Novikova and Elena Fedorchenko

Information 2022, 13(12), 553; https://doi.org/10.3390/info13120553 - 25 Nov 2022

Cited by 5 | Viewed by 3319

Abstract

Recently, approaches based on the transformation of tabular data into images have gained a lot of scientific attention. This is explained by the fact that convolutional neural networks (CNNs) have shown good results in computer vision and other image-based classification tasks. Transformation of [...] Read more.

Recently, approaches based on the transformation of tabular data into images have gained a lot of scientific attention. This is explained by the fact that convolutional neural networks (CNNs) have shown good results in computer vision and other image-based classification tasks. Transformation of features without spatial relations to images allows the application of deep neural networks to a wide range of analysis tasks. This paper analyzes existing approaches to feature transformation based on the conversion of the features of network traffic into images and discusses their advantages and disadvantages. The authors also propose an approach to the transformation of raw network packets into images and analyze its efficiency in the task of network attack detection in a cyber-physical object, including its robustness to novel and unseen attacks. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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13 pages, 1829 KiB

Open AccessArticle

Professional and Academic Digital Identity Workshop for Higher Education Students

by Oriol Borrás-Gené, Lucía Serrano-Luján and Raquel Montes Díez

Information 2022, 13(10), 490; https://doi.org/10.3390/info13100490 - 11 Oct 2022

Cited by 2 | Viewed by 3051

Abstract

Public virtual profiles arose with the evolution of the web and its related technologies. The individual virtual profiles leave a digital footprint that serves as a showcase of the individual. The analysis and management of what is known as digital identity should be [...] Read more.

Public virtual profiles arose with the evolution of the web and its related technologies. The individual virtual profiles leave a digital footprint that serves as a showcase of the individual. The analysis and management of what is known as digital identity should be an element to be mastered within the digital competencies of future professionals and current university students. This work describes the research carried out over four years through the Digital Identity Workshop, whose public is higher education students. The research has a double objective; first, to study the student’s self-analysis and self-reflection based on his presence on the web; second, to learn strategies for correctly managing his digital identity from the professional and academic point of view. The result has been a success in meeting these objectives after the various editions of the workshop. Pre and post-tests show a significant increase in the students’ digital skills in this field of personal branding. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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25 pages, 1583 KiB

Open AccessArticle

Fintech Services and the Drivers of Their Implementation in Small and Medium Enterprises

by Diana Moreira-Santos, Manuel Au-Yong-Oliveira and Ana Palma-Moreira

Information 2022, 13(9), 409; https://doi.org/10.3390/info13090409 - 30 Aug 2022

Cited by 11 | Viewed by 5444

Abstract

Fintech has been one of the biggest agents of change in the financial sector worldwide, deserving an in-depth analysis as the aim of this study (including factors leading to its adoption, consequences, etc.). During the COVID-19 pandemic, the financial area and Fintech services [...] Read more.

Fintech has been one of the biggest agents of change in the financial sector worldwide, deserving an in-depth analysis as the aim of this study (including factors leading to its adoption, consequences, etc.). During the COVID-19 pandemic, the financial area and Fintech services allied to technology has increased efficiency, convenience, and security. To better understand this type of service, the research follows a quantitative methodology. The quantitative method included a questionnaire survey of companies that are Fintech customers, totaling 49 valid responses from firms (collected over a three-month period and which involved sending over a thousand emails to numerous companies). The response rate was low due to both the pandemic and the conjuncture with major war, which are generating uncertainty in business. The analysis was based on descriptive statistics, an assessment of the metric qualities of the scales, reliability and an Exploratory Factor Analysis, Pearson correlations and Hypothesis testing. The positive and significant effect of the technological context (perceived convenience, usefulness and effectiveness and perceived safety and trust) and the organizational context (ecological footprint reduction and internal cost reduction) on Fintech service adoption intention was confirmed. Hypothesis Three was partially confirmed since only consumer trends and reputation perception have a positive and significant effect on the intention to adopt Fintech by SMEs. The moderating effect of the environmental context in the relationship between the technological context and the intention to adopt Fintech by SMEs was partially proven, but the same was not verified in the relationship between the organizational context and the intention to adopt Fintech by SMEs. Portugal seems to be on the same adoption path as the rest of the western world, and Fintech services will undoubtedly increase, in a kind of revolution in which the strongest and those able to adapt to the markets and their needs will survive. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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23 pages, 2561 KiB

Open AccessArticle

Proposal for the Analysis of the State of Learning in University Students with the Inclusion of ICT in the Classroom

by William Villegas-Ch., Joselin García-Ortiz and Santiago Sanchez-Viteri

Information 2022, 13(8), 391; https://doi.org/10.3390/info13080391 - 17 Aug 2022

Cited by 2 | Viewed by 2074

Abstract

The inclusion of information and communication technologies in education has become a priority for all universities. To meet this need, there are several research works that have dealt with the subject for several decades. However, for its inclusion, the analysis of each institution [...] Read more.

The inclusion of information and communication technologies in education has become a priority for all universities. To meet this need, there are several research works that have dealt with the subject for several decades. However, for its inclusion, the analysis of each institution is necessary since the needs of the university population and the resources for its application change according to each situation. This work seeks to create a method that allows establishing the needs and doubts of students about the use of educational technologies in the classroom without affecting their performance. For this, a process has been designed that identifies learning needs, through the validation of data obtained from surveys and the monitoring of the academic efficiency and learning of a cohort of students. The follow-up includes a period of four years from 2019 to 2022. This follow-up allowed establishing three different realities, in 2019 the academic data was analyzed in a face-to-face education model, from 2020 to 2021 the follow-up was included in a remote model with the use of technologies as a communication channel and in 2022 these were included as a learning component, which marked an in-depth analysis of student performance and how technology affected their learning. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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25 pages, 1426 KiB

Open AccessArticle

Factors Influencing Students’ Intention to Use E-Textbooks and Their Impact on Academic Achievement in Bilingual Environment: An Empirical Study Jordan

by Ra’ed Masa’deh, Issam AlHadid, Evon Abu-Taieh, Sufian Khwaldeh, Ala’aldin Alrowwad and Rami S. Alkhawaldeh

Information 2022, 13(5), 233; https://doi.org/10.3390/info13050233 - 3 May 2022

Cited by 17 | Viewed by 7506

Abstract

E-textbooks are becoming increasingly important in the learning and teaching environments as the globe shifts to online learning. The key topic is what elements influence students’ behavioral desire to use e-textbooks, and how the whole operation affects academic achievement when using e-textbooks. This [...] Read more.

E-textbooks are becoming increasingly important in the learning and teaching environments as the globe shifts to online learning. The key topic is what elements influence students’ behavioral desire to use e-textbooks, and how the whole operation affects academic achievement when using e-textbooks. This research aims to investigate the various factors that influence the behavioral intention to use an e-textbook, which in turn influences academic achievement in a bilingual academic environment. The research model was empirically validated using survey data from 625 e-textbook users from bilingual academic institutes from Jordan. Structural equation modeling (SEM) analysis was employed to test the research hypotheses by using Amos 20. To validate the results, artificial intelligence (AI) was employed via five machine learning (ML) techniques: artificial neural network (ANN), linear regression, and sequential minimal optimization algorithm for support vector machine (SMO), bagging with REFTree model, and random forest. The empirical results offer several key findings. First, the behavioral intention of using an e-textbook positively influences academic achievement. Second, attitude toward e-textbooks, subjective norms toward e-textbooks, and perceived behavior control toward e-textbooks positively influence behavioral intention toward using e-textbooks. Attitude toward using e-textbooks and perceived behavioral control both are positively influenced by independent factors. This study contributes to the literature by theorizing and empirically testing the impacts of e-textbooks on the academic achievement of university students in a bilingual environment in Jordan. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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14 pages, 273 KiB

Open AccessArticle

Institutional Strategies for Cybersecurity in Higher Education Institutions

by Eric C. K. Cheng and Tianchong Wang

Information 2022, 13(4), 192; https://doi.org/10.3390/info13040192 - 12 Apr 2022

Cited by 20 | Viewed by 12726

Abstract

Cybersecurity threats have grown exponentially, posing a heavy burden on organisations. Higher Education Institutions (HEIs) are particularly vulnerable, and their cybersecurity issues are receiving greater attention. However, existing research on cybersecurity has limited referencing value for HEI leaders and policy-makers because they are [...] Read more.

Cybersecurity threats have grown exponentially, posing a heavy burden on organisations. Higher Education Institutions (HEIs) are particularly vulnerable, and their cybersecurity issues are receiving greater attention. However, existing research on cybersecurity has limited referencing value for HEI leaders and policy-makers because they are usually technology-focused. Publications that showcase best practices often lack system-wide perspectives towards cybersecurity in HEIs. Our paper, therefore, aims to bridge this literature gap and generate institutional cybersecurity strategies for HEI leaders and policy-makers from a system perspective. We first review how the cybersecurity landscape has evolved over the last few decades and its latest trends and projections for the next decade. By analysing these historical developments and new changes, we further illuminate the importance of strengthening HEI cybersecurity capacities. As we explore why HEIs face severe challenges to tackle the ever-escalating cyberattacks, we propose a system-wide approach to safeguard HEI cybersecurity and highlight the necessity to reassess prioritised areas. By taking an extensive literature review and desk research of methods that could respond to the cybersecurity vulnerabilities of the next decade, we synthesise our findings with a set of institutional strategies, with takeaways designed to equip HEIs better to address cybersecurity threats into the future. The strategies include: (1) Strengthening Institutional Governance for Cybersecurity; (2) Revisiting Cybersecurity KPIs; (3) Explicating Cybersecurity Policies, Guidelines and Mechanisms; (4) Training and Cybersecurity Awareness Campaigns to Build Cybersecurity Culture; (5) Responding to AI-based Cyber-threats and Harnessing AI to Enhance Cybersecurity; (6) Introduction of New and More Sophisticated Security Measures; (7) Paying Attention to Mobile Devices Use, Using Encryption as a Daily Practice; and (8) Risk Management. We believe that cybersecurity can be safeguarded throughout the new decade when these strategies are considered thoroughly and with the concerted effort of relevant HEI stakeholders. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

19 pages, 6869 KiB

Open AccessArticle

An Education Process Mining Framework: Unveiling Meaningful Information for Understanding Students’ Learning Behavior and Improving Teaching Quality

by Hameed AlQaheri and Mrutyunjaya Panda

Information 2022, 13(1), 29; https://doi.org/10.3390/info13010029 - 10 Jan 2022

Cited by 18 | Viewed by 6849

Abstract

This paper focuses on the study of automated process discovery using the Inductive visual Miner (IvM) and Directly Follows visual Miner (DFvM) algorithms to produce a valid process model for educational process mining in order to understand and predict the learning behavior of [...] Read more.

This paper focuses on the study of automated process discovery using the Inductive visual Miner (IvM) and Directly Follows visual Miner (DFvM) algorithms to produce a valid process model for educational process mining in order to understand and predict the learning behavior of students. These models were evaluated on the publicly available xAPI (Experience API or Experience Application Programming Interface) dataset, which is an education dataset intended for tracking students’ classroom activities, participation in online communities, and performance. Experimental results with several performance measures show the effectiveness of the developed process models in helping experts to better understand students’ learning behavioral patterns. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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14 pages, 1987 KiB

Open AccessArticle

Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service

by Hari Wahjono, Bambang Budi Wiyono, Maisyaroh and Mustiningsih

Information 2021, 12(12), 511; https://doi.org/10.3390/info12120511 - 8 Dec 2021

Cited by 4 | Viewed by 3377

Abstract

This study aims to describe the implementation of online learning that is applied today, and to develop a blended learning model as a strategy to provide student services according to the diversity of potential, needs, interests, and learning speeds. This study used research [...] Read more.

This study aims to describe the implementation of online learning that is applied today, and to develop a blended learning model as a strategy to provide student services according to the diversity of potential, needs, interests, and learning speeds. This study used research and development design. Several stages were carried out, namely, conducting literature studies, planning, organizing, mapping basic competencies, carrying out learning activities, reporting, and dissemination. The preliminary research samples included 10,466 students, and the samples for the blended learning model trial included 144 students through random sampling. The results showed that many students were happy to study at home, whereas others were happy to study at school. The facilities to support online learning at home were sufficient. The online learning presented by the teachers was quite interesting and most parents support it. Based on these findings, a blended learning model was developed. The results of the model trial show that blended learning is very useful and there is a significant increase in student learning outcomes. The blended learning model is very effective at supporting online learning. It can provide optimal services to students according to their talents, interests, and abilities. For that, a special strategy is needed and the cooperation of all the elements of the school. The development of an IT-based management system is very helpful in monitoring the progress of students and increasing the awareness of teachers and parents in overseeing the success of learning. The blended learning model in high school can be one of the models for schools that implement a semester credit system. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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17 pages, 580 KiB

Open AccessArticle

Technology-Induced Stress, Sociodemographic Factors, and Association with Academic Achievement and Productivity in Ghanaian Higher Education during the COVID-19 Pandemic

by Harry Barton Essel, Dimitrios Vlachopoulos, Akosua Tachie-Menson, Esi Eduafua Johnson and Alice Korkor Ebeheakey

Information 2021, 12(12), 497; https://doi.org/10.3390/info12120497 - 30 Nov 2021

Cited by 24 | Viewed by 7179

Abstract

The COVID-19 pandemic affected many nations around the globe, including Ghana, in the first quarter of 2020. To avoid the spread of the virus, the Ghanaian government ordered universities to close, although most of them had only just begun the academic year. The [...] Read more.

The COVID-19 pandemic affected many nations around the globe, including Ghana, in the first quarter of 2020. To avoid the spread of the virus, the Ghanaian government ordered universities to close, although most of them had only just begun the academic year. The adoption of Emergency Remote Teaching (ERT) had adverse effects, such as technostress, notwithstanding its advantages for both students and academic faculty. This study examined two significant antecedents: digital literacy and technology dependence. In addition, the study scrutinized the effects of technostress on two relevant student qualities: academic achievement and academic productivity. A descriptive correlational study method was used to discern the prevalence of technology-induced stress among university students in Ghana. The technostress scale was used with a sample of 525 students selected based on defined eligibility criteria. A confirmatory factor analysis (CFA) was employed to calculate the measurement models and structural models. The divergent validity and convergent validity were estimated with the average variance extracted (AVE) and coefficients of correlation between the constructs. The online survey of 525 university students inferred that technology dependence and digital literacy contributes significantly to technostress. Additionally, technostress has adverse effects on academic achievement and academic productivity. Practical implications, limitations, and future directions for the study were also discussed. Full article

(This article belongs to the Special Issue Information Technologies in Education, Research and Innovation)

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