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Sustainable Educational Technology and E-learning

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 August 2021) | Viewed by 73471

Special Issue Editors

Prof. Hong-Ren Chen

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Guest Editor
Department of Digital Content and Technology, National Taichung University of Education, Taichung 40306, Taiwan
Interests: wearable technology; AR/VR learning; self-regualted learning
Prof. Wen-Shan Lin

E-Mail Website
Guest Editor
Institute of International Management, National Cheng Kung University, Tainan 70101, Taiwan
Interests: management of information systems; E-learning; knowledge management
Prof. Dr. Hao-Chiang Koong Lin

E-Mail Website
Guest Editor
Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan
Interests: affective computing; artificial intelligence; digital learning; educational technology; metaverse; digital arts
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The E-learning system has been widely adopted by teaching institutions into courses of blended learning in recent years; such systems not only assist learning, but also provide a platform for conducting collaborative works such as knowledge sharing and exchange. As the majority of the literature has focused on investigating the antecedences of adopting E-learning systems, the knowledge co-creation value derived from the user generated contents has been overlooked. E-learning promotes the inclusion of diversity and continuous self-regualted learning. It is the aim of this Special Issue to elicit works that contribute to providing first-hand findings for enhancing learning mediated by technology, especially during the current pandemic.

The aim of this Special Issue is to use original learning applications related to technology supported in E-learning environments. It is focussed on works of technology-supported learning that explain the important findings or evidence for learning effectiveness based on theories. It is also focused on research into innovative technology learning design and educational applications. This Special Issue calls for original contributions in theoretical and experimental research applying technology-supported sustainable learning.

Prof. Hong-Ren Chen
Prof. Wen-Shan Lin
Prof. Hao-Chiang Koong Lin
Guest Editors

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Keywords

  • E-learning
  • AR/VR learning
  • affective learning
  • adaptive learning

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Published Papers (16 papers)

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Research

15 pages, 2912 KiB  
Article
Is It Possible for Young Students to Learn the AI-STEAM Application with Experiential Learning?
by Ting-Chia Hsu, Hal Abelson, Natalie Lao and Shih-Chu Chen
Sustainability 2021, 13(19), 11114; https://doi.org/10.3390/su131911114 - 8 Oct 2021
Cited by 14 | Viewed by 4248
Abstract
This study attempted to evaluate the learning effectiveness of using the MIT App Inventor platform and its Personal Image Classifier (PIC) tool in the interdisciplinary application. The instructional design was focused on applying PIC in the integration of STEAM (i.e., Science, Technology, Engineering, [...] Read more.
This study attempted to evaluate the learning effectiveness of using the MIT App Inventor platform and its Personal Image Classifier (PIC) tool in the interdisciplinary application. The instructional design was focused on applying PIC in the integration of STEAM (i.e., Science, Technology, Engineering, Art, and Mathematics) interdisciplinary learning, so as to provide sustainable and suitable teaching content based on the experiential learning theory for 7th grader students. Accordingly, the sustainable AI-STEAM course with the experiential learning framework has been implemented and verified, so as to confirm that the AI-STEAM course is not too difficult for young students. Many basic concepts involved in the AI-STEAM course, regarding programming logic, electromechanical concepts, interface design, and the application of image recognition, were measured in this study. The results showed that the students not only made significant progress in learning effectiveness, but also in particular made significant improvements in two parts: electromechanical concepts and image recognition knowledge. In the end, this study further provides some advice on the sustainable AI-STEAM course based on the survey of some important factors including active learning, and self-efficacy after confirming that it is not a barrier for the young students to learn the sustainable AI-STEAM course developed in this study. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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12 pages, 732 KiB  
Article
The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning
by Saleh Alhazbi and Mahmood A. Hasan
Sustainability 2021, 13(19), 11070; https://doi.org/10.3390/su131911070 - 7 Oct 2021
Cited by 23 | Viewed by 5123
Abstract
Due to the COVID-19 pandemic, schools and universities across the world have had to switch to online learning, which is offered either synchronously or asynchronously. This study examined the role of self-regulation on students’ performance in each of these modes by comparing the [...] Read more.
Due to the COVID-19 pandemic, schools and universities across the world have had to switch to online learning, which is offered either synchronously or asynchronously. This study examined the role of self-regulation on students’ performance in each of these modes by comparing the use of self-regulation skills between high and low achievers in each mode and assessing the relationships of using these skills with students’ performance. The data were collected from students who enrolled in a data structures course in fall 2020 in either synchronous or asynchronous mode. The results show that self-regulation is an essential factor for learners’ success in both modes of online learning. However, there was a variance of using self-regulating learning strategies between students in synchronous and asynchronous modes. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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28 pages, 4329 KiB  
Article
How Prior Knowledge Affects Visual Attention of Japanese Mimicry and Onomatopoeia and Learning Outcomes: Evidence from Virtual Reality Eye Tracking
by Chun-Chia Wang, Jason C. Hung and Hsuan-Chu Chen
Sustainability 2021, 13(19), 11058; https://doi.org/10.3390/su131911058 - 6 Oct 2021
Cited by 11 | Viewed by 3523
Abstract
According to the United Nations Sustainable Development Goal (SDG) 4, “achieving inclusive and quality education for all”, foreign language learning has come to be seen as a process of integrating sustainable development into the socio-cultural aspects of education and learning. The aim of [...] Read more.
According to the United Nations Sustainable Development Goal (SDG) 4, “achieving inclusive and quality education for all”, foreign language learning has come to be seen as a process of integrating sustainable development into the socio-cultural aspects of education and learning. The aim of this study was to employ virtual reality (VR) eye tracker to examine how students with different levels of prior knowledge process visual behaviors for Japanese Mimicry and Onomatopoeia (MIO) while learning Japanese as a second foreign language. A total of 20 students studying at the Department of Applied Japanese at the university of Southern Taiwan were recruited. Based on the Japanese language proficiency test (JLPT) level, 20 participants were divided into high prior knowledge group (levels N1–N3) with 7 participants, and low prior knowledge group (level N4 or below) with 13 participants. The learning stimuli materials were created by Unreal Engine 4 (UE4) development tool to design a 3D virtual MIO paradise, including 5 theme amusement parks. Through a VR eye tracker, participants’ visual behaviors were tracked and recorded based on 24 different regions of interest (ROIs) (i.e., ROI1–ROI24). This was done to discuss the distribution of visual attention in terms of different ROIs of each theme amusement park based on four eye movement indicators, including latency of first fixation (LFF), duration of first fixation (DFF), total fixation durations (TFD), and fixation counts (FC). Each ROI of the two groups were then compared. In addition, a heat zone map was also generated to show the overall visual distribution of each group. After the experiment, based on the eye movement indicators and test scores in the pre-test and post-test phases, statistical analysis was used to examine and evaluate the differences in visual attention and learning outcomes. The results revealed that the gaze sequences of the two prior knowledge groups gazing at the ROIs in theme parks were different, except for the gaze sequence in the circus theme park. Different prior knowledge groups exhibited differences in visual attention in the ROIs fixated on in each amusement park. Additionally, in terms of TFD and FC of different groups in each amusement park, there was no significant difference except in ROI10, ROI16, and ROI18. Moreover, after receiving cognitive comprehension processes introduced in the VR-simulated MIO scenes, students from both groups achieved higher post-test scores compared with pre-test scores, and such differences had statistical significance. In conclusion, the implications of VR eye movement analysis on developing students’ competence related to learning Japanese and cross-cultural aspects, compatible with sustainable development, were presented. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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16 pages, 3320 KiB  
Article
Measuring Learnability through Virtual Reality Laboratory Application: A User Study
by Ghazala Rasheed, Muzafar Khan, Noman Malik and Adnan Akhunzada
Sustainability 2021, 13(19), 10812; https://doi.org/10.3390/su131910812 - 29 Sep 2021
Cited by 17 | Viewed by 3572
Abstract
The cutting-edge technology of virtual reality has changed almost every aspect of life in e-commerce, engineering, medicine, and entertainment. This technology has also made its way to the field of education in the form of virtual laboratories. A lack of student engagement and [...] Read more.
The cutting-edge technology of virtual reality has changed almost every aspect of life in e-commerce, engineering, medicine, and entertainment. This technology has also made its way to the field of education in the form of virtual laboratories. A lack of student engagement and interest towards STEM subjects is reported in the literature. Several studies have been conducted to evaluate virtual reality in education, but these studies are limited in terms of participants and subject coverage. This study aimed to assess the effectiveness of virtual laboratories to develop student’s practical learning skills for secondary school physics. For this purpose, a desktop-based virtual laboratory application was developed based on the guidelines extracted from the literature. A user study was adopted as the main research method, and it was conducted with 184 students of 4 different schools. In each school, students were divided into two groups: experimental (used the virtual laboratory application) and control (used a physical laboratory). The data were collected through an academic quiz conducted at the end of the study. The mean score of the experimental group was 7.16, compared with 5.87 for the control group. The results revealed that the students’ learning using the virtual laboratory application was better compared with the control group. Interestingly, there was no significant difference in the performance of boys and girls in both groups. The usability questionnaire was also completed by 92 students of the experimental group to assess the application interface. The mean score was 73.5 (above average) with an internal consistency of 0.76. The participants found the virtual laboratory application to be user-friendly, easy to use, and supportive in learning. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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15 pages, 689 KiB  
Article
Factors Affecting the Acceptance of Online Learning among the Urban Poor: A Case Study of Malaysia
by Nornadia Azhar, Wan Fatimah Wan Ahmad, Rohiza Ahmad and Zainab Abu Bakar
Sustainability 2021, 13(18), 10359; https://doi.org/10.3390/su131810359 - 16 Sep 2021
Cited by 6 | Viewed by 3645
Abstract
Education is an avenue of gaining knowledge and skills that will, in turn, support economic growth. Therefore, as online learning platforms are abundantly available in Malaysia, the urban poor in the Klang Valley have a means of improving their knowledge and skills to [...] Read more.
Education is an avenue of gaining knowledge and skills that will, in turn, support economic growth. Therefore, as online learning platforms are abundantly available in Malaysia, the urban poor in the Klang Valley have a means of improving their knowledge and skills to generate more income. However, online learning requires technical readiness. As such, this study examined the factors affecting the acceptance of online learning among the urban poor in Malaysia. An acceptance model was developed by integrating the constructs of the unified theory of acceptance and use of technology (UTAUT) with factors that influence the perceived value of online learning among the urban poor. To assess the reliability of these factors, 293 respondents participated in an online survey. SmartPLS 3.0 was then used to analyse the collected data. We found that performance expectancy (PE), facilitating conditions (FC), and perceived value (PV) positively influenced the behavioural intention to use (BI) online learning. Therefore, the findings of this study provide an understanding of the value and vital factors that impact the acceptance of online learning among the urban poor in the Klang Valley. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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15 pages, 1519 KiB  
Article
Sustainable Education through E-Learning: The Case Study of iLearn2.0
by Fu-Hsuan Chen
Sustainability 2021, 13(18), 10186; https://doi.org/10.3390/su131810186 - 12 Sep 2021
Cited by 25 | Viewed by 4810
Abstract
The present paper studies a blended learning approach provided by a university in central Taiwan from 2018 to 2020. In this approach, a Moodle E-learning platform called iLearn2.0 was used along with an onsite classroom. iLearn 2.0 has four major features, including cloud [...] Read more.
The present paper studies a blended learning approach provided by a university in central Taiwan from 2018 to 2020. In this approach, a Moodle E-learning platform called iLearn2.0 was used along with an onsite classroom. iLearn 2.0 has four major features, including cloud services, mobile learning, flipped classroom, and data analysis. The platform was used during 2018–2020 in the Citizen Participation course, helping the researcher/teacher to design an interactive course content and aiding students to complete classroom activities through their devices. In total, 127 students enrolled in citizen participation courses were taught during 2018–2020, using different teaching methods. In 2018, students studied in a physical classroom. iLearn2.0 was integrated with the physical classroom for the 2019 course; lastly, the iLearn2.0 platform was used alone in 2020. To evaluate the effect of virtual teaching on the students’ performance, the researcher used summative assessment as the dependent variable. The findings show that the class that received the iLearn2.0- assisted teaching had a significantly better learning performance than the other two classes. However, when researchers used iLearn2.0 alone, both the scores and the feedback from students were lower than those in blended and face-to-face teaching. The results suggest the effectiveness of iLearn2.0 assistance, while learners’ performance did not show any significant change in a totally online class. Results were assessed in the view of sustainability, and three sustainability dimensions were found to be improved in the hybrid classroom. The researcher suggests that iLearn2.0 be integrated with other learning tools for maximum results, as it allows students to have a more diverse learning experience, strengthen sustainable learning, and grasp the progress of their courses and learning activities in a timely manner. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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14 pages, 1547 KiB  
Article
An Empirical Study to Explore the Adoption of E-Learning Social Media Platform in Taiwan: An Integrated Conceptual Adoption Framework Based on Technology Acceptance Model and Technology Threat Avoidance Theory
by Mei-Hui Peng and Hsin-Ginn Hwang
Sustainability 2021, 13(17), 9946; https://doi.org/10.3390/su13179946 - 4 Sep 2021
Cited by 18 | Viewed by 4782
Abstract
Currently, social media is ubiquitous and essential for social networking and content sharing. It is an effective platform for teaching and learning in higher education and provides a novel way to communicate between instructors and pupils. Thus, the purpose of this study was [...] Read more.
Currently, social media is ubiquitous and essential for social networking and content sharing. It is an effective platform for teaching and learning in higher education and provides a novel way to communicate between instructors and pupils. Thus, the purpose of this study was to present a research framework to examine students’ motivation to adopt an e-learning system with social medial platforms. This cross-sectional study used the questionnaire to collect data from the students in Taiwan. A framework has examined students’ motivation to adopt an e-learning system with social medial platforms based on the modified technology acceptance model (TAM) and technology threat avoidance theory (TTAT). The research framework was evaluated by structural equation modeling (SEM) and represented by Smart-PLS. A total of 262 valid responses were used for statistical analysis. The results recommended modified research model explains 77.0% of the variance of motivation to adopt (R2 = 0.77). The findings also supported perceived usefulness, perceived ease of use, perceived cost, perceived effectiveness, and self-efficacy significantly influenced students’ motivation to use. Results also indicated threat appraisal, perceived susceptibility, and perceived severity are not significant factors for predicting students’ motivation to adopt e-learning in higher education. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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20 pages, 319 KiB  
Article
Sustainable Methodology for Operational and Formal Digital Skills Acquisition: A Case Study of e-Health Inclusion
by Susana Muñoz-Hernández, Clara Benac-Earle, Angel Herranz Nieva and Mayte Gonzalez-McGuinness
Sustainability 2021, 13(17), 9698; https://doi.org/10.3390/su13179698 - 30 Aug 2021
Cited by 2 | Viewed by 2775
Abstract
This study explains the rationale of a methodology developed by the Universidad Politécnica of Madrid (UPM) group TechPeopleCare as applied to the e-Health Inclusion through ICT Training project partly funded by the European Institute of Technology EIT-Health in 2019. An initial sample of [...] Read more.
This study explains the rationale of a methodology developed by the Universidad Politécnica of Madrid (UPM) group TechPeopleCare as applied to the e-Health Inclusion through ICT Training project partly funded by the European Institute of Technology EIT-Health in 2019. An initial sample of 168 participants with different lifestyles and migrant backgrounds, with high female participation, were recruited in three different countries by three different organisations following strict ethical protocols that limit the data that can be shared. The learning materials were aimed at people lacking the operational and formal skills to use digital media, for example, using a mouse, a keyboard, and navigating the Internet. This learning would enable these cohorts to become beneficiaries of e-Health interventions, such as making a doctor’s appointment, accessing a health record, finding the location of a health centre or the nearest open pharmacy. By the end of the training programme, we found that the motivation to learn was high. The possibility of reviewing learning content at the individual’s pace and without the need of an instructor was appreciated, especially by younger cohorts with migrant backgrounds. A majority reported being satisfied with their learning of the health systems, unique to each country, and willing to learn more regardless of the training method. However, allowing for individual and independent learning “by doing” appears more accessible to suit different lifestyles and more sustainable than traditional computer classes. Since social and digital inequality are intertwined, sustainable and innovative learning programmes in developing countries within communities specifically addressing the acquisition of operational and formal skills are a pre-condition to move forward and bridge the gap of being on the wrong side of the digital divide. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
22 pages, 1326 KiB  
Article
Interpreting Usability Factors Predicting Sustainable Adoption of Cloud-Based E-Learning Environment during COVID-19 Pandemic
by Bireswar Dutta, Mei-Hui Peng, Chien-Chih Chen and Shu-Lung Sun
Sustainability 2021, 13(16), 9329; https://doi.org/10.3390/su13169329 - 19 Aug 2021
Cited by 14 | Viewed by 3611
Abstract
The COVID-19 pandemic affected educational institutions in an unrivaled way around the globe and forced them to switch from conventional classroom learning mode to e-learning mode within a short time period. Neither instructors nor students had ample time to prepare. The purpose of [...] Read more.
The COVID-19 pandemic affected educational institutions in an unrivaled way around the globe and forced them to switch from conventional classroom learning mode to e-learning mode within a short time period. Neither instructors nor students had ample time to prepare. The purpose of the current study is to accomplish two objectives: to explore the functional relationship between attitudinal readiness (ATR), subjective well-being (SWB), and cloud-based e-learning adoption intention in Taiwan and examine the constancy of recommended proposed relationships among different students’ groups. The model was then empirically tested using data of 256 university students by structural equation modeling. The current study demonstrates that ATR is completely explained through four dimensions: peer reference, perceived ease of use, perceived usefulness, and perceived ubiquity. SWB is positively interpreted through four dimensions: online course quality, system quality, perceived service quality, and perceived closeness. Self-efficacy has a significant relationship with both attitudinal readiness and adoption intention of a cloud-based e-learning system. Finally, the invariance test explores substantial variance among students who intend to use the system and students who reject it. Therefore, researchers and practitioners regarding educational, technological innovation must consider this empirical evidence to develop and validate a sustainable cloud-based e-learning program in higher education. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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20 pages, 3972 KiB  
Article
Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective
by Chien-Chih Chen
Sustainability 2021, 13(16), 9298; https://doi.org/10.3390/su13169298 - 19 Aug 2021
Cited by 13 | Viewed by 5813
Abstract
This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted [...] Read more.
This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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13 pages, 646 KiB  
Article
Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning
by Siti Fatimah Abd Rahman, Melor Md Yunus and Harwati Hashim
Sustainability 2021, 13(15), 8571; https://doi.org/10.3390/su13158571 - 31 Jul 2021
Cited by 18 | Viewed by 4457
Abstract
Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed [...] Read more.
Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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14 pages, 1267 KiB  
Article
Usability of an Affective Emotional Learning Tutoring System for Mobile Devices
by Tao-Hua Wang, Hao-Chiang Koong Lin, Hong-Ren Chen, Yueh-Min Huang, Wei-Ting Yeh and Cheng-Tsung Li
Sustainability 2021, 13(14), 7890; https://doi.org/10.3390/su13147890 - 14 Jul 2021
Cited by 12 | Viewed by 3008
Abstract
To echo the United Nations formulated Sustainable Development Goals (SDGs), SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Furthermore, high-quality education is the base on which human lives can be improved and sustainable development [...] Read more.
To echo the United Nations formulated Sustainable Development Goals (SDGs), SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Furthermore, high-quality education is the base on which human lives can be improved and sustainable development can be accomplished. Therefore, the affective emotional tutoring system established in this study enables learning via mobile devices, which are indispensable in daily life. The real-time interactive agent in the system guides learners to turn negative emotions into positive ones. We explored the usability of and user satisfaction with the affective emotional tutoring system. Sixty-two students participated in the study which used a quantitative research design to explore a learning situation. The overall usability of the system was evaluated with the System Usability Scale (SUS), and the Questionnaire for User Interaction Satisfaction (QUIS) was used to evaluate user satisfaction with the different elements of the system. The results showed that both the usability of and satisfaction with the affective emotional tutoring system were high. The emotional feedback mechanism of the system can help learners turn negative emotions into positive ones. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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13 pages, 1542 KiB  
Article
Implementation of Web-Based Dynamic Assessments as Sustainable Educational Technique for Enhancing Reading Strategies in English Class during the COVID-19 Pandemic
by Yu Sun, Tzu-Hua Wang and Li-Fen Wang
Sustainability 2021, 13(11), 5842; https://doi.org/10.3390/su13115842 - 22 May 2021
Cited by 15 | Viewed by 3616
Abstract
The COVID-19 pandemic has resulted in educational disruption at a global scale. Based on the United Nation’s Sustainable Development Goal 4, “achieving inclusive and quality education for all”, this study designed two feasible learning models for the solution of sustainable learning during the [...] Read more.
The COVID-19 pandemic has resulted in educational disruption at a global scale. Based on the United Nation’s Sustainable Development Goal 4, “achieving inclusive and quality education for all”, this study designed two feasible learning models for the solution of sustainable learning during the COVID-19 pandemic, GPAM-WATA and Paper-and-Pencil test (PPT). The GPAM-WATA, a web-based dynamic assessment, offers online learning to most of the populations impacted by the COVID-19 pandemic, while PPT makes the vulnerable groups’ access to learning possible with the aid of paper-based delivery. A quasi-experimental design was adopted, and both learning models were applied to a junior high school English reading course in Taiwan. A total of 122 seventh graders were randomly assigned to the GPAM-WATA group and PPT group for self-directed learning. The findings show that the GPAM-WATA is a sustainable educational technique that facilitates a better improvement in English reading performance. The PPT also has a positive effect on English reading performance, although not significantly if compared with the GPAM-WATA. This study suggests that GPAM-WATA is effective for English reading instruction in an online learning environment. The PPT can be an alternative approach for students stuck without access to online delivery during the COVID-19 pandemic. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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13 pages, 5531 KiB  
Article
The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy
by Wen-Jye Shyr, Ying-Ming Hsieh and Ching-Huei Chen
Sustainability 2021, 13(8), 4320; https://doi.org/10.3390/su13084320 - 13 Apr 2021
Cited by 8 | Viewed by 3451
Abstract
This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants [...] Read more.
This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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14 pages, 5181 KiB  
Article
Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education
by Hao-Chiang Koong Lin, Yu-Hsuan Lin, Tao-Hua Wang, Lun-Ke Su and Yueh-Min Huang
Sustainability 2021, 13(6), 3333; https://doi.org/10.3390/su13063333 - 17 Mar 2021
Cited by 47 | Viewed by 6587
Abstract
In traditional schools, where education and teaching tend to be subject-oriented, the standardization of the teaching materials of health education courses would be obscurely related to know-how of daily life. This frustrates the learners from developing the awareness of engagement, thereby decreasing their [...] Read more.
In traditional schools, where education and teaching tend to be subject-oriented, the standardization of the teaching materials of health education courses would be obscurely related to know-how of daily life. This frustrates the learners from developing the awareness of engagement, thereby decreasing their willingness to acquire new information or skill. Therefore, in this study, a board game assimilating augmented reality (AR) into health education is presented. It associates the card game, slides, and learning sheets gamification teaching model with the learning experience; and proposes the efficacy of the board games mingled with augmented reality to enhance the motivation in learning and confidence in technology. In this experiment for a health education board game, 52 high school students participated in this experiment. There were 25 in the experimental group (with AR) and 27 in the control group (without AR). The IMMS (instructional material motivation survey) and the TAM (technology acceptance model) are applied to acquire quantitative data for examination. The findings are as follows: (1) The acceptance was significantly affected by the integration of AR into the health education board game and (2) the learning motivation was significantly affected by the integration of AR into the health education board game. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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Article
The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course
by Li Zhao, Xiaohong Liu and Yu-Sheng Su
Sustainability 2021, 13(5), 2888; https://doi.org/10.3390/su13052888 - 7 Mar 2021
Cited by 35 | Viewed by 7257
Abstract
To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the [...] Read more.
To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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