A Study Of Image Editing Ai Awareness In Children: Can Ai That Lets Still Images Speak Capture The Interest Of Young Children?,
2025
Ogaki Women's College, Japan
A Study Of Image Editing Ai Awareness In Children: Can Ai That Lets Still Images Speak Capture The Interest Of Young Children?, Hidemichi Okamoto, Hironori Tachizaki
Journal of Educational Technology Development and Exchange (JETDE)
This study explores the application of image and video editing Artificial Intelligence (AI) in early childhood education, with a particular focus on “image-speaking AI”. We investigated whether using AI could effectively capture children’s attention. The results showed that, under certain settings, the longest attention span was achieved when a character spoke by means of AI(*p<0.05). Rather than adding sound to a still image, using AI to move the mouth of the still image captured the children’s attention. However, the parents from the survey indicated that the realism of the mouth movements seemed unnatural and could distract the viewers from understanding the contents.
Students’ Perceptions Of Higher Education Assessment Practices In The Context Of Artificial Intelligence In Ghana,
2025
Ghana Communication Technology University, Ghana
Students’ Perceptions Of Higher Education Assessment Practices In The Context Of Artificial Intelligence In Ghana, Michael Owusu Tabiri, Opoku Gyabaah, Ivy Jones-Mensah, Patience Calys-Tagoe
Journal of Educational Technology Development and Exchange (JETDE)
This study aims to investigate the experiences of university students on the use of artificial intelligence (AI) for assessment in higher education in Ghana. A quantitative survey approach was employed, using an online questionnaire administered to target participants across five public universities. The findings from a final sample size of 509 indicate varying levels of exposure to AI-based tools for assessment, learning, and research. It was found that the majority of the respondents have occasionally (n=218, 42.8%) been assessed using AI-based tools, while very few have very often (n=35, 6.9%) used AI-based tools for assessment as students. It was also …
Enhancing Efl Learners' Vocabulary Acquisition Through Digital Storytelling: Effects On Breadth And Depth,
2025
University of Technology and Applied Sciences, Oman; Sohar University, Oman
Enhancing Efl Learners' Vocabulary Acquisition Through Digital Storytelling: Effects On Breadth And Depth, Behnam Behforouz, Ali Al Ghaithi
Journal of Educational Technology Development and Exchange (JETDE)
This paper aims to assess the impact of digital storytelling on enhancing undergraduate students’ vocabulary breadth and depth. For this purpose, 40 Omani intermediate English as a Foreign Language (EFL) learners from a higher education institution were randomly selected and divided into two equal groups: a control group and an experimental group. The Updated Vocabulary Level Test, adapted from Webb et al. (2017), and the Word Associate Test, adapted from Read (1998), were conducted as pretests and posttests. The experimental group created digital stories during the treatment using various multimedia applications. The findings revealed that the experimental group demonstrated significant …
Perceptions, Efficacy, And Adaptation Of Online Learning In Physics And Chemistry Education,
2025
University College Dublin, Ireland
Perceptions, Efficacy, And Adaptation Of Online Learning In Physics And Chemistry Education, Fun Man Fung, Jia Yi Han, Min Xin Pua
Journal of Educational Technology Development and Exchange (JETDE)
The COVID-19 pandemic forced a sudden shift to online learning in Physics and Chemistry in Singapore. As restrictions eased, researchers explored its impact through interviews with instructors and analysis of student data made available through a data lake managed by the National University of Singapore’s Institute for Applied Learning Sciences and Educational Technology. Interviews focused on instructor adaptation and beliefs about online teaching, while the data investigated student perceptions and changes in teaching efficacy pre- and post-pandemic. Analysis of the students’ course feedback indicated that Course Code C005 received more positive feedback from students, particularly towards the instructor’s effectiveness in …
Development Of E-Module Based On Game-Based Learning To Enhance Students' Conceptual Understanding And Interest In Vibration And Wave Concept,
2025
Universitas Negeri Semarang, Indonesia
Development Of E-Module Based On Game-Based Learning To Enhance Students' Conceptual Understanding And Interest In Vibration And Wave Concept, Suci Indah Wulandari, Arif Widiyatmoko, Tiara Dwi Wulandari
Journal of Educational Technology Development and Exchange (JETDE)
This study aims to determine the effect of using a Game-Based Learning e-module on improving students' conceptual understanding and learning interest. The research employed the Research and Development (R&D) method using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The developed e-module was tested on eighth-grade students. Conceptual understanding was measured based on seven indicators: interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Learning interest was analyzed through four indicators: interest and enjoyment in the material, motivation to learn, focus and attention during the learning process, and the level of participation, enthusiasm, and involvement of students. Data were collected …
V1804 Table Of Contents,
2025
The University of Southern Mississippi
V1804 Table Of Contents
Journal of Educational Technology Development and Exchange (JETDE)
table of contents
Effects Of Active Learning In An Undergraduate Physiology Class Using Hands-On And Simulation Labs,
2025
Missouri State University
Effects Of Active Learning In An Undergraduate Physiology Class Using Hands-On And Simulation Labs, Ainsley C. Frayer
Graduate Theses/Dissertations
Increasing student engagement has shown positive effects on students and can be achieved by incorporating active learning strategies in the lab. Currently, the undergraduate human physiology lab at Missouri State University utilizes simulations to practice physiological concepts. The proposed project aims to evaluate if incorporating hands-on labs would improve student learning and/or their engagement. The hypothesis is engagement will be increased in hands-on labs, but grades will not differ significantly, based on previous literature. Three simulations were replaced with hands-on lab software to evaluate engagement and learning. Student engagement was assessed using a voluntary, anonymous survey. Exam average scores were …
Designing A Tpack-Based Mobile Learning Model For Biology Education Using Nominal Group Techniques,
2025
Sultan Idris Education University, Malaysia
Designing A Tpack-Based Mobile Learning Model For Biology Education Using Nominal Group Techniques, Cik Jamaliah Abd Manaf, Shakinaz Desa, Muhammad Ikhwan Mat Saad, Helen Crompton
STEMPS Faculty Publications
Mobile learning (m-learning) enhances STEM education, particularly in biology, by supporting visualization and interaction. However, a structured framework integrating technological, pedagogical, and content knowledge (TPACK) is essential. This study designs a TPACK-based mobile learning model for biology using the Nominal Group Technique (NGT). A workshop with 10 experts identified seven key components and 67 elements, with nine elements rejected due to low consensus. The validated framework will guide model development using Interpretive Structural Modelling (ISM) to enhance critical thinking, collaboration, and digital citizenship, ultimately fostering effective mobile learning environments for biology education.
Demonstrating The Resilience Of Eportfolios In Times Of Disruption: Two International Case Studies,
2025
The University of Queensland
Demonstrating The Resilience Of Eportfolios In Times Of Disruption: Two International Case Studies, Shari Bowker, Amy Cicchino, Kevin Kelly, Kristina Hoeppner, Christina Mayes, Megan Mize, Christine Slade, Suzanne Schibeci, Sarah Zurhellen
English Faculty Publications
This chapter explores ePortfolios as a resilient practice in higher education during periods of disruption. Drawing on the Support principle from the Digital Ethics Principles in ePortfolios, developed by the Association for Authentic, Experiential, and Evidence-Based Learning’s (AEEBL’s) Digital Ethics Task Force, the authors argue that the student resilience fostered by ePortfolio practices can only be achieved successfully if ePortfolio programs are implemented and supported in a way that makes them resilient as well. Two case studies from Old Dominion University (ODU) in the United States and The University of Queensland (UQ) in Australia demonstrate how both institutions embedded ePortfolio …
College Students' Identity Differences In Offline And Online Learning Environment And Their Effects On Achievement Motivation,
2025
Korea University - Korea
College Students' Identity Differences In Offline And Online Learning Environment And Their Effects On Achievement Motivation, Sang-Soog Lee, Jinhee Kim, Seung Won Yu, Na Li
STEMPS Faculty Publications
The unprecedented evolution of educational technologies has transformed the learning landscape, creating distinct experiences in offline and online learning environments (OLE). However, little attention has been given to exploring students’ identities in the online learning context and how they can influence academic trajectories, limiting the development of a holistic understanding of the nature, effects, and areas of improvement in students’ identity formation in OLE. This study aims to investigate how students’ identity subcomponents differ among offline and OLE students via propensity score matching (PSM) in China, which allows us to find a doppelganger to estimate the counterfactual situation for making …
Developing Employability Skills: A Case Study Of Synchronous And Asynchronous Modalities,
2025
Dunwoody College of Technology
Developing Employability Skills: A Case Study Of Synchronous And Asynchronous Modalities, A. Mark Gray, Michelle E. Bartlett
Educational Leadership & Workforce Development Faculty Publications
In today's workforce, soft skills such as communication and adaptability are increasingly critical for career success, yet many graduates lack these competencies. As online learning continues to expand, questions arise about its effectiveness in cultivating essential workplace skills. This mixed-methods case study examines how synchronous and asynchronous distance learning modalities support the development of soft skills, focusing on communication and adaptability. Drawing on data from two online courses, an asynchronous professional development course (n = 24 pre, n = 19 post) and a synchronous construction leadership course (n = 2), the study utilizes surveys, reflections, and assignments to …
Designing For Neurodiversity In Web Spaces,
2025
Eastern Michigan University
Designing For Neurodiversity In Web Spaces, Kelly Getz, Kimberly Shotick
Faculty Books & Book Chapters
In this chapter, we share how we carried out library website usability studies with neurodivergent students. The research is situated within the Social Model of Disability and places value on students' experiences challenges. Through usability studies and inclusive web service redesign plans, we center the opinions and expectations of neurodivergent student users in ways neurotypical users have been centered and designed around in the past. The chapter will share methods and best practices for conducting usability studies with neurodivergent individuals as well as findings from our own study.
The Relationships Between Learner Socio-Demographic Factors, Self-Efficacy, Culture, And Student Engagement In The Online Learning Environment,
2025
Governors State University
The Relationships Between Learner Socio-Demographic Factors, Self-Efficacy, Culture, And Student Engagement In The Online Learning Environment, Nikki L. Lagrone
Graduate Research Theses & Dissertations
The continuing need to understand and evaluate student engagement, specifically in the online learning environment, is critical for researchers and instructional designers. To design online learning for optimal learning outcomes, researchers must account for the individual cultural and cognitive characteristics of the learner. By examining cultural attributes of the learner, instructional designers will be able to design online instruction as a more inclusive learning environment. This quantitative, explanatory correlational research study aimed to investigate the relationship between learner cultural attributes and online student engagement. Additionally, how learner socio-demographic factors and online learning self-efficacy are related to online student engagement were …
Experiencing The Shift: How Experiential Blended Learning Professional Development Enhances Teacher Self-Efficacy,
2025
Loyola Marymount University
Experiencing The Shift: How Experiential Blended Learning Professional Development Enhances Teacher Self-Efficacy, Shannon N. Tabaldo, Ashley L. Ireland
Journal of Catholic Education
This qualitative study examines how participation in a multi-year, experiential professional development program—the Academy of Blended Learning (ABL)—shaped teachers’ perceived self-efficacy in implementing blended learning. Grounded in Bandura’s self-efficacy theory, Bruner’s constructivism, and Knowles’ adult learning principles, the study drew on semi-structured interviews and instructional artifacts from eight teachers in Catholic schools serving historically marginalized communities in California. Findings suggest that ABL participation was associated with increased instructional confidence, a stronger sense of professional purpose, and greater enthusiasm for student-centered, technology-enhanced learning. Teachers attributed these shifts to ABL’s design, which emphasized active participation, collaborative inquiry, differentiated instruction, and development of …
Personalized Physics Learning Through Ai: Insights From Problem Generation, Chatbot Dialogues, And Intelligent Tutoring Systems,
2025
University of Texas at Arlington
Personalized Physics Learning Through Ai: Insights From Problem Generation, Chatbot Dialogues, And Intelligent Tutoring Systems, Atharva Dange
Physics Dissertations - Archive
Artificial intelligence (AI) is poised to transform science education, yet questions remain on how best to integrate these technologies into teaching and learning. This dissertation investigates the use of AI-driven tools in university physics courses through three complementary studies. In the first study, a generative language model (ChatGPT) was used to create novel physics homework problems aligned with course objectives. Analysis showed that, after expert vetting, AI-generated questions can foster higher-order problem-solving and reduce student reliance on solution memorization, though careful instructor oversight is required to ensure accuracy. The second study embedded an AI chatbot as a learning aid in …
Nontraditional Students Enrolling In Online Education: Assessing Outcomes And Barriers To Success,
2025
San Jose State University
Nontraditional Students Enrolling In Online Education: Assessing Outcomes And Barriers To Success, Kua Vang
Master's Projects
Online education has significantly reshaped how colleges and universities define and evaluate academic achievement. In March 2020 during the height of the Covid-19 pandemic, the U.S. government enforced social distancing regulations that affected operational continuity for higher education institutions. The need to transition from traditional classroom instruction to online was unavoidable. Institutions were not prepared, however, and their shortcomings in providing high-quality online learning for students were exposed. The inadequacy can be due to higher education institutions decade-long mindset of seeing online education as a less credible alternative. As a result, institutions are more eager than ever before to invest …
Assessing The Impact Of Substituting Interaction Types: An Empirical Study Of The Interaction Equivalency Theory,
2025
Old Dominion University
Assessing The Impact Of Substituting Interaction Types: An Empirical Study Of The Interaction Equivalency Theory, Scott Hauert, Tian Luo, Cherng-Jyh Yen
STEMPS Faculty Publications
Studies on learner–learner and learner–instructor interaction provide insight into the preferences and perceived effects of interaction types. However, evidence of the impact on measured performance resulting from substituting learner–content interaction for learner–learner interaction is sparse. Using an experimental design, this study examined the impact of substituting interaction types on perception of workload, perception of learning, and measured performance in an online, asynchronous, undergraduate-level setting of formal distance education. The results of this study showed (a) learner–learner interactions were perceived to be significantly more work than learner–content interactions, (b) learner–content interactions were perceived to be significantly more helpful in learning the …
Designing Tpack-Driven Mobile Learning With Digital Citizenship For Biology Education: Insights From Ngt And Ism Approaches,
2025
Universiti Pendidikan Sultan Idris, Malaysia
Designing Tpack-Driven Mobile Learning With Digital Citizenship For Biology Education: Insights From Ngt And Ism Approaches, Cik Jamaliah Abd Manaf, Shakinaz Desa, Muhamad Ikhwan Mat Saad, Helen Crompton
STEMPS Faculty Publications
The rapid digitization of education and the complexity of scientific content demand the integration of digital citizenship in TPACK-based mobile learning for Biology. This study aimed to identify and prioritize relevant digital citizenship practices using a Design and Development Research approach. In Phase One, the Nominal Group Technique with 10 experts evaluated eight proposed practices. Phase Two employed Interpretive Structural Modeling with nine experts to structure hierarchical relationships. Seven practices were retained, with Ethical Use of Digital Resources as the top-level driver. The resulting framework supports ethical and discipline-specific mobile learning models, promoting responsible digital engagement in Biology education.
Exploring Vr User Experiences,
2025
University of Cincinnati
Exploring Vr User Experiences, Sarah Ferguson, Demetrice Smith-Mutegi, Brett Cook-Snell
Teaching & Learning Faculty Publications
Virtual reality (VR) has unique potential for simulating environments and situations beyond real-life experiences. This study investigates the limitations of VR equipment design for learning spaces, specifically online environments. Presented are the findings of an exploratory study that examined the immersion, ease of use, and physiological and emotional experiences of seven university students participating in a 30–60 min VR session. Given the small sample size, the findings were analyzed with descriptive statistics and qualitatively. The results revealed that participants recognized the potential of VR as a teaching and learning tool, while also identifying certain limitations associated with health and safety. …
Uncovering Third Space In Virtual Transnational Partnership: Transdisciplinary And Transcultural Transformation,
2025
Sogang University
Uncovering Third Space In Virtual Transnational Partnership: Transdisciplinary And Transcultural Transformation, Soyoung Han, Seongryeong Yu
Teaching & Learning Faculty Publications
This qualitative case study explores how two English language teachers from South Korea and Taiwan developed transcultural dispositions as they participated in a virtual professional development program. The study employed third space as a conceptual framework and the third generation of cultural-historical activity theory (CHAT-3rd) as an analytical framework to uncover the teachers' learning experiences. Findings from this study reveal the dynamic and complex process of becoming a trans-educator through transforming one's professional identity and teaching practices. This study contributes to inclusive and responsive educational practices that reflect the complexities of globalized teaching and learning environments.
