Research Article
Karim Ragab, Enrique Martínez-Jiménez, Elvira Fernandez-Ahumada
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep602
ABSTRACT
This study explores students’ perceptions of their engagement with interactive technologies in STEM classes at an applied technology school in the United Arab Emirates (UAE). Specifically, the interactive technology (IT) involves artificial intelligence and virtual reality, along with collaborative digital platforms that incorporate AI elements such as Google Docs, Microsoft Teams, and Nearpod. The focus is on understanding how students perceive changes in cognitive, social, reflective, and goal-oriented engagement after using these technologies. Utilizing a mixed-methods approach, the study involved 126 male students from grades 9-12. The quantitative phase employed a pre-post survey with paired sample t-tests and repeated measures analysis of variance to assess changes in engagement. In contrast, the qualitative phase included focus group discussions to explore student perceptions. The results revealed that students perceived a significant improvement in various dimensions of engagement, including cognitive, social, reflective, and goal-oriented engagement, post-intervention following the use of IT. The findings suggest that interactive technologies can positively shape students’ learning experiences, as these technologies cater to diverse student needs, improving academic outcomes and providing a more fulfilling educational experience. The results align with the UAE’s educational goals of fostering a knowledge-based economy through innovative practices.
Keywords: interactive technology, student engagement, stem education, artificial intelligence, virtual reality
Review Article
Denis A. Dobrokhotov, Anastasia E. Sayapina, Elmira R. Khairullina, Aygul A. Khafizova, Alexey I. Prokopyev, Natalya S. Erokhova
CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep589
ABSTRACT
Gender inequalities are one of the principal issues that academic gurus and policy makers have noted in information and communication technology (ICT) integrated STEM education. Therefore, this bibliometric analysis has the research objectives to investigate the quantity of research carried out and published over the years on gender in STEM education. Data source was Scopus database with time frame from 2010-2024. According to our investigation of the literature, scholarly work that focuses on gender in ICT integrated STEM education has been on the rise in the last ten years proving that gender issues are worth considering in this context. This study examines the evolution of research output and trends in the incorporation of gender studies into ICT integrated STEM education. The findings indicate a notable increase in research activity over the years, with a peak in article production and citations in 2022 and 2023. Noteworthy patterns of collaboration among prolific authors underscore the interdisciplinary nature of the field. Keyword analysis highlights a strong focus on gender-related issues, such as gender differences and disparities, reflecting a concerted effort to address gender inequalities in ICT integrated STEM education. The global distribution of research contributions emphasizes the universal relevance of gender issues in ICT integrated STEM, with the USA leading in article production. Key journals and institutions are identified as pivotal in advancing gender equity in ICT integrated STEM, with funding agencies playing a crucial role in driving research agendas. The interdisciplinary nature of research on gender in ICT integrated STEM is evident, with various disciplines contributing to a comprehensive understanding of gender dynamics in educational and professional contexts.
Keywords: gender, ICT, STEM education, bibliometric review