Research Article
Albert Marquès-Donoso, Leonor Sierra-Macarrón, Paula Gil-Ruíz, Victoria Martínez-Vérez
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep695
ABSTRACT
The integration of information and communication technologies (ICT) into compulsory education raises the question of whether more intensive technology use translates into a more favorable appraisal of its contribution to learning. This study analyzed the relationship between ICT use intensity and a set of objective and perceptual indicators in 1,969 primary (n = 868) and lower secondary students (n = 1,101) from several Spanish autonomous communities. A cross-sectional, non-experimental quantitative design was applied, analyzing a composite use intensity index through Chi-square and Kruskal-Wallis tests with effect sizes and through ordinal logistic regression models controlling educational stage and gender. Use intensity showed large associations with objective indicators of technology use and consistent differences by educational stage and school year, whereas gender exerted only a marginal influence. No association was found between use intensity and the perception that technology supports learning, even after adjusting for these covariates, whereas small positive associations emerged with specific indicators of decision-making capacity and desired learning. Primary students, despite less intensive use, appraised the educational usefulness of technology more favorably than secondary students. The findings support a decoupling between use intensity and perceived educational value and underline the relevance of pedagogical mediation over mere technological exposure.
Keywords: educational technology, ICT use, digital competence, primary education, secondary education, student perceptions
Research Article
Xiaochen Zhang, Sirirat Petsangsri, Jirarat Sitthiworachart, Jon-Chao Hong
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep678
ABSTRACT
Virtual reality (VR) has become an increasingly valuable tool for learning because it can transform abstract ideas into concrete, meaningful concepts. However, students’ perceptions of this emerging approach are crucial for developing an effective VR-based teaching model. This study aimed to explore the perceptions of intermediate-level Chinese as a foreign language (CFL) students toward a VR-embedded station rotation learning model. A qualitative case study design was employed, using focus group interviews and open-ended questionnaires with 30 intermediate-level CFL students from a college in China who participated in the VR-embedded station rotation model for one semester. Data were collected at mid-semester and at the end of the semester. The findings revealed seven themes: five positive—VR technology, vividness, practice, personalization, and receiving help—and two negative—challenging tasks and technology use. Students appreciated the immersive VR experiences, interactive activities, and personalized feedback, but also encountered difficulties with task complexity and technical issues.
Keywords: VR-embedded station rotation learning model, case study, Chinese as a foreign language, student perceptions
Research Article
Saif Alneyadi, Yousef Wardat
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep448
ABSTRACT
The study aimed to examine the influence of ChatGPT on the academic performance and learning perception of eleventh-grade students in a United Arab Emirates school in the field of electronic magnetism. The participants were randomly divided into two groups: an experimental group granted access to ChatGPT and a control group without access to ChatGPT. The research spanned four weeks, during which the experimental group was instructed to utilize ChatGPT whenever they required assistance with the course content. The study employed a mixed-methods design, collecting both quantitative and qualitative data to assess the impact of ChatGPT on student learning and perception. Quantitative data was gathered through pre-/post-test surveys, measuring participants’ course achievement and perception of learning with ChatGPT. Qualitative data was collected via open-ended survey questions, allowing participants to provide feedback and suggestions for improvement. The study revealed that ChatGPT had a positive influence on student achievement and perception of learning in the field of electronic magnetism. The experimental group displayed significant enhancements in their scores on the post-test measuring the impact of ChatGPT on student achievement, exhibiting higher mean scores across all subscales compared to the control group. Furthermore, both male and female participants acknowledged ChatGPT as a valuable learning tool, offering suggestions for enhancing its functionality. The study suggests that ChatGPT is an effective tool for enhancing student learning and achievement in specific academic domains. However, further research is needed to explore its generalizability to other contexts and disciplines, as well as to address potential challenges and limitations of ChatGPT use in education.
Keywords: ChatGPT, electronic magnetism, learning enhancement, natural language processing, student perception