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