Review Article
Warakon Phommanee, Boonrat Plangsorn, Sutithep Siripipattanakul
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep453
ABSTRACT
Learning experience design (LXD) is a new wave in educational technology and learning design. This study was conducted to clarify conceptual change to practice by applying a systematic literature review to a combination text mining and bibliometric analysis technique to visualization network. Based on the study selection articles from SCOPUS. Our research questions focused on the changing concept, the elements of dimensionality, and the process or practice of LXD. The findings showed that 152 articles were finally selected to be analyzed. Conceptualizing LXD is currently underway in design thinking and user research methods with emphasis on the empathize process. Moreover, three dimensions to consider including (1) design dimension focus on user experience design in a technology context, (2) learning dimension focus on instructional design and learning theory, and (3) standard dimension focus on assessment and evaluation in learning goal and project management. In addition, five steps cycle for practice follows: research learners as users and learning goals, design with ideate, develop prototyping, validity testing, and launch and follow-up. These factors enhance learning engagement and aesthetics for a great learner experience and learning efficacy.
Keywords: conceptual to practice, learning experience design, systematic review, text data, bibliometric analysis
Review Article
Bui Phuong Uyen, Duong Huu Tong, Lu Kim Ngan
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep433
ABSTRACT
Online project-based learning (PjBL) is an increasingly popular teaching approach in higher education, especially in teacher education. Implementing online PjBL differs across subjects, bringing many benefits while posing challenges for educators and pre-service teachers. This systematic review aims to investigate the implementation, effectiveness and challenges of adopting PjBL in teacher education during the COVID-19 pandemic. The review provided a thorough overview of research on PjBL in teacher education during the COVID-19 pandemic, which was carried out using the systematic review methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Several relevant articles from five different databases (Google Scholar, Mendeley, ScienceDirect, Scopus, and Taylor & Francis Online) were collected using the keywords “project-based learning” and “teacher education” along with their synonyms. A final list of 26 included articles to be reviewed in this study is produced after the titles and abstracts screening and full texts evaluation using inclusion and exclusion criteria. This systematic review reveals that PjBL has been applied in teaching various subjects in teacher education with different types of projects and assessment methods. More importantly, integrating PjBL in teaching has been proven to positively impact the development of pre-service teachers’ knowledge, professional skills and learning attitudes. In addition, applying PjBL poses certain challenges for educators due to the requirements on teachers’ and students’ knowledge and skills as well as equipment and technology facilities. On the other hand, the COVID-19 pandemic, if viewed positively, contributes to boosting educators’ motivation and facilitating the implementation of online PjBL. The study findings can be used as a reference for future PjBL research and contribute to the literature on PjBL in the context of teacher education.
Keywords: COVID-19 pandemic, online project-based learning, teacher education, systematic review
Review Article
Chen Chuang, Nurullizam Jamiat
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep412
ABSTRACT
Emergent literacy is the term used to describe the reading and writing experiences of young children before they learn to write and read conventionally, and it is important for the construction of children’s early reading skills and the enhancement of their later reading performance. The systematic review was conducted to examine the effectiveness of children’s interactive reading apps in promoting emergent literacy for children between the ages of three and eight over the last decade (2013-2022). A total of 50 studies were included in this review, and it can be concluded that multimedia features (e.g., a dictionary, background music, and animated pictures) in children’s interactive reading apps are effective for enhancing emergent literacy. Conversely, interactive functions (such as games and hotspots) may distract children’s attention, leading to poor reading performances. This review also demonstrated the positive effects of children’s interactive reading apps on improving their learning outcomes and behavior. In addition, the results indicated that well-designed apps could promote children’s emerging literacy skills. However, more in-depth studies will be required in the future to provide designers with a well-defined guideline for designing reading apps for children.
Keywords: emergent literacy, interactive, application, systematic review
Review Article
Malek Turki Jdaitawi, Ashraf F Kan'an
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep332
ABSTRACT
In higher education settings, students are required to use their own devices to record attendance interact with classes through online systems and other learning-teaching sources such as timetables, virtual learning environment. Real opportunity to use digital technology such as augmented reality AR technology have been used in several fields, uncovering diverse benefits regarding its usage. However, further research is needed to understand exactly how the AR enhance students learning. Focusing on individuals with special needs, AR is being used in higher education for the last few years to enhance physical, cognitive, personal, and social abilities. This systematic review presented an overview of the usage of AR technology in the special needs area in higher education literature published between 2011 and 2020 and focused on research indexed in 8 international databases. 36 studies were included for review. The results indicate that the majority of research showed positive outcomes as the AR technology proved to be effective with students with disabilities. The results also showed that AR technology was mostly used in intellectual disability setting. Finally, the result evidenced that AR assists students in enhancing their social skills, social relationships and their engagement. The results from this systematic review provide valuable information regarding to enhance individual with special needs. Future empirical research should ensure that all research is included, including settings, level of students and data collection methods such as quantitative and qualitative.
Keywords: special needs, disability, augmented reality, systematic review