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Practical application, however, has lagged this conceptual development. This article seeks to explore the gap between theory and practice by examining how the use of terms within the open education space may create barriers for instructors new to the concept. The authors of this article argue that the most effective approach to creating momentum toward practices associated with Open Pedagogy is to begin with an alignment of an instructor’s values with the attributes of an open educator. Subject matter experts were consulted in the association of open pedagogical values with specific practices. The result is a visual aid useful for an instructor’s self-assessment or in collaboration with curriculum designers to identify a logical start point for an instructor as they begin their movement from a more traditional to an open approach.",{"EN":136,"VI":137},"The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis","Lý do của sư phạm mở: một khái niệm hóa ưu tiên giá trị nhằm nâng cao thực hành giảng dạy của giảng viên",{"VOID":139},"Anderson, T. (2009, October). Open scholarship. Presented at Open Access Week 2009, Athabasca University. http:\u002F\u002Fauspace.athabascau.ca\u002Fbitstream\u002F2149\u002F2320\u002F7\u002Foas.pdf.\nAndrade, A., Ehlers, U.-D., Caine, A., Carneiro, R., Conole, G., Kairamo, A.-K., Koskinen, T., Kretschmer, T., Moe-Pryce, T., Mundin, P., Nozes, J., Reinhardt, R., Richter, T., Silva, G., & Holmberg, C. (2011). Beyond OER: Shifting focus to open educational practices (pp. 1–191). Open Education Quality Initiative.\nBaker, F. W. (2017). An alternative approach: Openness in education over the last 100 years. TechTrends, 61(2), 130–140. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11528-016-0095-7.\nBali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1). https:\u002F\u002Feric.ed.gov\u002F?id=EJ1254006.\nBaran, E., & AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: Examining students’ voices. Distance Education, 41(2), 230–244.\nBaran, E., Zoubi, D. A., & Jovanović, B. (2021). Implementing Open Pedagogy in Higher Education: Examples and Recommendations. In Handbook for Online Learning Contexts: Digital, Mobile and Open (pp. 201–215). Springer, Cham. https:\u002F\u002Flink.springer.com\u002Fchapter\u002F10.1007\u002F978-3-030-67349-9_15.\nBeetham, H., Falconer, I., McGill, L., & Littlejohn, A. (2012). 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Boletín REDIPE.\nChiappe, A., Pinto, R., & Arias, V. (2016). Open assessment of learning: A meta-synthesis. International Review of Research in Open and Distributed Learning, 17(6), 44–61.\nClinton-Lisell, V. (2021). Open pedagogy: A systematic review of empirical findings. Journal of Learning for Development, 8(2), 255–268.\nCoffey, J. (1977). Open learning opportunities for mature students. In C. Davies (Ed.), Open learning systems for mature students. Berlin: Council for Educational Technology.\nCommonwealth of Learning. (2000). An introduction to open and distance learning. http:\u002F\u002Foasis.col.org\u002Fbitstream\u002Fhandle\u002F11599\u002F138\u002FODLIntro.pdf?sequence=1&isAllowed=y.\nCormier, D., & Siemens, G. (2010). Through the open door: Open courses as research, learning and engagement. EDUCAUSE Review, 45(4), 30–39.\nCouros, A., & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications. Athabasca University Press.\nCreswell, J. (2007). Qualitative inquiry and research design. Choosing among five approaches. SAGE.\nCronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5), 15–34. https:\u002F\u002Fdoi.org\u002F10.19173\u002Firrodl.v18i5.3096.\nCronin, C., & MacLaren, L. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127. https:\u002F\u002Fdoi.org\u002F10.5944\u002Fopenpraxis.10.2.825.\nCouros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging technologies in distance education. Athabasca University Press. https:\u002F\u002Fwww.aupress.ca\u002Fbooks\u002F120177-emerging-technologies-in-distance-education\u002F.\nDermody, R. (2019). Open pedagogy for teaching structures. In C. Brause, P. L. Clouston, & N. Darling (Eds.), Building technology educator’s society: 2019 (art. 3). University of Massachusetts. https:\u002F\u002Fdoi.org\u002F10.7275\u002Fs9xd-h436.\nDeRosa, R. (2016). My open textbook: Pedagogy and practice. http:\u002F\u002Frobinderosa.net\u002Funcategorized\u002Fmy-open-textbook-pedagogy-and-practice\u002F.\nDeRosa, R., & Jhangiani, R. (n.d.). Open Pedagogy. http:\u002F\u002Fopenpedagogy.org\u002Fopen-pedagogy\u002F.\nDeRosa, R., & Jhangiani, R. S. (2018). Open pedagogy. In E. Mays (Ed.), A guide to making open textbooks with students. Rebus Community.\nDeRosa, R., & Robison, S. (2017). From OER to open pedagogy: Harnessing the power of open. In R. S. Jhangiani & R. 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Open educational practices and resources: OLCOS roadmap 2012. Salzburg Research & EduMedia Group.\nGreen, C., Illowsky, B., Wiley, D., Ernst, D., & Young, L. (2018, 14 June). 7 things you should know about open education: Content. https:\u002F\u002Flibrary.educause.edu\u002Fresources\u002F2018\u002F6\u002F7-things-you-should-know-about-open-education-content.\nHamberger, N., & Moore, R. (1997). From personal to professional values: Conversations about conflicts. Journal of Teacher Education, 48(4), 301–310. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0022487197048004008.\nHegarty, B. (2015, July\u002FAugust). Attributes of open pedagogy: A model for using open educational resources. Educational Technology, 3–14. https:\u002F\u002Fwww.scribd.com\u002Fdoc\u002F276569994\u002FAttributes-of-Open-Pedagogy-A-Model-for-Using-Open-Educational-Resources.\nHilton, J., III., Wiley, D., Chaffee, R., Darrow, J., Guilmett, J., Harper, S., & Hilton, B. (2019). 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Student Selection of Content Licenses in OER-enabled Pedagogy: An Exploratory Study. Journal of Copyright in Education & Librarianship. https:\u002F\u002Fdoi.org\u002F10.17161\u002Fjcel.v5i1.13881.",{"VOID":141},"10.1186\u002Fs40561-022-00191-0","PUBLICATION","VERIFIED","2024-12-09T21:04:58.222+00:00","Auto Verify",[147],"VI","https:\u002F\u002Fslejournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40561-022-00191-0",[150,166],{"id":151,"sortIndex":19,"researcher":18,"roles":152,"affiliations":154,"properties":163,"displayName":165,"givenName":18,"familyName":18},"92cb3bf8-9b9f-4f02-a9b1-7ea482820358",[153],"AUTHOR",[155],{"id":156,"sortIndex":19,"affiliation":157,"properties":18},"ae4d76b0-0429-40ef-9f0c-653112ec8a0c",{"id":156,"createTime":18,"updateTime":18,"relativeEntities":158,"slug":18,"properties":159,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":162,"statistic":18},[],{"title":160},{"VI":161},"Office of Professional Development, University of Pikeville, 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flow experience (i.e., challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration, sense of control, loss of self-consciousness, transformation of time, and autotelic experience) is an experience highly related to the learning experience. One of the current challenges is to identify whether students are managing to achieve this experience in educational systems. The methods currently used to identify students’ flow experience are based on self-reports or equipment (e.g., eye trackers or electroencephalograms). The main problem with these methods is the high cost of the equipment and the impossibility of applying them massively. To address this challenge, we used behavior data logs produced by students during the use of a gamified educational system to predict the students’ flow experience. Through a data-driven study (N = 23) using structural equation modeling, we identified possibilities to predict the students’ flow experience through the speed of students’ actions. With this initial study, we advance the literature, especially contributing to the field of student experience analysis, by bringing insights showing how to step towards automatic students’ flow experience identification in gamified educational systems.",{"EN":245},"Predicting students’ flow experience through behavior data in gamified educational systems",{"VOID":247},"[\"5661703882979486169\"]",{"VOID":249},"Cesari, V., Galgani, B., Gemignani, A., & Menicucci, D. (2021). Enhancing qualities of consciousness during online learning via multisensory interactions. Behavioral Sciences. https:\u002F\u002Fdoi.org\u002F10.3390\u002Fbs11050057\nChaku, N., Kelly, D. P., & Beltz, A. M. (2021). Individualized learning potential in stressful times: How to leverage intensive longitudinal data to inform online learning. Computers in Human Behavior, 121, 106772. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.chb.2021.106772 (Accessed 2021 Aug 03).\nChan, K., Wan, K., & King, V. (2021). Performance over enjoyment? Effect of game-based learning on learning outcome and flow experience. Frontiers in Education, 6, 185. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffeduc.2021.660376.\nCsikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Journal of Leisure Research,24(1) (Accessed 2021 Aug 08 04).\nCsikszentmihalyi, M. (1997a). Finding flow: The psychology of engagement with everyday life. Basic Books.\nCsikszentmihalyi, M. (1997b). Flow and education. NAMTA Journal, 22(2), 2–35.\nCsikszentmihalyi, M. (2014). Toward a psychology of optimal experience. In Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi (pp. 209–226). Springer.\nCsikszentmihalyi, M., & Csikszentmihalyi, I. (1975). Beyond boredom and anxiety. Jossey-Bass San Francisco.\nCsikszentmihalyi, M., & Csikszentmihalyi, I.S. (1988). Optimal experience: Psychological studies of flow in consciousness. 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Decision Sciences Journal of Innovative Education, 19(3), 173–184. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fdsji.12240.",{"VOID":251},"10.1186\u002Fs40561-021-00175-6","2024-06-26T16:50:32.543+00:00","https:\u002F\u002Fslejournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40561-021-00175-6",[255,280,295,310,327],{"id":256,"sortIndex":19,"researcher":18,"roles":257,"affiliations":258,"properties":275,"displayName":277,"givenName":18,"familyName":18},"facabdab-464c-4b01-8382-99672b935468",[153],[259,267],{"id":260,"sortIndex":19,"affiliation":261,"properties":18},"d500011f-b751-4b00-80bf-8a22ef28317a",{"id":260,"createTime":18,"updateTime":18,"relativeEntities":262,"slug":18,"properties":263,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":266,"statistic":18},[],{"title":264},{"VI":265},"Institute of Mathematics and Computer Science, University of São Paulo, São Carlos, 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Ethiopia, secondary school Civics and Ethical Education  has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers’ role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers’ pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using  correlational  design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.",{"EN":405},"Beyond policy narratives: exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers",{"VOID":407},"[\"8669385625470783901\"]",{"VOID":409},"Addis A.G. 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International Journal of Progressive Education, 12(3), 7–23.\nRubie-Davies, C. (2015). Teachers’ instructional beliefs and the classroom climate: Connections and conundrums. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 266–283). Routledge.\nSchuitema, J., Veugelers, W., & Rijlaarsdam, ten Dam, G.,. (2009). Two instructional designs for dialogic citizenship education: an effect study. British Journal of Educational Psychology, 79, 439–461. https:\u002F\u002Fdoi.org\u002F10.1348\u002F978185408X393852\nSemela, T., Bohl, T., & Kleinknecht, M. (2013). Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context. International Journal of Educational Development, 33(2), 156–164. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijedudev.2012.03.003\nŞentürk, C. & Zeybek, G. (2019). 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April 20, Retrieved August 4, 2021, from Walta Information Center website:. https:\u002F\u002Fwww.waltainfo.com\u002Fnews\u002Fnational\u002Fdetail?cid=29139&locale=en&locale=en\nWang, P. (2016). Teachers’ implementation of constructivist teaching: Does career motivation make a difference? Theses and Dissertations (All). 1396. http:\u002F\u002Fknowledge.library.iup.edu\u002Fetd\u002F1396\nWong, S. S., & Luft, J. A. (2015). Secondary science teachers’ beliefs and persistence: A longitudinal mixed-methods study. Journal of Science Teacher Education, 26, 619–645.\nYamada S. (2014). Domesticating Democracy? In: Williams J.H. (eds) (Re) Constructing Memory. Sense Publishers, Rotterdam. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-94-6209-656-1_3\nZhang, F., & Liu, Y. (2014). A study of secondary school English teachers’ beliefs in the context of curriculum reform in China. 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A European-wide initiative gave teachers access to innovative e-learning tools (ranging from virtual labs, virtual games and simulations to augmented reality applications) for lesson planning and classroom implementation. We examined 668 such implementations across 453 schools within the period of one school year. Teachers could use a platform with digital resources and tools and were encouraged to adopt five different phases of inquiry-based learning: orientation, hypothesizing, planning, analysis, and conclusion. Additionally, an integrated interface for lesson implementation tracked each students’ problem-solving competence (during the inquiry lessons), culminating in about 12,000 datasets. Every user generated an average of 22 digital inquiry-based digital scenarios, each of which required approximately 50.14 min for completion. These scenarios, using high quality resources adapted to school conditions, yielded significant learning outcomes for participating students (age: 14.4 years, gender balanced). While the PISA study identified 10% high achievers on average, we exceeded this number in our framework scoring 20–29% high achievers and 37–42% low achievers (which was close to the 45% PISA average). Offering tools to teachers, which help creating individual inquiry scenarios and monitoring students’ achievement, does not yield any insurmountable obstacles for classroom-implementation of inquiry-based lessons: Compared to the PISA study, levels of high achievers increased even if complex problem-solving competence was required.",{"EN":533},"Inquiry-based learning and E-learning: how to serve high and low achievers",{"VOID":535},"[\"14193126016394737951\"]",{"VOID":537},"10.1186\u002Fs40561-020-00130-x","2024-05-03T02:57:47.623+00:00","https:\u002F\u002Fslejournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40561-020-00130-x",[541,558,573],{"id":542,"sortIndex":19,"researcher":18,"roles":543,"affiliations":544,"properties":553,"displayName":555,"givenName":18,"familyName":18},"6b525a6a-e6dc-4e0c-a90e-e584f0d5ead7",[153],[545],{"id":546,"sortIndex":19,"affiliation":547,"properties":18},"9b6c3c3a-7c70-4ba8-9182-ae5398b800a1",{"id":546,"createTime":18,"updateTime":18,"relativeEntities":548,"slug":18,"properties":549,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":552,"statistic":18},[],{"title":550},{"VI":551},"Ellinogermaniki Agogi, R&D Department, Athens, Greece",[],{"title":554,"gsAuthor":556},{"VI":555},"Sofoklis A. 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(2009). Redefining Science Education. Science, 323, 427. https:\u002F\u002Fdoi.org\u002F10.1126\u002Fscience.1170933.","https:\u002F\u002Fdoi.org\u002F10.1126\u002Fscience.1170933",{"doi":652},"10.1126\u002Fscience.1170933",{"id":654,"text":655,"url":656,"identifiers":657},"81ff8248-1bb6-4d47-8d7e-98a743e8b924","Anderson, R. D. (2002). Reforming Science Teaching: What Research says about Inquiry. Journal of Science Teacher Education, 13(1), 1–12. https:\u002F\u002Fdoi.org\u002F10.1023\u002FA:1015171124982.","https:\u002F\u002Fwww.tandfonline.com\u002Fdoi\u002Ffull\u002F10.1023\u002FA%3A1015171124982",{"doi":658},"10.1023\u002FA:1015171124982",{"id":660,"text":661,"url":662,"identifiers":663},"d08e0d2e-93a5-40c7-a847-08bbafdb88c1","Barrow, L. H. (2006). A Brief History of Inquiry: From Dewey to Standards. 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Paris: OECD Publishing https:\u002F\u002Fdoi.org\u002F10.1787\u002F9789264196261.","https:\u002F\u002Fdoi.org\u002F10.1787\u002F9789264196261",{"doi":967},"10.1787\u002F9789264196261",{"id":18,"text":969,"url":18,"identifiers":970},"Thousand, J. S., Villa, R. A., & Nevin, A. I. (2006). The many faces of collaborative planning and teaching. Theory into Practice, 45, 239–248.",{},{"id":18,"text":972,"url":18,"identifiers":973},"Trautmann, N. M. (2013). Citizen Science: 15 Lessons that Bring Biology to Life, 6–12. Washington, D.C: NSTA Press.",{},{"id":18,"text":975,"url":18,"identifiers":976},"Valanides, N., & Angeli, C. (2008). Distributed cognition in a sixth-grade classroom: an attempt to overcome alternative conceptions about light and color. Journal of Research on Technology in Education, 40, 309–336.",{},{"id":666,"text":978,"url":668,"identifiers":979},"Wecker, C., Kohnlet, C., & Fischer, F. (2007). Computer literacy and inquiry learning: When geeks learn less. Journal of Computer Assisted Learning, 23, 133–144.",{"doi":670},{"id":666,"text":981,"url":668,"identifiers":982},"White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3–118.",{"doi":670},{"id":666,"text":984,"url":668,"identifiers":985},"Wilhelm, J., Sherrod, S., & Walters, K. (2008). Project-based learning environments: Challenging preservice teachers to act in the moment. The Journal of Educational Research, 101, 220–233.",{"doi":670},{"id":666,"text":987,"url":668,"identifiers":988},"Wilhelm, J. G., & Wilhelm, P. J. (2010). Inquiring minds learn to read, write and think: Reaching all learners through inquiry. Middle School Journal, 5, 39–46.",{"doi":670},{"id":990,"text":991,"url":992,"identifiers":993},"58a4473b-af76-424c-ae22-7bfff57c5cf3","Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2012.10.024.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0360131512002527",{"doi":994},"10.1016\u002Fj.compedu.2012.10.024",{"id":996,"createTime":997,"updateTime":998,"relativeEntities":999,"slug":1000,"properties":1001,"entityType":142,"verifyStatus":143,"verifyTime":1012,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1013,"fullTextUrl":18,"authors":1014,"publicationType":179,"publisherRelationship":1045,"citationCount":18,"citationInfo":18,"publishDate":1095,"publishYear":642,"citationAnalyzeStatus":1096,"lastCitationAnalyze":998,"indexDatabases":1097,"openAccess":18,"references":18,"isForceReanalyzing":234},"49eef47b-673e-496e-80cc-086c62a0b33c","2023-12-08T00:59:13.255+00:00","2026-03-09T20:59:23.222+00:00",[],"Hybrid-medical-simulation-a-systematic-literature-review",{"abstract":1002,"title":1004,"gsPaper":1006,"references":1008,"doi":1010},{"EN":1003},"Health-care education based upon technology enabled mannequins (high-fidelity simulators) is a costly investment for colleges and universities. However, a hybrid model using wearable technology integrated with human actors (standardized patients) may present a cost-effective alternative to high fidelity simulation training scenarios. A systematic literature review of papers published from 1960 to 2019 illustrates that hybrid simulation can be as effective as high fidelity simulators in certain training scenarios while at the same time providing a superior training context to enhance learners patient to care-giver interactions and to better immerse the trainee in the feelings and emotion of the scenario.",{"EN":1005},"Hybrid medical simulation – a systematic literature review",{"VOID":1007},"[]",{"VOID":1009},"*Andersen, P., Downer, T., O’Brien, S., & Cox, K. (2019). Wearable simulated maternity model: making simulation encounters real in midwifery. Clinical Simulation in Nursing, 33(C), 1–6. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecns.2019.04.007.\nAmerjee, A., Akhtar, M., Ahmed, I., & Irfan, S. (2018). Hybrid simulation training: an effective teaching and learning modality for intrauterine contraceptive device insertion. Education and Health, 31, 119–124. https:\u002F\u002Fdoi.org\u002F10.4103\u002Fefh.EfH_357_17.\nBloice, M. D., et al. (2013). On the usage of health records for the design of virtual patients: a systematic review. BMC Medical Informatics and Decision Making, 13(1), 103. https:\u002F\u002Fdoi.org\u002F10.1186\u002F1472-6947-13-103.\n*Cowperthwait, A. L., Campagnola, N., Doll, E. J., Downs, R. G., Hott, N. E., Kelly, S. C., et al. (2015). Tracheostomy overlay system: an effective learning device using standardized patients. Clinical Simulation in Nursing, 11(5), 253–258. Retrieved from. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecns.2015.03.001.\n*Damjanovic, D., Goebel, U., Fischer, B., Huth, M., Breger, H., Buerkle, H., & Schmutz, A. (2017). An easy-to-build, low-budget point-of-care ultrasound simulator: from Linux to a web-based solution. Critical Ultrasound Journal, 9(4), 1–6. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs13089-017-0061-4.\n*Devenny, A., Lord, D., Matthews, J., Tuhacek, J., Vitlip, J., Zhang, M., et al. (2018). Avstick: an intravenous catheter insertion simulator for use with standardized patients. Nursing Education Perspectives, 39(2), 102–104. https:\u002F\u002Fdoi.org\u002F10.1097\u002F01.NEP.0000000000000225.\n*Dunbar-Reid, K., Sinclair, P. M., & Hudson, D. (2015). Advancing renal education: Hybrid simulation, using simulated patients to enhance realism in haemodialysis education. Journal of Renal Care, 41(2), 134–139.\nEBSE. (2007). Guidelines for performing systematic literature reviews in software engineering. guidelines for performing systematic literature reviews in software engineering (Vol. 01, pp. 1–57). Keele.\nGoolsby, C. A., Goodwin, T. L., & Vest, R. M. (2014). Hybrid simulation improves medical student procedural confidence during EM clerkship. Military Medicine, 179, 1223–1227. https:\u002F\u002Fdoi.org\u002F10.7205\u002FMILMED-D-14-00072.\n*Holtschneider, M. E. (2017). Expanding the Fidelity of standardized patients in simulation by incorporating wearable technology. Journal for Nurses in Professional Development, 33(6), 320–321. https:\u002F\u002Fdoi.org\u002F10.1097\u002Fnnd.0000000000000391.\nIgnacio, J., Dolmans, D., Scherpbier, A., Rethans, J.-J., Chan, S., & Liaw, S. Y. (2015). Comparison of standardized patients with high-fidelity simulators for managing stress and improving performance in clinical deterioration: A mixed methods study. Nurse Education Today, 35, 1161–1168. Retrieved from. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.nedt.2015.05.009.\nKennedy, J. L., Jones, S. M., Porter, N., White, M. L., Gephardt, G., Hill, T., & Thompson, T. M. (2013). High-Fidelity hybrid simulation of allergic emergencies demonstrates improved preparedness for office emergencies in pediatric allergy clinics. The Journal of Allergy and Clinical Immunology. In Practice, 1, 608–617. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jaip.2013.07.006.\n*Lebel, K., Chenel, V., Boulay, J., & Boissy, P. (2018). Quantitative approach based on wearable inertial sensors to assess and identify motion and errors in techniques used during training of transfers of simulated c-spine-injured patients. Journal of Healthcare Engineering, 2018, 1–9. https:\u002F\u002Fdoi.org\u002F10.1155\u002F2018\u002F5190693.\nLatif, R., Abbas, H., & Assar, S. (2014). Distributed denial of service (DDoS) attack in cloud- assisted wireless body area networks: A systematic literature review. Journal of Medical Systems, 38, 1–10. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10916-014-0128-8.\nLawrence, D. W. (2008). What is lost when searching only one literature database for articles relevant to injury prevention and safety promotion? Injury Prevention, 14, 401–404. https:\u002F\u002Fdoi.org\u002F10.1136\u002Fip.2008.019430.\nLous, M. L., et al. (2020). Hybrid simulation for obstetrics training: a systematic review. European Journal of Obstetrics & Gynecology and Reproductive Biology, 246, 23–28. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ejogrb.2019.12.024.\nLuctkar-Flude, M., Wilson-Keates, B., & Larocque, M. (2012). Evaluating high-fidelity human simulators and standardized patients in an undergraduate nursing health assessment course. Nurse Education Today, 32, 448–452. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.nedt.2011.04.011.\n*Nassif, J., Sleiman, A.-K., Nassar, A. H., & Naamani, S. (2019). Hybrid simulation in teaching clinical breast examination to medical students. Journal for Cancer Education, 34, 194–200. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs13187-017-1287-3.\nO’Mara-Eves, A., Thomas, J., McNaught, J., Miwa, M., & Ananiadou, S. (2015). Using text mining for study identification in systematic reviews: A systematic review of current approaches. Systematic Reviews, 4(5), 1–22. https:\u002F\u002Fdoi.org\u002F10.1186\u002F2046-4053-4-5.\nOkoli, C., & Schabram, K. (2010). A guide to conducting a systematic literature review of information systems research. Sprouts: Working Papers on Information Systems, 10(26) http:\u002F\u002Fsprouts.aisnet.org\u002F10-26.\nQi, X., Yang, M., Ren, W., Jia, J., Wang, J., Han, G., & Fan, D. (2013). Find duplicates among the PubMed, EMBASE, and Cochrane library databases in systematic review. PLoS One, 8(8), 1–12. https:\u002F\u002Fdoi.org\u002F10.1371\u002Fjournal.pone.0071838.\n*Reid-Searl, K., Happell, B., Vieth, L., & Eaton, A. (2012). High fidelity patient silicone simulation: a qualitative evaluation of nursing students’ experiences. Collegian, 19, 77–83. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.colegn.2011.09.003.\nRosen, K. R. (2008). The history of medical simulation. Journal of Critical Care, 23, 157–166. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jcrc.2007.12.004.\nSanko, J., Shekhter, I., Rosen, L., Arheart, K., & Birnbach, D. (2012). Man versus machine: the preferred modality. The Clinical Teacher, 9, 387–391. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1743-498X.2012.00593.x.\nSchubart, J. R., Erdahl, L., Smith, S. J., Purichia, H., Kauffman, G. L., & Kass, R. B. (2012). Use of breast simulators compared with standardized patients in teaching the clinical breast examination to medical students. Journal of Surgical Education, 69(3), 416–422. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jsurg.2011.10.005.\nSmithburger, P. L., Kane-Gill, S. L., Ruby, C. M., & Seybert, A. L. (2012). Comparing effectiveness of 3 learning strategies simulation-based learning, problem-based learning, and standardized patients. Simulation in Healthcare, 7(3), 141–146. https:\u002F\u002Fdoi.org\u002F10.1097\u002FSIH.0b013e31823ee24d.\nTuzer, H., Dinc, L., & Elcin, M. (2016). The effects of using high-fidelity simulators and standardized patients on the thorax, lung, and cardiac examination skills of undergraduate nursing students. Nurse Education Today, 45, 120–125. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.nedt.2016.07.002.\nVerma, A., Bhatt, H., Booten, P., & Kneebone, R. (2011). The Ventriloscope as an innovative tool for assessing clinical examination skills: appraisal of a novel method of simulating auscultatory findings. Medical Teacher, 33, 388–396. https:\u002F\u002Fdoi.org\u002F10.3109\u002F0142159X.2011.579200.\nWallace, D., Gillett, B., Wright, B., Stetz, J., & Arquilla, B. (2010). Randomized controlled trial of high fidelity patient simulators compared to actor patients in a pandemic influenza drill scenario. Resuscitation, 81, 872–876. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.resuscitation.2010.02.026.\nWisborg, T., Brattebo, G., Brinchmann-Hansen, A., & Hansen, K. S. (2009). Mannequin or standardized patient: participants’ assessment of two training modalities in trauma team simulation. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, 17(59), 1–4. https:\u002F\u002Fdoi.org\u002F10.1186\u002F1757-7241-17-59.\nYudkowsky, R. (2002). Should we use standardized patients instead of real patients for high-stakes exams in psychiatry? Academic Psychiatry, 26(3), 187–192.",{"VOID":1011},"10.1186\u002Fs40561-020-00127-6","2024-05-11T13:40:01.439+00:00","https:\u002F\u002Fslejournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40561-020-00127-6",[1015,1030],{"id":1016,"sortIndex":19,"researcher":18,"roles":1017,"affiliations":1018,"properties":1027,"displayName":1029,"givenName":18,"familyName":18},"6d26f147-9159-42af-8132-48930a7c2876",[153],[1019],{"id":1020,"sortIndex":19,"affiliation":1021,"properties":18},"80aee9b5-e470-4021-86c8-d37099b1164e",{"id":1020,"createTime":18,"updateTime":18,"relativeEntities":1022,"slug":18,"properties":1023,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1026,"statistic":18},[],{"title":1024},{"VI":1025},"University of Eastern Finland, Joensuu, Finland",[],{"title":1028},{"VI":1029},"Wayne J. Brown",{"id":1031,"sortIndex":100,"researcher":18,"roles":1032,"affiliations":1033,"properties":1042,"displayName":1044,"givenName":18,"familyName":18},"78e5d724-092b-49ec-8538-506fdc92824d",[153],[1034],{"id":1035,"sortIndex":19,"affiliation":1036,"properties":18},"64ee6920-7cdb-4445-80e4-947fbc14d481",{"id":1035,"createTime":18,"updateTime":18,"relativeEntities":1037,"slug":18,"properties":1038,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1041,"statistic":18},[],{"title":1039},{"VI":1040},"College of Information, University of North Texas, Denton, USA",[],{"title":1043},{"VI":1044},"Richard A. W. Tortorella",{"url":1013,"publisher":1046,"properties":1091},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1047,"slug":10,"properties":1048,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1051,"manageAffiliations":1060,"indexDatabases":1071,"url":18,"thumbnailPath":18,"statistic":1086,"gsStatistic":18,"type":18,"analyzePriority":18},[],{"title":1049,"eissn":1050},{"EN":13},{"VOID":15},[1052,1056],{"id":22,"createTime":18,"updateTime":18,"relativeEntities":1053,"label":1054,"description":1055,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":25},{},{"id":28,"createTime":18,"updateTime":18,"relativeEntities":1057,"label":1058,"description":1059,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":31,"VI":32},{},[1061,1066],{"id":36,"createTime":18,"updateTime":18,"relativeEntities":1062,"slug":18,"properties":1063,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1065,"statistic":18},[],{"title":1064},{"EN":40},[42],{"id":44,"createTime":18,"updateTime":18,"relativeEntities":1067,"slug":18,"properties":1068,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1070,"statistic":18},[],{"title":1069},{"EN":48},[],[1072,1079],{"id":52,"indexDatabase":1073,"url":63,"indexYears":64,"academicFieldIds":1078,"indexDatabaseRanking":68},{"id":54,"createTime":18,"updateTime":18,"relativeEntities":1074,"label":1075,"description":1076,"key":60,"publicationTags":1077,"standard":18},[],{"EN":57,"VI":57},{"EN":57,"VI":59},[62],[66,67],{"id":70,"indexDatabase":1080,"url":83,"indexYears":18,"academicFieldIds":1085,"indexDatabaseRanking":18},{"id":72,"createTime":18,"updateTime":18,"relativeEntities":1081,"label":1082,"description":1083,"key":79,"publicationTags":1084,"standard":18},[],{"EN":75,"VI":75},{"EN":77,"VI":78},[81,82],[85],{"impactFactor":19,"impactFactorByYear":1087,"i10Index":96,"i10IndexLast5Year":97,"totalPublication":98,"totalPublicationByYear":1088,"totalCitation":102,"totalCitationByYear":1089,"totalCitationPerPublication":113,"totalCitationPerPublicationByYear":1090,"hindexLast5Year":121,"hindex":121},{"2015":88,"2016":88,"2017":89,"2018":90,"2019":91,"2020":92,"2021":93,"2022":94,"2023":95},{"2014":100,"2015":90,"2016":90,"2017":100,"2018":88,"2019":101,"2020":101,"2021":90,"2022":88},{"2014":104,"2015":105,"2016":106,"2017":107,"2018":108,"2019":109,"2020":110,"2021":111,"2022":112},{"2014":104,"2015":115,"2016":116,"2017":107,"2018":117,"2019":118,"2020":119,"2021":120,"2022":119},{"pages":1092,"volume":1094},{"VOID":1093},"1-16",{"VOID":640},"2020-06-12","ERROR_IN_GET_PLATFORM_ID",[81,62],{"id":1099,"createTime":1100,"updateTime":1101,"relativeEntities":1102,"slug":1103,"properties":1104,"entityType":142,"verifyStatus":143,"verifyTime":1113,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1114,"fullTextUrl":18,"authors":1115,"publicationType":179,"publisherRelationship":1207,"citationCount":1256,"citationInfo":1257,"publishDate":1260,"publishYear":393,"citationAnalyzeStatus":17,"lastCitationAnalyze":1261,"indexDatabases":1262,"openAccess":18,"references":1263,"isForceReanalyzing":234},"4a0bacf7-fa34-44b4-8023-445a379df5ee","2024-02-13T04:47:28.100+00:00","2025-10-07T13:53:19.375+00:00",[],"Towards-an-educational-data-literacy-framework-enhancing-the-profiles-of-instructional-designers-and-e-tutors-of-online-and-blended-courses-with-new-competences",{"abstract":1105,"title":1107,"gsPaper":1109,"doi":1111},{"EN":1106},"In the era of digitalization of learning and teaching processes, Educational Data Literacy (EDL) is highly valued and is becoming essential. EDL is conceptualized as the ability to collect, manage, analyse, comprehend, interpret, and act upon educational data in an ethical, meaningful, and critical manner. The professionals in the field of digitally supported education, i.e., Instructional Designers (IDs) and e-Tutors (eTUTs) of online and blended courses, need to be ready to inform their decisions with educational data, and face the upcoming data-related challenges; they need to update and enhance their profiles with relevant competences. This paper proposes a framework for EDL competence profiles of IDs\u002FeTUTs and evaluates the proposal with the participation of worldwide professionals (N = 210) with experience in digitally supported education. The evaluation aims at validating the proposal and assesses (a) the current EDL-readiness of IDs\u002FeTUTs; and (b) the extent to which the framework captures and describes the essential EDL competences. The findings indicate that professionals are not EDL-competent yet, but the proposed dimensions and related competences are offering a solid approach to support EDL development.",{"EN":1108},"Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences",{"VOID":1110},"[\"5078934300313074856\"]",{"VOID":1112},"10.1186\u002Fs40561-021-00163-w","2024-04-29T13:22:04.637+00:00","https:\u002F\u002Fslejournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40561-021-00163-w",[1116,1133,1148,1165,1178,1193],{"id":1117,"sortIndex":19,"researcher":18,"roles":1118,"affiliations":1119,"properties":1128,"displayName":1130,"givenName":18,"familyName":18},"e306b74b-0157-4e12-bee0-5f8d4fb1a165",[153],[1120],{"id":1121,"sortIndex":19,"affiliation":1122,"properties":18},"adfbef59-887a-4aea-a7ff-c083573a5801",{"id":1121,"createTime":18,"updateTime":18,"relativeEntities":1123,"slug":18,"properties":1124,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1127,"statistic":18},[],{"title":1125},{"EN":1126},"Department of Computer Science, Norwegian University of Science and Technology, Trondheim, Norway",[],{"title":1129,"gsAuthor":1131},{"VI":1130},"Zacharoula Papamitsiou",{"VOID":1132},"[\"gmWRFH8AAAAJ\"]",{"id":1134,"sortIndex":100,"researcher":18,"roles":1135,"affiliations":1136,"properties":1145,"displayName":1147,"givenName":18,"familyName":18},"e8f33567-7d18-46ff-86aa-a8d0935eb7be",[153],[1137],{"id":1138,"sortIndex":19,"affiliation":1139,"properties":18},"7d23be97-7496-4094-900e-8b15d8fc98d0",{"id":1138,"createTime":18,"updateTime":18,"relativeEntities":1140,"slug":18,"properties":1141,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1144,"statistic":18},[],{"title":1142},{"VI":1143},"University of Piraeus, Piraeus, Greece",[],{"title":1146},{"VI":1147},"Michail E. 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International Journal of Educational Technology in Higher Education, 17(1), 1–31. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs41239-020-00201-6","https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs41239-020-00201-6",{"mag":1354,"openalex":1355,"doi":1356},"3036611445","W3036611445","10.1186\u002Fs41239-020-00201-6",{"id":18,"text":1358,"url":1359,"identifiers":1360},"Papamitsiou, Z., Giannakos, M. N., & Ochoa, X. (2020). From childhood to maturity: are we there yet? Mapping the intellectual progress in learning analytics during the past decade. In Proceedings of the tenth international conference on learning analytics & knowledge (LAK '20). Association for Computing Machinery (pp. 559–568). https:\u002F\u002Fdoi.org\u002F10.1145\u002F3375462.3375519.","https:\u002F\u002Fdoi.org\u002F10.1145\u002F3375462.3375519",{"doi":1361},"10.1145\u002F3375462.3375519",{"id":18,"text":1363,"url":1364,"identifiers":1365},"Prado, C. J., & Marzal, A. M. (2013). Incorporating data literacy into information literacy programs: Core competencies and contents. Libri, 63(2), 123–134. https:\u002F\u002Fdoi.org\u002F10.1515\u002Flibri-2013-0010","https:\u002F\u002Fdoi.org\u002F10.1515\u002Flibri-2013-0010",{"mag":1366,"openalex":1367,"doi":1368},"2318971084","W2318971084","10.1515\u002Flibri-2013-0010",{"id":18,"text":1370,"url":1371,"identifiers":1372},"Raffaghelli, J. E., & Stewart, B. (2020). Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: A systematic review of the literature. Teaching in Higher Education, 25(4), 435–455. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13562517.2019.1696301","https:\u002F\u002Fdoi.org\u002F10.1080\u002F13562517.2019.1696301",{"mag":1373,"openalex":1374,"doi":1375},"3023483632","W3023483632","10.1080\u002F13562517.2019.1696301",{"id":18,"text":1377,"url":1378,"identifiers":1379},"Reeves, T. D., & Chiang, J. L. (2019). Effects of an asynchronous online data literacy intervention on pre-service and in-service educators’ beliefs, self-efficacy, and practices. Computers & Education, 136, 13–33. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2019.03.004","https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2019.03.004",{"mag":1380,"openalex":1381,"doi":1382},"2922230909","W2922230909","10.1016\u002Fj.compedu.2019.03.004",{"id":18,"text":1384,"url":18,"identifiers":1385},"Ridsdale, C., Rothwell, J., Smit, M., Ali-Hassan, H., Bliemel, M., Irvine, D., Kelley, D., Matwin, S., & Wuetherick, B. (2015). Strategies and best practices for data literacy education. Dalhousie University.",{},{"id":666,"text":1387,"url":668,"identifiers":1388},"Sampson, D., & Fytros, D. (2008). Competence models in technology-enhanced competence-based learning. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski, & D. G. Sampson (Eds.), International handbook on information technologies for education and training (2nd ed., pp. 155–177). Springer.",{"doi":670},{"id":18,"text":1390,"url":1391,"identifiers":1392},"Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. (2021). Teacher digital literacy: The indisputable challenge after COVID-19. Sustainability, 13(4), 1858. https:\u002F\u002Fdoi.org\u002F10.3390\u002Fsu13041858","https:\u002F\u002Fdoi.org\u002F10.3390\u002Fsu13041858",{"mag":1393,"openalex":1394,"doi":1395},"3127580568","W3127580568","10.3390\u002Fsu13041858",{"id":18,"text":1397,"url":18,"identifiers":1398},"United Nations Educational, Scientific and Cultural Organization (UNESCO). (2011). UNESCO ICT competency framework for teachers.",{},{"id":18,"text":1400,"url":18,"identifiers":1401},"Sergis, S., & Sampson, D. (2017). Teaching and learning analytics to support teacher inquiry: A systematic literature review. In P. Ayala (Ed.), Learning analytics: Fundaments, applications, and trends—A view of the current state of the art. Springer.",{},{"id":666,"text":1403,"url":668,"identifiers":1404},"Shields, M. (2005). Information literacy, statistical literacy, data literacy. IASSIST Quarterly, 28(2–3), 6–6.",{"doi":670},{"id":18,"text":1406,"url":18,"identifiers":1407},"Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Pearson.",{},{"id":666,"text":1409,"url":668,"identifiers":1410},"Tene, O., & Polonetsky, J. (2016). Beyond IRBs: Ethical guidelines for data research. Washington and Lee Law Review Online, 72(3), 458.",{"doi":670},{"id":18,"text":1412,"url":1413,"identifiers":1414},"Tzimas, D., & Demetriadis, S. (2021). Ethical issues in learning analytics: A review of the field. Educational Technology Research and Development, 69, 1101–1133. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11423-021-09977-4","https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11423-021-09977-4",{"mag":1415,"openalex":1416,"doi":1417},"3134656961","W3134656961","10.1007\u002Fs11423-021-09977-4",{"id":666,"text":1419,"url":668,"identifiers":1420},"Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397–404.",{"doi":670},{"id":18,"text":1422,"url":18,"identifiers":1423},"Wakefield, J., Warren, S., & Mills, L. (2012). Traits, skills, & competencies aligned with workplace demands: What today's instructional designers need to master. In Society for information technology & teacher education international conference (pp. 3126–3132). Association for the Advancement of Computing in Education (AACE).",{},{"id":666,"text":1425,"url":668,"identifiers":1426},"Wasson, B., Hansen, C., & Netteland, G. (2016). Data literacy and use for learning when using learning analytics for learners. CEUR Workshop Proceedings, 1596, 38–41.",{"doi":670},{"id":666,"text":1428,"url":668,"identifiers":1429},"Wolff, A., Gooch, D., Montaner, C., Rashid, J. J., & Kortuem, U. (2016). Creating an understanding of data literacy for a data-driven society. The Journal of Community Informatics, 12(3), 9–26.",{"doi":670},{"id":666,"text":1431,"url":668,"identifiers":1432},"Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79–94.",{"doi":670},{"id":18,"text":1434,"url":1435,"identifiers":1436},"Zervas, P., Chatzistavrianos, K., & Sampson, D. G. (2014). Towards Modelling teachers’ ICT competence profile in Europe. In R. Huang & Price J. Kinshuk (Eds.), ICT in education in global context. Lecture notes in educational technology. Berlin: Springer. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-662-43927-2_10","https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-662-43927-2_10",{"doi":1437},"10.1007\u002F978-3-662-43927-2_10",{"id":18,"text":1439,"url":18,"identifiers":1440},"Zook, M., Barocas, S., Boyd, D., Crawford, K., Keller, E., Gangadharan, S. P., Goodman, A., Hollander, R., Koenig, B. A., Metcalf, J., & Narayanan, A. (2017). Ten simple rules for responsible big data research. PLoS Computational Biology, 13, 1005399.",{},{"id":1442,"createTime":1443,"updateTime":1444,"relativeEntities":1445,"slug":1446,"properties":1447,"entityType":142,"verifyStatus":143,"verifyTime":1444,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1456,"fullTextUrl":18,"authors":1457,"publicationType":179,"publisherRelationship":1542,"citationCount":18,"citationInfo":18,"publishDate":1592,"publishYear":393,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":1593,"openAccess":18,"references":18,"isForceReanalyzing":234},"b36188a2-ff22-40a5-b54b-36c038022c8a","2024-02-05T10:58:58.988+00:00","2025-02-27T02:40:53.676+00:00",[],"Teachers-adoption-of-an-open-and-interactive-e-book-for-teaching-K-12-students-Artificial-Intelligence-a-mixed-methods-inquiry",{"abstract":1448,"title":1450,"references":1452,"doi":1454},{"EN":1449},"With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.",{"EN":1451},"Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry",{"VOID":1453},"Aldosari, M. A., Aljabaa, A. H., Al-Sehaibany, F. S., & Albarakati, S. F. (2018). Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire. Advances in Medical Education and Practice, 9, 179–186.\nAli, S., Williams, R., Payne B., Park H., & Breazeal C. (2019). Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education. In Proceedings of IJCAI in the international workshop on education in artificial intelligence K-12 (EDUAI’19).\nAl-Qatawneh, S., Alsalhi, N., Al Rawashdeh, A., et al. (2019). 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The imprinting effect of SARS experience on the fear of COVID-19: The role of AI and big data. Socio-Economic Planning Sciences, 101086.",{"VOID":1455},"10.1186\u002Fs40561-021-00176-5","https:\u002F\u002Fslejournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40561-021-00176-5",[1458,1473,1488,1503,1516,1529],{"id":1459,"sortIndex":19,"researcher":18,"roles":1460,"affiliations":1461,"properties":1470,"displayName":1472,"givenName":18,"familyName":18},"8401db16-8e21-44db-b488-438cf52a1ee1",[153],[1462],{"id":1463,"sortIndex":19,"affiliation":1464,"properties":18},"3dc7d45f-0d35-4773-8494-dc5802461db9",{"id":1463,"createTime":18,"updateTime":18,"relativeEntities":1465,"slug":18,"properties":1466,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1469,"statistic":18},[],{"title":1467},{"VI":1468},"Beijing Institute of Education, Beijing, China",[],{"title":1471},{"VI":1472},"Xiangling 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Shubeck",{"id":1504,"sortIndex":88,"researcher":18,"roles":1505,"affiliations":1506,"properties":1513,"displayName":1515,"givenName":18,"familyName":18},"d03ba6a2-c4e7-4c4d-a3de-5f849346bcaa",[153],[1507],{"id":1493,"sortIndex":19,"affiliation":1508,"properties":18},{"id":1493,"createTime":18,"updateTime":18,"relativeEntities":1509,"slug":18,"properties":1510,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1512,"statistic":18},[],{"title":1511},{"VI":1498},[],{"title":1514},{"VI":1515},"Xiangen 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social distancing due to the Covid-19 epidemic has disturbed all sectors of society, including education. To maintain normal operations, it is necessary to adapt quickly to this situation. Many technologies and platforms have rushed to offer their support to users. This article adopts a critical perspective to reflect on the factors that may cause the hasty adoption of 5G smart learning technology. To investigate students' intentions toward smart learning, this article provides a theoretical framework premised on the technology acceptance model (TAM) by adding components from the social practise theory (SPT). Based on data analysis through Structural equation Modeling (SEM) of a survey (n = 375) conducted in China, we found that the choice of 5G smart-learning technology depends on the combined effect of Material (MAA), Meanings (MEA), and Competency access (COA) factors. The results illustrate that these are the effective factors for student’s intentions to adopt 5G smart-learning technology. These outcomes are intended to aid service providers and decision-makers in developing effective ways to increase smart learning use. These findings can also enable us to identify challenges affecting smart learning adoption and to contribute to the design and proper supply of smart learning programs in other countries.","Việc giãn cách xã hội do dịch Covid-19 đã gây rối loạn tất cả các lĩnh vực của xã hội, bao gồm cả giáo dục. Để duy trì hoạt động bình thường, điều cần thiết là phải thích nghi nhanh chóng với tình huống này. Nhiều công nghệ và nền tảng đã nhanh chóng cung cấp hỗ trợ cho người dùng. Bài viết này tiếp cận từ góc độ phê phán để phản ánh các yếu tố có thể gây ra sự áp dụng vội vàng công nghệ học tập thông minh 5G. Để khảo sát ý định của sinh viên đối với việc học thông minh, bài viết cung cấp một khung lý thuyết dựa trên mô hình chấp nhận công nghệ (TAM) bằng cách thêm vào các thành phần từ lý thuyết thực hành xã hội (SPT). Dựa trên phân tích dữ liệu thông qua Mô hình phương trình cấu trúc (SEM) của một cuộc khảo sát (n = 375) được thực hiện tại Trung Quốc, chúng tôi phát hiện rằng sự lựa chọn công nghệ học tập thông minh 5G phụ thuộc vào tác động kết hợp của các yếu tố Vật chất (MAA), Ý nghĩa (MEA) và Tiếp cận năng lực (COA). Kết quả cho thấy đây là những yếu tố tác động hiệu quả đến ý định của sinh viên trong việc áp dụng công nghệ học tập thông minh 5G. Những kết quả này nhằm hỗ trợ các nhà cung cấp dịch vụ và các nhà quyết định phát triển các cách hiệu quả để tăng cường việc sử dụng học tập thông minh. Những phát hiện này cũng có thể giúp chúng tôi xác định các thách thức ảnh hưởng đến việc áp dụng học tập thông minh và đóng góp vào việc thiết kế và cung cấp đúng cách các chương trình học tập thông minh ở các quốc gia khác.",{"EN":1605,"VI":1606},"An empirical study of Chinese students' behavioral intentions to adopt 5G for smart-learning in Covid-19","Một nghiên cứu thực nghiệm về ý định hành vi của sinh viên Trung Quốc trong việc áp dụng công nghệ học tập thông minh 5G trong bối cảnh Covid-19",{"VI":1608},"Covid-19, công nghệ học tập thông minh, mô hình chấp nhận công nghệ, sinh viên Trung Quốc, 5G",{"VOID":1610},"Abu-Al-Aish, A., & Love, S. (2013). Factors influencing students’ acceptance of m-learning: An investigation in higher education. International Review of Research in Open and Distributed Learning, 14, 82–107.\nAlharbi, O., Alotebi, H., Masmali, A., & Alreshidi, N. (2017). Instructor acceptance of mobile learning in Saudi Arabia: A case study of Hail University. 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Background Paper, The Learning Generation.",{"VOID":1612},"10.1186\u002Fs40561-021-00172-9","2025-02-06T05:55:27.427+00:00",[147],"https:\u002F\u002Fslejournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40561-021-00172-9",[1617,1632,1645,1660],{"id":1618,"sortIndex":19,"researcher":18,"roles":1619,"affiliations":1620,"properties":1629,"displayName":1631,"givenName":18,"familyName":18},"156e0a97-11ac-49fc-aafb-0fbdbbb22960",[153],[1621],{"id":1622,"sortIndex":19,"affiliation":1623,"properties":18},"a4608716-f23d-4e58-8476-46e30d0c6d65",{"id":1622,"createTime":18,"updateTime":18,"relativeEntities":1624,"slug":18,"properties":1625,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1628,"statistic":18},[],{"title":1626},{"VI":1627},"College of Economics and Management, Beijing University of Technology, Beijing, China",[],{"title":1630},{"VI":1631},"Sayed Kifayat Shah",{"id":1633,"sortIndex":100,"researcher":18,"roles":1634,"affiliations":1635,"properties":1642,"displayName":1644,"givenName":18,"familyName":18},"9760954e-aee1-4952-9df4-c26e1f3c4496",[153],[1636],{"id":1622,"sortIndex":19,"affiliation":1637,"properties":18},{"id":1622,"createTime":18,"updateTime":18,"relativeEntities":1638,"slug":18,"properties":1639,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1641,"statistic":18},[],{"title":1640},{"VI":1627},[],{"title":1643},{"VI":1644},"Zhongjun Tang",{"id":1646,"sortIndex":90,"researcher":18,"roles":1647,"affiliations":1648,"properties":1657,"displayName":1659,"givenName":18,"familyName":18},"2c142232-db03-4d60-a9e4-aeb305152126",[153],[1649],{"id":1650,"sortIndex":19,"affiliation":1651,"properties":18},"24b14ba7-c8d9-433e-ae40-6a667fa27731",{"id":1650,"createTime":18,"updateTime":18,"relativeEntities":1652,"slug":18,"properties":1653,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1656,"statistic":18},[],{"title":1654},{"VI":1655},"School of Management, Northwestern Polytechnical University, Xi'an, China",[],{"title":1658},{"VI":1659},"Sayed Muhammad Fawad Sharif",{"id":1661,"sortIndex":88,"researcher":18,"roles":1662,"affiliations":1663,"properties":1670,"displayName":1672,"givenName":18,"familyName":18},"fdf9dd82-9054-4c0c-91d2-ad05bc232c13",[153],[1664],{"id":1622,"sortIndex":19,"affiliation":1665,"properties":18},{"id":1622,"createTime":18,"updateTime":18,"relativeEntities":1666,"slug":18,"properties":1667,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1669,"statistic":18},[],{"title":1668},{"VI":1627},[],{"title":1671},{"VI":1672},"Arifa Tanveer",{"url":1615,"publisher":1674,"properties":1719},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1675,"slug":10,"properties":1676,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1679,"manageAffiliations":1688,"indexDatabases":1699,"url":18,"thumbnailPath":18,"statistic":1714,"gsStatistic":18,"type":18,"analyzePriority":18},[],{"title":1677,"eissn":1678},{"EN":13},{"VOID":15},[1680,1684],{"id":22,"createTime":18,"updateTime":18,"relativeEntities":1681,"label":1682,"description":1683,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":25},{},{"id":28,"createTime":18,"updateTime":18,"relativeEntities":1685,"label":1686,"description":1687,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":31,"VI":32},{},[1689,1694],{"id":36,"createTime":18,"updateTime":18,"relativeEntities":1690,"slug":18,"properties":1691,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1693,"statistic":18},[],{"title":1692},{"EN":40},[42],{"id":44,"createTime":18,"updateTime":18,"relativeEntities":1695,"slug":18,"properties":1696,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1698,"statistic":18},[],{"title":1697},{"EN":48},[],[1700,1707],{"id":52,"indexDatabase":1701,"url":63,"indexYears":64,"academicFieldIds":1706,"indexDatabaseRanking":68},{"id":54,"createTime":18,"updateTime":18,"relativeEntities":1702,"label":1703,"description":1704,"key":60,"publicationTags":1705,"standard":18},[],{"EN":57,"VI":57},{"EN":57,"VI":59},[62],[66,67],{"id":70,"indexDatabase":1708,"url":83,"indexYears":18,"academicFieldIds":1713,"indexDatabaseRanking":18},{"id":72,"createTime":18,"updateTime":18,"relativeEntities":1709,"label":1710,"description":1711,"key":79,"publicationTags":1712,"standard":18},[],{"EN":75,"VI":75},{"EN":77,"VI":78},[81,82],[85],{"impactFactor":19,"impactFactorByYear":1715,"i10Index":96,"i10IndexLast5Year":97,"totalPublication":98,"totalPublicationByYear":1716,"totalCitation":102,"totalCitationByYear":1717,"totalCitationPerPublication":113,"totalCitationPerPublicationByYear":1718,"hindexLast5Year":121,"hindex":121},{"2015":88,"2016":88,"2017":89,"2018":90,"2019":91,"2020":92,"2021":93,"2022":94,"2023":95},{"2014":100,"2015":90,"2016":90,"2017":100,"2018":88,"2019":101,"2020":101,"2021":90,"2022":88},{"2014":104,"2015":105,"2016":106,"2017":107,"2018":108,"2019":109,"2020":110,"2021":111,"2022":112},{"2014":104,"2015":115,"2016":116,"2017":107,"2018":117,"2019":118,"2020":119,"2021":120,"2022":119},{"pages":1720,"volume":1722},{"VOID":1721},"1-17",{"VOID":391},"2021-10-29",[81,62],{"id":1726,"createTime":1727,"updateTime":1728,"relativeEntities":1729,"slug":1730,"properties":1731,"entityType":142,"verifyStatus":143,"verifyTime":1728,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1740,"fullTextUrl":18,"authors":1741,"publicationType":179,"publisherRelationship":1800,"citationCount":18,"citationInfo":18,"publishDate":1850,"publishYear":232,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":1851,"openAccess":18,"references":18,"isForceReanalyzing":234},"b1e17ac0-59e8-4453-b4fd-2156157e2ba2","2023-12-10T16:46:28.362+00:00","2025-02-26T11:42:47.907+00:00",[],"Exploring-jump-back-behavior-patterns-and-reasons-in-e-book-system",{"abstract":1732,"title":1734,"references":1736,"doi":1738},{"EN":1733},"With the increasing use of digital learning materials in higher education, the accumulated operational log data provide a unique opportunity to analyzing student learning behaviors and their effects on student learning performance to understand how students learn with e-books. Among the students’ reading behaviors interacting with e-book systems, we find that jump-back is a frequent and informative behavior type. In this paper, we aim to understand the student’s intention for a jump-back using user learning log data on the e-book materials of a course in our university. We at first formally define the “jump-back” behaviors that can be detected from the click event stream of slide reading and then systematically study the behaviors from different perspectives on the e-book event stream data. Finally, by sampling 22 learning materials, we identify six reading activity patterns that can explain jump backs. Our analysis provides an approach to enriching the understanding of e-book learning behaviors and informs design implications for e-book systems.",{"EN":1735},"Exploring jump back behavior patterns and reasons in e-book system",{"VOID":1737},"Akçapinar, G., Chen, M.-R. A., Majumdar, R., Flanagan, B., & Ogata, H. (2020). 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In International conference on computer in education (ICCE 2014) (pp. 575–577).\nYin, C., Okubo, F., Shimada, A., Oi, M., Hirokawa, S., & Ogata, H. (2015a). Identifying and analyzing the learning behaviors of students using e-books. In Proceedings of the 23rd international conference on computers in education (pp. 118–120). Asia-Pacific Society for Computers in Education Hangzhou, China.\nYin, C., Okubo, F., Shimada, A., Oi, M., Hirokawa, S., Yamada, M., Kojima, K., & Ogata, H. (2015b). Analyzing the features of learning behaviors of students using e-books. In Proceedings of the international conference on computers in education (pp. 617–626).\nYin, C., Yamada, M., Oi, M., Shimada, A., Okubo, F., Kojima, K., & Ogata, H. (2019). Exploring the relationships between reading behavior patterns and learning outcomes based on log data from e-books: A human factor approach. 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IEEE Transactions on Cybernetics, 43(2), 402–411.",{"VOID":1739},"10.1186\u002Fs40561-021-00183-6","https:\u002F\u002Fslejournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40561-021-00183-6",[1742,1757,1772,1787],{"id":1743,"sortIndex":19,"researcher":18,"roles":1744,"affiliations":1745,"properties":1754,"displayName":1756,"givenName":18,"familyName":18},"2dd42420-1340-4ef9-9009-70e721cb6f87",[153],[1746],{"id":1747,"sortIndex":19,"affiliation":1748,"properties":18},"64cce656-ea2b-4f67-ab95-933d912c095c",{"id":1747,"createTime":18,"updateTime":18,"relativeEntities":1749,"slug":18,"properties":1750,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1753,"statistic":18},[],{"title":1751},{"EN":1752},"Graduate School of Information Science and Electrical Engineering, Kyushu University, Fukuoka, Japan",[],{"title":1755},{"VI":1756},"Boxuan Ma",{"id":1758,"sortIndex":100,"researcher":18,"roles":1759,"affiliations":1760,"properties":1769,"displayName":1771,"givenName":18,"familyName":18},"f4afa16b-e84f-409b-93f4-51659128603e",[153],[1761],{"id":1762,"sortIndex":19,"affiliation":1763,"properties":18},"702ad179-b38c-4f64-8640-9a9a37ea2d08",{"id":1762,"createTime":18,"updateTime":18,"relativeEntities":1764,"slug":18,"properties":1765,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1768,"statistic":18},[],{"title":1766},{"VI":1767},"Faculty of Arts and Science, Kyushu University, Fukuoka, Japan",[],{"title":1770},{"VI":1771},"Min Lu",{"id":1773,"sortIndex":90,"researcher":18,"roles":1774,"affiliations":1775,"properties":1784,"displayName":1786,"givenName":18,"familyName":18},"d24f7125-693c-4d3a-98e1-2375890590a4",[153],[1776],{"id":1777,"sortIndex":19,"affiliation":1778,"properties":18},"781b51ab-9e23-413d-8326-dc9d0e3534f8",{"id":1777,"createTime":18,"updateTime":18,"relativeEntities":1779,"slug":18,"properties":1780,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1783,"statistic":18},[],{"title":1781},{"VI":1782},"Research Institute for Information Technology, Kyushu University, Fukuoka, Japan",[],{"title":1785},{"VI":1786},"Yuta Taniguchi",{"id":1788,"sortIndex":88,"researcher":18,"roles":1789,"affiliations":1790,"properties":1797,"displayName":1799,"givenName":18,"familyName":18},"063a9d12-b339-4270-a6b6-bd1e0c480cc4",[153],[1791],{"id":1762,"sortIndex":19,"affiliation":1792,"properties":18},{"id":1762,"createTime":18,"updateTime":18,"relativeEntities":1793,"slug":18,"properties":1794,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1796,"statistic":18},[],{"title":1795},{"VI":1767},[],{"title":1798},{"VI":1799},"Shin’ichi Konomi",{"url":1740,"publisher":1801,"properties":1846},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1802,"slug":10,"properties":1803,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1806,"manageAffiliations":1815,"indexDatabases":1826,"url":18,"thumbnailPath":18,"statistic":1841,"gsStatistic":18,"type":18,"analyzePriority":18},[],{"title":1804,"eissn":1805},{"EN":13},{"VOID":15},[1807,1811],{"id":22,"createTime":18,"updateTime":18,"relativeEntities":1808,"label":1809,"description":1810,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":25},{},{"id":28,"createTime":18,"updateTime":18,"relativeEntities":1812,"label":1813,"description":1814,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":31,"VI":32},{},[1816,1821],{"id":36,"createTime":18,"updateTime":18,"relativeEntities":1817,"slug":18,"properties":1818,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1820,"statistic":18},[],{"title":1819},{"EN":40},[42],{"id":44,"createTime":18,"updateTime":18,"relativeEntities":1822,"slug":18,"properties":1823,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1825,"statistic":18},[],{"title":1824},{"EN":48},[],[1827,1834],{"id":52,"indexDatabase":1828,"url":63,"indexYears":64,"academicFieldIds":1833,"indexDatabaseRanking":68},{"id":54,"createTime":18,"updateTime":18,"relativeEntities":1829,"label":1830,"description":1831,"key":60,"publicationTags":1832,"standard":18},[],{"EN":57,"VI":57},{"EN":57,"VI":59},[62],[66,67],{"id":70,"indexDatabase":1835,"url":83,"indexYears":18,"academicFieldIds":1840,"indexDatabaseRanking":18},{"id":72,"createTime":18,"updateTime":18,"relativeEntities":1836,"label":1837,"description":1838,"key":79,"publicationTags":1839,"standard":18},[],{"EN":75,"VI":75},{"EN":77,"VI":78},[81,82],[85],{"impactFactor":19,"impactFactorByYear":1842,"i10Index":96,"i10IndexLast5Year":97,"totalPublication":98,"totalPublicationByYear":1843,"totalCitation":102,"totalCitationByYear":1844,"totalCitationPerPublication":113,"totalCitationPerPublicationByYear":1845,"hindexLast5Year":121,"hindex":121},{"2015":88,"2016":88,"2017":89,"2018":90,"2019":91,"2020":92,"2021":93,"2022":94,"2023":95},{"2014":100,"2015":90,"2016":90,"2017":100,"2018":88,"2019":101,"2020":101,"2021":90,"2022":88},{"2014":104,"2015":105,"2016":106,"2017":107,"2018":108,"2019":109,"2020":110,"2021":111,"2022":112},{"2014":104,"2015":115,"2016":116,"2017":107,"2018":117,"2019":118,"2020":119,"2021":120,"2022":119},{"pages":1847,"volume":1849},{"VOID":1848},"1-23",{"VOID":230},"2022-01-04",[81,62],{"id":1853,"createTime":1854,"updateTime":1855,"relativeEntities":1856,"slug":1857,"properties":1858,"entityType":142,"verifyStatus":143,"verifyTime":1855,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1867,"fullTextUrl":18,"authors":1868,"publicationType":179,"publisherRelationship":1912,"citationCount":18,"citationInfo":18,"publishDate":1095,"publishYear":642,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":1961,"openAccess":18,"references":18,"isForceReanalyzing":234},"01239994-690c-4575-b438-a508f831f7cd","2024-01-08T20:43:30.601+00:00","2025-02-25T03:22:21.614+00:00",[],"Learners-approaches-motivation-and-patterns-of-problem-solving-on-lines-and-angles-in-geometry-using-augmented-reality",{"abstract":1859,"title":1861,"references":1863,"doi":1865},{"EN":1860},"There are several concepts in 2D Geometry that require understanding their application in the real practical world. However, in classrooms, such concepts are often taught without the analysis of the learners’ realization and interpretation of the existing concepts around them, in their surroundings. For this purpose, an Augmented Reality (AR) based module for the 7th and 8th grade syllabus has been designed to encourage the active participation of the learners in the classroom while learning the concept of Lines and Angles. It comprises three AR learning activities that enable the participants to recall, visualize, and identify the type of angle and then mark it by drawing on the augmented 3D house. Before conducting the main studies, a pilot study was conducted with 6 students of 8th grade. This helped in validating the data instruments, timing, and execution of the research study. The first study was conducted with 21 students of 8th grade where 12 participants performed the AR learning activities in dyads and 9 participants performed individually. Their perspectives, approaches, and motivation in performing the AR learning activities have been reported. Findings from the study showed that the majority i.e. 90.4% participants preferred to perform the AR learning activities in dyads than individually. Though the usability score was higher for the participants who performed the AR learning activities individually (M = 70.28) as compared to dyads (M = 65.23), there was no significant difference in the motivation scores between the participants of the two groups. In the second study, 28 students of 7th grade were divided into dyads and their behavior patterns of performing the AR learning activities have been reported. Using Lag Sequential Analysis, significant sequences were obtained based on the behaviors belonging to three categories of peer involvement, teacher prompts and AR interactions. It was found that the designed AR learning activities encouraged the participants to discuss the concepts with peers, enhanced their immersive experience as they together moved around and inside the house to find and identify the angles.",{"EN":1862},"Learners' approaches, motivation and patterns of problem-solving on lines and angles in geometry using augmented reality",{"VOID":1864},"Azuma, R. T. (1997). A survey of augmented reality. Presence Teleoperators and Virtual Environments, 6(4), 355–385.\nBakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis. United Kingdom: Cambridge university press.\nBanu, S. M. (2012). Augmented reality system based on sketches for geometry education. In 2012 International Conference on E-Learning and E-Technologies in Education (ICEEE) (pp. 166–170). Lodz: IEEE. https:\u002F\u002Fdoi.org\u002F10.1109\u002FICeLeTE.2012.6333384.\nBiber, Ç., Tuna, A., & Korkmaz, S. (2013). 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