Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies

Liza, Khaira; Andriyanti, Erna

doi:10.11591/edulearn.v14i1.13925

Cited by 53 publications

(65 citation statements)

References 24 publications

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“…It is one of the most important variables when it comes to assessing the willingness of teachers to use a technology (Harmandaoğlu Baz et al 2019 ). It is argued that low self-efficacy is the reason behind not using technology among teachers (Liza and Andriyanti 2019 ). This is because the level of Information and Communication Technology (ICT) is a determining factor for using technology among teachers (Etcuban et al 2016 ).…”

Section: Literature Reviewmentioning

confidence: 99%

RETRACTED ARTICLE: A framework for adopting gamified learning systems in smart schools during COVID-19

Alsamawi

Kurnaz

2021

Appl Nanosci

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The outbreak of COVID 19 has increased the anxiety and stress among teachers and students. This has increased the need for gamified learning systems (GLS) to make the educational process more attractive and increase the engagement as well as the participation of all stakeholders. The use of GLS in teaching and learning has not been deployed effectively in the educational systems in developing countries. The purpose of this study was to examine the predictors of using GLS in Iraqi smart schools. Building on the literature, a framework of GLS is proposed. Data used in this study were collected from 394 teachers and managerial staff in Iraqi smart schools and analysed using Partial Least Square. The findings showed that individuals and organizations are important predictors of using GLS, and their effects on BI are mediated by satisfaction. Readiness and performance expectancy are critical for adopting and using GLS by smart schools. In addition, the findings showed that gamification and self-efficacy are moderating variables. Important implications of the predictability of GLS using a combination of theories as well as the practical suggestions for decision makers to enhance the adoption of GLS among smart schools in Iraq are discussed. In the time of COVID-19, decision makers have suggested increasing gamification features of teaching and learning to reduce anxiety and achieve a better learning process.

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Section: Literature Reviewmentioning

confidence: 99%

RETRACTED ARTICLE: A framework for adopting gamified learning systems in smart schools during COVID-19

Alsamawi

Kurnaz

2021

Appl Nanosci

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“…were collected through structured interviews and a number of open-ended questions on the questionnaire [30]. The students were given an opportunity to describe their learning experiences during the #studyfromhome period to gain more insights on their opinions, hopes, and aspirations.…”

Section: Research Methods 21 Research Designmentioning

confidence: 99%

The use of social media in the creation of personal learning environment during the #studyfromhome period

et al. 2021

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Due to the Covid-19 outbreak in Indonesia the Government urged students and lecturers to conduct the learning process from home through an online system called #studyfromhome. The architecture undergraduate students in this study were millennial students who used digital technology on a daily basis. This study was conducted to determine the role of social media, as well as millennial students’ preferences and feedback on the use of social media as learning tools to create a personal learning environment (PLE). Questionnaires were distributed online to students of Class of 2017 and 2018, out of whom 115 respondents provided their feedback. The results of the study showed that the students of the Architecture Study Program at Udayana University in Bali were fond of using social media especially audio-visual applications for learning activities. In addition, very positive feedback was also provided in terms of knowledge sharing and creativity, acquisition of information, and submission of assignments. Social media were considered more student-friendly. This condition was relevant to the characteristics of the millennial students who were independent learners, and facilitated the creation of PLE. Dealing with the new approach, the students hoped that social media could be used in a better manner as architecture learning platforms.

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“…One can refer to the work by Perdana et al (2016), Dios et al (2016), Üstündağ et al (2017), Liza and Andriyanti (2019) and Reddy et al (2020a). Having a measuring instrument enables the stakeholders to measure the digital competencies of individuals and then formulate remediation strategies to improve the individual's digital competencies.…”

Section: Digital Literacy Measuring Instruments Developedmentioning

confidence: 99%

Contextualized game-based intervention for digital literacy for the Pacific Islands

et al. 2021

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In the digital age, advocating and improving digital literacy is a global challenge. There have been scales developed to measure individuals' digital literacy competencies; however, intervention programs have been only a few. This research paper articulates design details, validity, reliability and effectiveness of a new online modulated digital literacy intervention program (DLIP). For the development of DLIP, digital literacy is stipulated in this research as a universal framework that consists of six different literacies; media, information, technology, computer, visual, and communication literacy. An online module has been designed for each of these six literacies, and the concept of game-based learning has been used to engage the users and secure high user satisfaction. To test the reliability of the intervention, the Kuder- Richardson- 20 (KR-20) test was performed. The developed intervention was deemed to be reliable with the KR-20 value of 0.86. The construct validity was measured using the spearman’s correlation test and since the values for all the constructs were above 0.3, the DLIP was valid. The effectiveness of the DLIP was evaluated by calculating the effect size. The Cohen’s d test was used and the results show that the intervention was moderately effective. Although DLIP has been developed for the Pacific Islands it has global applicability.

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Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies

Cited by 53 publications

References 24 publications

RETRACTED ARTICLE: A framework for adopting gamified learning systems in smart schools during COVID-19

RETRACTED ARTICLE: A framework for adopting gamified learning systems in smart schools during COVID-19

The use of social media in the creation of personal learning environment during the #studyfromhome period

Contextualized game-based intervention for digital literacy for the Pacific Islands

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