Educational Technology Adoption: A systematic review

Granić, Andrina

doi:10.1007/s10639-022-10951-7

Cited by 74 publications

(38 citation statements)

References 82 publications

(148 reference statements)

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“…Someone who has character means he has morals and manners. Four types of character have been known and implemented in the educational process (Granić, 2022), namely religious value-based character education which is the truth of God's revelation The basic period of forming a cadet character (Madatukar) is the first step in nurturing cadets at the Banyuwangi Indonesian Aviation Academy (APIB), which focuses on introducing the aims, objectives, and character building activities (character building) of transportation human resources, to prepare cadets to be able to adapt with life in the hostel and have a complete picture of the purpose of the activity concerning the various tasks, responsibilities, and challenges that will be faced in the world of work. To foster a spirit of togetherness, physical endurance, and the formation of attitudes and behavior of all cadets, coaching is given for a maximum of 2 (two) weeks, in collaboration with designated agencies based on the results of an agreement which is called the basic period for forming cadet character (Madatukar).…”

Section: Resultsmentioning

confidence: 99%

Evaluation Basic Online Training Program for Character-Building of Transportation Cadets at Indonesian Aviation School Banyuwangi

Putra¹,

Rusdyansyah²,

Wicaksono³

et al. 2023

ijjm

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The base period of character formation activities for transportation cadets is called "MADATUKAR" a mandatory program for new cadets (juniors) who will enter educational institutions within the Human Resource Development Agency of Ministry of Transportation Republic of Indonesia. This study aims to understand the effectiveness of MADATUKAR program at the Banyuwangi Indonesian Aviation School (APIB). This type of research uses a qualitative descriptive method. Data analysis includes the stages of reduction, presentation, and verification. The results show that character building through the MADATUKAR program is most important for cadets. Characters formed are religious, responsible, disciplined, social care, hard work, independence, curiosity, national spirit, love of the motherland, care for the environment, communication, and respect for achievement. Character building through 3 stages; planning, implementation, and evaluation. Meanwhile, the method used is the method of internalization, habituation, exemplary, and discipline coaching. In the process, the character formation of cadets is influenced by internal factors (instinct and will) and external factors (education and environment).

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Section: Resultsmentioning

confidence: 99%

Evaluation Basic Online Training Program for Character-Building of Transportation Cadets at Indonesian Aviation School Banyuwangi

Putra¹,

Rusdyansyah²,

Wicaksono³

et al. 2023

ijjm

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“…This integration provides students with a more enriching and innovative learning experience, inspiring their creativity and interest in learning. Related research by Granić (2022) [58] also pointed out that the comprehensive application of educational technology can effectively enhance student learning outcomes and engagement.…”

Section: E Discussionmentioning

confidence: 99%

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

Fang,

Jiang

2024

IEEE Access

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This study aims to explore the integration of Internet of Things (IoT) technology and artificial intelligence (AI) in art education, assessing its impact on learners' experiences and learning outcomes. The study first proposes a digital teaching system that enables the IoT and Generative Adversarial Networks (GANs) to play a role in art education by monitoring students' creative state in real-time, providing immediate feedback, and facilitating the generation of creative works. The system framework includes sensor nodes, an IoT platform, a GAN model, and a user interface to build a real-time interactive environment. Sensor nodes constantly collect physiological, movement, and environmental data from students, and the GAN model receives student data from the IoT platform, combining creative input from students to generate artwork in real-time. The generated works are transmitted to the discriminator through the IoT platform, which evaluates their quality and provides real-time feedback. Students interact with the system through the user interface, observe the generated artwork, adjust generator parameters, and propose new ideas. These interactions influence further artistic creation. The WikiArt public art creation dataset is selected to establish the experimental foundation, and the experimental evaluation focuses on image generation quality, system performance, and student learning outcomes. It is compared with Deep Convolutional Generative Adversarial Network (DCGAN) and Variational Autoencoder (VAE) models. The research results indicate that the designed IoT and GANs integrated system remarkably outperforms DCGAN and VAE in image generation quality, with an Inception Score of 4.5, which is more diverse and recognizable than other models. Regarding system performance, the IoT and GANs integrated system is significantly ahead in image generation speed and user interaction, with a transmission speed of up to 200 Mbps. Regarding student learning outcomes, the system performs excellently in emotional feedback, learning outcomes, and creative work quality, achieving 80% satisfaction and 90% positive feedback. Overall, the research conclusion clearly points out that the integration of IoT and GANs has a significant and comprehensive effect on improving the quality of art education. This study expands the field of art education by integrating IoT and GANs, enhancing students' creative experiences, and providing innovative methods for art teaching in the digital age.

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“…The teaching and learning pedagogy have undergone significant changes in recent decades due to technological advancements [1][2][3]. With technology being ubiquitous in today's society, the educational system must adapt to the needs of the new generation of students [4].…”

Section: Introductionmentioning

confidence: 99%

Determinants of Economical High School Students’ Attitudes toward Mobile Devices Use

Moca

Bădulescu

2023

Sustainability

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Due to recent considerable technology breakthroughs in the education sector, new tools have been developed to improve learning. Motivating students to use new devices for learning rather than just for amusement, however, is a difficulty. The COVID-19 pandemic prompted the adoption of technological devices for course delivery, thereby highlighting the significance of mobile learning (m-learning) and allowing educators, students, and other stakeholders in the education sector to recognize its potential, advantages, drawbacks, and challenges. As m-learning has been an essential aspect of education for some time now, there is growing interest in assessing its long-term viability and usefulness across various educational domains, including economics. New technologies like computers, the internet, and related tools can help by bringing life to the classroom, gauging student progress, simulating economic activities and phenomena, and teaching vital skills needed for the economic world, like entrepreneurship. This study aims to explore the potential of incorporating new technologies in economic education, we study the tendency of the economical high school students towards using mobile devices for learning activities. A total of 407 participants were involved in research, the data from these respondents being collected with the help of a questionnaire survey. The original technology acceptance model (TAM) has been extended and the role of various external factors such as the subjective norm, learning autonomy, facilitating conditions or self-efficacy has been addressed. A list of hypotheses was proposed to validate the underlying model and provide guidance on how external factors affect attitudes towards using mobile devices. The empirical results indicated that perceived ease of use and perceived usefulness are significant predictors to explain the attitudes towards mobile devices use and m-learning and the analyzed external factors have a positive influence on them. In terms of methods used, we characterize the perception of students by structural equations modelling (SEM). This study identifies and analyzes the factors that influence students’ attitude and readiness towards mobile technology use in education, providing valuable insights into improving the adoption of new technologies and to evaluate the sustainability of m-learning in economic education.

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Educational Technology Adoption: A systematic review

Cited by 74 publications

References 82 publications

Evaluation Basic Online Training Program for Character-Building of Transportation Cadets at Indonesian Aviation School Banyuwangi

Evaluation Basic Online Training Program for Character-Building of Transportation Cadets at Indonesian Aviation School Banyuwangi

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

Determinants of Economical High School Students’ Attitudes toward Mobile Devices Use

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