educational-technology

Documents about educational-technology

• A theory-driven scale for assessing text-based generative AI literacy from a self-efficacy perspective (T-GASE)#153902Springer Nature OA
• The Impact of Project-Based Learning on Future First Generation College Students’ Oral Communication Skills, Presentation Skills, Confidence Levels, and College and Career Readiness#201184Scholar Commons
• AI-enabled sign language interpretation in E-learning: a structural modelling of the perspectives of African sign language interpreters#248666Springer Nature OA
• Atiba University Oyo, Admission NOW OPEN 2026/2027 session out ☎️{o8039478772)-☎️{+23408039478772}.Candidates must meet course-specific requirements and follow the entry rules to qualify for admission consideration Dr Mercy Anthony ☎️{08039478772) ☎️{+23408039478772}#287794Figshare
• Generative AI's impact on student's motivation and well-being in online graduate programs: a phenomenological study through self-determination theory#305588Pepperdine Digital Commons
• <b>WCAG 2.2 E‑Learning Affordance Dataset: Classification and Psychological Field Structures</b>#424545Figshare
• The Perceptions of GenAI Tools in Lesson Planning: Implications for Science Teacher Education#437320ODU Digital Commons
• Book Review: <em>Dynamic Teaching of Russian: Games and Gamification of Learning.</em>#444725BYU ScholarsArchive
• How Secondary Online Teachers Perceive and Implement Executive Function Strategies in Online Classrooms: A Qualitative Case Study#474977DigitalCommons@Kennesaw State University
• Inspiring Girls to Fill the Blank Space in Stem: the Impact of an After-School Coding and Robotics Club on Elementary Female Students' Engagement and Self-Efficacy in Computer Science#201168Scholar Commons
• How game elements are connected to motivational design in gamified geogebra learning environments: identifying design principles using ARCS theory#299142Springer Nature OA
• Determinants of lecturer readiness to adopt generative AI in higher education: survey evidence from UTAUT and self-determination theory#299143Springer Nature OA
• The Incorporation of AI-Enabled Culturally Relevant Narrative-Based Learning Pedagogy to Engage Students in a Diverse STEM Classroom#306038Scholar Commons
• Integrating UTAUT-2 and protection motivation theory to explain pre-service teachers’ adoption of AI-supported game-based learning#406898Springer Nature OA
• Human-AI co-creation or conflict? Mapping art students’ diverse perspectives on creative identity with genAI: A Q methodology study#219884Springer Nature OA
• Dominican University Ibadan Oyo State, Admission NOW OPEN 2026/2027 session out ☎️{o8039478772)-☎️{+23408039478772}.Candidates must meet course-specific requirements and follow the entry rules to qualify for admission consideration Dr Mercy Anthony ☎️{08039478772) ☎️{+23408039478772}#287805Figshare
• Herramientas digitales inclusivas para mejorar el aprendizaje de niños con necesidades educativas específicas mediante una revisión integrativa de literatura#628689DIALNET OAI Articles
• From Gradual Release of Responsibility to Gradual Release of Technology: A Case for the Staged Use of AI in Formal Education#131075OSF
• Research on optimization of educational resource allocation based on the combination of 6G network slicing and artificial intelligence technology#172269Springer Nature OA
• La influencia de las tecnologías de la información y comunicación en la educación superior: un análisis de su incidencia en los procesos de enseñanza-aprendizaje#183413Dialnet
• Transformasi Laboratorium Menuju Smart Lab: Digitalisasi Sistem Operasional dan Manajemen Laboratorium Pendidikan#194610Jurnal Manajemen Kesehatan Yayasan RS.Dr. Soetomo
• Arthur Javis University Akpoyubo, Admission NOW OPEN 2026/2027 session out ☎️{o8039478772)-☎️{+23408039478772}.Candidates must meet course-specific requirements and follow the entry rules to qualify for admission consideration Dr Mercy Anthony ☎️{08039478772) ☎️{+23408039478772}#287802Figshare
• Annual Population Survey: Well-Being, April 2011 - March 2015: Secure Access#781944UK Data Service OAI-PMH Repository (Production)
• Analisis Tingkat Kepuasan Pengguna Sistem Informasi Akademik Terpadu (SIUTER) Menggunakan System Usability Scale (SUS) dan User Experience Questionnaire (UEQ)#357093Figshare
• Student Perceptions of the Community of Inquiry in Online Human Anatomy and Physiology Discussion Boards Using 2-D and 3-D Anatomical Models#396656ODU Digital Commons
• La gamificación como estrategia didáctica para el desarrollo de las habilidades socioemocionales en niñas y niños de 24 a 36 meses#480277DIALNET OAI Articles
• A gamified AI movement assessment and feedback approach for university students in physical education: Effects on movement skills, learning engagement, and behavioral patterns#219877Springer Nature OA
• New Literacies in the Age of AI: Ethics, Teaching, and Writing (Spanish Version)#261674DOAB PROD Instance
• New Literacies in the Age of AI: Ethics, Teaching, and Writing (English Version)#261678DOAB PROD Instance
• Kola Daisi University Ibadan, Admission NOW OPEN 2026/2027 session out ☎️{o8039478772)-☎️{+23408039478772}.Candidates must meet course-specific requirements and follow the entry rules to qualify for admission consideration Dr Mercy Anthony ☎️{08039478772) ☎️{+23408039478772}#287808Figshare
• Cognitive Learning Intelligence Platform (CLIP): Every Pen Stroke is a Learning Signal#331645OSF
• Initial training of teachers of basic education in Chile: Reflections and analysis of the ict curriculum guidelines [Formación inicial del profesorado de educación básica en Chile: Reflexiones y análisis de las orientaciones curriculares en tic]#935997Repositorio de Universidad Autónoma de Chile.
• Reskilling and Retraining the Water Technology Workforce: An Agentic Generative AI Framework for Water Purification, Nano‑MEMS, and Curriculum Development#435005OSF
• Educação CTS em produtos educacionais do Mestrado Nacional Profissional em Ensino de Física : concepções e práticas pedagógicas#672244Repositório da UFES
• Motivational Ergonomics in Gamified and Artificial Intelligence-Supported Learning: An ARCS Study with Implications for Workplace Training#316663OSF
• La integración de las TIC en el trabajo y aprendizaje docente : el caso de los docentes de dos escuelas de Buenos Aires#366995Repositorio Digital de la Universidad de San Andrés
• Formación docente situada para la integración de la tecnología TPACK-LS#658297DOAB PROD Instance
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)
• GiriAiPublication™: AI Use & Disclosure Advisory for Medical Publication (Edition 6, v6.0)#426294Zenodo (CERN)
• El Artífice Aumentado: soberanía técnica, cognitive offloading e inteligencia artificial en la formación docente técnica argentina#251703OSF
• Somagraphic Learning™ Framework: Industry & Empirical Validation Matrix#374643IDEALS @ University of Illinois Urbana-Champaign
• Somagraphic Learning™ Framework (SLF) | UAE Human-Readiness One-Pager#374647IDEALS @ University of Illinois Urbana-Champaign
• Map Before Machine™ Card (1 pager)#374642IDEALS @ University of Illinois Urbana-Champaign
• Pre-AI Embodied Sense-Making: A Terminology Reference | Somagraphic Learning™ Framework#374644IDEALS @ University of Illinois Urbana-Champaign
• (SSRN preprint, Version 3) Somagraphic Learning™ Framework: A Human-First, AI-Supported Visual Cognitive Approach#374645IDEALS @ University of Illinois Urbana-Champaign
• Map Before Machine™ ppt (UIUC Siebel Center for Design, SHIFT Scholar)#374648IDEALS @ University of Illinois Urbana-Champaign
• Somagraphic Learning™ Framework Pilot Protocol#374646IDEALS @ University of Illinois Urbana-Champaign
• Not AI-made. Soul-made: Reimagining Learning in a Human-First Era#374649IDEALS @ University of Illinois Urbana-Champaign