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technology-enhanced learning and Well-being: a Contribution to the Validation of a Measure to Assess University Students' Technostress in the Italian Context

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INTERNATIONAL JOURNAL OF MENTAL HEALTH AND ADDICTION 2024年第3期22卷 1515-1529页

作者： Schettino, Giovanni Marino, Leda Capone, Vincenza Univ Naples Federico II Dept Humanities Via Porta Massa 1 I-80138 Naples Italy

COVID-19 has forced many universities to adopt widely technology-enhanced learning (TEL), highlighting the role of technostress as a risk factor for detrimental outcomes that may be prevented through the assessment with reliable tools. Thus, the present study aimed to test the psychometric characteristics of the Italian validation of the technostress scale by Wang, Tan, and Li. A self-report online questionnaire was completed by 915 participants (aged 18-33 years) attending an online university course during the health emergency. A subsample of 301 subjects (M-Age = 20.91, SD = 1.93) filled out the same questionnaire after a 3-month time interval to evaluate the test-retest reliability. Confirmatory factor analysis verified the one-factor structure of the scale, which was confirmed across academic courses considered (first-year and senior students). Moreover, the findings showed significant associations with the Italian Technostress Creators Scale and the Italian Mental Health Continuum-Short Form, as well as a satisfactory test-retest coefficient value supporting its validity and reliability. In light of the above, the study provides a useful instrument to evaluate technostress related to TEL and indications to implement preventive interventions for this type of stress by improving students' experience with learning technologies.

关键词： Technostress Students Well-being technology-enhanced learning Scale validation

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technology-enhanced learning in the Education of Oncology Medical Professionals: A Systematic Literature Review

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JOURNAL OF CANCER EDUCATION 2023年第5期38卷 1743-1751页

作者： Kulaksiz, Taibe Steinbacher, Jana Kalz, Marco Heidelberg Univ Educ Inst Arts Mus & Media Keplerstr 87 D-69120 Heidelberg Germany

As cancer continues to be a significant global health challenge, the education of oncology professionals plays a crucial role in providing quality cancer care and achieving optimal patient outcomes. In order to meet the growing need for flexible, accessible, and effective training, this study examines the role of technology-enhanced learning (TEL) in the education of oncology medical professionals. Following the PRISMA guidelines, this systematic review included 34 articles published between 2012 and 2022 in EBSCO and PubMed databases. Findings reveal a diverse range of digital tools being used in oncology training, despite a shortage of advanced educational technologies and limited functional improvement compared to traditional instruction. Since the training primarily targeted at multiple professions in the medical expert role, with radiation oncologists being overrepresented, other oncology domains should be examined more thoroughly in the future, taking into account distinct professional abilities, e.g. communication, collaboration, and leadership skills with reference to the CanMEDS framework. Although the training programmes generally resulted in positive outcomes according to the Kirkpatrick evaluation model, experimental research designs were rather limited. Therefore, the substantial contribution and limitations of TEL in oncology education need to be clarified. Precise reporting of digital tools and instructional processes, as well as challenges encountered, is highly recommended to increase transparency and replicability. Research methodology in digital oncology education remains a major concern and should be addressed accordingly in future research.

关键词： Oncology education Cancer education Cancer care professionals technology-enhanced learning Digital education Systematic review

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technology-enhanced learning and Its Association with Motivation to Learn Science from a Cross-Cultural Perspective

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JOURNAL OF SCIENCE EDUCATION AND technology 2023年第4期32卷 597-606页

作者： Ginzburg, Tamar Barak, Miri Technion Israel Inst Technol Fac Educ Sci & Technol IL-320003 Haifa Israel Univ Oxford Oxford England

Fostering technology-enhanced science learning in elementary schools is an ongoing challenge as young students are not always motivated to engage with science lessons. The use of technology, such as digital sensors and data recorders, has been found to result in higher engagement with science. However, the association between technology-enhanced science learning and students' motivation to learn, from a cross-cultural viewpoint, is still discussed among researchers. Thus, the goal of this study was twofold: (a) to examine the motivation to learn science of elementary school students from different countries and cultural backgrounds;(b) to identify phases of technology-enhanced science learning and their association with students' motivation. Applying the sequential mixed-methods research design, data were collected via questionnaires, semi-structured interviews, and online observations. The study included seven experienced science teachers from the USA and Israel and 109 sixth-grade students: English speakers (N = 43), Arabic speakers (N = 26), and Hebrew speakers (N = 40). The findings indicated differences in students' internal motivation, in terms of "interest and enjoyment," "connection to daily-life," and "cross-cultural interactions," with medium ratings for "self-efficacy." The study identified and characterized two consecutive phases of technology-enhanced science learning-"divergence" and "convergence"-that can be associated with motivation to learn science. Overall, the study's results highlight the importance of seamlessly embedding technology to support cross-cultural learning of scientific practices.

关键词： Cross-cultural Elementary school Motivation to learn technology-enhanced learning

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Impact of NEWTON technology-enhanced learning Solutions on Knowledge Acquisition in Pilots Involving Students With Hearing Impairments

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IEEE TRANSACTIONS ON EDUCATION 2024年第3期67卷 472-482页

作者： Bratu, Marilena Muntean, Cristina Hava Buica-Belciu, Cristian Stan, Sabina Muntean, Gabriel-Miro Univ Bucharest Fac Psychol & Educ Sci Bucharest 030018 Romania Natl Coll Ireland Sch Comp Dublin 1 Ireland Dublin City Univ Sch Elect Engn Performance Engn Lab Dublin 9 Ireland

Contributions: This article presents the results of a study carried out as part of two large-scale pilots and analyzes the impact of the use of modern technologies in education in term of knowledge acquisition in case of students with hearing disabilities. Background: Teaching topics from STEM area is a challenging task for all teachers who have students with hearing disabilities in their class. On the one hand, because of the high degree of difficulty of the information in this field and on the other hand, because of the difficulties that students with hearing disabilities face in understanding this information. In this context, the use of modern technologies in education, but especially the way they are used together with traditional ones, can provide great support for teachers of students with special needs. Intended Outcomes: A set of modern technologies, i.e., virtual lab, virtual reality (VR), in the game-based learning context of the EU-funded NEWTON project, were employed in education as part of the Earth Course. The goal was to increase the accessibility of STEM information in the area of natural sciences for the benefit of students, especially those with hearing disabilities. Application Design: The study targeted secondary school students with hearing disabilities. Content related to natural sciences (i.e., wildlife and sealife) was presented as part of the Earth Course via innovative applications that included virtual laboratories and VR. Avatars were used to support the students with special needs (sign-language translation). Findings: The results of this study demonstrate that the use of modern technologies, combined with game-based learning in science lessons for students with hearing disabilities, contribute to increasing their knowledge level. The best results were obtained when these technologies were used in mixed lessons, alongside the traditional teaching methods.

关键词： Hearing impairments knowledge acquisition natural sciences STEM technology-enhanced learning

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The educational impact of technology-enhanced learning in regional anaesthesia: a scoping review

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BRITISH JOURNAL OF ANAESTHESIA 2024年第2期133卷 400-415页

作者： Savage, Mairead Spence, Andrew Turbitt, Lloyd Belfast Hlth & Social Care Trust Dept Anaesthesia Belfast North Ireland Belfast Hlth & Social Care Trust Dept Gastroenterol Belfast North Ireland Queens Univ Belfast Sch Med Dent & Biomed Sci Belfast North Ireland

Background: Effective training in regional anaesthesia (RA) is paramount to ensuring widespread competence. technology-based learning has assisted other specialties in achieving more rapid procedural skill acquisition. If applicable to RA, technology-enhanced training has the potential to provide an effective learning experience and to overcome barriers to RA training. We review the current evidence base for use of innovative technologies in assisting learning of RA. Methods: Using scoping review methodology, three databases (MEDLINE, Embase, and Web of Science) were searched, identifying 158 relevant citations. Citations were screened against defined eligibility criteria with 27 studies selected for inclusion. Data relating to study details, technological learning interventions, and impact on learner experience were extracted and analysed. Results: Seven different technologies were used to train learners in RA: artificial intelligence, immersive virtual reality, desktop virtual reality, needle guidance technology, robotics, augmented reality, and haptic feedback devices. Of 27 studies, 26 reported a positive impact of technology-enhanced RA training, with different technologies offering benefits for differing components of RA training. Artificial intelligence improved sonoanatomical knowledge and ultrasound skills for RA, whereas needle guidance technologies enhanced confidence and improved needling performance, particularly in novices. Immersive virtual reality allowed more rapid acquisition of needling skills, but its functionality was limited when combined with haptic feedback technology. User friendly technologies enhanced participant experience and improved confidence in RA;however, limitations in technology-assisted RA training restrict its widespread use. Conclusions: technology-enhanced RA training can provide a positive and effective learning experience, with potential to reduce the steep learning curve associated with gaining RA proficiency. A combined ap

关键词： medical education regional anaesthesia simulation technology-enhanced learning ultrasound-guided regional anaesthesia

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The Mediating Role of Positive Events in Language Learners' Social Anxiety, Positive Emotions, and Emotion Suppression in a technology-enhanced learning Environment

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ASIA-PACIFIC EDUCATION RESEARCHER 2024年第4期33卷 807-818页

作者： Qi, Jiaming Nanjing Univ Sci & Technol ZiJin Coll Sch Humanities & Social Sci Nanjing Peoples R China

Language learners' positive and negative emotions were integrated with their social anxiety and their suppression in technology-enhanced learning environments. A total of 878 Chinese English as a Foreign Language (EFL) learners participated in this study. They completed a Computer technology Integration Questionnaire (CTIQ), an Emotion Regulation Questionnaire (ERQ), a Positive and Negative Affect Scale (PNAS) and a Social Interaction Anxiety Scale (SIAS). Results of SEM analysis indicated that while positive emotions were directly related to the learners' perceptions of technology-enhanced learning environments, their negative emotions adversely predicted their emotion regulation and their perceptions of technology integration. The outcomes confirmed that there were significant and positive relationships between Chinese EFL students' emotion regulation and their perceptions of technology-enhanced learning environments. The findings of the study suggest implications to reduce learners' anxiety and encourage them to use technology in their classrooms. This study is intended to enhance our understanding of positive and negative events in technology-enhanced learning environments.

关键词： Positive psychology Social anxiety Positive emotions Negative emotions technology-enhanced learning

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Insight on the influence of technology-enhanced learning in orthodontics' education: A systematic review

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EUROPEAN JOURNAL OF DENTAL EDUCATION 2023年第3期27卷 729-745页

作者： Abu Arqub, Sarah Waleed, Mahdi Al-Abedalla, Khadijeh Iverson, Marissa G. Uribe, Flavio Univ Florida Dept Orthodont Gainesville FL USA Univ Jordan Sch Dent Dept Oral Maxillofacial Surg Oral Med & Periodont Amman Jordan Univ Connecticut Hlth LM Stowe Lib Farmington CT USA Univ Connecticut Hlth Dept Craniofacial Sci Div Orthodont Farmington CT USA

Objectives technology-enhanced learning (TEL) provides a pliable and current way to present orthodontic curriculum material to students. This review aimed to assess the effectiveness of TEL compared with traditional learning methods in the field of orthodontics. Materials and Methods The search comprised randomised controlled trials (RCTs) related to orthodontics' interactive learning from the following databases: PubMed, Scopus, CENTRAL, Psyclnfo, ERIC, Web of Science, Dissertations and Theses Global. Two authors performed the screening, data extraction and assessed risk of bias using the Cochrane tool (Rob 2) blindly and in duplicate. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. Results A total of 3131 records were identified of which 11 RCT were included. On level 1 (Reaction), students had a positive attitude towards TEL. On level 2 (learning), included studies did not report any significant knowledge improvement when TEL was compared with traditional learning strategies. One study assessed level 3 (Behaviour), where students felt that flipped classroom learning created feelings of greater confidence. On level 4 (Results), most studies suggested that TEL tools are as equally effective in imparting information as traditional tools and recommended that both methods should be considered in teaching students. Conclusion technology-enhanced learning techniques might have the potential to enhance educational outcomes in orthodontic education and students seem to enjoy the implementation of technology in the learning process. These educational tools should be used as an adjunct to the traditional didactic classroom, and not as a replacement, due to the challenges encountered with their application.

关键词： education orthodontics students technology-enhanced learning

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learning with the School Library: Mapping technology-enhanced learning Underpinnings 18th

Learning with the School Library: Mapping Technology-Enhance...

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18th European Conference on technology enhanced learning (EC-TEL)

作者： Mota, Eduarda Ribeiro Loureiro Cardoso, Teresa Margarida Ferreira da Cruz, Ana Carolina Pestana, Filomena Univ Aberta Lab Educ Distancia & ELearning LE D Rede WEIWER Lisbon Portugal Minist Educ Rede Bibliotecas Escolares Lisbon Portugal Univ Aberta Dept Educ & Ensino Distancia Lisbon Portugal

ISBN: (纸本)9783031426810;9783031426827

technology-enhanced learning has been at the center of any global educational agenda for the past decades. More recently, with the COVID-19 pandemics, it has (re)gained a wider interest. However, it has been at the core of the Portuguese School Libraries Network since its creation in 1996, with the mission of promoting learning scenarios that enhance essential literacy skills for 21st-century learners. Therefore, in Portugal, the school library plays an important role in fostering such technology-enhanced learning environments. But, which underpinnings on technology enhanced-learning are evidenced in the main documents of the Portuguese School Libraries Network, namely in its learning with the School Library Referential? The objective of our study is to map the underpinnings of technology-enhanced learning present in this framework, particularly in terms of how digital literacy is approached in relation to other literacies. To this end, we will use a qualitative methodology approach in a case study supported by content analysis with a focus on digital literacy. Ultimately, we will conclude that digital literacy is addressed transversally in the Referential, reflecting the innovative use of tools, technologies and learning environments to enhance students' literacy skills.

关键词： School Library technology-enhanced learning Digital literacy Pedagogical Innovation Collaborative Practices Mapping K-12 Underpinnings

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Deep learning-based multi-criteria recommender system for technology-enhanced learning

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SCIENTIFIC REPORTS 2025年第1期15卷 1-17页

作者： Salau, Latifat Mohamed, Hamada Abdulsalam, Yunusa Simpa Mohammed, Hassan African Univ Sci & Technol Dept Comp Sci & Engn Abuja 900109 Nigeria Univ Aizu Software Engn Lab Aizu Wakamatsu Fukushima 9658580 Japan Univ Mohammed VI Polytech Coll Comp Ben Guerir 43150 Morocco Bayero Univ Dept Software Engn Kano 700241 Nigeria

Multi-Criteria Recommender Systems (MCRSs) improve personalization by incorporating multiple user preferences. However, their application in technology-enhanced learning (TEL) remains limited due to challenges such as data sparsity, over-specialization, and cold-start problems. Traditional techniques, such as Singular Value Decomposition (SVD) and SVD + + , struggle to effectively model the complex interactions within multi-criteria rating data, leading to suboptimal recommendations. This paper introduces a hybrid DeepFM-SVD + + model, which integrates deep learning and factorization-based techniques to improve multi-criteria recommendations. The model captures both low-order feature interactions using factorization machines and high-order dependencies through deep neural networks, enabling more adaptive recommendations. To evaluate its performance, the model is tested on two multi-criteria datasets: ITM-Rec (TEL domain) and Yahoo Movies (non-TEL domain). The experimental results show that DeepFM-SVD + + consistently outperforms the traditional techniques across multiple evaluation metrics. The findings highlight significant improvements in accuracy, demonstrating the model's effectiveness in sparse datasets and its generalization across domains. By addressing the limitations of existing MCRS techniques, this study contributes to advancing personalized learning recommendations in TEL and expands the applicability of deep learning-based MCRS beyond educational contexts.

关键词： Multi-criteria recommender systems technology-enhanced learning Recommender systems Deep learning

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Doctoral Education in technology-enhanced learning: The Perspective of PhD Candidates and Researchers 10th

Doctoral Education in Technology-Enhanced Learning: The Pers...

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10th International Conference on learning and Collaboration Technologies (LCT) Held as Part of the 25th International Conference on Human-Computer Interaction (HCII)

作者： Nicolaou, Anna Soule, Maria Victoria Athanasiou, Androulla Constantinou, Elis Kakoulli Parmaxi, Antigoni Fominykh, Mikhail Perifanou, Maria Economides, Anastasios Pedro, Luis Albo, Laia Hernandez-Leo, Davinia Wild, Fridolin Cyprus Univ Technol Limassol Cyprus Norwegian Univ Sci & Technol Trondheim Norway Univ Macedonia Thessaloniki Greece Univ Aveiro Aveiro Portugal Pompeu Fabra Univ Barcelona Spain Open Univ Milton Keynes Bucks England

ISBN: (纸本)9783031344107;9783031344114

The field of technology enhanced learning (TEL) in recent years has drawn much attention and has been widely researched. Research has mainly focused on the theory, implementation in various disciplines and modes, and the role of TEL, especially in Higher Education. Researchers, however, are called upon to focus on the interdisciplinarity of TEL as well as on its potential in supporting doctoral students, one level above the usual research carried out on undergraduate courses. This paper aims at presenting part of the quantitative results yielded from an online survey which collected information on doctoral education in TEL from PhD candidates and researchers involved in doctoral education or carrying out research in TEL. The findings have shown that despite the increase in the availability of resources and materials as doctoral students move to more advanced stages of their studies, they need adequate support and training in academic writing and research methodologies. This has prompted the design and implementation of a training program for doctoral students by the Doctoral Education for technology enhanced learning project (DE-TEL), which aimed to improve and innovate the European doctoral education in TEL, by developing a new program and Open Education Resources in this field.

关键词： technology-enhanced learning Doctoral education

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