Harnessing the Power of Smart Devices for On-the-Go Education
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
چکیده
This take a look at explores the dynamics of on-the-go education facilitated by means of smart devices, specializing in participant demographics, clever device utilization patterns, alternatives for academic apps, and perceptions of advantages and challenges. A numerous sample of 300 participants spanning diverse instructional ranges and genders engaged in a quantitative survey. Descriptive information discovered that clever gadgets are regularly used for training, with E-Books being the most favored app category. Participants recounted the advantages of flexibility and accessibility, but highlighted restrained peer interplay as a challenge. These findings underscore the need for innovative approaches to decorate collaboration in on-the-pass schooling. The have a look at's implications inform educators, designers, and technologists in adapting practices for the evolving needs of modern inexperienced persons.
دانلود
##plugins.themes.bootstrap3.article.details##
این پروژه تحت مجوز بین المللی Creative Commons Attribution-ShareAlike 4.0 می باشد.
مراجع
Alshahrani, A. (2023). The impact of ChatGPT on blended learning: Current trends and future research directions. International Journal of Data and Network Science, 7(4), 2029-2040.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Cai, Y., Pan, Z., & Liu, M. (2022). Augmented reality technology in language learning: A meta‐analysis. Journal of Computer Assisted Learning, 38(4), 929-945.
Cejudo, J., Losada, L., & Feltrero, R. (2020). Promoting social and emotional learning and subjective well-being: Impact of the “aislados” intervention program in adolescents. International journal of environmental research and public health, 17(2), 609.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472.
Hoi, V. N. (2020). Understanding higher education learners' acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach. Computers & Education, 146, 103761.
Mack, K., McDonnell, E., Potluri, V., Xu, M., Zabala, J., Bigham, J., ... & Bennett, C. (2022, April). Anticipate and adjust: Cultivating access in human-centered methods. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (pp. 1-18).
Małek, Ł. A., Marczak, M., Miłosz‐Wieczorek, B., Konopka, M., Braksator, W., Drygas, W., & Krzywański, J. (2021). Cardiac involvement in consecutive elite athletes recovered from Covid‐19: A magnetic resonance study. Journal of Magnetic Resonance Imaging, 53(6), 1723-1729.
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social sciences & humanities open, 3(1), 100101.
Shore, L. M., & Chung, B. G. (2022). Inclusive leadership: How leaders sustain or discourage work group inclusion. Group & Organization Management, 47(4), 723-754.
Tabuenca, B., Serrano-Iglesias, S., Martin, A. C., Villa-Torrano, C., Dimitriadis, Y., Asensio-Pérez, J. I., ... & Kloos, C. D. (2021). Affordances and core functions of smart learning environments: A systematic literature review. IEEE Transactions on Learning Technologies, 14(2), 129-145.
Yıldırım, M., & Güler, A. (2022). Factor analysis of the COVID-19 perceived risk scale: A preliminary study. Death studies, 46(5), 1065-1072.