rss_2.0Sciendo RSS Feed for Research on Education and Mediahttps://sciendo.com/journal/REMhttps://www.sciendo.comhttps://sciendo-parsed.s3.eu-central-1.amazonaws.com/67671a197306cc7e8721d4ad/cover-image.jpghttps://sciendo.com/journal/REM140216https://sciendo.com/article/10.2478/rem-2024-0017<abstract> <title style='display:none'>Abstract</title> <p>This research examines how artificial intelligence (AI) can be effectively integrated into education. It focuses on the skills and strategies that students and educators need to be successful. The study takes a qualitative approach. It includes discussions with students and faculty at a Moroccan University of Interdisciplinary Studies and a review of the relevant literature. The findings show that AI has great potential to enhance learning and critical thinking. However, there is a clear need for structured training and strong institutional support to build AI literacy. The study suggests that educational institutions should take a comprehensive approach to integrating AI. This includes creating training programs, integrating AI into the curriculum, and encouraging collaboration on AI-related projects. These steps can help prepare students for a future in which AI plays an important role in their careers. This research adds to the ongoing conversation about AI in education. It also offers practical ideas for improving teaching and learning with technology.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00172024-12-21T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0015<abstract> <title style='display:none'>Abstract</title> <p>Spelling and grammar are a priority in first language (L1) classrooms. Digital learning has increased significantly around the world, particularly as a result of the COVID-19 pandemic. While the range of online learning for spelling and grammar is very large, there is still no systematic review of the effectiveness of different features and platform characteristics in this area. This systematic literature review summarizes research on online learning platforms for L1 spelling and grammar instruction. We aim to synthesize what is known about online L1 learning environments and to infer the effectiveness and quality of a platform from its design, pedagogical approaches, or technologies used. Special attention is paid to the different features that can be implemented in such platforms. 49 relevant publications were included after a two-step screening process and application of inclusion and exclusion criteria. We found that digital L1 learning platforms are often described rather than evaluated in an experimental study. However, immediate feedback, repetition of tasks, and varying levels of difficulty were described as particularly effective for learning success. While digital learning platforms are widely used, adaptive or machine learning based methods were rarely found. The review suggests future work in adaptive learning environments for L1 learners and the integration of experimental studies.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00152024-12-21T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0018<abstract> <title style='display:none'>Abstract</title> <p>This study consists of a 17-year (2006-2021) systematic literature review on the effective instructional strategies for developing Computational Thinking (CT) in primary school students (K-5). The aim of this paper is to identify instructional strategies that have been implemented and evaluated by means of a pre- and post-test, with the aim of developing CT as a thinking process (i.e. going beyond the mere acquisition of CS concepts). The analysis considers the overall pedagogical approach, with the intention of overcoming both the archetypal approaches to coding and the assessment tools used to measure CT acquisition.</p> <p>The results show that there is a strong difference between K-3 and 4-5 classes, the former being more the context for educational robotics or unplugged activities; they also show that a task-based approach is prevalent, whose effectiveness is limited to the first access to CS activities, namely improving self-efficacy and reducing learning anxiety. Nevertheless, this study also identifies some interesting models of problem solving (such as IGGIA or CPS) that go beyond the puzzle-based approach, as well as two significant teaching strategies (IDC and DBL) that try to promote more meaningful learning (typically including elements of constructionism), while enabling curricular learning objectives.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00182024-12-21T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0016<abstract> <title style='display:none'>Abstract</title> <p>The rapid digitization of communication in the last decade, especially in social networking spaces, has contributed to radical changes in the virtual language environment in Sri Lanka. It has not only reshaped the way individuals communicate, but has also fueled the emergence of new linguistic trends that reflect the dynamic nature of language in the contemporary virtual landscape. The present study seeks to explore the prospects of a pure language ideology in Sri Lanka with special reference to the use of Sinhala and English in the virtual space. The study used a corpus of memes extracted from social media and analyzed them from a sociolinguistic standpoint using Critical Discourse Analysis. The results show that social media have created a safe space for less competent language users to interact within their linguistic capacity. The adaptation of words and the invention of neologisms have occurred due to the unavailability of terms in users' L1 or L2, as well as to avoid taboos or prohibitions. Given the rapid evolution of communication technology, added to the dynamic changes that have already occurred within languages, aspirations to linguistic purism have become unrealistic optimism.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00162024-12-21T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0013<abstract> <title style='display:none'>Abstract</title> <p>Media and Information Literacy (MIL) is one of the most important issues in today's mediatized world. Under the leadership of UNESCO, many international organizations in the world, as foreign donors, annually announce many projects and grants for the promotion and development of the field of MIL in the countries of the world. One of the main actors of this movement is DW Academy with various media and MIL projects in over 50 countries of the world. This research paper examines the role of DW Akademie's MIL model in shaping a media-savvy generation. The study examines the theoretical underpinnings and practical applications of the DW Akademie's MIL model and analyzes its effectiveness in fostering media literacy skills. The research takes a multifaceted approach, incorporating case studies to assess the model's impact on different demographic groups. The paper also considers the model's alignment with global education policy and proposes recommendations for its integration into broader frameworks. By examining the DW Akademie's MIL model, this research contributes to the ongoing discourse on media literacy education and provides valuable insights for educators, policymakers, and researchers. The findings offer a nuanced understanding of the model's place in cultivating a media-savvy generation capable of navigating the complexities of the information age.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00132024-12-21T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0012<abstract> <title style='display:none'>Abstract</title> <p>In the current higher education context, the development of academics’ competencies seems to be a crucial issue, with a strong focus on teaching, learning and assessment digital skills (Redecker &amp; Punie, 2017). In connection with the framework of DigCompEdu (2017), it seems important to understand how to better sustain academics’ new professionalisation as Digital Scholars (Weller, 2011) in order to structure efficient and effective academic development models aimed at fostering new teaching skills required at university in the post pandemic era.</p> <p>This systematic literature review, developed following the PRISMA model (Moher et al., 2009), aims to investigate existing academic development actions, programmes and models in the international literature to scaffold university teachers' digital competences, with particular focus on technology-enhanced assessment (TEA) and feedback practices. The results point out a real attention on the topic of academic development to promote digital competences, but it seems that the area of TEA academic development models and practices is under-researched and therefore requires further investigation. This paper presents approaches and strategies to promote the use of technology in assessment and drafts perspectives for the future.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00122024-12-21T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0014<abstract> <title style='display:none'>Abstract</title> <p>In today's digital society, the quest for sustainable development requires a paradigm shift in policy making, education, and individual lifestyle choices. This study explores the impact of informal education through communication technologies, with a specific focus on the social media network Instagram, to promote education for sustainable development and resulting sustainable behaviors. Based on the understanding that informal learning plays a crucial role in shaping individual attitudes and behaviors, our research seeks to uncover how students learn about sustainability in a less structured, more spontaneous manner through social media. Using a semi-structured interview methodology, the study examines the impact of sustainability education on Instagram and its role in shaping sustainable lifestyles among student users. The findings highlight the importance of emotional connection to the learning content and the relevance of the topics to everyday life. Having role models and practical tips seems to be crucial not only for learning about sustainability, but also for promoting sustainable behavior. With its various format options and different content creators, Instagram seems to be an ideal medium to raise awareness about sustainability and encourage users to take concrete sustainable actions.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00142024-12-21T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0010ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00102024-12-21T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0011<abstract> <title style='display:none'>Abstract</title> <p>Precision education derives teaching and learning opportunities by customizing predictive rules in educational methods. Innovative educational research faces new challenges and affords state-of-the-art methods to trace knowledge between the teaching and learning ecosystem. Individual intelligence can only be captured through knowledge level representation, i.e., learning performance that sheds light on learners’ knowledge and ability to apply skills after course learning in the education process. Emerging Artificial Intelligence (AI) predicts future learning performance in the higher education system. This research aims to implement an AI application using a supervised learning model to predict students' learning abilities, which are developed by the end of course study. The authors examine learners' performance skills using Bloom's classifiers. This study aims to develop more innovative ways to represent learners’ knowledge level by implementing AI models in learning performance. This prediction model assists both teacher and learner in understanding learners' knowledge abilities, and this study can find out the current status of learners' knowledge.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00112024-12-21T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0002<abstract> <title style='display:none'>Abstract</title> <p>The digitization of the higher education process in the COVID-19 pandemic (new normal) has created a new technological wave. The COVID-19 pandemic (new normal) presents a great opportunity for higher education institutions (HEIs) to be digital and technologically innovative in their teaching and learning process through digitization. The process of digital transformation of the education system began long ago, but has been accelerated by the new normal created by the COVID-19 pandemic. Digital transformation in higher education institutions (HEIs) has become more intentional, in-demand, and purpose-driven. The COVID-19 pandemic revolutionized the higher education system and other areas of life. This paper examines the aspects of digitization of the higher education process in the new normal created by the COVID-19 pandemic era. This study presents a rapid review of the literature on the research topic. The changes brought about by the COVID-19 pandemic represent what is called the new normal (normality). The study found that the digitization of the higher education process brought accelerated, improved, consolidated, accepted, recognized, and accessible learning. Many digitalization tools such as social media, augmented reality, machine learning, and other emerging technologies are used to accelerate the higher education process during the COVID-19 pandemic (new normal).</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00022024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0004<abstract> <title style='display:none'>Abstract</title> <p>Given the importance of teachers’ views and perspectives in promoting media literacy among students and children, this study examines the perspectives of kindergarten teachers in Austria on media education. Data was collected through an online survey of kindergarten teachers who participated in a training. The results show that common approaches to media literacy among kindergarten teachers are protectionist and technical approaches. Critical and reflective approaches to media were rarely mentioned by kindergarten teachers.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00042024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0006<abstract> <title style='display:none'>Abstract</title> <p>Artificial intelligence (AI) and machine learning have become increasingly important in modern society and are poised to play an increasingly prominent role in education. This paper seeks to provide a theoretical framework for interrogating the integration of AI in education spaces. The paper argues that the eventual response of educators to recent developments in artificial intelligence is eerily like the earlier cycles of integrating ICT in education and, decades earlier, calculators into mathematics instruction. Premised on the argument that there are similarities between the calculator revolution in mathematics education and the ICT revolution in education several decades ago and the current ongoing developments in artificial intelligence, this paper offers a theoretical lens. The theoretical lens is composed of the Technology-Organization-Environment (TOE) framework, Technology Acceptance Model, Technological Pedagogical Content Knowledge, Socio-technical system theory, and Diffusion of Innovation theory. The paper concludes that despite spatial differences between the ICT revolution and the artificial intelligence revolution, there are shared similarities warranting adoption of a similar theoretical lens. Furthermore, factors that were considered pivotal in the integration of ICT are still relevant to the revolution of artificial intelligence.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00062024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0001ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00012024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0003<abstract> <title style='display:none'>Abstract</title> <p>The study aims to investigate the reform and innovation of teaching methodology for digital cinema and television animation majors. The rapid growth of the animation industry and the need for skilled professionals, along with the drawbacks of traditional teaching methods, emphasize the need for reform in the way animation majors are taught. This text then provides a detailed explanation of the basic principles, characteristics, and prospective benefits of the university-industry cooperation model of talent cultivation in the education of animation majors. The discussion on the education of animation students centers on the improvement of teaching materials and methods through the university-industry cooperation talent cultivation model. Emphasis is placed on developing students’ practical skills. Through the analysis and evaluation of innovation strategies, recommendations for improvement and optimization are proposed. The results of the study show that the application of the university-industry cooperation talent cultivation mode in the teaching of animation majors is of great significance and promise. This approach can effectively develop students’ comprehensive abilities and practical skills. This study serves as a valuable resource for animation teachers, encourages improvement and creativity in teaching animation students, and provides insights into potential future research areas.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00032024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0008<abstract> <title style='display:none'>Abstract</title> <p>This study sought to investigate pre-service science teachers’ opinions about using virtual laboratories and virtual laboratories for biology. The study group of the research consisted of four pre-service science teachers (two girls and two boys) who had virtual laboratory experience by taking at least one of the courses related to technology integration at a state university located in the Central Anatolia region in Türkiye. The research used a semi-structured interview form with open-ended questions, a common data collection method in qualitative research. The data were examined using the content analysis method. The usage of virtual laboratories in science lectures in terms of the teacher, student, and educational processes was mentioned by pre-service science teachers. Pre-service teachers claim that virtual laboratories help students gain experience and strengthen their critical thinking and research skills. According to pre-service teachers, biology, cells, and the study of onion skin and bacteria are only a few examples of virtual laboratory applications that can be used in science teaching. They emphasized that it included biology-related themes, offered opportunities for lab work, dispelled misconceptions, and allowed students to use a microscope.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00082024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0005<abstract> <title style='display:none'>Abstract</title> <p>Immersive Virtual Reality (I-VR) is becoming increasingly prevalent in today’s society and is a technology that is being used more and more in educational contexts and whose potential for learning has been widely discussed. Taking into account the latest research in neuroscience, we want to explore the potential of using immersive virtual environments to facilitate deep learning in educational contexts that invoke the value of experience, imitation and repetition. Neurodidactics seems to offer the most interesting insights into how participation in a virtual reality session can positively affect learning processes: this suggests that it is worth focusing on the learning processes that can be generated by this emerging technology. The paper concludes with some practical suggestions for design, addressing both the didactic experience and the learning objects.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00052024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0007<abstract> <title style='display:none'>Abstract</title> <p>This comparative research aims to investigate 6- to 10-year-old students’ access to information and communication technologies (ICTs), their purposes of using these technologies, and their place in distance education in Turkey. To achieve this aim, the level of students’ access to ICT was determined from an interregional and between-countries perspective by reviewing the relevant literature. The document analysis method was used to analyze the contents of the materials in the corpus. Besides, the research study was built on the statistical data published by the OECD, the Turkish Statistical Institute, and the Ministry of National Education, published official documents, news, and other literature materials related to the subject. In the 2019–2020 academic year, 7,383,213 students at public schools of the Ministry of National Education actively used the Education and Informatics Network (EBA) system. Given 5,328,391 students in primary schools only, around 3.6 million students did not have regular access to the EBA system. All the tiers considered, a total of 11 million students could not access the EBA system. To enable the wider student masses to actively use distance education platforms, the online learning environments must be accessible to everyone and usable without any problems.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00072024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2024-0009<abstract> <title style='display:none'>Abstract</title> <p>Today’s schools must respond to the evolving needs of students by adopting new pedagogical models and didactic devices. Information and communication technologies can be useful resources to focus on the learning of each individual student as a dynamic and relational process. Collaborative writing apps facilitate democratic and shared construction of knowledge through ICT (Van Leeuwen, Janssen, 2019). This approach fosters the transformation of knowledge through a trialogical approach to learning (Cesareni et al., 2018). This article analyzes the responses of a collaborative writing experience with apps in a school. The aim of this contribution is to highlight the most effective technology-mediated collaborative writing interventions that have been implemented during the Covid-19 pandemic. The focus is on their educational potential in terms of both cognitive and non-cognitive skills.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2024-00092024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2023-0021<abstract> <title style='display:none'>Abstract</title> <p>A coronavirus disease (COVID)-related educational emergency is believed to have changed some of the aspects of the educational landscape. Sudden changes to traditional structures that are schools are undoubtedly an interesting issue to explore: complex phenomena such as assessment methods are highly related to many different factors such as normative base, the use of technological tools, etc. This article reports on the reorganization of assessment methods in the context of a rapid and forced transition to remote teaching mode, based on the results of a survey of Italian teachers. Findings indicate that pandemic-related educational emergency and the push toward the use of tools in teaching and learning practices, and the corresponding relaxation of certain established frames of operation, have created grounds for alternative forms of assessment. Results show that when entertaining different options and enjoying some level of autonomy, teachers can explore alternative forms of assessment. Assessment methods also change according to school subjects; while assessment changes are discipline specific, there is a clear trend toward product-based assessment.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2023-00212023-12-14T00:00:00.000+00:00https://sciendo.com/article/10.2478/rem-2023-0020<abstract> <title style='display:none'>Abstract</title> <p>The present study aims to examine prospective history teachers’ process of using digital games to design history lessons and delivering the designed lessons in virtual classrooms. The study employed a design-based research model and was conducted with 31 participants selected based on the criterion sampling method. Data were collected through design documents, interview forms, and video recordings and were analyzed using descriptive and content analysis techniques. During the process, participants were able to design history lessons with digital games and deliver the designed lessons in virtual classrooms. Analysis of participants’ views on the process led to the emergence of the following themes: “The Problems Emerging in the Process,” “The Pedagogical Effects of the Process,” “The Technological Effects of the Process,” “The Effects of the Process on Reflective Thinking,” “The Effects of the Process on Participants’ Thoughts about Virtual Learning Settings,” and “The Effects of the Process on Participants’ Thoughts about the Researcher.” The study results show that despite some problems with the use of technology, the process had a positive effect on the participants. In this regard, future studies may be recommended to focus on prospective teachers’ competencies in using technology effectively when teaching lessons in virtual learning environments.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2023-00202023-12-14T00:00:00.000+00:00en-us-1