Exploring the Impact of Digital Competence and Technology Acceptance on Academic Performance in Physical Education and Sports Science Students DOI Open Access
Angelos Rodafinos, Vassilis Barkoukis, Katerina Tzafilkou

et al.

Journal of Information Technology Education Research, Journal Year: 2024, Volume and Issue: 23, P. 019 - 019

Published: Jan. 1, 2024

Aim/Purpose: This study aims to examine the influence of digital competences, technology acceptance, and individual factors (gender educational level) on academic achievement in Physical Education Sports Science (PESS). Background: Prior research has established a positive correlation between competences performance, but mediating role acceptance remains unclear. Furthermore, there is no evidence literature about this relationship among students pursuing degrees PESS. Methodology: A survey was administered 344 The Students’ Digital Competence Scale (SDiCoS) measured while Technology Acceptance Model (TAM) assessed acceptance. Academic performance evaluated based students’ GPAs. Contribution: paper investigated competence within TAM framework its performance. We propose that variables positively impact intention use tools for learning. aligns with principles, where attitude toward predict actual use. Our findings further strengthen understanding by confirming strong connections perceived ease use, usefulness, technology. Additionally, suggests frequent device usage patterns might be more prevalent postgraduate education. Findings: investigation supports link PESS students. Specifically, variables, particularly attitudes intentions regarding significantly predicted these Interestingly, direct association found SDiCoS were associated Gender differences emerged, females reporting higher proficiency Communicate, Collaborate, Share (CCS) competences. reported stronger technology, utilization laptops/tablets. Recommendations Practitioners: Educators, administrators, policymakers should consider targeted interventions curriculum development enhance fields physical education sports science. strategies focus fostering areas relevant field addressing gender-specific needs. Recommendation Researchers: Future explore nuanced refining predictive efficacy examining factors, such as motivation self-efficacy. Impact Society: have implications improving outcomes PESS, ultimately contributing highly skilled technology-literate workforce field. Research: specific mechanisms through which develop effective strategies.

Language: Английский

Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement DOI Creative Commons
Seyum Getenet, Robert Cantle, Petrea Redmond

et al.

International Journal of Educational Technology in Higher Education, Journal Year: 2024, Volume and Issue: 21(1)

Published: Jan. 15, 2024

Abstract This study utilised students' online engagement, digital technology attitude, literacy, and self-efficacy theories to develop test a model connecting these factors within regional university in Australia. A field survey collected data from 110 first-year students. AMOS 28 was employed for measurement structural path analysis. The initially examined the impact of attitudes literacy on their self-efficacy. Subsequently, effects five dimensions engagement were assessed: social, collaborative, cognitive, behavioural, emotional. findings indicated that positive student significantly contributed self-efficacy, which, turn, positively affected dimensions. suggests when designing facilitating online, blended, or technology-enhanced courses higher education, educators should pay attention various elements engagement. highlights importance considering fostering enhancing learning engagements. Further research implications future studies are also recommended.

Language: Английский

Citations

33
Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey DOI Creative Commons
Thi Diem Hang Khong, İsmail Çelik, Tinh Thanh Thi Le

et al.

Education and Information Technologies, Journal Year: 2022, Volume and Issue: 28(5), P. 5999 - 6026

Published: Nov. 7, 2022

Abstract Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey ( N = 1740), this study aims construct model that predicts teachers’ extensive technology acceptance by extending Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) innovativeness. TAM been valuable tool measure adoption of new various contexts, including education. However, designed principally applied assess user specific implementation. This extended technology-enabled practice (online teaching) technologies. The proposed explains behavioural intention teach good fit. Our findings revealed collective effects TPACK, perceived usefulness (PU) technology, innovativeness on post-pandemic. Moreover, identified training support from school as significant predictor both TPACK PU. novelty lies its conceptualisation incorporates information-technology-based constructs personal-competence-based features, Furthermore, our contributes growing body literature addresses teaching schoolteachers post-pandemic era.

Language: Английский

Citations

56
First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design DOI Creative Commons
Seyum Getenet, Carole Haeusler, Petrea Redmond

et al.

Technology Knowledge and Learning, Journal Year: 2024, Volume and Issue: 29(3), P. 1359 - 1383

Published: Jan. 9, 2024

Abstract Ensuring quality education for all students requires teachers to possess knowledge and skills in utilising digital technologies effectively teaching learning. This study explored how pre-service (PSTs) perceive their attitude, efficacy, literacy, engagement, understanding of an online learning environment. The employed a mixed-methods research approach. A survey comprising Likert Scale questions demographic information was administered 110 PSTs from regional university. Descriptive statistics were investigate the relationship between PSTs’ self-efficacy, engagement To illustrate frequently used words participants’ definitions technologies, ‘word cloud’ representation utilised, accompanied by quantitative weightings key terms. revealed significant connections PST self-efficacy attitudes toward literacies, learner engagement. Notably, most exhibited narrower than anticipated. implications these findings course design are discussed, emphasising need address perceptions foster enhance literacy environments. Understanding factors can lead more effective integration teacher program courses, ultimately preparing future digital-age classrooms.

Language: Английский

Citations

12
Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure DOI Creative Commons
Jennifer Paetsch, Sebastian Franz, Ilka Wolter

et al.

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 135, P. 104318 - 104318

Published: Sept. 11, 2023

This study examines how early-career teachers' experience and perceived support during the pandemic affected their technology integration self-efficacy use of information communication (ICT) after school closure. The results reveal that positive teaching experiences were associated with self-reported changes in show effects ICT literacy general teacher on self-efficacy. literacy, self-efficacy, had indirect effects, whereas direct for teaching.

Language: Английский

Citations

19
The Impact of AI Usage on University Students’ Willingness for Autonomous Learning DOI Creative Commons
Ling Wang, Wenye Li

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(10), P. 956 - 956

Published: Oct. 16, 2024

As artificial intelligence (AI) technology becomes increasingly integrated into education, understanding the theoretical mechanisms that drive university students to adopt new learning behaviors through these tools is essential. This study extends Expectation-Confirmation Model (ECM) by incorporating both cognitive and affective variables examine students' current AI usage their future expectations. The model includes intrinsic extrinsic motivations, focusing on three key factors: positive emotions, digital efficacy, willingness for autonomous learning. A survey of 721 valid responses revealed satisfaction significantly influence continued usage, with emotions being particularly critical. Digital efficacy perceived usefulness also impact satisfaction, but long-term intentions are more effectively driven emotions. Furthermore, strongly affects Therefore, higher education institutions should promote technology, enhance expectation-confirmation levels, emphasize emotional experiences during use. Adopting a "human-machine symbiosis" can foster active learning, personalized pathways, development innovation capabilities.

Language: Английский

Citations

6
Use of Digital Resources in Higher Education during COVID-19: A Literature Review DOI Creative Commons
Miriam Lorente Rodríguez, Cristina Pulido-Montes

Education Sciences, Journal Year: 2022, Volume and Issue: 12(9), P. 612 - 612

Published: Sept. 9, 2022

The sudden transition from face-to-face education to remote under the international-level restrictions imposed as a result of COVID-19 pandemic—a made in spirit achieving and developing accessible education—involved application methodologically diverse resources strategies. objective this article is investigate digital that have been applied higher institutions, paying special attention type frequency use resources. A literature review was carried out on total 44 articles. main results show primary institutions were videoconferencing tools, educational videos, virtual platforms. Most free open access Our conclusions posit our observation for teaching an emergency context has not enabled reflection their use. Such would equip optimization these toward efficient pedagogical teaching–learning processes.

Language: Английский

Citations

25
Faculty Development Interventions in Medical Education During the COVID-19 Pandemic: A Systematic Review DOI Creative Commons
Hengameh Karimi, Sarwar Khawaja

Education Sciences, Journal Year: 2025, Volume and Issue: 15(2), P. 176 - 176

Published: Feb. 3, 2025

The onset of the COVID-19 pandemic in March 2020 began a series disruptions that rapidly impacted medical education across globe. This review collates current literature relates to faculties’ development interventions as result pandemic, with an emphasis on effectiveness and type strategies for intervention, such usefulness hybrid digitalised education. study used PRISMA guidelines when conducting survey specified inclusion exclusion criteria numerous academic databases. From this survey, 1158 articles were found. EndNote programme was identify remove duplicate pieces. this, 479 abstracts reviewed. A total 36 selected their relevance; from 11 deemed have met warrant full-text analysis. To bias risk these studies, Newcastle–Ottawa Scale (NOS) utilised. findings two major themes: (1) information about faculty interventions; (2) nature written pandemic. it indicated initiatives are useful improving teachers’ competency enhancing adoption learning ultimately bolster resilience teaching. also show there is strong need robust frameworks place development, must be followed beyond period improve long-term incorporation online into

Language: Английский

Citations

0
Teacher's pedagogical competencies on the utilisation of instructional materials for teaching history subject in public secondary schools in Zanzibar: A case of the Pemba North Region DOI Creative Commons

Hamad Abdalla Nassor,

Abdon Ephrem,

Walter Mbaula

et al.

Educational Dimension, Journal Year: 2025, Volume and Issue: unknown

Published: March 1, 2025

This study examined teachers' pedagogical competencies and the factors influencing use of instructional materials (IMs) in teaching history secondary schools Zanzibar. A census sampling technique was employed, involving 81 teachers from 35 public Pemba North Region, Data were collected using a closed-ended 5-point Likert scale questionnaire classroom observation. Descriptive inferential statistics with IBM SPSS Statistics version 26 thematic analysis employed to analyse quantitative qualitative data. The findings revealed that low (mean = 1.93). Moreover, found significant link between competence both in-service training (p 0.012) subject specialisation 0.006). concludes most Zanzibar's face considerable challenges effectively utilising IMs. Addressing will require strengthening professional knowledge. recommends capacity-building initiatives, including continuous training, workshops, seminars recruitment fully qualified improve

Language: Английский

Citations

0
From “scenario” to “situation”: How digital situational perception influence digital literacy of University students DOI

Guangxing Zhu,

Fangfang Pan,

Mengyun Fu

et al.

Innovations in Education and Teaching International, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 18

Published: March 6, 2025

Language: Английский

Citations

0
The Impact of COVID-19 on Digital Competence DOI Open Access
Syerina Syahrin,

Khalid Almashiki,

Eman I. Alzaanin

et al.

International Journal of Advanced Computer Science and Applications, Journal Year: 2023, Volume and Issue: 14(1)

Published: Jan. 1, 2023

The study looked into how COVID-19 affected the digital competence of a group preservice teacher education students at higher institution in Sultanate Oman. paper examined students' profile five areas namely information and data literacy, communication collaboration, content creation, safety problem solving. Data from 32 undergraduate was collected by utilizing DigComp, European Commission skills self-assessment tool findings survey. framework measures set skills, knowledge attitudes that describes what it means to be digitally competent. These are important for effective global citizens 21st century. results revealed majority scored Level 3 (Intermediate) their competency test score. perceived improved significantly as result online learning which accelerated pandemic. rationale this investigation is helps educators understand level perspectives on ICT skills. In turn, informs us ways monitor progress next steps developing competency.

Language: Английский

Citations

9