A conceptual model for knowledge dimensions and processes in design and technology projects

Alamäki, Ari

doi:10.1007/s10798-017-9410-7

Cited by 12 publications

(8 citation statements)

References 44 publications

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“…Several studies show that VR technologies enhance and enrich learning and teaching (Nguyen et al 2018), but the adoption of VR in teaching may also cause challenges or negative outcomes for teaching arrangements (Huang et al, 2010;Lan, 2020). Teaching is a complex phenomenon because it integrates formal learning, students' tacit knowledge, socio-constructive knowledge creation and practical hands-on activities and experiments (Alamäki, 2018). The existing research also emphasizes the importance of students' engagement in VR-assisted learning and teaching (Christopoulos et al, 2018).…”

Section: Characteristics Of Videos and Vr Technologies In Learning And Teachingmentioning

confidence: 99%

“…We also aimed at increasing understanding of the relationship between user experiences and socialsharing intentions. This is significant because students learn in social settings, such as project teams, in which they collaboratively define and solve problems (Alamäki, 2018). We compared the students' willingness to share normal videos and 360° videos and its relationship with the affective responses to examine this relationship.…”

Section: Social-sharing Intention and User Experiencesmentioning

confidence: 99%

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Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

et al. 2021

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Aim/Purpose: This case study examines students’ affective responses to and relationships with two-dimensional (2D) and 360° videos that were experienced with or without low-cost virtual reality (VR) headsets. Background: The prior research on low-cost VR technology is scant. Schools and universities are not financially able to purchase tens or hundreds of expensive inbuilt VR headsets. Therefore, we recommend an alternative, low-cost solution. Methodology: We conducted the experiment with students’ (N=100) responses to videos and VR technologies used in a higher education setting. We also applied a quantitative research approach examined in light of media richness and affective experience theories. Contribution: This study provides evidence of the integral role that VR technologies and 360° video content play, because using low-cost VR headsets potentially decreases the initial affective experiences of 360° videos among students. Although VR headsets improve media richness, they might simultaneously weaken students’ overall affective experiences if they experience usability challenges. Findings: The results showed that using low-cost VR headsets decreased positive user experiences when they were watching 360° videos. The 360° video experience was noted to be better without low-cost VR headsets. Low-cost VR headsets with a smartphone and 360° videos were found to be complicated to set up and use among first-time users. However, 360° videos created a more positive affect than did 2D videos. We also found that the positive affect of videos enhanced the social sharing intention. Recommendations for Practitioners: Educational institutes and teachers with limited financial budgets need to plan and manage courses that increases their need to adopt low-cost VR headsets. However, a poor initial user experience of low-cost VR technology usability might create negative student attitudes, which might hinder VR’s adoption rate in higher education. Recommendation for Researchers: This study provides a new understanding about students’ affective experiences of 2D videos and 360° videos with and without low-cost VR headsets. The results show that positive user experiences of 2D and 360° videos enhance students’ interest in sharing and collaboration in digital learning environments. Impact on Society: The results help educators to predict possible usability challenges in selecting the proper rich media for different learning situations. Additionally, the results assist educators to design VR assisted courses that motivate students. Future Research: The experimental comparison of different VR solutions and traditional learning technologies merits further examination. Additionally, more research is needed to determine the relationship of VR technologies, video content and learning methods, because technological features and content are tightly integrated in VR.

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Section: Characteristics Of Videos and Vr Technologies In Learning And Teachingmentioning

confidence: 99%

Section: Social-sharing Intention and User Experiencesmentioning

confidence: 99%

Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

et al. 2021

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“…Conceptual knowledge has also been referred to as declarative knowledge (Sugiharto et al, 2018;Tofel-Grehl & Feldon, 2013); although Anderson et al (2001) argued that the term conceptual knowledge is preferred when referencing larger ideas, theories, models, etc., while declarative knowledge should refer to "discrete, isolated content elements (i.e., terms and facts)" (p. 41). Conceptual knowledge develops a foundation of theoretical understanding within a discipline that helps students understand a wide array of problems (Alamäki, 2018;Barrotta & Montuschi, 2018;Greca & Moreira, 2000). For example, an architect knows what to look for in a high-quality design because he/she knows the guiding concepts of what to look for, such as stability of materials, foundational strength, and weathering patterns.…”

Section: Types Of Knowledgementioning

confidence: 99%

Modeling Expertise Through Decision-based Learning: Theory, Practice, and Technology Applications

Cardenas

West²,

Swan³

et al. 2020

Red

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En la educación superior, los profesores generalmente se contratan por su experiencia en el campo. Han recibido una amplia formación en la disciplina, pero han recibido una formación limitada en la enseñanza. Por lo tanto, luchan de dos maneras para enseñar y desarrollar la experiencia en los principiantes: en primer lugar, a menudo no saben cómo funciona su propia experiencia intuitiva y, en segundo lugar, carecen de una estrategia pedagógica para enseñar a los estudiantes su toma de decisiones intuitiva y experta. En este artículo, sintetizamos la literatura sobre estas dificultades para expertos. Luego, discutimos cómo DBL (aprendizaje basado en decisiones) usa el análisis de tareas cognitivas para ayudar a los expertos a hacer explícito su conocimiento y cómo DBL puede ser una solución pedagógica apropiada para muchos profesores universitarios. Finalmente, proporcionamos estudios de caso de DBL en acción y discutimos cómo la tecnología educativa puede apoyar la teoría y la práctica del aprendizaje basado en decisiones. In higher education, faculty are generally hired for their expertise in the field. They have received extensive training in the discipline but have received limited training in teaching. Thus, they struggle in two ways to teach and develop expertise in novices: First, they are often blind to how their own intuitive expertise functions, and second, they lack a pedagogical strategy to teach their intuitive expert decision-making to students. In this paper, we synthesize the literature on these difficulties for experts. We then discuss how DBL uses cognitive task analysis to help experts make their knowledge explicit and how DBL may be an appropriate pedagogical solution for many university professors. Finally, we provide case studies of DBL in action and discuss how educational technology can support the theory and practice of Decision-based Learning.

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“…SECI explains the knowledge creation process (Saito et al 2007). Similarly, the conceptual model states that there are two different forms of knowledge that leads to knowledge creation process; tacit and explicit, which are the two dimensions of knowledge types (Alamäki, 2018). Likewise, five-phase model encompasses sharing tacit knowledge, creating concepts, justifying concepts, building an archetype and cross-leveling of the knowledge (Heikkinen, 2018) whereas MeCTIP model impacts on the mapping of knowledge based activities to develop knowledge (Mofett et al, 2003).…”

Section: Theories On Knowledge Managementmentioning

confidence: 99%

Tourism Entrepreneurs Awareness Level of Knowledge Management: A Literature Review

Kharel¹,

Rai²,

Bhandari³

2019

Quest J. Mgt Soc. Sci.

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Background: Contemporary organizations, more importantly, tourism and hospitality sectors, are heavily based on knowledge intensive dimensions. As they are emerging industries, and these sectors face fierce competition and strive for modernization of their business activities. However, the aging workforce in these industries poses huge challenges for the process of modernization. Organizations in these sectors do not follow knowledge management mechanism. As the importance of knowledge management is not well materialized, a comprehensive study is required to understand the grounded reality based on current need for practicing knowledge management in these sectors. Objectives: This study is conducted to identify various dimensions of knowledge management in tourism and hospitality sectors based on literature survey and to suggest managerial implications for managing knowledge in tourism and hospitality enterprises. Methods: within the framework of qualitative research, this study uses guided literature reviews, seminar discourses and general observation for collecting the data and analysis. Findings: This study has identified several dimensions that show shift of paradigm in knowledge management highlighting the importance of knowledge management in tourism enterprises. The study explores tourism entrepreneur's awareness level of knowledge management. Informed with the related theories of knowledge management, the study explores measures for achieving sustainable tourism development through effective knowledge management. Conclusions: The study indicates that in order to advanced performance of these sectors, the owners and tourism entrepreneurs strategically require implementing the principles of knowledge management effectively. Implications: This paper may serve as instrumental as it attempts to analyze awareness level of tourism entrepreneurs on knowledge management providing evidences for its enhancement and development in Nepal.

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A conceptual model for knowledge dimensions and processes in design and technology projects

Cited by 12 publications

References 44 publications

Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

Modeling Expertise Through Decision-based Learning: Theory, Practice, and Technology Applications

Tourism Entrepreneurs Awareness Level of Knowledge Management: A Literature Review

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