Digital Innovation in Times of Crisis: How Mashups Improve Quality of Education

Maaravi, Yossi

doi:10.3390/su13137082

Cited by 9 publications

(8 citation statements)

References 78 publications

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“…When students perceive online hackathons as useful and easy to use and have a high level of SE in using the platform, they are more likely to develop a positive attitude towards using them and have a stronger intention to use them for learning. Furthermore, studies have found that students' BI to use hackathons is positively related to their actual use of the platform (Maaravi & Heller, 2021;Oyetade et al, 2023). This suggests that BI is an important predictor of students' actual engagement with online hackathons and their use as a mode of learning.…”

Section: Behavioral Intentionmentioning

confidence: 99%

“…To assess this, you could ask students questions such as "How useful do you think participating in the online hackathon will be for improving your coding skills or help you achieve your career goals?" Online hackathons have gained popularity in recent years as a means of providing students with hands-on experience in realworld problem-solving with PU of hackathons found to have a big impact on whether or not students intend to employ this form of learning to accomplish their learning objectives (Maaravi & Heller, 2021;Oyetade et al, 2022). Furthermore, PU of online hackathon can impact students' engagement and motivation to participate in these events (Lee & Mendlinger, 2011;Oyetade et al, 2023).…”

Section: Perceived Usefulnessmentioning

confidence: 99%

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Evaluating student satisfaction with online hackathon for IT projects

Oyetade,

Harmse,

Zuva

2023

EURASIA J Math Sci Tech Ed

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Hackathons are growing more virtual, especially after the COVID-19 epidemic started since they attract many participants at once from different places and time zones. This study intends to identify factors that influence students’ satisfaction with online hackathon for IT projects. The study used quantitative methodology and proposed a model. The model was developed using technology acceptance model variables (perceived usefulness [PU], perceived ease of use [PEOU], behavioral intention [BI]) in combination with self-efficacy (SE) and satisfaction variables. The study questionnaire was distributed to 180 university students who have participated in a hackathon. The results were measured for reliability and validity (Cronbach’s alpha was used for reliability while confirmatory factor analysis was used for validity. The hypothesis in the suggested model were assessed using structural equation modeling technique. The results show that BI and PEOU have no influence on students’ satisfaction with using online hackathon for IT projects. However, it was discovered that students’ satisfaction with online hackathon for IT projects is influenced by PU and SE. These findings imply that creating online courses that participants perceive as useful and see themselves as having high SE in their projects will further enhance satisfaction with online hackathons. It might also encourage and facilitate the use of online hackathons among students. Universities should routinely provide instruction and advice to students to help them understand the advantages of online courses. In summary, the research will be useful to decision-makers and educators in universities to further the integration of online hackathons for IT projects in the curriculum. Future recommendations should consider the use of additional technology adoption variables as well as testing the data with a qualitative methodology.

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Section: Behavioral Intentionmentioning

confidence: 99%

Section: Perceived Usefulnessmentioning

confidence: 99%

Evaluating student satisfaction with online hackathon for IT projects

Oyetade,

Harmse,

Zuva

2023

EURASIA J Math Sci Tech Ed

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“…Digital education, which often implies the use of a remote form of training, is criticised in the existing works of Maaravi and Heller (2021), Rodríguez-Abitia et al (2020), and Saltos-Rivas et al (2021, because it may reduce the quality of education. Contrary to this, Gunathilaka et al (2022), Kasımoğlu et al (2022), andLi et al (2022) note the important contribution of digital education to the support for the normal functioning of the educational system under the conditions of lockdowns that took place during the COVID-19 pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital education in the social investment model of Gross Domestic Product growth in the context of Industry 4.0

Yankovskaya

Suglobov²,

Bykovskaya³

et al. 2023

Front. Educ.

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The motivation for this research was the desire to disclose the potential for human potential development that is created by Industry 4.0. The goal of this paper is to study the modern international experience and prospects for implementing the social investment model of economic growth under the conditions of Industry 4.0 with the help of the development of digital education. The method of regression analysis is used to model the econometric dependence of human development on digital education in 2019–2021. The paper’s contribution to the literature consists in the development of scientific provisions of the concept of the social investment model of economic growth through reconsidering the approach to human potential development with the help of education under the conditions of Industry 4.0. Unlike the existing approach, which implies the foundation on traditional (pre-digital) education, this paper offers a new approach to human potential development under the conditions of Industry 4.0, which is based on digital education. The advantage of the authors’ approach is its allowing for the fullest use of new opportunities that open under the conditions of Industry 4.0. The main conclusion of this research is that under the conditions of Industry 4.0, the social investment model of economic growth should be based on digital education. The theoretical significance of the results obtained lies in their allowing reconsidering the role of education in the implementation of the social investment model of economic growth under the conditions of Industry 4.0. It is proved that this role is performed most successfully with the help of digital education. The practical significance of the conclusions is due to the fact that implementation of the authors’ recommendations will allow balancing the level of human development in the countries of distinguished categories: countries with the highest Gross Domestic Product (GDP) growth rate; countries with the highest level of human development; countries with the most developed digital education. The social significance of the paper consists in its support for the practical implementation of SDG 4, SDG 8, and SDG 10.

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“…Vocational education, as a type of education, is an important part of the national education system and human resources development, shouldering the important responsibility of cultivating diversified talents, inheriting technical skills, and promoting employment and entrepreneurship [1]. Vocational education and the established paradigm have undergone fundamental changes due to digital technology [2][3]. The existence of vocational education, system structure, parenting mode, and governance have been reconfigured by digital technology.…”

Section: Introductionmentioning

confidence: 99%

Practices and Innovations in Analyzing Digital Enabling High-Quality Development of Vocational Education Based on Time-Series Data Analytics

2024

Applied Mathematics and Nonlinear Sciences

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With the rapid development of the social economy and the continuous progress of science and technology, vocational education plays a crucial role in cultivating high-quality talents and promoting economic development. In this paper, based on the requirements of practice and innovation of digitization-enabled high-quality development of vocational education, a time-series decomposition model based on Transformer is proposed, which is defined as the DMR former model. The original data are decomposed using the temporal decomposition model, combined with the multi-scale fusion residual attention mechanism to capture and process the temporal feature information of vocational education in multiple time scales, and finally, the obtained results are analyzed. The results show that vocational education performs poorly in the classroom effect, most of the attention of vocational education students in the classroom is not concentrated, and the degree of liking for the classroom is lower than 0.5. After the digital empowerment of classroom effect, the student’s performance can be stabilized at more than 85 compared to the average of about 60 in the previous period, which is a good effect of improvement. After improving the curriculum of the College of Vocational Education, the employment rate of students increased to more than 95%. The high-quality development of vocational education and meeting the social demand for talent can be promoted through time series data analysis and digital empowerment.

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Digital Innovation in Times of Crisis: How Mashups Improve Quality of Education

Cited by 9 publications

References 78 publications

Evaluating student satisfaction with online hackathon for IT projects

Evaluating student satisfaction with online hackathon for IT projects

Digital education in the social investment model of Gross Domestic Product growth in the context of Industry 4.0

Practices and Innovations in Analyzing Digital Enabling High-Quality Development of Vocational Education Based on Time-Series Data Analytics

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