Effectiveness of Diet Habits and Active Life in Vocational Training for Higher Technician in Dietetics: Contrast between the Traditional Method and the Digital Resources

Marín-Marín, José-Antonio; Costa, Rebeca Soler; Moreno-Guerrero, Antonio-José; Belmonte, Jesús López

doi:10.3390/nu12113475

Cited by 13 publications

(11 citation statements)

References 42 publications

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“…Furthermore, the AVE values were also in the range from 0.582 to 0.630, meeting the required criteria of 0.50. This means that all loading factors were significant and passed the recommended value of 0.50, and hence, they satisfy the presented correlations [87][88][89][90]. Based on the findings, all the hypotheses were supported by the 16 key constructs as shown in Figure 5.…”

Section: Analysis and Discussion For The Female Student Groupmentioning

confidence: 58%

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

et al. 2021

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The current study explores the students’ behavioral intention to use social media and actual social media use in higher education, specifically the perception of their academic performance and satisfaction. The study is theoretically based on the technology acceptance model (TAM) with evaluation information system success models (ISSM). Theoretically, five independent constructs were identified as contributory to behavioral intention to use social media, and actual social media use towards the students’ satisfaction and performance impact was analyzed. A questionnaire survey based on the technology acceptance model (TAM) and information system success model (ISSM) was utilized as the key method for collecting data and disseminated to 1200 students from four public universities of Malaysia chosen through a random sampling technique. For data analysis, the SPSS and structural equation modeling (SEM-Amos) were used. Outcomes obtained from the students’ behavioral intention to use and actual social media usage indicates a positive and constructive influence on satisfaction and academic performance in higher education. In addition, both male and female students were satisfied with perceived usefulness (β = 0.095, t-value = 3.325, p < 0.001 and β = −0.045, t-value = −2.079, p < 0.001, respectively), perceived ease of use (β = 0.108, t-value = 3.29, p < 0.001 and β = 0.307, t-value = 12.365, p < 0.001, respectively), perceived technology fit (β = 0.14, t-value = 4.769, p < 0.001 and β = 0.277, t-value = 12.358, p < 0.001, respectively), information quality (β = 0.108, t-value = 3.825, p < 0.001 and β = 0.109, t-value = 5.087, p < 0.001, respectively), and system quality (β = 0.232, t-value = 7.573, p < 0.001 and β = 0.176, t-value = 7.429, p < 0.001, respectively). Therefore, we encourage students to use social media for educational purposes and encourage more interactions with peers at higher education institutions. The study’s empirical findings present strong support for the integrative association between the TAM and the ISSM in using online learning platforms to improve students’ academic achievements and satisfaction. This could help decision makers in universities, higher education institutions, and colleges to plan, evaluate, and implement online learning platforms in their institutions.

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Section: Analysis and Discussion For The Female Student Groupmentioning

confidence: 58%

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

et al. 2021

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“…Similarly, other published studies have been taken as a reference when carrying out a research process validated by the scientific community ( Corujo-Vélez, Gómez del Castillo and Merla-González, 2020 ; Marín-Marín et al., 2020 ).…”

Section: Methodsmentioning

confidence: 99%

Gamification and flipped learning and their influence on aspects related to the teaching-learning process

González

Belmonte

Segura-Robles

et al. 2021

Heliyon

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Nowadays, education is going through a moment of methodological transformation. Two of the active methodologies with excellent projection within the educational field are gamification and flipped learning. This study analyzed the methodological contrast between gamification and flipped learning in the subject of Physical Education in three different educational stages to determine the most influential methodology in the training process. Research design was a quasi-experimental research with a sample of 356 students in Spain. Data collection took place with a questionnaire. The results show that gamification as a teaching and learning methodology is better valued at an early stage, while the more aged participants better value the flipped learning methodology. Both methodologies have shown great potential in the development of educational processes in Physical Education. Gamification indeed seems to have positive effects on students from the lower stages. On the other hand, flipped learning produces positive effects on the group stages, pre-university students.

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“…For a correct development, the considerations of experts were followed [70]. In addition, the analytical model was taken from previous studies, in order to use an investigative process validated by the scientific community [71,72].…”

Section: Research Design and Data Analysismentioning

confidence: 99%

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

et al. 2021

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Flipped learning methodology has the potential to be combined with a multitude of didactic actions and techno-pedagogical resources that are adapted to the needs of the student. Access to resources and training outside the classroom can be carried out from various platforms. Following this line, Twitch is an interactive video transmission platform that is presented as an interesting digital resource to enhance the motivation of students in turning over learning moments. The objective of the study is to analyze the motivation of students in two different methodological approaches, one traditional and the other innovative through the Twitch application. A quasi-experimental pre-post design was carried out. A total of 52 Spanish students from the fourth level of secondary education participated in the research. Data collection was carried out by adapting the Motivated Strategies for Learning Questionnaire (MSLQ) instrument to the Spanish context. The results reflect higher levels of motivation in the implementation of Twitch with respect to its materialization without using said techno-pedagogical complement. This difference is especially significant in intrinsic motivation, since in the case of extrinsic motivation, the difference between both pedagogical proposals is smaller. In short, the implementation of Twitch in the flipped learning supposes an optimization of this pedagogical methodology, increasing the extrinsic and intrinsic motivation of the students and modifying the centers of interest of students from quantitative aspects to other, qualitative ones.

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Effectiveness of Diet Habits and Active Life in Vocational Training for Higher Technician in Dietetics: Contrast between the Traditional Method and the Digital Resources

Cited by 13 publications

References 42 publications

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

Gamification and flipped learning and their influence on aspects related to the teaching-learning process

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

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