Investigating the relationship between students' reading performance, attitudes toward ICT, and economic ability

Sarimanah, Eri; Soeharto, Soeharto; Dewi, Figiati Indra; Efendi, Roy

doi:10.1016/j.heliyon.2022.e09794

Cited by 9 publications

(3 citation statements)

References 61 publications

(82 reference statements)

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“…Therefore, teenagers and their families should set limits and guidelines for the amount of time spent playing these games. At the same time, there is a need to take advantage of the educational benefits of Internet-mediated learning, as well as attitudes toward ICT and reading [ 52 ]. Not all aspects of technology are harmful, and it can be a valuable tool for learning when used appropriately [ 24 ].…”

Section: Discussionmentioning

confidence: 99%

“…A more general study on reading has been found. Sarimanah et al [ 52 ] examine the following factors: students' economic capability, attitudes towards ICT, and reading achievement. They conclude that attitudes towards ICT have a significant effect on reading achievement, and the direct effect of students' economic ability on attitudes towards ICT was positively significant.…”

Section: Literature Reviewmentioning

confidence: 99%

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Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers

Rico-Juan,

Peña-Acuña,

Navarro-Martinez

2024

Heliyon

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers

Rico-Juan,

Peña-Acuña,

Navarro-Martinez

2024

Heliyon

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“…EdTech in the "Educational Content" category provides materials and activities that enhance student learning. Quality digital books and videos can be accessed anytime and anywhere, thus complementing the education offered within educational institutions (Sarimanah et al, 2022).…”

Section: Framework For the Development Of Qe Through Edtechmentioning

confidence: 99%

Toward quality education: Contributions of EdTech to the achievement of the fourth United Nations sustainable development goal

Costa,

de Brito Silva,

Espuny

et al. 2023

Sustainable Development

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Quality Education (QE) is the fourth Sustainable Development Goal (SDG 4) established by the United Nations, which seeks to ensure quality, inclusive, and equitable education for all. Despite its importance in facing the challenges of society, QE is not offered to the population equitably and democratically, especially to the most vulnerable people and those living in remote areas. In this regard, the use of Educational Technology (EdTech) has been encouraged to improve the teaching‐learning process and promote the achievement of SDG 4. This work proposes a framework containing recommendations for EdTech to contribute to the development of QE. The framework was developed from the systematization of pillars related to the main EdTech categories identified through the content analysis method. The main scientific contribution of this work is the deepening and broadening of the theory that associates EdTech with QE, providing new bases for the further development of research on the subject. This work also contributes to the development and achievement of SDG 4 through the framework with recommendations for democratizing access to education and improving students' academic performance.

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Association of obesity indicators with cognitive function among US adults aged 60 years and older: Results from NHANES

Chen,

Hou,

Sun

et al. 2024

Brain and Behavior

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BackgroundMidlife obesity is a significant risk factor for Alzheimer's disease, but the effects of obesity on cognitive function, either detrimental or beneficial, are controversial among older individuals. This study aims to assess this associations of body mass index (BMI) or waist circumference (WC) with cognitive function among United States older individuals.MethodsA cross‐sectional research study was conducted utilizing data from the 2011 to 2014 National Health and Nutrition Examination Survey (NHANES). Initially, the study compared differences in cognitive function among the normal weight, overweight, and obese groups. Subsequently, we examined the relationships between BMI or WC and cognitive function using multivariate linear regression. Finally, structural equation models were constructed to assess the relationships among body shape, lifestyle, and cognitive function pathways.ResultsThe study included 2254 individuals. Obese subjects had lower scores in the Consortium to Establish a Registry for Alzheimer's Disease (CERAD) word list learning tasks (CERAD‐WL) (χ2 = 7.804, p = .020) and digit symbol substitution test (χ2 = 8.869, p = .012). The regression analysis showed that WC was negatively connected with the CERAD‐WL score after adjusting for confounding factors (β = −.029, p = .045). Moreover, WC had a mediating effect on the path from lifestyle to cognition (CERAD‐WL). However, there was no difference in the CERAD delayed recall score and the animal fluency test between the obese and the other groups.ConclusionsObese older adults exhibited impaired cognitive abilities in terms of learning and working memory performance. The impact of lifestyle on cognition was mediated by obesity‐related anthropometric indices. Sleep, physical activity, and diet influenced the degree of obesity, which subsequently determined cognitive function. Prioritizing weight management in elderly people is crucial for safeguarding cognitive function.

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Investigating the relationship between students' reading performance, attitudes toward ICT, and economic ability

Cited by 9 publications

References 61 publications

Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers

Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers

Toward quality education: Contributions of EdTech to the achievement of the fourth United Nations sustainable development goal

Association of obesity indicators with cognitive function among US adults aged 60 years and older: Results from NHANES

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