Motivation and learning strategies in the use of ICTs among university students

Valentín, Alberto; Mateos, Pedro F.; González-Tablas, María; Pérez, Lourdes Martínez; López, Estrella Montes; García, Inmaculada Plaza

doi:10.1016/j.compedu.2012.09.008

Cited by 73 publications

(51 citation statements)

References 20 publications

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“…Some researchers even point out that VR, using different technologies and computer simulation, represents a realistic understanding of different situations (Valentin, 2013;Wu, Lee, Chang, & Liang, 2013). Hence, this process can change perceptions, attitudes, feelings, and emotions and provide particularly meaningful and creative learning experiences.…”

Section: Discussionmentioning

confidence: 99%

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Nissim¹,

Weissblueth²

2017

IES

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The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21 st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers' self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners' social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

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Section: Discussionmentioning

confidence: 99%

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Nissim¹,

Weissblueth²

2017

IES

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“…These advantages include, but are not limited to, facilitating distance and mobile education (Wang, 2008), enhancing learning outcomes (Valk, Rashid, & Elder, 2010), motivating students (Valentín et al, 2013), overcoming shortages of skilled and experienced instructors (Bass & Thapa, 2014), facilitating student-centered learning (Ertmer & Ottenbreit-Leftwich, 2013), facilitating constructivist learning environments (Howland, Jonassen, & Marra, 2012), promoting lifelong learning (Aspin, Chapman, Hatton, & Sawano (Eds. ), 2012), promoting a knowledge-based economy (Dutta & Mia, 2010), increasing access to a wide range of educational resources (Khan, Hossain, Hasan, & Clement, 2012), enhancing and improving communication between students and instructors and among students (Khan et al, 2012), and taking account of individual differences (Graf, 2009).…”

Section: Introductionmentioning

confidence: 99%

A Study of Undergraduate Students’ Use of Information and Communication Technology (ICT) and the Factors Affecting their Use: A Developing Country Perspective

Gasaymeh

2018

EURASIA J MATH SCI T

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The purpose of this study was twofold: (1) to examine the extent of undergraduate students' use of Information and Communication Technologies (ICT) for personal and educational purposes, and (2) to examine differences in their use based on their gender, academic year, major, ICT access, and perceived ICT competencies. A descriptive method was followed in which 252 participants completed a questionnaire. The participants were students from a university in Jordan. The results showed that almost all the students owned smartphones and majority of them owned laptop computers. They had easy access to common types of technologies such as computers and the internet. They had moderate competencies in the general use of these common technologies, and high competencies in using smartphones. They were users of common digital tools and applications for personal purposes. Their ownership, access, competencies with, and use of ICT for personal purposes did not result in extensive use of ICT for educational purposes. However, students' use of ICT for informal learning had multifaceted relationships with their use of ICT for personal purposes, ICT access, and ICT perceived competencies. Students' ICT use for informal purposes is also influenced by their gender. However, the students' use ICT for formal learning was not directly influenced by their ICT access, ICT perceived competencies, gender, or major. But, students' use ICT for formal learning was related to their use of ICT for personal purposes and for informal learning. Nowadays university students surrounded by technology, some common types of these technologies include smartphones, Social Networking Service (SNS), computers, and the internet. They know how to use these types of technologies. Students' use of ICT in their learning is directly and indirectly influenced by several factors. University administrators and faculty members should take advantage of students' use and experience of specific types of ICT such as smartphones and SNS in their personal and social life by formally integrating such ICT in students' learning. However such integration needs careful planning in terms of considering the pedagogy related to technology integration and considering the factors that would influence students' acceptance and use of such technologies.

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“…También se afirma que las estrategias e-learning mejoran la calidad de los aprendizajes a la vez que se tornan necesarias para que los estudiantes participen como agentes activos de esos procesos (e.g. Kovacova & Vackova, 2015;Valentín, Mateos, González Tablas, Pérez, López, & García, 2013;Van Seters, Ossevoort, Tramper, & Goedhart, 2012). Por otro lado, se ha observado que las estrategias orientadas hacia el aprendizaje colaborativo posibilitan el desarrollo de habilidades comunicacionales, de resolución de problemas, e interpersonales (e.g.…”

Section: Estrategias De Aprendizaje En Estudiantes Universitariosunclassified