Motivation for Using ICT and Pupils with Learning Difficulties

Vodopivec, Jurka Lepičnik; Bagon, Špela

doi:10.3991/ijet.v11i10.5786

Cited by 12 publications

(10 citation statements)

References 16 publications

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“…Motivation has a positive effect on the quality of narration (Troia, Harbaugh, Shankland, Wolbers, & Lawrence, 2013). The positive relationship between motivation and independence in learning (Bagon & Vodopivec, 2016), Moreover, integrative motivation is also related with writing skills (Hashemian & Heidari, 2013;Nasihah & Cahyono, 2017). Other research reveals that the experiences possessed by students also become a very strong motivation to improve their writing ability (Bacha, 2002).…”

Section: Introductionmentioning

confidence: 99%

Writing Motivation and The Ability in Writing a Research Proposal of Generation Z Students Based on Cognitive Style

Andheska

Suparno

Dawud

et al. 2020

Journal for the Education of Gifted Young Scientists

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This article presents a comprehensive analysis of writing motivation and the ability in writing a research proposals of Generation Z students based on differences in their cognitive styles. The research involved 70 Generation Z students in Faculty of Teacher Training and Education, Universitas Maritim Raja Ali Haji, Indonesia. After going through the Group Embedded Figures Test (GEFT) stages, these students were divided into 2 groups based on their cognitive style, field independent (FI) and field dependent (FD). Writing motivation data was collected through a questionnaire and the writing ability of writing research proposals was collected through an assessment rubric. Analysis of research data using t-test and linear regression with SPSS 23. The results of this study stated that the writing motivation of Generation Z students between the FI group and the FD group did not differ significantly. Meanwhile, the ability in writing research proposals for Generation Z students in the FI group was higher than for Generation Z students in the FD group. Writing motivation has a significant effect on the ability in writing research proposals in both groups. The results of this study recommend for analysis other perspectives and the exploration of thinking characteristics of Generation Z students in written language.

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Section: Introductionmentioning

confidence: 99%

Writing Motivation and The Ability in Writing a Research Proposal of Generation Z Students Based on Cognitive Style

Andheska

Suparno

Dawud

et al. 2020

Journal for the Education of Gifted Young Scientists

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“…Por último, en cuanto a los resultados o mejoras obtenidas con los estudiantes participantes en estas intervenciones, se encuentra que las tecnologías han permitido aumentar la motivación e interés del alumnado (Housand & Housand, 2012) y mejorar la actitud hacia el aprendizaje (Bagon & Vodopivec, 2016) y su desarrollo psicosocial (Cross & Frazier, 2010). Respecto al proceso educativo experimentado por el alumnado con AACC, en general, destaca que los programas implementados obtienen buenos resultados por las oportunidades generadas para la consecución del aprendizaje significativo, estar centrados en los intereses y potencialidades de los participantes, por dirigirse al ámbito profesional y por suponer programas diferenciados en los que la tecnología es una herramienta valiosa para el diseño de entornos de aprendizaje individualizados.…”

Section: Análisis De Contenidounclassified

Investigación Bibliométrica en Aprendizaje Mediado por Tecnología con Alumnado de Altas Capacidades1,

Suelves

Rodríguez

Chacón

et al. 2020

Rev. bras. educ. espec.

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RESUMEN: Este trabajo implica una revisión del trabajo de investigación sobre el aprendizaje mediado por tecnología en estudiantes de alta capacidad. El estudio fue realizado por medio de un análisis bibliométrico de la producción científica en la renombrada base de datos Scopus. Fueron evaluados, sin filtro temporal, 35 artículos publicados entre 1993 y 2018, de los cuales se analizó una selección de indicadores de productividad científica, colaboración, consumo e impacto, así como variables estructurales y de contenido. Aunque el número de artículos no sea muy alto, los resultados mostraron un aumento en las publicaciones científicas recientes centradas en procesos de aprendizaje mediados por estudiantes de alta capacidad y una concentración de publicaciones en revistas de ciencias sociales y psicología, además de mostrar los patrones emergentes en estos artículos, publicaciones y temas de interés en este campo. Finalmente, se sugiere una revisión de las prácticas de diseminación de resultados y un enfoque de cuestiones relacionadas con los efectos de la tecnología en el aprendizaje, en relación con el sexo, la edad, el papel de las familias y la formación inicial y continua.

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“…In terms of world practice, there has been, on the one hand, increasing engagement of the international scientific community in problems related to learners with special educational needs [15]. What is more, based on a structured literature review carried out in the field of deaf education research, [16] outlined that, owing to the shared understanding on the interrelatedness of social interactions and emotional health, social skills interventions and programs for children and youth with hearing loss tend to address both the academic and socioemotional needs? On the other hand, [17] identified a shortage of high-quality research addressing emotional development in hearing-impaired students, which was regarded as a critical obstacle to releasing their academic and career potential.…”

Section: Introductionmentioning

confidence: 99%

Some Aspects of Emotional Functioning in Hard-of-Hearing Students

Almukhambetova

Bazhenova

Shuzhebaeva

et al. 2021

J. Intellect. Disabl. Diagn. Treat.

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Input at early ages, hearing loss can compromise emotional health and cause learning difficulties. Nonetheless, there are relatively few relevant investigations addressing emotional development in hearing-impaired students. The current research intended to compare the self-reported emotional functioning in hearing and hearing-impaired students in order to examine whether there are differences between them. A cross-sectional study was conducted on 94 hard-of-hearing individuals and 104 typical hearing subjects between 16 and 24 years of age from three institutions in Kazakhstan. The overall happiness, life satisfaction, level of anxiety, and emotional preferences were assessed with the Subjective Happiness Scale, Satisfaction with Life Scale, State-Trait Anxiety Inventory, and a questionnaire developed by Dodonov, respectively. The data were subjected to the multivariate analysis of variance. Children and adolescents with hearing loss are reportedly more likely than typical hearing peers to experience various psychosocial difficulties, antisocial disorders, and reactions. However, in the present research, both groups were similar regarding the emotional preferences, apart from the altruistic scale, which was significantly higher (P <0.001) in hearing-impaired participants relative to their hearing counterparts. When compared to normal-hearing persons, hard-of-hearing respondents had higher scores (P <0.001) for trait and state anxiety while having lower scores (P ≤0.001) for satisfaction with life and overall happiness, which could be seen as a matter of concern. As a potential future line of research, throwing more light on other aspects of emotional functioning in learners with hearing loss might be necessary. To our knowledge, this is the first report on the State-Trait Anxiety Inventory performed on hearing-impaired youth. The findings from this investigation could be of practical help to practitioners working with hard-of-hearing students, providing additional information on their emotional well-being.

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Motivation for Using ICT and Pupils with Learning Difficulties

Cited by 12 publications

References 16 publications

Writing Motivation and The Ability in Writing a Research Proposal of Generation Z Students Based on Cognitive Style

Writing Motivation and The Ability in Writing a Research Proposal of Generation Z Students Based on Cognitive Style

Investigación Bibliométrica en Aprendizaje Mediado por Tecnología con Alumnado de Altas Capacidades1,

Some Aspects of Emotional Functioning in Hard-of-Hearing Students

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