The Impact of Technology in Expediting Learning

Ramraj, Upaasna; Marimuthu, Ferina

doi:10.1145/3385061.3385065

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…Higher education has been significantly impacted by technology and its instruments, and this trend is expected to persist. This letter should not be disregarded given the exponential growth of information and communication technologies (ICT) (Mayo, 2012:1, Ramraj andMarimuthu, 2019). Since technology advances, it may be implemented in a variety of forms in a variety of fields, including education.…”

Section: Introductionmentioning

confidence: 99%

An Overview of the Effects of Technology on Education: Teaching and Learning

Mdhlalose,

Mlambo

2023

Edu.Lrng.Dvp.Ntn

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This study seeks to understand the effects of technology on education: teaching and learning. All the data used in this study comes from secondary sources. Information was gathered from several sources, including peer-reviewed journal papers, published and unpublished dissertations, online and print textbooks, and encyclopaedias. Findings: Evidence on the effects of technology is contradictory, according to a review of the relevant literature. Thanks to information technology developments, classroom collaboration between teachers and students is more efficient than ever. It broadens their academic and intellectual horizons, making students more versatile in the classroom. Due to the internet’s accessibility, remote learning may now be supported by technological means. Students can use search engines to conduct research. Hardware failures, software incompatibilities between home and school, sluggish or non-existent internet connections, and outdated program versions are just some of the dependability problems that students and teachers face in the classroom. Because of developments in technology like graphical calculators, high-tech gadgets, and small cameras, dishonest students may now easily gain an edge over their classmates. Distractions in modern life may be traced back in large part to technological advancements. Students’ health might be negatively impacted by excessive technology usage.

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Section: Introductionmentioning

confidence: 99%

An Overview of the Effects of Technology on Education: Teaching and Learning

Mdhlalose,

Mlambo

2023

Edu.Lrng.Dvp.Ntn

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“…Moreover, developments and the evolution of new communication technology have enabled modern man to use modern methods of teaching and learning, get free from time and space barriers (Ramraj & Marimuthu, 2019). Technological evolution extended the boundaries of learning and brought to existence new learning environments such as electronic learning (e-learning) (Chou et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Assessing the Impact of E-Learning on Learners Mathematics Performance in Nakivale Refugee Settlement, Uganda

Kimwise,

Paledi,

Lukwago

et al. 2021

JASIC

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This study investigated the impact of e-learning on learners’ academic performance in mathematics in Nakivale refugee settlement, Uganda. A causal-comparative research design was used to measure the effect of implemented e-learning technology on the learners’ academic performance, which was an after-effect natural experiment. This longitudinal study revealed the extent to which e-learning usage might positively or negatively affect learners’ mathematics performance scores. The study evident that not always will the implementation of e-learning yield positive results to learners’ performance, but negative results can also be expected. It is the finding of this study that the impact of e-learning on learners’ performance cannot be easily generalized but viewed as a matter of case by case. Theoretically, this paper provides evidence that marketing theories such as Expectation Confirmation Theory (ECT) can be used to extract more insight on learners’ experiences and intentions post interaction with e-learning technology or any other technology that might have been integrated into teaching and learning.

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Expectancy from, and acceptance of augmented reality in dental education programs: A structural equation model

Toker,

Akay,

Basmaci

et al. 2024

Journal of Dental Education

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ObjectiveDental schools need hands‐on training and feedback. Augmented reality (AR) and virtual reality (VR) technologies enable remote work and training. Education programs only partially integrated these technologies. For better technology integration, infrastructure readiness, prior‐knowledge readiness, expectations, and learner attitudes toward AR and VR technologies must be understood together. Thus, this study creates a structural equation model to understand how these factors affect dental students' technology use.MethodsA correlational survey was done. Four questionnaires were sent to 755 dental students from three schools. These participants were convenience‐sampled. Surveys were developed using validity tests like explanatory and confirmatory factor analyses, Cronbach's ɑ, and composite reliability. Ten primary research hypotheses are tested with path analysis.ResultsA total of 81.22% responded to the survey (755 out of 930). Positive AR attitude, expectancy, and acceptance were endogenous variables. Positive attitudes toward AR were significantly influenced by two exogenous variables: infrastructure readiness (B = 0.359, β = 0.386, L = 0.305, U = 0.457, p = 0.002) and prior‐knowledge readiness (B = −0.056, β = 0.306, L = 0.305, U = 0.457, p = 0.002). Expectancy from AR was affected by infrastructure, prior knowledge, and positive and negative AR attitudes. Infrastructure, prior‐knowledge readiness, and positive attitude toward AR had positive effects on expectancy from AR (B = 0.201, β = 0.204, L = 0.140, U = 0.267, p = 0.002). Negative attitude had a negative impact (B = −0.056, β = −0.054, L = 0.091, U = 0.182, p = 0.002). Another exogenous variable was AR acceptance, which was affected by infrastructure, prior‐knowledge preparation, positive attitudes, and expectancy. Significant differences were found in infrastructure, prior‐knowledge readiness, positive attitude toward AR, and expectancy from AR (B = 0.041, β = 0.046, L = 0.026, U = 0.086, p = 0.054).ConclusionInfrastructure and prior‐knowledge readiness for AR significantly affect positive AR attitudes. Together, these three criteria boost AR's potential. Infrastructure readiness, prior‐knowledge readiness, positive attitudes toward AR, and AR expectations all increase AR adoption. The study provides insights that can help instructional system designers, developers, dental education institutions, and program developers better integrate these technologies into dental education programs. Integration can improve dental students' hands‐on experience and program performance by providing training options anywhere and anytime.

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The Impact of Technology in Expediting Learning

Cited by 4 publications

References 5 publications

An Overview of the Effects of Technology on Education: Teaching and Learning

An Overview of the Effects of Technology on Education: Teaching and Learning

Assessing the Impact of E-Learning on Learners Mathematics Performance in Nakivale Refugee Settlement, Uganda

Expectancy from, and acceptance of augmented reality in dental education programs: A structural equation model

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