Search Results (152)

It is hard to envision a modern world where information technology does not facilitate daily tasks, including learning and teaching. This paper explores the use of virtual reality (VR) simulations in chemistry education, focusing on how immersive VR environments can enhance the learning experience for students. With chemistry often posing challenges due to its abstract and complex concepts, VR technology allows for a more interactive and visual approach, enabling students to visualize molecular structures, chemical reactions, and laboratory procedures. The study concludes that virtual reality (VR) simulations are crucial in modernizing chemistry education by making abstract and complex concepts more interactive and visual. Through a comprehensive analysis of current VR tools and simulations, the article discusses their strengths and limitations, providing a critical overview of the role of VR in modernizing chemistry education. The findings suggest that VR simulations can significantly improve students’ engagement with and understanding of complex chemistry concepts. Also, the results suggests that integrating VR into chemistry education can revolutionize traditional teaching methods, providing a more immersive and engaging learning experience. Full article

Buildings have a significant impact on the health and well-being of their occupants through factors such as thermal comfort, humidity, air quality, access to natural light, acoustics, and radiation protection. The purpose of this study was to identify factors that contribute to healthy construction and to define the competencies needed in technical education to support the design and operation of health-promoting buildings. The study utilised expert brainstorming, an analysis of legal regulations in partner countries, a review of educational programmes, and a systematic review of the scientific literature. The research confirmed the positive impact of green buildings (e.g., LEED Certification) on occupant health. Gaps in technical education programmes were identified, particularly in the practical teaching of modern technologies and health-promoting design solutions. A competence matrix was developed, divided into educational levels, encompassing knowledge, skills, and social competencies related to the health-promoting aspects of buildings. Knowledge about healthy construction should include indoor environmental parameters, universal and ecological design, and conscious operating practices. The prepared competence matrix provides a foundation for further educational development and guides further research in this area. Full article

NoSQL databases are vital for modern big data applications, yet traditional teaching methods struggle with lagging content, insufficient practice, and low student engagement. To address these issues, this paper proposes the WWH-integrated teaching method “Why learn, What learn, How learn” for a NoSQL database course. WWH combines three core approaches: the general–special method, which structures knowledge from foundational concepts to specialized technologies; the comparative method, which contextualizes NoSQL value via real-scenario analysis; and the theory–practice combination method, which links concepts to hands-on tasks, supplemented by the problem-guidance and key-highlighting strategies. A quasi-experiment with two cohorts (80 students each; 2023 cohort as control, 2024 as experimental) validated WWH. Quantitative results showed significant improvements: theoretical exam scores rose by 9.2 points (t(158) = 9.21, p < 0.001) and experimental scores by 10.3 points (t(158) = 7.92, p < 0.001), and classroom discussion rates increased from 45.2% to 82.7% (χ²(1) = 28.90, p < 0.001). Qualitative analysis of student essays and project reports further confirmed deeper conceptual understanding, stronger tradeoff awareness, and enhanced knowledge integration in the experimental cohort. This study provides an evidence-based, student-centered framework for modernizing NoSQL instruction, better preparing students for industry data management needs. Full article

In this article, digital transformation is examined as a key driver of structural and pedagogical change in higher education. This process is shown to expand access to learning, increase flexibility, support personalized educational trajectories, and enhance data-driven decision-making. At the same time, the effectiveness of digital transformation depends on institutional readiness, the quality of technological infrastructure, and the professional competencies of teaching staff. This research of this study is to assess the influence of digital transformation on the quality of higher education. This research employs a mixed-methods approach. Quantitative data from surveys of 4971 students and 483 instructors were analyzed using descriptive statistics, analysis of variance ANOVA, and multivariable regression, while qualitative focus group findings were examined through thematic analysis. The results indicate generally positive attitudes toward digitalization. The respondents emphasized flexibility and improved conditions for independent learning as key advantages of digital environments. However, this study also identifies several challenges, including infrastructural inequality, limited digital skills, and insufficient pedagogical adaptation. The article concludes that successful digital transformation requires a comprehensive strategic vision and sustained institutional support. For universities, strengthening digital competencies, modernizing infrastructure, and implementing management models focused on continuous improvement are essential conditions for ensuring sustainable development and enhancing the quality of education. Full article

An innovative, STEAM-based educational approach uses LEGO^® robots to improve the visualisation and understanding of trochoid curves in tertiary mathematics education. The method involves a two-step process: first, the curves are drawn based on the classical definition of trochoids using a custom-designed LEGO^® robot that employs LED light to trace the shapes. Then, the same process is replicated with a marker, with the robot controlling the movement of the drawing head to reproduce the curves accurately. To deepen students’ comprehension and visualisation, Desmos dynamic geometry software was used in parallel to draw all three types of trochoids (prolate, curtate, and cusped). This hands-on technique aims to make these motion curves more tangible and engaging within a classroom setting. A quantitative experiment involving 94 first-year IT BSc students was conducted during the spring semester of the 2024/2025 academic year using a quasi-experimental design. We had one control group and two experimental groups. One of the experimental groups did not use educational robotics; participants could only see how the robots worked via video. The other experimental group gained first-hand experience by building and testing LEGO^® drawing robots. The aim was to evaluate the effectiveness of an innovative teaching method that used educational robotics to improve understanding of the mathematical properties of trochoids, compared to traditional teaching methods and presentations containing short videos. The Mann–Whitney U test was used in all cases during hypothesis testing. Only watching videos of drawing robots does not have a statistically significant effect on learning outcomes. In this case, the effect size was only 0.12. However, the results of the group performing educational robotics activities showed a statistically significant difference compared to the other two groups, with large effect sizes (0.68 and 0.7). Our results suggest that visualisation using LEGO^® robots significantly improves students’ knowledge of parametric curves. Educational robotics offers promising opportunities because it is an attractive and interactive teaching tool. Its great advantage is that it combines abstract mathematical concepts with modern technology, thus creating an effective learning environment. Full article

The Technology-Enhanced Learning (TEL) Marketplace was a joint initiative by the vice rectorate for academic affairs and the vice rectorate for digitization and change management at Graz University of Technology to modernize lectures. As part of this initiative, an exercise course on chemical thermodynamics was redesigned as a learner-centered course and enriched with interactive learning materials designed to promote self-directed learning. The core of the method used to implement this redesign is interactive notebooks created in Wolfram Mathematica to enable students to work through the examples independently, in depth, and irrespective of time, with the required theoretical background integrated into the notebooks. In this paper, we ask the following questions: RQ1: How did students use and accept the interactive notebooks? RQ2: What was the impact of the interactive notebooks and the corresponding course design as perceived by the students? To answer these questions, we conducted a questionnaire-based survey with 45 course students and statistically analyzed the results. Key results for RQ1 show that $93.33\%$ of the participating students reported using the interactive notebooks, and technology acceptance (1 = low TA, 5 = high TA) was high in both the dimensions of perceived usefulness ($m=3.88$) and attitude ($m=4.24$). Regarding RQ2, our key results show that students perceived the notebooks to have a positive impact on their learning experience, especially regarding their self-directed learning. The results of this work are in alignment with observations by lecturers, which showed that this more student-centric course design and the integration of the interactive learning materials made it possible to clarify detailed questions during the independent learning phase, allowing the interactive part of the course to focus on the tactical approaches, solutions, and problems that arose during the calculations, which raised the overall level of content teaching. Full article

Modern technologies, tools, and services are rapidly penetrating life, requiring a radical shift in traditional education and the rapid implementation of interdisciplinary STEM (science, technology, engineering, and mathematics) learning approaches. Hence, numerous studies have been initiated to explore key aspects of modern STEM methods and existing opportunities for their evaluation, personalization, and optimization. The article presents results from qualitative research conducted through semi-structured interviews with schoolteachers who have experience in implementing innovative STEM methods in their educational practice. The focus of the study is on the qualitative analysis of modern methods and good practices applied in teaching STEM subjects in Bulgaria. The formulated research questions address the readiness to apply STEM educational methods in Bulgarian schools, focusing on prerequisites such as institutional support, availability of technology infrastructure and resources, and teachers’ competencies. Additionally, these research questions aim to explore teachers’ views on modern teaching methods and approaches currently utilized in STEM education, as well as their perceived effectiveness, engagement, and applicability. The key themes and insights that emerged from the interviews also shed light on the state-of-the-art of STEM education in Bulgarian schools and the current use of teaching methods and techniques for STEM education. The findings revealed that teachers miss time in the curriculum dedicated to STEM lessons and need more integrated learning resources and additional qualifications to apply STEM methods effectively. The interpretation of results analyzes the significance of the findings and their implications for teaching practices and policies in STEM education. Full article

With globalization and technology advancement, traditional teaching models are facing challenges due to the diverse needs of modern learners. It is necessary to enhance learner engagement and motivation, and incorporating Internet of Things (IoT)-assisted teaching tools has become a major concern for educators. However, the time it takes to develop new teaching tools and integrate IoT technology must be shortened by combining educational content with game mechanics seamlessly. Therefore, we developed a gamified teaching model by incorporating IoT technology. We used the “System, Indicators, Criteria” framework to develop a three-tiered board game evaluation and development model. Based on this framework, a teaching tool was designed to provide personalized learning experiences with IoT technology. The tool provides abstract knowledge, fosters interaction and collaboration among learners, and thus enhances engagement. To ensure a rigorous design and evaluation process, we employed quality function deployment (QFD), analytic hierarchy process (AHP), and fuzzy comprehensive evaluation (FCE). The developed model facilitates the integration of IoT technology with innovative design concepts and enhances the application value of teaching tools in education. The model also enhances intelligence, interactivity, and creativity for traditional education to revitalize learning experiences. Full article

This study addresses several challenges in traditional triaxial test teaching including high costs, poor environmental sustainability, and the lag of soil constitutive model education behind theoretical advancements. A digital platform for triaxial test teaching was established within the MATLAB environment. This platform integrates the Anisotropic Structured Clay Model (ASCM) and the Anisotropic Creep Model (ANICREEP), supporting four key testing conditions. It accommodates various teaching scenarios and experimental designs, clearly illustrating the stress–strain relationships of soil and the evolution of key state variables under different testing conditions. The platform helps students gain a deeper understanding of soil mechanical behavior while alleviating the burden of complex mathematical derivations, thereby establishing a new technology suitable for engineering education. The platform is highly aligned with the teaching needs of triaxial tests in the undergraduate course “Soil Mechanics” and can effectively support the in-depth exploration of constitutive model theory in the graduate course “Numerical Computation in Geotechnical Engineering”, providing robust support for cultivating students’ theoretical understanding and practical analytical skills. This technology not only promotes the deep integration of educational digitalization and modernization within geotechnical engineering teaching but also establishes an economical, sustainable, and innovative teaching paradigm. Furthermore, through its openness and extensibility, the platform injects new momentum into the implementation of educational digitalization strategies and serves as a model for building an open and shared curriculum resource system. Full article

We developed an innovative system to enhance medical education, specifically in teaching anatomy and surgical techniques. We applied three-dimensional (3D) and mixed-reality (MR) technologies to create immersive learning experiences. The system enables students to gain hands-on experience in a virtual environment and understand anatomical structures and related surgical procedures. We designed the system architecture, user interface, and educational methodologies. By integrating modern technology into teaching methods, students can engage and improve learning efficiency, and the potential of 3D and MR technologies is validated in medical education. Full article

In the modern digital age, traditional teaching methods are increasingly giving way to innovative approaches that actively engage all students’ senses. Integrating diverse media formats into learning stimulates students’ visual, auditory, and practical perception through active interaction with learning content. Information technology teachers must possess competencies for creating quality digital resources using artificial intelligence (AI) tools, key skills for understanding the principles of multimodal learning to critically evaluate generated content, and adapt it to specific educational goals. The present study presents the importance of multimodal learning resources as an effective tool for increasing learning motivation and achieving better educational outcomes. Specific examples of key requests to AI systems for creating educational resources, including text, images, animations, and interactive content, are presented. In addition, practical guidelines for formulating effective requests to AI tools, critical evaluation of the generated resources, and possible approaches for their improvement are proposed. Full article

The sustainable integration of technology into educational practices is pivotal for modern teaching and learning. Grounded in the Technology Acceptance Model (TAM), this study explores the psychological and contextual factors that influence technology acceptance among pre-service and in-service teachers. Employing a nonexperimental, cross-sectional design, data were collected from 347 participants to examine the relationships between perceived usefulness, perceived ease of use, attitude toward use, behavioural intention, and actual system use. Results indicate that pre-service teachers demonstrate stronger openness to technology adoption, driven primarily by attitudinal factors, whereas in-service teachers’ acceptance is more closely linked to perceived utility and usability. This study advances the TAM by integrating a dual serial mediation model and testing the moderating role of professional status, thereby offering a nuanced understanding of sustainable digital engagement across career stages. Our findings underscore the importance of fostering positive perceptions and providing differentiated support throughout teachers’ professional trajectories to achieve long-term, meaningful technology adoption in education. Full article

Technological advancement has radically transformed higher education, requiring faculty members to continually adapt to new tools and teaching methods. In this context, the phenomenon of fear of missing out (FoMO) has gained relevance, often manifesting through a range of negative emotional states, including technostress—stress associated with the use of technology. Objectives: This study aimed to map the available scientific evidence on technostress among nursing faculty in higher education, through a scoping review conducted according to the methodology proposed by the Joanna Briggs Institute (JBI). Methods: The literature search was performed across eight databases, including Medline (via PubMed), CINAHL Complete, Scopus, and the Teacher Reference Center. Results: Of the 266 studies identified, only 3 met the inclusion criteria. Conclusions: Findings reveal varying levels of technostress among nursing educators, with higher levels observed among older faculty members, frequently associated with limited technical and administrative support. Although the direct impact on job satisfaction was not significant, the anxiety induced by intensive technology use and the perceived necessity for constant professional updating—often driven by FoMO—was shown to affect daily academic life, highlighting the need for effective coping strategies. Understanding technostress within the context of nursing education is essential for addressing the challenges of pedagogical modernization. This review supports the need for future institutional interventions aimed at preventing technostress and fostering a more balanced, reflective, and sustainable relationship with technology in academic settings. Full article

Extended reality (XR) has emerged as a transformative technology, offering innovative ways to visualize and interact with digital content. For educators, XR constitutes a valuable tool that advances pedagogical experience and improves teaching quality and clarity. While the literature highlights case studies and general guidelines for XR content development, there is limited focus on interaction techniques based on a comparative methodology within educational XR games. This study evaluates different interaction techniques from developers and users perspectives to identify strengths and limitations, providing useful insights to guide future developments in the field. Performed analysis determines the context in which each technique is most effective, how different techniques can be combined, and how integration can be improved for optimal impact. Additionally, methods for transitioning from traditional interaction techniques to modern XR approaches utilizing 3D space and interaction requirements are proposed. A theoretical framework for integrating, configuring, and blending interaction techniques in XR environments tailored for educational purposes is introduced to assist developers and educators in selecting and combining techniques to maximize their effectiveness in different educational contexts and challenges. By addressing these critical aspects, this paper contributes to advancing the understanding and design of XR interaction strategies, ultimately fostering better learning experiences and leading to improved educational outcomes. Full article

Low achievement in mathematics across educational levels has long been a concern for researchers. Recent evidence points to equipping teachers with skills and competencies that align with the demands of the modern, technology-rich world. This systematic review explored how technology-facilitated heutagogical practices contribute to the professional development of preservice and in-service mathematics teachers. Drawing on 21 empirical studies published between 2017 and 2024, this review identified three major findings. First, technology-enhanced heutagogical practices promote teaching skills by fostering learner autonomy, self-reflection, and professional identity development. Second, tools such as mobile apps, Massive Open Online Courses (MOOCs), adaptive learning platforms, and collaborative digital environments support the integration of heutagogical principles. Third, implementation is challenged by limited digital access, institutional constraints, and the need for gradual adaptation to self-determined learning models. These findings prove the need for policy and institutional investment in digital infrastructure, blended learning models, and teacher support. Theoretically, this study affirms heutagogy as a relevant pedagogical approach for preparing mathematics teachers in dynamic learning contexts. There is also a need for more empirical studies to investigate scalable models for technology-driven heutagogy, especially in resource-constrained settings. Full article