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number: /2023
CIT number: 0
Number of views: 633
The article reflects and analyzes the characteristics and requirements of organizations teaching technical and technological specialties according to multi-intelligence theory, especially prior to the development of education and training activities in the Revolutionary Industry 4.0 and digital transformation in the context of higher education today. The article analyzes the concepts and content of teaching technology and technical majors according to the multiple intelligence theory; the requirements of the teaching staff in teaching majors of technology and technical. In addition, the article offers the solutions to develop digital capacity for teaching staff of technology and technical majors according to the multi-intelligence theory.
number: /2023
CIT number: 0
Number of views: 629
The present article explores the impacts and factors influencing the effectiveness of digital games and augmented reality (AR) games in mathematics education for primary school students. The study employed a mixed-methods approach, incorporating quantitative data from mathematics test results and survey responses, as well as qualitative data from classroom observations and interviews with teachers and students. The research involved 168 teachers conducting 168 experimental classes from different regions of Vietnam. The investigation focused on the effects of digital and AR games on students’ academic performance, skill development, engagement, and motivation in mathematics. Additionally, it examined the influence of factors such as gender and geographical location on the effectiveness of these games in teaching mathematics. The findings offer valuable insights into the potential benefits, influencing factors, and limitations associated with integrating digital and AR games in the mathematics classroom. These insights can inform educators and policymakers in their efforts to enhance the quality of education.
number: /2023
CIT number: 0
Number of views: 778
The outbreak of the COVID-19 pandemic has hit education globally hard. Students could not go to school due to the social distancing measures taken by governments to prevent the spread of the pandemic. Therefore, in order to ensure that the learning process of students is maintained, online learning has become the key solution for this circumstance. As a result, periodic testing for students has also been changed into the remote online exams (ROEs). While the benefits of ROEs are widely recognized, the urgent use of this test presents problems and challenges for both students and teachers. This research aimed to explore a number of factors that may affect the results of online remote tests performed by high school students in Vietnam, thereby examining how those factors affect their test results compared to the traditional testing method. By using exploratory factor analysis (EFA), the research identified five potential factors affecting the online remote exam results of Vietnamese high school students with 17 items that met statistical standards, namely: Attitude towards ROEs, Preparedness, Anxiety, Technical Problems, Perceived ROEs Software. The analysis results of the linear regression model show that the only factor namely attitudes towards ROEs is positively correlated with their exam results. The results of this study not only provide a foundation for the online education and online examination research community, but also provide recommendations for educational practitioners, school administrators, and technical service providers on how to effectively support the remote online examination of high school students in Vietnam
number: /2023
CIT number: 0
Number of views: 718
The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015 has proposed Quality Education as one of the Sustainable Development Goals. In the Post-COVID era, the major apprehension was to add values to learners’ lives with connection and continuity. A matter of concern was that though the physical distancing did matter, social and emotional correctness was even more critical. One positive development was that the number of the technology users and technology usage in the context of India had increased exponentially. The ownership and the use of touchscreen technologies such as smartphones and tablets are rapidly increasing and the technology users are now much younger in age. Children have become techsavvy at early ages. The rapid expansion of technology has made the new generation more dependent and proficient in making the use of computers, mobile devices and other digital technologies. Nevertheless, in the context of early childhood settings, there are some influences that may differentiate the technology use behaviors of preschool children, which are generally constructed at home or school environment. This paper deals with how the preschools in the COVID-19 pandemic situation have taken hold of the foundational education of children with the innovative ideas and integrating technology into their pedagogy. The ICT applications in teaching-learning processes in preschool were also studied by the researchers. The pedagogical interventions offered by them were analyzed and the practices of technology integrating teaching learning at preschools were observed. In addition to this, the information through a questionnaire and structured interviews was also obtained from the teachers. The paper has explained the innovative technological interventions incorporated such as virtual shows and tours, smart books, speaking pens, touch and feel books etc. for stimulating the young minds. Further to this, it seeks to define the possible influences, effects and praxis of technology use in early childhood settings, and also intends to explore the current mindset of teachers about technology use in the field of early childhood education.
number: /2023
CIT number: 0
Number of views: 641
Digital transformation is gaining attention and becoming a trend in higher education, but not many results in Vietnam have been recorded. On the basis of the review of the main views on digital transformation and digital transformation in higher education and relevant theories of business process management (BPM), this paper clarifies the similarities between business process management and digital transformation, thereby showing a highly feasible approach in laying the foundation for digital transformation at universities. The results from the application of the BPM model at Hanoi University of Industry, with initial success in digital transformation in higher education, possibly offer meaningful and practical lessons for Vietnamese universities.
number: /2023
CIT number: 0
Number of views: 720
The use of technology and applications in education has continued to increase over the last few decades, and many studies show the effectiveness of using technology in teaching and learning. The central question in the present research is how Vietnamese teachers and students use Google products, as a new technology solution, to transform teaching and learning as well as to motivate students’ learning. By selecting a public school in Ha Noi and a private school in Ho Chi Minh City with 31 teachers and 112 students, the present research investigated students’ and teachers’ attitudes toward using technology in the classroom as well as their practices using Chromebooks and Google Workspace for their teaching and learning activities. The results showed that both students and teachers had positive attitudes toward using technology in the classroom. One of the most important findings is that teachers and students find Chromebooks and Google Workspace for Education as valuable tools. Teachers expressed their interests in using Chromebooks mostly because Chromebooks consist of many applications that teachers can use for different purposes such as online teaching, assessment and classroom management. Within the scope of the pilot program, teachers also recognised that the use of Google Solutions have a positive effect on students’ learning. Students perceived that Chromebooks are great for their learning and they are willing to introduce Chromebooks to their friends. Using Google applications give students more opportunities to collaborate and communicate with their peers as well as to solve the problems during their learning. The result also shows that there are differences in students’ motivation to learn Math before and after the pilot program.
number: /2023
CIT number: 0
Number of views: 694
With the advancement of digital technology, online learning is no longer merely a potential learning method to enable a diverse range of learners’ access to education, but is increasingly becoming a crucial learning method at every school level. The majority of research problems and challenges regarding online learning stems from the question of how learners obtain and maintain positive learning motivation in online learning settings. This study seeks to examine the situational motivation of high school students enrolled in continuing education programs via online learning in Vietnam, thereby examining the differences by genders, groups, online learning duration, and online learning programs. The snowball sampling method was utilized, and the questionnaire was designed using the Google Forms tool. The data set for analysis includes 633 records collected between September 17 and October 10, 2021. The study’s findings investigated the situational motivation of continuing education learners in online learning in Vietnam, in which: Situational Motivation Scales varied in factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. In addition, the research findings indicate disparities of situational motivation in online learning between male and female learners, by school grades, by learning time, and by learning program. Firstly, the results reveal that there is a difference by gender and duration of online learning between three factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. Secondly, the results by school grades show differences in factors within the same grades as well as disparities across grades in the same factor. Third, the findings for SMS of learners enrolled in an online learning program suggest that there is a difference by subject in the same factor and a difference in a subject with various factors. Therefore, these findings are expected to provide critical evidence for academics studying learner motivation in general, and online learners in particular. Furthermore, the findings can help educators and teachers better understand the situational motivation of continuing education learners in the online learning environment, in order to have effective pedagogical and psychological measures in place to encourage effective online learning, increase the quality of online teaching and learning, and move learners toward self-determination.
number: /2023
CIT number: 0
Number of views: 894
Research and analyze the definitions of AI chatbots, the basic architecture of intelligent chatbots, international publications on the application of AI Chatbots in teaching, through the theoretical research method as a scientific basis to perfect AI chatbots scripting process in teaching. The focus of the study is also novelty, the author’s new contribution is through the study of the digitization of chemical databases, the compatibility between AI chatbots and the proposed content of chemistry teaching. From there, the process of building AI Chatbot scenarios in teaching subjects in general and chemistry in particular is proposed to contribute to the development of students’ self-study, self-control and self-discovery capacity. Thanks to this AI chatbot scripting process, with a new teaching medium, the new teacher is the AI chatbot virtual assistant, making teaching easier.
number: /2023
CIT number: 0
Number of views: 730
Virtual reality technology (VR) was growing strongly and applied in education in general and special education in particular. Many studies have shown the benefits of using virtual reality in the education of children with disabilities. By using experimental methods and case studies, the article presents in detail how to conduct as well as the results of 09 experimental sessions for 02 students with Attention Deficit – Hyperactivity Disorder (ADHD) in Hanoi. Experimental results show that both children showed improvement in concentration at the end of the sessions, but 09 training sessions are too short because each session lasts for only 7-20 minutes; therefore, it is not enough to conclude the progress for 02 children with ADHD. Hence, this study proposes that a longer experimental period is needed in combination with educational therapies for children with ADHD. Additionally, VRapeutic software also needs to be further improved in both quality and price adjustment in order to match with the Vietnamese context.
number: /2023
CIT number: 0
Number of views: 701