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number: /2023
CIT number: 0
Number of views: 744
number: /2023
CIT number: 0
Number of views: 974
In recent years, there has been a rekindled interest in gamification in English Language Teaching (ELT) and, it may be argued, Emergency Remote Teaching (ERT) has triggered the use of interactive tools and games to engage students remotely. This paper will share the lessons learned from the design and implementation of digital tools and games in the online classes of English as a Foreign Language (EFL) during ERT in 2021 at a training college in Argentina for about 100 students. Considering the main insights and tenets in gamification, some theories and research on language learning and the three modes of interaction in distance education, different EFL games were designed using some of the latest digital tools available. The games were played synchronously in the online classes on Meet and the students’ participation and engagement were quite positive. At the end of the term, an anonymous survey was administered to the students’ opinions; the survey data, together with the teacher’s experience, have shown that a few digital games and tools designed in an informed way using different modes of interaction can motivate students to learn, revise and enjoy learning English at a distance.
number: /2023
CIT number: 0
Number of views: 839
Many researchers believe that using technology to improve educational quality is one of the things that should and must be done (Mustapha et al., 2020). However, it should be emphasised that in order to optimise the function of the application of new technical features, it is required to increase users’ technological skills. In other terms, its users’ ability. One of the factors influencing the success of teaching and learning methodologies is the human factor. Before putting a new technology into a specific educational setting, a standard scale for recognising and evaluating the user factor is also required (Mardiana, 2020). The purpose of this study is to investigate the flexibility and readiness of teachers in various countries to incorporate technology into universitylevel teaching contexts, with the goal of drawing experience and lessons from research in order to evaluate university lecturers’ and Vietnamese teachers at all levels’ abilities to incorporate technology into the classroom.
number: /2023
CIT number: 0
Number of views: 915
Many fascinating games meet the basic requirements of the learning environment and support the teaching and learning process. Different from traditional games, the use of digital games in teaching is an innovation in teaching methods, bringing many interests to students and creating a new perspective on learning culture. This article summarizes and analyzes the research of authors around the world showing the effectiveness of using digital games in teaching, from which there is a scientific basis to give the rules of construction, construction procedure and steps to implement digital games in teaching mathematics in primary schools in Vietnam. The aim of this article was to help primary education teachers have a different perspective on the use of digital games in teaching, understand the construction principles, how to construct and use a digital game in the teaching process, from there, using digital games in teaching to increase learning motivation for students and contribute to improving the quality of teaching.
number: /2023
CIT number: 0
Number of views: 850
In underdeveloped countries such as Colombia, less than 6% of the population with disabilities have access to higher education, which is why educational strategies are required for this population. According to the International Labour Organization, an average of 7600 people die every day because of work accidents or occupational diseases. In this sense, INKLUDO arises, a project that seeks to develop a series of immersive and inclusive tools supported by virtual reality and multi-touch screen technology to improve the learning processes of Health and Safety at Work. For this purpose, an analysis of the environment on inclusive educational needs was carried out, from which the conceptual architecture of the technological tools will be built. After that, a functional prototype of each of these tools will be developed and validated. The execution of this project is intended to contribute to inclusive education to the extent that the needs of students with hearing and/or motor disabilities are met by developing an innovative classroom strategy for learning a cross-cutting theme in any training area.
number: /2023
CIT number: 0
Number of views: 922
number: /2023
CIT number: 0
Number of views: 774
Digital transformation has become an inevitable trend in Vietnam and worldwide. Digital society is one of the three pillars of a digital nation, in which digital citizens are the core of a digital society. The requirements of digital citizenship pose a new problem for education and training: how to form and foster digital literacy for learners while they are still in school to study, research and develop a career in the digital world and master the country’s digital transformation. In this article, we find answers to the following questions (1) Is it possible to simultaneously develop digital literacy and subject-specific domain competency for learners during high school? (2) Can information technology be a foundation, tool, and objective to develop learners’ competence? (3) How should blended learning be organized in the current Vietnamese context? The study also conducted experiments to adjust and explore a blended teaching model to develop digital and domain-specific competencies of Vietnamese students in the current digital transformation context.
number: /2023
CIT number: 0
Number of views: 839
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: 859
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: 1,083
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