Articles

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.

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.

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.

Due to the impact of the COVID-19 pandemic, online education has emerged as a popular teaching method, supported by advancements in technology and communication. The development of computer technology and the widespread availability of internet connections have facilitated the transition from traditional classrooms to online platforms. However, both educational institutions and learners have encountered numerous challenges in the process of online education. Schools struggle to determine suitable technological setups, and collaboration among administrators, teachers, and students has proven ineffective. Therefore, it is crucial to conduct research to identify an appropriate model for educational institutions. This study involves the participation of 12 instructors and 360 students from a university of pedagogy in Hanoi, with the objective of proposing a suitable online teaching tool and defining the roles of the participants. The research results suggest a model of an online learning space that utilizes Google Workspace tools, enabling the learning and working community to engage in online activities within a large, centrally managed environment. This teaching model offers easier access, a user-friendly experience, effectiveness, and simplicity in management and instruction for online education.