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  • 1.
    Agbo, Friday Joseph
    et al.
    School of Computing, University of Eastern Finland, P.O. Box 111, FIN-80101, Joensuu, Finland; Computing and Data Science, Willamette University, Salem, OR, USA.
    Olaleye, Sunday Adewale
    School of Business, Jamk University of Applied Sciences, Rajakatu 35, 40100, Jyvaskyla, Finland.
    Bower, Matt
    School of Education, Macquarie University, Sydney, NSW, Australia.
    Oyelere, Solomon
    Luleå tekniska universitet, Institutionen för system- och rymdteknik, Datavetenskap.
    Examining the relationships between students’ perceptions of technology, pedagogy, and cognition: the case of immersive virtual reality mini games to foster computational thinking in higher education2023Ingår i: Smart Learning Environments, E-ISSN 2196-7091, Vol. 10, nr 1, artikel-id 16Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Researchers are increasingly exploring educational games in immersive virtual reality (IVR) environments to facilitate students’ learning experiences. Mainly, the effect of IVR on learning outcomes has been the focus. However, far too little attention has been paid to the influence of game elements and IVR features on learners’ perceived cognition. This study examined the relationship between game elements (challenge, goal clarity, and feedback) as pedagogical approach, features of IVR technology (immersion and interaction), and learners’ perceived cognition (reflective thinking and comprehension). An experiment was conducted with 49 undergraduate students who played an IVR game-based application (iThinkSmart) containing mini games developed to facilitate learners’ computational thinking competency. The study employed partial least squares structural equation modelling to investigate the effect of educational game elements and learning contents on learner’s cognition. Findings show that goal clarity is the main predictor of learners’ reflective thinking and comprehension in an educational game-based IVR application. It was also confirmed that immersion and interaction experience impact learner’s comprehension. Notably, adequate learning content in terms of the organisation and relevance of the content contained in an IVR game-based application significantly moderate learners’ reflective thinking and comprehension. The findings of this study have implications for educators and developers of IVR game-based intervention to facilitate learning in the higher education context. In particular, the implication of this study touches on the aspect of learners’ cognitive factors that aim to produce 21st-century problem-solving skills through critical thinking.

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  • 2.
    Agbo, Friday Joseph
    et al.
    School of Computing, University of Eastern Finland, P.O. Box 111, FIN-80101, Joensuu, Finland.
    Oyelere, Solomon Sunday
    Luleå tekniska universitet, Institutionen för system- och rymdteknik, Datavetenskap.
    Suhonen, Jarkko
    School of Computing, University of Eastern Finland, P.O. Box 111, FIN-80101, Joensuu, Finland.
    Tukiainen, Markku
    School of Computing, University of Eastern Finland, P.O. Box 111, FIN-80101, Joensuu, Finland.
    Scientific production and thematic breakthroughs in smart learning environments: a bibliometric analysis2021Ingår i: Smart Learning Environments, E-ISSN 2196-7091, Vol. 8, artikel-id 1Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    This study examines the research landscape of smart learning environments by conducting a comprehensive bibliometric analysis of the field over the years. The study focused on the research trends, scholar’s productivity, and thematic focus of scientific publications in the field of smart learning environments. A total of 1081 data consisting of peer-reviewed articles were retrieved from the Scopus database. A bibliometric approach was applied to analyse the data for a comprehensive overview of the trend, thematic focus, and scientific production in the field of smart learning environments. The result from this bibliometric analysis indicates that the first paper on smart learning environments was published in 2002; implying the beginning of the field. Among other sources, “Computers & Education,” “Smart Learning Environments,” and “Computers in Human Behaviour” are the most relevant outlets publishing articles associated with smart learning environments. The work of Kinshuk et al., published in 2016, stands out as the most cited work among the analysed documents. The United States has the highest number of scientific productions and remained the most relevant country in the smart learning environment field. Besides, the results also showed names of prolific scholars and most relevant institutions in the field. Keywords such as “learning analytics,” “adaptive learning,” “personalized learning,” “blockchain,” and “deep learning” remain the trending keywords. Furthermore, thematic analysis shows that “digital storytelling” and its associated components such as “virtual reality,” “critical thinking,” and “serious games” are the emerging themes of the smart learning environments but need to be further developed to establish more ties with “smart learning”. The study provides useful contribution to the field by clearly presenting a comprehensive overview and research hotspots, thematic focus, and future direction of the field. These findings can guide scholars, especially the young ones in field of smart learning environments in defining their research focus and what aspect of smart leaning can be explored.

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