https://revistas.uma.es/index.php/innoeduca/issue/feedInnoeduca. International Journal of Technology and Educational Innovation2023-12-11T10:11:49+01:00Editor Revista Innoeducarevista.innoeduca@uma.esOpen Journal Systems<div style="text-align: justify;"> <div id="homepageImage"><img class="issn" src="/public/journals/27/journalThumbnail_es_ES.png" alt="Imagen de la página de inicio de la revista" width="198" height="277"> </div> <div id="journaldescription"> <p><strong>Innoeduca. International Journal of Technology and Educational Innovation</strong> is an open, semi-annual and peer-reviewed research journal published by the Publications Service and the Innoeduca Research Group of the <strong>University of Malaga (Spain).</strong> This journal provides a platform for exposing and sharing knowledge in the form of empirical and theoretical research articles, case studies, and literature reviews. The articles sent must comply with the publication standards and deal with education, innovation and technology. Articles written in English or Spanish.</p> <p><br>All published articles will have undergone a rigorous process of blind peer review, previously assessed by the Editor and checked through Crossref Similarity Check. </p> <p> </p> <p><strong>Innoeduca</strong> part is currently indexed in: Emerging Sources Citation Index (ESCI), Dialnet Metrics, Latindex, Latindex 2.0, REDIB, Erih Plus, CIRC, MIAR, Carhus Plus + 2018, Ulrich's, Dialnet, Dulcinea, DOAJ, Wordcat ...</p> </div> </div>https://revistas.uma.es/index.php/innoeduca/article/view/16774Revolutionizing EFL special education: how ChatGPT is transforming the way teachers approach language learning2023-12-11T10:11:19+01:00Mogbel Aid K. AleneziMayed@nbu.edu.saAmr M. Mohamedamr.abdeldaim@nbu.edu.saTahany S. Shaabantahany.shaaban@nbu.edu.sa<p>This mixed-methods study explored the attitudes of 199 English as a Foreign Language (EFL) special education teachers towards using ChatGPT for language learning. The survey questionnaire, consisting of 21 items, examined attitudes, effectiveness, barriers, and the future use of ChatGPT. The results revealed that participants held moderate attitudes, perceiving ChatGPT as moderately effective with moderate barriers. While no significant differences were found between male and female teachers in attitudes and effectiveness, significant gender differences emerged in the future use of ChatGPT, with female teachers exhibiting a greater willingness to embrace it. Follow-up email interviews with five participants provided valuable insights into strategies, effectiveness, challenges, and inclusivity when using ChatGPT in language instruction for special education students. These findings contribute to implementing and developing ChatGPT as a language learning tool for EFL special education students, emphasizing the importance of gender-inclusive approaches and practical considerations to enhance its efficacy.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/15647Acceptance and use of cloud-based virtual platforms by higher education vocational school students: application of the UTAUT model with a PLS-SEM approach2023-12-11T10:11:29+01:00Can Sayginercansayginer@gmail.com<p>Cloud-based virtual platforms emerged as a new way of tracking lectures as mobile, reliable, and productive. Especially due to the COVID-19 breakdown, they became popular because checking the students’ effort, performance, social interaction among each other, and the condition of vocational schools was easy to track during and after the online classes. The research aims to analyze the behavioral intention to adopt cloud-based virtual platforms such as Blackboard, Microsoft, Zoom, Edmodo, Sakai and Moodle during COVID-19. 14 questions were asked to 313 students from higher education vocational schools in the district of Izmir, Turkey via Google Forms. PLS-SEM analyses were made by SmartPLS 4.0 software and by proposing the Unified theory of acceptance and use of technology (UTAUT) theory. The results showed that the variance of effort expectancy, behavioral intention, and facilitating conditions explained 76.00% of the proposed model. The research contributes to understanding the students’ behavior toward the acceptance of cloud-based virtual platforms in case of new variants or other epidemic diseases emerged in the future.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/16681Examination of student satisfaction with e-courses by clustering analysis2023-12-11T10:11:22+01:00Arzu Deveci Topalarzudevecit@gmail.comAynur Kolburan Geçeraynurgecer@hotmail.com<p>Student satisfaction is one of the foremost factors for e-courses to continue efficiently and achieve their goals. The present research aims to analyze the clustering tendencies of e-course students’ satisfaction with e-courses according to the variables of “gender, class, computer ownership, computer and internet literacy, duration of internet use, the connection type to the internet, and the tools utilized by the students in the learning management system” through clustering algorithms, one of the data mining techniques. The survey model was employed. A 35-item satisfaction scale devised for students taking e-courses was used for data collection. A total of 522 students taking online courses at a university participated in the study. Descriptive statistics and cluster analysis were employed to analyze and interpret the data. As a result of the analyses through K-Means cluster analysis, four different clusters were obtained. Those clusters were defined in accordance with the variables they included as follows: Cluster 1 (the group with the highest rate of computer ownership and the highest computer literacy); Cluster 2 (the group with the lowest rate of computer ownership and the lowest computer literacy); Cluster 3 (students have low computer literacy and low duration of Internet use), and Cluster 4 (the group with the highest rate of females, first graders, and those who use the Internet at “good” and “very good” levels) . According to the research results, the mean student satisfaction levels regarding e-courses were determined to be low in general. As per the clustering analysis, it was observed that the students in Cluster 1 and Cluster 4 had the highest mean values of satisfaction with e-courses and a “good” level of satisfaction compared to the other groups, while Cluster 2 had the lowest mean value. Cluster 3, on the other hand, was the one with a “medium” level of satisfaction.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/16340Challenges of social media in education. Review and bibliometric analysis of scientific production to map trends and perspectives 2023-12-11T10:11:27+01:00Raquel Gil-Fernándezraquel.gilfernandez@unir.netDiego Calderón-Garridodcalderon@ub.edu<p>This paper aims to analyse the trends in the articles included in the Journal Citation Report on the implications of social networks in the educational sphere during the period 2011-2020 and, in this way, to synthesise the knowledge base on their use in formal, non-formal and informal educational environments. Regarding methodology, various variables were analysed in the 157 selected articles, and exploratory and descriptive bibliometric research was carried out. The PRISMA protocol's indications have been followed for the whole process. The results show a considerable increase in production in the first quartiles of impact journals. Most of the papers were written by occasional authors from the USA. The most common theme was using social networks as a vehicle for creating virtual environments, with qualitative methodology standing out. It has been revealed that challenges remain to be addressed from an educational science perspective, such as non-formal learning, ethical dilemmas, and addictions. Collaboration and the establishment of peer-to-peer publication networks show areas for improvement.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/17362Bibliometric analysis of technology-supported language learning: LMOOC trend in China2023-12-11T10:10:51+01:00Xinyu Zhangxzhang6@upv.edu.esFrancesca Romero-Fortezafromero@upv.esZhongling Li20111855@wfu.edu.cn<p>Interest in LMOOCs (Language Massive Open Online Courses) has increased in terms of research and number of courses offered, due to their potential for developing training processes and for working on these contents with technologies. Situating the interest in the publications made on LMOOC in China, this study aims to bibliometrically analyze said scientific production in Scopus. The final sample was made up of 134 publications, which were analyzed using different bibliometric techniques (bibliographic coupling, co-citation, co-occurrence). The results indicate a stabilized scientific production since its inception in 2014, with further development in the years of the COVID-19 pandemic. Indexing predominates in the areas of computer science and social sciences. Contributions to conferences and articles predominate. The most cited publications focus on systematic reviews, student autonomy and active methodologies combined with LMOOC. Other influential publications focus on defining the quality criteria to carry out an LMOOC and the emotional factor involved in the development of these courses. Among the potential future courses of action, highlight the adoption of more personalized formats such as the SPOC or the inclusion of methodologies such as the flipped classroom. It is concluded that this study on scientific production will allow the development of new avenues of research on LMOOCs from what already exists.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/15189Analysis of scientific production in WOS on augmented reality and early childhood education2023-12-11T10:11:42+01:00Bárbara Fernández Roblesbfernandezrobles@gmail.comAna Duarte-Huerosduarte@uhu.es<p>In recent years, augmented reality has gained ground in the educational field. In particular, in early childhood education it offers great opportunities to enrich the teaching-learning processes, however, research on its didactic use is in its infancy. Given this situation, it is important to know the current state of scientific production on augmented reality in early childhood education. To this end, the present study arises, in which a systematic review of the scientific production on the subject in Web Of Science (WOS) is carried out. The results obtained show a favorable evolution of scientific production in recent years, the relevance that Spain is giving to the subject of study and the need to continue researching to favor an adequate application of this technology in education. After the study, it is concluded that it is important to train teachers to apply augmented reality in training contexts and promote scientific production on the subject. Specifically, the need to specify design elements that must be taken into account, steps to follow to achieve optimal results and useful tools to develop educational experiences using this technology is highlighted.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/15593University students' perceived information overload mediates smartphone immediate response syndrome during COVID-19 outbreak: Taking the perspective of personality2023-12-11T10:11:32+01:00Jon-Chao Hongtcdahong@gmail.comQing Weiweiqing2012@163.comYangang Li270230921@qq.comZehui Zhanzhanzehui@m.scnu.edu.cnXuanxuan Zouzxx200010@163.comChaocheng Zhong3080664742@qq.com<p>The COVID-19 pandemic has affected university students’ learning and social interaction to a large level, causing different degrees of negative emotions and made them extremely sensitive to smartphone information. However, little is known about the link between personalities, perceived information overload (PIO) and smartphone immediate response syndrome (SIRS) during students' learning process in this specific emergency social context. Therefore, based on the person-environment fit model, this study investigated 482 university students from mainland China during the epidemic by a snowball sampling approach, and analyzed the relationship between their personalities, PIO and SIRS by structural equation modeling. Results indicated that individuals with extraversion and neuroticism formed SIRS from different psychological paths. PIO plays a partial mediating role between neuroticism and SIRS and a fully mediating role between extraversion and SIRS. These findings validate the association among individual personality, PIO and SIRS in the non-conventional environment and highlights the difference exist in cellphone-related psychological path between extraverted and neurotic students. Therefore, it is recommended that PIO should be controlled in a targeted manner for individuals with different personality and guide them using cellphones rationally during the epidemic.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/15481Educational technology ‘introduced’ by the COVID-19 pandemic2023-12-11T10:11:36+01:00Iva Koutskaiva.koutska@tul.cz<p>As society scrambled to adjust to life amidst the COVID-19 pandemic, new and unprecedented challenges presented themselves within all walks of life. The pressure to adapt the delivery of education within restricted societies fell mainly on the shoulders of teachers. The purpose of the article is a positive know-how transfer with the educational technology use in and out of pandemic times. The article is based on two qualitative content analyses of teacher-chosen technology. One content analysis, done via corpus linguistic analysis, provided data for EXCEL computation to quantitatively calculate the frequency of educational technology usage. The second content analysis resulted in thematic clusters of educational technology based on its function. The study shows that distance learning has gone through many changes ‘caused’ by the COVID-19 pandemic. Technology has helped education to continue despite the loss of physicality, and educational technology, especially the web-based software solutions, enabled educators to reach, keep or even improve the quality of teaching and learning. In comparison to the past, in which mostly asynchronous distance learning tools were used, the pandemic increased the usage of collaborative, communicative, interactive synchronous tools and portable devices. It also increased the variety of educational software solutions. For the same or similar functions, more tools are now available. The article works with a vast amount of data in which teachers, teacher trainers, students, interested laypeople, and others from all over the world answered the question: “What educational technology do you use?” and can therefore offer suggestions for global teaching praxis.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/15386Open Educational Resources (OER) in initial teacher training: technological approach in language teaching2023-12-11T10:11:39+01:00Engracia María Rubio Perearubioperea@uma.es<p>This article presents a proposal for teaching open educational resources (OER) carried out in initial teacher training, based on: the knowledge and review of a selection of digital educational materials for future use and adaptation in the Language class in Secondary Education; the development of an OER design as an evaluation procedure; and, finally, the completion of a survey to assess the intervention carried out. The results obtained show that most of the students perceived OER as an innovative and recommendable proposal to improve their classroom practice, although they also revealed that it is a complex activity that needs guided accompaniment. Lack of knowledge of OER and a certain insecurity when it comes to using and adapting them to their different contexts were perceived as some of the main difficulties. On the basis of these initial results, a line of research is proposed that needs a broader context of study in order to develop new strategies in initial teacher training that allow the use of these resources in their teaching practices.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/15175Impact of the Reading plan on primary education students2023-12-11T10:11:45+01:00Antonio-José Moreno-Guerreroajmoreno@ugr.esJosé-Antonio Marín-Marínjmarin@ugr.esNoemí Carmona-Serranonhoe@correo.ugr.esJesús López-Belmontejesuslopez@ugr.es<p>The current world is conditioned not only by the pandemic derived from COVID-19, but also by the ease and immediacy of information in various formats. In its written aspect, in order to process the information, it needs prior reading by people. Therefore, reading stands as a fundamental skill in the social and academic life of people. This aspect is promoted in educational centers through various practices included in an official document called the Reading Plan. The objectives of this study are focused on knowing the influence of this plan on the motivation, emotional intelligence, fluency and reading comprehension of primary school pupils. In order to achieve these objectives, a quasi-experimental pre-post research design has been proposed, based on a quantitative methodology. 114 primary school students from an educational center in Ceuta (Spain) participated in the study. Data collection has been carried out using three validated instruments (Motivated Strategies for Learning Questionnaire, BarOn Emotional Intelligence Inventory and EMLE-TALE 2000). The results reveal that the actions deployed in the reading plan of the educational center have led to improvements in reading fluency and comprehension. However, the actions carried out have not improved the motivation or emotional intelligence of the students.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovationhttps://revistas.uma.es/index.php/innoeduca/article/view/15063Personality, Burnout and Digital Competence in university professor, An approach to the current reality2023-12-11T10:11:49+01:00Ana Isabel Agustí Lópezanaisabel.agusti@campusviu.esAntonia Martí Arasantonia.marti@campusviu.esAna Rodríguez Martínana.rodriguez@campusviu.esCristina Gabarda Méndezcristina.gabarda@uv.es<p>Research on university teachers today requires greater depth regarding the relationship between personality, teaching and burnout. The latter is a well-studied phenomenon in teachers of other educational stages. There are many investigations that have delved into the effect of burnout in teachers, given that this population is especially vulnerable to developing it due to the affective and emotional components inherent to the professional profile. On the other hand, digital competition is another phenomenon that has been exposed in recent years. In this sense, different studies refer to the different skills related to the use of tools and technologies in the classroom context. For the development of the study, a battery of questionnaires has been used, including; the 16PF Personality Questionnaire, the Maslach Burnout Inventory (MBI) and the Digital Competence Questionnaire of Spanish Higher Education Teachers. The results from the data analysis using the statistical program SPSS showed that there are no significant differences in terms of gender and burnout. On the other hand, a positive relationship has been observed between depersonalization and emotional exhaustion with the feeling of self-sufficiency. In addition, a positive relationship is observed between the nervous tension scale with depersonalization. Regarding digital competence, a positive relationship has also been found between personal fulfillment with the use of ICT in the classroom and also with a positive attitude towards ICT. The need to expand research regarding personality in university teachers is observed. In the same way as the study of burnout in this educational stage and the importance of good digital competence in current higher education teachers.</p>2023-12-01T00:00:00+01:00Copyright (c) 2023 Innoeduca. International Journal of Technology and Educational Innovation