Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

A scoping review of gamified applications in English language teaching: a comparative discussion with medical education

BACKGROUND

With the increasing integration of technology in education, understanding how gamification can enhance language learning is crucial for developing effective teaching strategies. This scoping review explored the current landscape of gamified applications within TEFL while discussing comparative insights from medical education to outline effectiveness and potential across disciplines.

METHOD

A systematic search following the PRISMA-ScR protocol was conducted across PubMed, Scopus, Web of Science, CINAHL, Cochrane Library, ERIC, and Embase databases to identify studies published between 2010 and 2024. English or Persian Quantitative, qualitative, or mixed-methods research examining interventional approaches or gamified applications in TEFL reporting on the effectiveness of these applications, detailing their design and implementation strategies, and identify the target student populations were included.

RESULTS

A total of 33 studies were included in the review, with an emphasis on their publication year, geographical distribution, study designs, delivery modes, technology utilization, gamification elements, and measurement tools. The review revealed that most publications were concentrated in 2018, with a significant number originating from Asia. The total number of students involved in the intervention studies was 2,531. Quasi-experimental pretest/posttest designs were the most common methodologies used, followed by mixed-method approaches. Online delivery emerged as the predominant mode of instruction, with mobile learning technologies frequently utilized. Feedback was identified as the most commonly employed gamification element, followed by challenges that fostered learner engagement.

CONCLUSION

The findings highlighted the effectiveness of gamified applications in enhancing motivation and engagement among language learners. Immediate feedback and interactive elements are critical components that contribute to improved learning outcomes. As interest in gamification continues to grow, further research is warranted to explore its long-term impacts and potential applications across diverse educational contexts. This review underscores the importance of integrating gamification into TEFL to create dynamic and effective learning environments.

Impact of ChatGPT usage on nursing students education: A cross-sectional study

Background

The use of artificial intelligence tools, such as ChatGPT, is on the rise in nursing education. In the field of healthcare, ChatGPT can offer unique opportunities to enhance the learning and clinical practice of nursing students. However, it is still necessary to explore how this tool affects students' performance and perception in their nursing education.

Objective

The objective of this study was to evaluate the impact of ChatGPT on nursing students' education and determine how it influences their learning outcomes.

Design

This study employed a quantitative cross-sectional design.

Setting

The study was conducted in the Bachelor of Nursing program at the University of León, Spain.

Participants

Ninety-eight nursing students enrolled in the Nursing Care and Services Management course during the second semester of 2024 participated in the study.

Methods

Data were collected using three validated questionnaires that assessed sociodemographic characteristics, knowledge of artificial intelligence, and perceptions of using ChatGPT as an educational tool. The data were analyzed using IBM SPSS Statistics, version 29.1.

Results

Students who used ChatGPT showed a significant improvement in their academic grades (p < 0.05). Additionally, 89.5 % of the students reported significant improvements in their academic performance. Women perceived ChatGPT as especially useful for completing academic tasks (85.14 % versus 50.00 % in men, p = 0.003). A positive correlation was observed between prior use of ChatGPT and GPA (ρ = 0.240, p = 0.026).

Conclusions

ChatGPT is a valuable tool that enhances the learning and satisfaction of nursing students. Its integration into nursing education programs not only boosts academic performance but also promotes the adoption of technological innovations in professional training. Continuous incorporation of AI tools in education is recommended to improve academic outcomes and prepare students for evolving healthcare environments.

The integrated teaching practice of medical cloud dictionary development and project-based learning

OBJECTIVE

This study examines a novel teaching model that integrates the development and use of a Medical Cloud Dictionary with project-based learning (PBL). We investigate whether this integrated approach improves teaching effectiveness, enhances student learning outcomes, and reduces teaching pressure compared to traditional PBL.

METHODS

One hundred student volunteers were randomly assigned to an experimental group (n = 50) and a control group (n = 50). Both groups studied seven respiratory-disease-related modules over a single semester (4 months). The experimental group utilized a PBL approach enhanced by the Medical Cloud Dictionary, which provided organized, up-to-date medical information and facilitated collaboration. The control group received traditional PBL-based teaching. Student performance was assessed using theoretical exams, comprehensive case analyses, and clinical practice reports. Feedback questionnaires and interviews were conducted with the experimental group's students and teachers. Statistical analyses included a Mann-Whitney U-test and chi-square tests to compare outcomes between groups.

RESULTS

The experimental group demonstrated significantly higher overall scores than the control group (Mann-Whitney U = 22037.5, p < 0.001). Their pass rate reached 100% vs. 98.6% in the control group (χ²=10.145, p < 0.05), and their excellence rate was 22.9% vs. 2.9% (χ²=62.477, p < 0.001). Feedback indicated improved learning efficiency, enhanced independent learning, and reduced teaching pressure. Both students and teachers expressed a desire to continue and expand the integrated mode.

CONCLUSION

Integrating a Medical Cloud Dictionary with PBL can stimulate students' academic engagement, improve their mastery of medical knowledge and practical skills, and foster a stronger desire for independent learning. It also qualitatively enhances teaching quality and strengthens teacher-student relationships. Overall, this integrated teaching model can improve the quality and effectiveness of medical education, benefiting both teachers and students.

The impact of the COVID-19 pandemic on students' future online education behaviour

Background

The COVID-19-related pandemic has affected education hugely, particularly in terms of the massive shift towards online teaching and learning. Higher education students and professors have faced new challenges, which might improve future online education behaviour, based on online education experience and learning, and pedagogical strategies during the COVID-19 pandemic.

Objective/Aim

The aim of this paper is to explore the views of Romanian students towards a possible future online education, highlighting their perceptions regarding the efficacy of digital online learning/pedagogical strategies and of the technological infrastructure, using as support theory the Input-Environment-Outcomes (I-E-O) model.

Methods/Instruments

An empirical quantitative-based investigation was implemented; data being collected from almost 800 students in business and economics. Based on the proposed conceptual model, data were analysed with structural equations modelling via SmartPLS 3.0.

Results

The novelty of the paper is that it tries to address students' perceptions regarding the future of online education, by using a few constructs, some of them validated in the literature, in order to establish pertinent links between these and the future of digital education. Results reveal that Romanian students prefer face-to-face teaching rather than online courses.

Conclusions/implications

In crisis situations, digital education might be the proper solution for future education, as it ensures effective education through efficient teaching-learning strategies and an advanced technological infrastructure.

Digital social responsibility towards digital education of international higher education students' institutions: Digital culture as mediator

Digital social responsibility (DSR) has emerged as a wise strategic decision for all higher education institutions during the new crown pandemic. This study explores whether the DSR dimensions (social, economic, legal, and environmental) enhance digital education (DE) in universities. Specifically, this paper intends to investigate the impact of digital culture (DC) on these relationships as a mediator variable. By adopting a cross-sectional approach, data are gathered through an online survey among a sample of 181 students from different nationalities in higher education institutions in Chang'an-China. The partial least squares-structural equation modelling has been used to perform the statistical analyses. Results revealed that all DSR dimensions directly and indirectly affect DE. DC also significantly influences students' DE during the new crown pandemic. Furthermore, our findings show that DC mediates the link between the social, economic, and environmental DSR aspects and students' DE. The study suggests Chinese universities review their DSR policies and student DC perspectives, and design social digital responsibility education programs. These measures can predict the success of student DE and provide a competitive edge as social media technology advances.

Assessing Ethical Climate: Adaptation and Psychometric Properties in the Indonesian Context

Background

Despite the importance of understanding ethical climates in Indonesian organizations, a standardized scale for measuring this is lacking. Therefore, this study aims to adapt, validate, and ensure the consistency of the Ethical Climate Questionnaire (ECQ) within Indonesia's cultural context.

Methods

Data were collected from 565 Indonesian individuals aged 18 or older, using an online survey and convenience sampling. To ensure accurate measurements, Beaton's guidelines were followed. Reliability was assessed using Cronbach's alpha and McDonald's omega, while validity was examined through various analyses including content validity index and confirmatory factor analysis.

Results

The Indonesian version of the ECQ measures egoist, benevolent, and principled ethical climates reliably (Cronbach's alpha: egoism=0.809, principle=0.920, benevolence=0.910). Validity analyses confirm the questionnaire's validity. Demographic analysis shows age impacts the principle dimension, while organizational type affects all dimensions.

Conclusion

The Indonesian version of the ECQ demonstrates strong psychometric properties and cross-cultural adaptability, making it a valuable tool for assessing ethical climates among Indonesian individuals aged 18 or older.

A social network analysis of college students' online learning during the epidemic era: A triadic reciprocal determinism perspective

The way in which college students learn online has dramatically altered due to the COVID-19 pandemic. Using the triadic reciprocal determinism (TRD) theory, this study aimed to identify the key factors influencing college students' online learning experience through sentiment analysis, text mining, and social network analysis (SNA). Macro- and micro-level parsing was conducted on the SNA model, which was divided into core, mantle, and shell layers to determine the most influential factors in the core layer. This study found that learners' personal factors, learning behaviors, and related elements in the online learning environment significantly influenced the learning outcomes of college students enrolled in online courses. Additionally, this study explored the distribution of SNA model elements in the mantle and peripheral shell layers, which also impact the online learning experience of college students. Overall, this study provides a comprehensive overview of the various factors affecting college students' online learning experience, and highlights the importance of considering these factors when designing online learning environments for college students.

Cultural adaptation and psychometric properties of the online learning climate scale for Chilean university students

Introduction

The COVID-19 pandemic has profoundly changed university teaching and learning formats, leading to a significant increase in online learning. Consequently, the crisis has facilitated the potential development of this educational modality. However, researchers need adapted and validated instruments to assess the online learning climate in universities.

Aim

This study aimed to adapt and psychometrically validate the Online Learning Climate Scale (OLCS) for Chilean university students.

Method

Quantitative research was conducted with a non-experimental and cross-sectional, design executed in two phases: the first was oriented to the cultural adaptation of the instrument, and the second was focused on analyzing its psychometric properties in a sample of 491 university students.

Results

A translated and culturally adapted version was obtained, composed of 15 items distributed in a factorial structure composed of four dimensions that showed excellent adjustment to the data [χ2 (84) = 189.628; p < 0.001; CFI = 0.979; TLI = 0.973; RMSEA = 0.051 (IC90% 0.044-0.059); SRMR = 0.028]; internal consistency was estimated through Cronbach's alpha and ranged between 0.892 and 0.955, and strict invariance between men and women was achieved.

Discussion

The Online Learning Climate Scale (OLCS) is a valid and reliable measure for measuring the online learning climate within the Chilean higher education context so that it can be used both in research and in monitoring management programs in educational environments.

Higher Education in the Pacific Alliance: Descriptive and Exploratory Analysis of the Didactic Potential of Virtual Reality

In this paper, we conducted descriptive quantitative research on the assessment of virtual reality (VR) technologies in higher education in the countries of the Pacific Alliance (PA). Specifically, differences between PA countries in terms of the above perceptions were identified and the behavior of the gender and knowledge area gaps in each of them was analyzed. A validated quantitative questionnaire was used for this purpose. As a result, we found that PA professors express high ratings of VR but point out strong disadvantages regarding its use in lectures; in addition, they have low self-concept of their digital competence. In this regard, it was identified that there are notable differences among the PA countries. Mexico is the country with the most marked gender gaps, while Chile has strong gaps by areas of knowledge. We give some recommendations towards favoring a homogeneous process of integration of VR in higher education in the PA countries.

Perception of the Use of Virtual Reality Didactic Tools among Faculty in Mexico

This paper develops descriptive quantitative research of the assessments of virtual reality (VR) technology, used as a didactic tool, by a sample of 712 university professors in Mexico. For this purpose, a validated Likert-type questionnaire was used as an instrument, the responses to which were statistically analyzed. The results obtained show that professors in Mexico report low levels of digital skills, but high valuations of VR. These ratings depend strongly on the professors’ area of knowledge. In this sense, the biggest gap is between Engineering professors, who value VR better, and Humanities professors, who value it worse. There are also gender gaps and gaps due to the digital generation of the participants in the assessments made, whose behavior is also different according to the area of knowledge. As a result, some recommendations are provided to try to reduce the gaps found.