Australasian Journal of Educational Technology

AJET and the shifting dynamics of educational technology publishing in 2024

2024-12-31T19:59:24+11:00

In this end of year reflection on AJET in 2024, the editorial team consider the achievements of the journal and the changing academic publishing environment in which it operates. We profile two publications that the AJET Lead Editors contributed to this year that address the shifting dynamics of educational technology publishing and what these mean for AJET. These include issues such as the increasing number of journals in the field, the costs associated with academic publishing, engagement in the peer review process, the emergence of generative artificial intelligence, and the ethics and integrity of educational technology research and publication. This is followed by an exploration of the journal’s bibliometrics for 2024. We end with a look at the future directions for AJET as we move into our 40^th year of publication.

Regaining focus: Promoting attentional literacy in digital higher education

2024-09-02T09:32:18+10:00

The attentional demands placed on digital learners have grown, with online and blended education increasingly impacted by hyperconnectivity and digital disarray. In this context, it is essential for educators to help learners develop attentional literacy (AL). Building on past research on AL which fused insights from the fields of digital literacies and contemplative pedagogy (CP), this Delphi study examined the concept of AL and associated practices in higher education. Starting with a working definition of AL, expert feedback was invited from a global panel of experienced CP practitioners across academic disciplines. Through three Delphi rounds, the AL definition was validated and refined, before an abbreviated version was produced to facilitate operationalisation by digital educators who may not have a CP background. The study further explored how AL can be integrated into online higher education curricula, identifying strategies for educators and students to develop AL practices and address barriers to these practices. Despite systemic and structural constraints, cultivating AL allows educators and students to exercise a greater degree of individual and collective agency over their own attention in a digital world.

Implications for practice or policy:

Students can be guided in developing AL through a series of stages involving awareness and noticing, focus and intentional choice, openness and curiosity, and consideration of the wider attentional ecosystem.
Educators should develop their own AL first, approaching it holistically by integrating personal, pedagogical and professional development-related practices, along with complementary offline activities.
Institutions can maximise scope for AL development by increasing technological support and, especially, reducing curricular time pressure on educators and students.

Comparative Analysis of Augmented Reality in Engineering Drawing Course: Assessing Spatial Visualization and Cognitive Load with Marker-Based, Markerless, and Web-Based Approaches

2024-08-27T10:25:42+10:00

This study investigates the integration of augmented reality (AR) into engineering education, with a specific focus on its impact on spatial visualization abilities and the cognitive load in the context of an engineering drawing course. The research employs a structured approach, involving three experimental groups utilizing marker-based (MBAR), markerless (MLAR), and web-based AR (WBAR) applications, in comparison to a control group receiving traditional instruction. The primary objective is to rigorously assess the comparative effectiveness of these instructional approaches in enhancing spatial visualization skills and reducing the cognitive load of undergraduate engineering students. Spatial visualization, a vital cognitive skill for engineering disciplines, is evaluated using the Purdue Spatial Visualization Test: Rotations (PSVT-R) questionnaire. The cognitive load of students is assessed with the help of a questionnaire comprising items related to mental load and effort. This study not only quantifies the impact of AR applications but also highlights subtle differences among the various AR modalities. The findings suggested that the group that used marker-based AR had better improvement in their spatial ability and felt less cognitive load compared to those who utilized markerless AR and web-based AR.

Assessment and learning outcomes for generative AI in higher education: A scoping review on current research status and trends

2024-08-07T15:21:29+10:00

Generative artificial intelligence (GenAI) impacts higher education assessment and learning outcomes, which are closely related and intertwined. Literature suggests that educators and researchers have many varied concerns regarding student assessment in the higher education GenAI context, such as how to assess students’ learning and the new (refocused) learning outcomes that emerged in GenAI-facilitated learning environments. To provide evidence-based insights into and answers to these concerns, we conducted a scoping review by collating literature in relevant research areas. Following a five-stage scoping review framework, we collaboratively collected and coded 34 studies. The three assessment approaches identified in the review were traditional assessment, innovative and refocused assessment and GenAI-incorporated assessment. The new, refocused learning outcomes identified were career-driven competencies and lifelong learning skills. The review also revealed that most research designs were qualitatively oriented (e.g., with exploratory design, descriptive research, ethnographic research and phenomenological research). This study proposes a holistic diagram showing the current research status and trends. It suggests five future research directions: innovative assessment designs, collaborations among assessment approaches, new learning outcomes, relationships between assessment approaches and learning outcomes, and quantitative or mixed research studies.

Implications for practice or policy:

Traditional assessment methods in higher education do not operate effectively in the GenAI era.
Innovative and refocused assessment and GenAI-incorporated assessment are promising strategies to assess student learning.
Career-driven competencies and lifelong learning skills are new focused learning outcomes evolved from the use of GenAI.
More quantitative and mixed research studies should be conducted to provide additional empirical evidence on the impact of GenAI on student assessment and learning outcomes.

A systematic literature review of attitudes, intentions and behaviours of teaching academics pertaining to AI and generative AI (GenAI) in higher education: An analysis of GenAI adoption using the UTAUT framework

2024-07-08T19:25:34+10:00

The rapid advancement of artificial intelligence (AI) has outpaced existing research and regulatory frameworks in higher education, leading to varied institutional responses. Although some educators and institutions have embraced AI and generative AI (GenAI), other individuals remain cautious. This systematic literature review explored teaching academics' attitudes, perceptions and intentions towards AI and GenAI, identifying perceived benefits and obstacles. Utilising the unified theory of acceptance and use of technology framework, this study reveals positive attitudes towards AI's efficiency and teaching enhancement, but also significant concerns about academic integrity, accuracy, reliability, skill development and the need for comprehensive training and policies. These findings underscore the necessity for institutional support to navigate the integration of AI and GenAI in tertiary education.

Implications for practice or policy:

Attitudes towards AI and GenAI integration are diverse with educators recognising benefits but raising ethical and practical concerns. These concerns indicate a need for a more comprehensive understanding and dialogue within academic communities.
Academics' intentions to use these technologies are contingent upon the development of robust ethical guidelines and supportive institutional policies.
Institutional support and training shape behaviours. The scarcity of formal training, systematic guidelines and policy frameworks currently limits effective integration.

The use of virtual patient simulations in psychology: A scoping review

2024-10-15T13:56:00+11:00

Virtual patient (VP) simulations can offer educational benefits in healthcare disciplines by supplementing traditional training approaches and enabling the acquisition of clinically relevant skills and knowledge. Although the existing body of literature covers VP usage in healthcare professions such as medicine and nursing, there are no current reviews highlighting the use of VP simulations in the field of psychology. The aim of this scoping review was to examine the educational impact of VP simulations on learning and user experience outcomes among psychology students and clinicians. Cochrane Library, PsycINFO, PubMed, Scopus, ERIC, IEEE Xplore and SAGE journals databases were searched up to June 2023. Studies of all designs and comparator groups were included if they appraised the effectiveness and user experience of any VP simulation aimed at addressing learning outcomes among psychology students and clinicians. A total of nine studies met the inclusion criteria. Overall, VP simulations hold promise in facilitating improvements in skill acquisition, clinical competence and knowledge. Although user impressions were largely positive, there were notable technical challenges that hampered their usability and learning effectiveness. Further research and standardisation of VP simulations are needed to draw definite conclusions about the effectiveness of these simulations in psychology education.

Implications for practice or policy:

Educators could incorporate VP simulations into psychology curricula to enhance the learning experience of students and impact skill and knowledge acquisition and clinical competence.
Higher education policymakers could advocate for further research and standardisation of VP simulations in psychology education to establish evidence-based guidelines, fostering a more comprehensive and consistent educational environment for psychology students and clinicians.
Course developers or coordinators could establish a standardised approach to assess core professional competencies required for practice.

Investigating the effect of emotional tone on learners’ reading engagement and peer acknowledgement in social annotation

2024-04-23T12:50:11+10:00

Social annotation fosters collaborative learning by encouraging knowledge sharing and a community of inquiry. However, research has primarily focused on the cognitive aspect of social annotation. This study aims to contribute an emotional perspective to the existing literature on social annotation. Specifically, we used the valence-aware dictionary for sentiment reasoning algorithm to measure students’ emotional tones in 1,954 comments posted during social annotation. We then utilised linear mixed-effect models to examine the effect of emotional tone on students’ reading engagement and peer acknowledgement, respectively. Our findings indicate that students who posted more positive sentiment comments were more likely to spend more time engaging in social annotation and receive peer acknowledgement. These findings offer insights into the significance of emotional tone in social annotation and the design of scaffolding strategies to foster positive emotional tone.

Implications for practice or policy:

Undergraduates’ peer acknowledgement can be enhanced by positive emotional tone in social annotation.
Undergraduates engage more in active reading when their written comment expressed more positive sentiment in social annotation.
Instructional designers and researchers can use sentiment analysis as an analytic approach to evaluate learners’ written texts for promoting peer interaction and reading engagement.
Instructors and educators should consider understanding and monitoring the emotional tones students convey in their social annotations.