Browsing by Author "Lavicza Z."
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Item Direct and indirect instruction in educational robotics: a comparative study of task performance per cognitive level and student perception(Springer, 2024) Anđić B.; Maričić M.; Mumcu F.; Prodromou T.; Leoste J.; Saimon M.; Lavicza Z.Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack of studies that guide teachers on which type of instruction should be used for ER in STEM between direct (DI) and indirect instruction (II). As a result, the present study aims to compare the two types of instructions in terms of their effect on learning outcomes, students’ perceptions, and students’ gender differences. We adopted a quasi-experiment comparative research design involving 100 ninth-grade students (13–14 years old). We collected data through achievement tests and perception questionnaires and analyzed them using Cochran’s Q-test, Mann–Whitney U-test, and independent samples t-test. Results show that the group in which II was used performed better than those from the group where DI was used. Also, the results show that girls performed better with DI than boys. Furthermore, students perceived ER as useful for developing collaboration and interest in STEM. Therefore, teachers should be supported in learning how to use II and DI strategically in ER to enhance STEM learning. © The Author(s) 2024.Item Evaluating the quality of technology integration across seven European countries with the ICAP Technology Scale(Springer Science and Business Media Deutschland GmbH, 2024) Maričić M.; Anđić B.; Mumcu F.; Rokos L.; Vondruška J.; Weinhandl R.; Lavicza Z.; Špernjak A.Interactive, constructive, active and passive technology scale (ICAP-TS) is a relatively new developed instrument representing an essential literature need. Through this cross-cultural study, we strived to accomplish a three-fold aim. Firstly, we aspired to verify the scale's construct validity and reliability on a large sample of teachers across seven European countries. Secondly, we aimed to evaluate the quality of technology integration (TI) on this heterogeneous sample with the ICAP-TS to explore for which learning activities teachers use technologies, within which ICAP learning/engaging modes and how often. Thirdly, we strived to examine relationships between the different technology types (TT) and TI in ICAP learning modes. The research involved 2277 primary and lower secondary school teachers. Confirmatory factor analysis revealed that the internal structure of ICAP-TS corresponds well to the overall sample, but for some countries, the model fit should be further refined. Exploratory factor analysis extracted two basic components of TT—passive and active. On a general level teachers most often integrate technology into passive learning mode with the usage of passive TT, but if these results are observed within each country separately, this is not the case everywhere. Passive TT predicts TI into passive, active, and constructive modes more, while active TT predicts TI into interactive, constructive and active modes. This study has several implications. For example future research topics can include reviewing, revising, or adding new items to the ICAP-TS related to ICAP theory to improve its validity. Other recommendations are stated in the discussion. © The Author(s) 2024.Item The exploration of continuous teaching intention in emerging-technology environments through perceived cognitive load, usability, and teacher’s attitudes(Springer, 2024) Maričić M.; Anđić B.; Soeharto S.; Mumcu F.; Cvjetićanin S.; Lavicza Z.According to the theoretical frameworks and teaching practice, the constructs of the Technology acceptance model - TAM and the Cognitive load theory - CLT are in a close cause-and-effect relationship, and gaining insights into this issue is essential for educators. Our study aimed to examine continuous teaching intention (CTI) with emerging technologies (ET) through perceived usability (PUS), attitudes towards teaching (ATT) and perceived cognitive load (PCL) from the aspect of teachers’ perceptions. A survey research design using a cross-sectional survey technique was applied. The research involved 801 primary and lower secondary school teachers. Results showed that the TAM-CLT scale model is aligned and fits the overall sample well. In addition, teachers’ PUS can be a crucial factor in shaping ATT and CTI of ET because this construct positively influences these variables underlining the importance of designing user-friendly ET. However, our study reveals the lack of a significant negative relationship between teachers’ PCL and PUS, and the absence of mediation between PCL and CTI through PUS. These unexpected findings highlight the complexity of users’ experiences with ET and the need for a more nuanced understanding of the interplay between these constructs. One of the implications of our study refers to further investigation of the underlying mechanisms between PCL, PUS, and CTI. Other recommendations are stated in the discussion. © The Author(s) 2024.Item Metaphorical evolution: A longitudinal study of secondary school teachers’ concepts of 3D modelling and printing in education(Springer, 2024) Anđić B.; Maričić M.; Weinhandl R.; Mumcu F.; Schmidthaler E.; Lavicza Z.Research into teachers’ concepts and changes over time in digital technologies is crucial for gaining insights into the factors that shape teachers’ concepts of technologies and influence their use in the classroom. Numerous studies have indicated that the use of 3D modelling and printing (3DMP) contributes to the modernization of teaching and the achievement of student learning outcomes. Using a three-wave longitudinal study with the application of conceptual metaphors as a theoretical background, this study tracks teachers’ concepts of 3DMP after training, three months, and after one year of teaching experience and provides insight into this area. The data for the study was collected from 74 secondary teachers and processed using a mixed-methods research approach. The findings show that as teachers gain experience, their views on using 3DMP in education evolve. The results include a shift in their perception of digital reliance, the pedagogical benefits, the potential for creative expression, and the sensitivity of 3D printing. The findings of our study suggest that teachers need continuous technical support at the beginning of their use of 3DMP in the classroom, so that the application of this technology can successfully contribute to the development of student creativity and knowledge. This research emphasizes the need for comprehensive ongoing support and targeted training to enable teachers to effectively integrate 3DMP into educational practices, while fostering creativity and addressing technical complexities. Furthermore, this research sheds light on teachers’ views of 3DMP and has implications for developments in teacher training and courses, the 3DMP platform, software development, education policy, and the 3DMP industry. © The Author(s) 2023.Item When engineering design meets STEAM education in hybrid learning environment: teachers’ innovation key through design heuristics(Routledge, 2024) Laksmiwati P.A.; Lavicza Z.; Cahyono A.N.; Alagic M.; Mumcu F.Implementing STEAM education in classrooms can be enhanced by incorporating other methods to bring students flexibility during learning, such as the engineering design process (EDP) and hybrid learning. We developed design heuristics to support teachers in enhancing the quality of STEAM lessons, emphasizing EDP within hybrid learning to assist teachers in developing lesson plans. The design heuristics were implemented in three groups of online professional development programs within educational design research, with a hundred and eighty-three teachers submitting their lesson plans. We scored the lesson plans and conducted the Kruskal Wallis H test procedure. The result showed that teachers who participated in this study were likely to incorporate the key principles of design heuristics in their lesson planning practices. However, we found that there is a necessity for further exploration, especially in the variation of assessment strategies and the exploration of problems or context for STEAM learning. Therefore, the result emphasized the significance of future exploration that defines and formulates problems for STEAM activities and its implications on teachers’ lesson planning. This study harmonizes technological advancement and pedagogical practices within hybrid learning by integrating emerging technologies into lesson planning and evolving a design approach into the STEAM curriculum. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.