CoChat
Sign Up
Cited by 337Digital Education and SocietyEducational Technology in LearningEducational Innovations and Technology

Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review

Open access
Mhlongo, Siyabonga, Mbatha, Khanyisile, Ramatsetse, Boitumelo, Dlamini, Reuben·2023·Heliyon
DOI 10.1016/j.heliyon.2023.e16348PMC PMC10238696
Open this paper in CoChat — free accountOpen PDF

Abstract

The adoption of smart digital technologies in the education system has grown exponentially over the years, creating new possibilities to improve teaching and enhance learning. Against this backdrop, the 'brick-and-mortar' education approach survives on life support, with digital technologies promoting ubiquitous teaching and learning. Through complexity theory, this study uses an iterative review research approach comprising of nine steps to frame the study of smart digital education. The complexity theory lens provides an appropriate framework to reason about the complexities that surface due to interactions of the elements of smart digital technologies in the education system. The complementary strength of the adopted methodological approach led to multiple discourses on technology-enabled and technology-enhanced learning environments. In particular, four broad themes emerged, which demonstrated the prevalence of various technologies and how they interact as a means of making sense of the emerging digitally-enabled education environment. Through these themes, this paper highlights digitalisation affordances (which include multimodality, a/synchronicity, and new forms of engagement), discusses the key challenges and complexities of digitally enabled education, and advances the discourse on how digitalisation can support and promote inclusivity amidst historic challenges. Finally, it discusses how the advancement of technologies provides a new paradigm of learning, revolutionises knowledge construction, and extends and enriches the 'brick-and-mortar' learning environment to enhance the educational experience. As a future research agenda, this paper recommends comprehensive end-to-end programmes and innovative ways to conceptualise and execute digitally-enabled education that provides equity-oriented opportunities for cognitive development.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1016/j.heliyon.2023.e16348

Cites

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

The citation lists haven’t been fetched yet

References 163 · Cited by 337

Research works printed but not linked: 116

  1. [1]Srivastava K. Dey S. Role of digital technology in teaching-learning process IOSR J. Humanit. Soc. Sci. 23 2018 74 79 10.9790/0837-2301057479 · DOI
  2. [2]Prain V. Cox P. Deed C. Dorman J. Edwards D. Farrelly C. Keeffe M. Lovejoy V. Mow L. Sellings P. Waldrip B. Yager Z. Personalised learning: lessons to be learnt Br. Educ. Res. J. 39 2013 654 676 10.1080/01411926.2012.669747 · DOI
  3. [3]Keppell M. Personalised learning strategies for higher education The Future of Learning and Teaching in Next Generation Learning Spaces International Perspectives on Higher Education Research, vol. 12 2014 Emerald Group Publishing Limited, Bingley 3 21 10.1108/s1479-362820140000012001 · DOI
  4. [5]Tullis J.G. Benjamin A.S. On the effectiveness of self-paced learning J. Mem. Lang. 64 2011 109 118 10.1016/j.jml.2010.11.002 21516194 PMC3079256 · DOI
  5. [6]Cho M.-H. Heron M.L. Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students' learning experiences in a self-paced online mathematics course Distance Education 36 2015 80 99 10.1080/01587919.2015.1019963 · DOI
  6. [7]Lin L. Wang K. Meng D. Zuo W. Zhang L. Active self-paced learning for cost-effective and progressive face identification IEEE Trans. Pattern Anal. Mach. Intell. 40 2018 7 19 10.1109/tpami.2017.2652459 28092522 · DOI
  7. [8]Meng D. Zhao Q. Jiang L. A theoretical understanding of self-paced learning Inf. Sci. 414 2017 319 328 10.1016/j.ins.2017.05.043 · DOI
  8. [11]Vygotsky L.S. Mind in Society: The Development of Higher Psycological Processes 1978 Harvard University Press Cambridge, MA
  9. [12]Mason M. Complexity theory and the philosophy of education Educational Philos. Theory 40 2008 4 18 10.1111/j.1469-5812.2007.00412.x · DOI
  10. [13]Manson S.M. Simplifying complexity: a review of complexity theory Geoforum 32 2001 405 414 10.1016/s0016-7185(00)00035-x · DOI
  11. [14]Wisker G. Developing doctoral authors: engaging with theoretical perspectives through the literature review Innov. Education Teach. Int. 52 2015 64 74 10.1080/14703297.2014.981841 · DOI
  12. [16]García-Peñalvo F.J. Desarrollo de estados de la cuestión robustos: revisiones sistemáticas de literatura Education Knowl. Soc. 23 2022 e28600 10.14201/eks.28600 · DOI
  13. [17]Mouton N. Louw G. Strydom G. Critical challenges of the South African school system Int. Bus. Econ. Res. J. 12 2012 31 44 10.19030/iber.v12i1.7510 · DOI
  14. [18]Legotlo M.W. Challenges and Issues Facing the Education System in South Africa 2014 Africa Institute of South Africa Pretoria, South Africa 10.2307/j.ctvh8r1tk · DOI
  15. [20]Ndzinisa N. Dlamini R. Responsiveness vs. accessibility: pandemic-driven shift to remote teaching and online learning High. Education Res. Dev. 2022 1 16 10.1080/07294360.2021.2019199 · DOI
  16. [21]Gore J. Fray L. Miller A. Harris J. Taggart W. The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study Aust. Educational Res. 48 2021 605 637 10.1007/s13384-021-00436-w PMC7952260 33727761 · DOI · Paper page
  17. [22]Issa T. Isaias P. Issa T. Guest editorial Interact. Technol. Smart Education 18 2021 273 277 10.1108/itse-09-2021-248 · DOI
  18. [24]Baturay M.H. An overview of the world of MOOCs Proc., Soc. Behav. Sci. 174 2015 427 433 10.1016/j.sbspro.2015.01.685 · DOI · Paper page
  19. [25]Adham R.S. Lundqvist K.O. MOOCs as a method of distance education in the Arab World – a review paper Eur. J. Open, Distance E-Learning 18 2015 123 138 10.1515/eurodl-2015-0009 · DOI
  20. [26]Sun G. Bin S. Construction of learning behavioral engagement model for MOOCs platform based on data analysis Educ. Sci.: Theory Pract. 18 2018 2206 2216 10.12738/estp.2018.5.120 · DOI
  21. [27]Dlamini R. Interactivity, the heart and soul of effective learning: the interlink between Internet self-efficacy and the creation of an inclusive learning experience South. Afr. J. High. Education 37 2023 77 92 10.20853/37-2-5105 · DOI
  22. [28]Howard S.K. Mozejko A. Considering the history of digital technologies in education Henderson M. Romeo G. Teaching and Digital Technologies: Big Issues and Critical Questions 2015 Cambridge University Press Port Melbourne, Australia 157 168
  23. [29]Mabila J. Herselman M. Van Biljon J. Digital content and sustained use in integrating tablet technology into teaching in resource constrained environments in South Africa: educators' views Stillman L. Denison T. Anwar M. 13th Prato CIRN Conference Monash Centre, Prato, Italy 2016 69 81
  24. [30]Lindell T.L. Teachers' challenges and school digitalization: Exploring how teachers learn about technology integration to meet local teaching needs Ph.D. thesis 2022 KTH Royal Institute of Technology Stockholm, Sweden
  25. [31]Nkadimeng M.P. Implementation of blended learning in Sekhukhune District schools in Limpopo Province, South Africa Ph.D. thesis 2022 University of Limpopo, Faculty of Humanities, School of Education Polokwane, South Africa
  26. [32]Dlamini R. Nkambule F. Information and communication technologies' pedagogical affordances in education Tatnall A. Encyclopedia of Education and Information Technologies 2019 Springer International Publishing Cham 1 14 10.1007/978-3-319-60013-0_216-1 · DOI · Paper page
  27. [35]Quinlan K.M. How emotion matters in four key relationships in teaching and learning in higher education Coll. Teach. 64 2016 101 111 10.1080/87567555.2015.1088818 · DOI
  28. [36]Murcia K. Campbell C. Aranda G. Trends in early childhood education practice and professional learning with digital technologies Pedagogika 68 2018 249 264 10.14712/23362189.2018.858 · DOI
  29. [37]Gegenfurtner A. Schmidt-Hertha B. Lewis P. Digital technologies in training and adult education Int. J. Train. Dev. 24 2020 1 4 10.1111/ijtd.12172 · DOI
  30. [40]Frolova E.V. Ryabova T.M. Rogach O.V. Digital technologies in education: problems and prospects for “Moscow Electronic School” project implementation Eur. J. Contemp. Education 8 2019 779 789 10.13187/ejced.2019.4.779 · DOI
  31. [41]Strekalova N.B. Risks of implementation of digital technologies into education Vest. Samara Univ. Hist. Pedagog. Philol. 25 2019 84 88 10.18287/2542-0445-2019-25-2-84-88 · DOI
  32. [42]Hadlington L. Scase M.O. End-user frustrations and failures in digital technology: exploring the role of fear of missing out, Internet addiction and personality Heliyon 4 2018 e00872 10.1016/j.heliyon.2018.e00872 PMC6223105 30426098 · DOI
  33. [43]Underwood J.D.M. The impact of digital technology: a review of the evidence of the impact of digital technologies on formal education Review Report 2009 British Educational Communications and Technology Agency Coventry, United Kingdom
  34. [44]Qureshi M.I. Khan N. Raza H. Imran A. Ismail F. Digital technologies in education 4.0. Does it enhance the effectiveness of learning? A systematic literature review Int. J. Interact. Mobile Technol. 15 2021 31 47 10.3991/ijim.v15i04.20291 · DOI
  35. [45]Bhakti M.A.C. Wandy W. Noviarini A.N. Internet data consumption during synchronous teaching-from-home period at Sampoerna University J. Sist. Komput. Informatika 3 2022 366 371 10.30865/json.v3i4.4121 · DOI
  36. [46]Dlamini R. Ndzinisa N. Universities trailing behind: unquestioned epistemological foundations constraining the transition to online instructional delivery and learning South. Afr. J. High. Education 34 2020 52 64 10.20853/34-6-4073 · DOI
  37. [47]Jodoi K. Takenaka N. Uchida S. Nakagawa S. Inoue N. Developing an active-learning app to improve critical thinking: item selection and gamification effects Heliyon 7 2021 e08256 10.1016/j.heliyon.2021.e08256 PMC8571479 34765778 · DOI
  38. [48]Elsherbiny M.M.K. Maamari R.H.H.A. Game-based learning through mobile phone apps: effectively enhancing learning for social work students J. Soc. Work Educ. 40 2021 315 332 10.1080/02615479.2020.1737665 · DOI
  39. [49]Behnamnia N. Kamsin A. Ismail M.A.B. The landscape of research on the use of digital game-based learning apps to nurture creativity among young children: a review Think. Ski. Creativity 37 2020 100666 10.1016/j.tsc.2020.100666 · DOI
  40. [50]Lisachenko D.A. Barmasov A.V. Bukina M.N. Stankova E.N. Vysotskaya S.O. Zarochentseva E.P. Best practices combining traditional and digital technologies in education Gervasi O. Murgante B. Misra S. Borruso G. Torre C.M. Rocha A.M.A. Taniar D. Apduhan B.O. Stankova E. Cuzzocrea A. Computational Science and Its Applications – ICCSA 2017 Lecture Notes in Computer Science vol. 10408 2017 Springer International Publishing 483 494 10.1007/978-3-319-62404-4_36 · DOI
  41. [51]Ng W. Affordances of new digital technologies in education New Digital Technology in Education 2015 Springer International Publishing 95 123 10.1007/978-3-319-05822-1_5 · DOI
  42. [52]Berger T. Thomas M. Integrating digital technologies in education: a model for negotiating change and resistance to change Thomas M. Digital Education, Palgrave Macmillan's Digital Education and Learning 2011 Palgrave Macmillan US New York, NY 101 119 10.1057/9780230118003_6 · DOI
  43. [53]Hennington J.A. Innovate with the chalkboard J. Bus. Educ. 54 1978 68 71 10.1080/00219444.1978.10535577 · DOI
  44. [54]Michel C. Educational radio and television—their transfer to developing societies Thomas R.M. Kobayashi V.N. Educational Technology–Its Creation, Development and Cross-Cultural Transfer 1987 Pergamon Press Oxford, United Kingdom 125 142 10.1016/b978-0-08-034993-0.50012-5 · DOI
  45. [55]Kolb D. Introduction to overhead projector demonstrations J. Chem. Educ. 64 1987 348 351 10.1021/ed064p348 · DOI
  46. [56]Raymond J. The computerized overhead projector Comput. Educ. 11 1987 181 195 10.1016/0360-1315(87)90053-4 · DOI
  47. [58]Al Murshidi G. Videotaped teaching and learning methodology – an experiential learning and action research approach J. Int. Education Bus. 14 2020 144 158 10.1108/jieb-05-2020-0041 · DOI
  48. [59]Skinner B. Teaching machines Science 128 1958 969 977 13592277
  49. [61]Faizi R. Afia A.E. Chiheb R. Exploring the potential benefits of using social media in education Int. J. Eng. Pedagog. 3 2013 50 53 10.3991/ijep.v3i4.2836 · DOI
  50. [62]Ramlowat D.D. Pattanayak B.K. Exploring the internet of things (IoT) in education: a review Satapathy S.C. Bhateja V. Somanah R. Yang X.-S. Senkerik R. Advances in Intelligent Systems and Computing, vol. 863 2019 Springer Singapore Singapore 245 255 10.1007/978-981-13-3338-5_23 · DOI
  51. [63]Al-Emran M. Malik S.I. Al-Kabi M.N. A survey of Internet of things (IoT) in education: opportunities and challenges Hassanien A.E. Bhatnagar R. Khalifa N.E.M. Taha M.H.N. Toward Social Internet of Things (SIoT): Enabling Technologies, Architectures and Applications Studies in Computational Intelligence vol. 846 2020 Springer International Publishing Cham, Switzerland 197 209 10.1007/978-3-030-24513-9_12 · DOI
  52. [64]Ford S. Minshall T. Invited review article: where and how 3d printing is used in teaching and education Addit. Manuf. 25 2019 131 150 10.1016/j.addma.2018.10.028 · DOI
  53. [65]Assante D. Cennamo G.M. Placidi L. 3D printing in education: an European perspective Cardoso A. Alves G.R. Restivo T. 2020 IEEE Global Engineering Education Conference (EDUCON) 2020 IEEE Porto, Portugal 1133 1138 10.1109/educon45650.2020.9125311 · DOI
  54. [66]Wang Y. Big opportunities and big concerns of big data in education TechTrends 60 2016 381 384 10.1007/s11528-016-0072-1 · DOI
  55. [67]Williamson B. Big Data in Education: The Digital Future of Learning, Policy and Practice 2017 SAGE Publications, Limited London, United Kingdom
  56. [68]Baig M.I. Shuib L. Yadegaridehkordi E. Big data in education: a state of the art, limitations, and future research directions Int. J. Educ. Technol. Higher Educ. 17 2020 1 23 10.1186/s41239-020-00223-0 · DOI
  57. [69]Yumna H. Khan M.M. Ikram M. Ilyas S. Use of blockchain in education: a systematic literature review Nguyen N.T. Gaol F.L. Hong T.-P. Trawiński B. Intelligent Information and Database Systems Lecture Notes in Computer Science vol. 11432 2019 Springer International Publishing Cham, Switzerland 191 202 10.1007/978-3-030-14802-7_17 · DOI
  58. [70]Sun H. Wang X. Wang X. Application of blockchain technology in online education Int. J. Emerg. Technol. Learn. 13 2018 252 259 10.3991/ijet.v13i10.9455 · DOI
  59. [71]Berendt B. Littlejohn A. Blakemore M. AI in education: learner choice and fundamental rights Learn. Media Technol. 45 2020 312 324 10.1080/17439884.2020.1786399 · DOI · Paper page
  60. [72]Cruz-Jesus F. Castelli M. Oliveira T. Mendes R. Nunes C. Sa-Velho M. Rosa-Louro A. Using artificial intelligence methods to assess academic achievement in public high schools of a European Union country Heliyon 6 2020 e04081 10.1016/j.heliyon.2020.e04081 PMC7287246 32551378 · DOI · Paper page
  61. [73]Verhey J.T. Haglin J.M. Verhey E.M. Hartigan D.E. Virtual, augmented, and mixed reality applications in orthopedic surgery Int. J. Med. Robot. Comput. Assist. Surg. 16 2020 e2067 10.1002/rcs.2067 31867864 · DOI
  62. [74]Maas M.J. Hughes J.M. Virtual, augmented and mixed reality in k–12 education: a review of the literature Technol. Pedagog. Education 29 2020 231 249 10.1080/1475939x.2020.1737210 · DOI
  63. [75]Cabero-Almenara J. Fernández-Batanero J.M. Barroso-Osuna J. Adoption of augmented reality technology by university students Heliyon 5 2019 e01597 10.1016/j.heliyon.2019.e01597 PMC6522688 31193247 · DOI
  64. [76]Sánchez-Cabrero R. Costa-Román Ó. Pericacho-Gómez F.J. Novillo-López M.Á. Arigita-García A. Barrientos-Fernández A. Early virtual reality adopters in Spain: sociodemographic profile and interest in the use of virtual reality as a learning tool Heliyon 5 2019 e01338 10.1016/j.heliyon.2019.e01338 PMC6423825 30923768 · DOI
  65. [77]Flavián C. Ibáñez-Sánchez S. Orús C. The impact of virtual, augmented and mixed reality technologies on the customer experience J. Bus. Res. 100 2019 547 560 10.1016/j.jbusres.2018.10.050 · DOI
  66. [78]Ardiny H. Khanmirza E. The role of AR and VR technologies in education developments: opportunities and challenges 2018 6th RSI International Conference on Robotics and Mechatronics (IcRoM) 2018 IEEE Tehran, Iran 482 487 10.1109/icrom.2018.8657615 · DOI · Paper page
  67. [79]Vervoort D. Dearani J.A. Starnes V.A. Thourani V.H. Nguyen T.C. Brave new world: virtual conferencing and surgical education in the coronavirus disease 2019 era J. Thorac. Cardiovasc. Surg. 161 2021 748 752 10.1016/j.jtcvs.2020.07.094 32891447 PMC7409975 · DOI
  68. [80]Arquilla J. Guzdial M. Transitioning to distance learning and virtual conferencing Commun. ACM 63 2020 10 11 10.1145/3398386 · DOI
  69. [81]Cox J.R. Enhancing student interactions with the instructor and content using pen-based technology, YouTube videos, and virtual conferencing Biochem. Mol. Biol. Education 39 2011 4 9 10.1002/bmb.20443 21433246 · DOI
  70. [82]Eid M.I. Al-Jabri I.M. Social networking, knowledge sharing, and student learning: the case of university students Comput. Educ. 99 2016 14 27 10.1016/j.compedu.2016.04.007 · DOI
  71. [84]Bouton E. Tal S.B. Asterhan C.S. Students, social network technology and learning in higher education: visions of collaborative knowledge construction vs. the reality of knowledge sharing Internet High. Educ. 49 2021 100787 10.1016/j.iheduc.2020.100787 · DOI
  72. [86]Khalil O.E.M. Shea T. Knowledge sharing barriers and effectiveness at a higher education institution Int. J. Nucl. Knowl. Manag. 8 2012 43 64 10.4018/jkm.2012040103 · DOI
  73. [87]Meher D.P. Mahajan N. An analytical study of use of knowledge sharing methods in education 2018 International Conference on Current Trends Towards Converging Technologies (ICCTCT) 2018 IEEE 1 6 10.1109/icctct.2018.8551044 · DOI
  74. [88]Chatterjee S. Rana N.P. Dwivedi Y.K. Social media as a tool of knowledge sharing in academia: an empirical study using valance, instrumentality and expectancy (VIE) approach J. Knowl. Manag. 24 2020 2531 2552 10.1108/jkm-04-2020-0252 · DOI
  75. [89]Iqbal A. Innovation speed and quality in higher education institutions: the role of knowledge management enablers and knowledge sharing process J. Knowl. Manag. 25 2021 2334 2360 10.1108/jkm-07-2020-0546 · DOI · Paper page
  76. [90]Uribe-Enciso O.L. Uribe-Enciso D.S. Vargas-Daza M.D.P. Pensamiento crítico y su importancia en la educación: algunas reflexiones [Critical thinking and its importance in education: some reflections] Rastros Rostros 19 2017 78 88 10.16925/ra.v19i34.2144 · DOI
  77. [91]Swan K. A constructivist model for thinking about learning online Bourne J.C.M. John R. Elements of Quality Online Education: Engaging Communities Sloan-C Series vol. 6 2005 Sloan-C Needham, MA 13 30
  78. [92]Oyedemi T.D. Digital inequalities and implications for social inequalities: a study of Internet penetration amongst university students in South Africa Telemat. Inform. 29 2012 302 313 10.1016/j.tele.2011.12.001 · DOI
  79. [93]Shi Y. Peng C. Yang H.H. MacLeod J. Examining interactive whiteboard-based instruction on the academic self-efficacy, academic press and achievement of college students Open. Learn. J. Open, Distance e-Learn. 33 2018 115 130 10.1080/02680513.2018.1454829 · DOI
  80. [94]Shi Y. Yang Z. Yang H.H. Liu S. The impact of interactive whiteboards on education Yu X. Lienhart R. Zha Z.-J. Liu Y. Satoh S. Proceedings of the 4th International Conference on Internet Multimedia Computing and Service ICIMCS '12 2012 ACM Press Wuhan, Hubei, China 213 218 10.1145/2382336.2382397 · DOI
  81. [95]Tanner H. Jones S. Kennewell S. Beauchamp G. Interactive whole class teaching and interactive white boards Clarkson P. Downton A. Gronn D. Horne M. McDonough A. Pierce R. Roche A. MERGA 28, vol. 1 2005 Mathematics Education Research Group of Australasia Inc., MERGA Inc. Melbourne, Australia 720 727
  82. [96]Mercer N. Hennessy S. Warwick P. Dialogue, thinking together and digital technology in the classroom: some educational implications of a continuing line of inquiry Int. J. Educ. Res. 97 2019 187 199 10.1016/j.ijer.2017.08.007 · DOI
  83. [97]Wilkinson I.A.G. Reznitskaya A. Bourdage K. Oyler J. Glina M. Drewry R. Kim M.-Y. Nelson K. Toward a more dialogic pedagogy: changing teachers' beliefs and practices through professional development in language arts classrooms Lang. Education 31 2017 65 82 10.1080/09500782.2016.1230129 · DOI
  84. [98]Toland S. White J. Mills D. Bolliger D.U. EFL instructors' perceptions of usefulness and ease of use of the LMS Manaba JALT CALL J. 10 2014 221 236 10.29140/jaltcall.v10n3.177 · DOI
  85. [99]Yu W.-K. Sun Y.-C. Chang Y.-J. When technology speaks language: an evaluation of course management systems used in a language learning context ReCALL 22 2010 332 355 10.1017/s0958344010000194 · DOI
  86. [103]Garrison D.R. Anderson T. Archer W. The first decade of the community of inquiry framework: a retrospective Internet High. Educ. 13 2010 5 9 10.1016/j.iheduc.2009.10.003 · DOI
  87. [108]Eslahi A. Chadeesingh D.R. Foreman C. Alpay E. 3D printers in engineering education Gravett K. Yakovchuk N. Kinchin I.M. Enhancing Student-Centred Teaching in Higher Education 2020 Palgrave Macmillan Cham, Switzerland 97 112 10.1007/978-3-030-35396-4_7 · DOI
  88. [109]Knill O. Slavkovsky E. Illustrating mathematics using 3D printers https://doi.org/10.48550/ARXIV.1306.5599 2013 · DOI
  89. [110]Huleihil M. 3D printing technology as innovative tool for math and geometry teaching applications IOP Conf. Ser., Mater. Sci. Eng. 164 2017 012023 10.1088/1757-899x/164/1/012023 · DOI
  90. [111]Hansen A.K. Langdon T.R. Mendrin L.W. Peters K. Ramos J. Lent D.D. Exploring the potential of 3D-printing in biological education: a review of the literature Integr. Comp. Biol. 60 2020 896 905 10.1093/icb/icaa100 33111943 · DOI
  91. [113]Oswald C. Rinner C. Robinson A. Applications of 3D printing in physical geography education and urban visualization Cartogr. Int. J. Geogr. Inf. Geovisualization 54 2019 278 287 10.3138/cart.54.4.2018-0007 · DOI
  92. [114]Jones O.A.H. Spencer M.J.S. A simplified method for the 3D printing of molecular models for chemical education J. Chem. Educ. 95 2018 88 96 10.1021/acs.jchemed.7b00533 · DOI
  93. [115]Pinger C.W. Geiger M.K. Spence D.M. Applications of 3D-printing for improving chemistry education J. Chem. Educ. 97 2020 112 117 10.1021/acs.jchemed.9b00588 · DOI
  94. [116]Sun Y. Li Q. The application of 3D printing in mathematics education 2017 12th International Conference on Computer Science and Education (ICCSE) 2017 IEEE Houston, TX, USA 47 50 10.1109/iccse.2017.8085461 · DOI
  95. [117]Dash S. Samadder S. Srivastava A. Meena R. Ranjan P. Review of online teaching platforms in the current period of COVID-19 pandemic Indian J. Surg. 84 2022 12 17 10.1007/s12262-021-02962-4 34177155 PMC8211454 · DOI
  96. [118]Rosenbusch K. Technology intervention: rethinking the role of education and faculty in the transformative digital environment Adv. Dev. Hum. Resour. 22 2020 87 101 10.1177/1523422319886297 · DOI
  97. [119]Hashim S. Omar M.K. Jalil H.A. Sharef N.M. Trends on technologies and artificial intelligence in education for personalized learning: systematic literature review Int. J. Acad. Res. Progressive Education Dev. 11 2022 884 903 10.6007/ijarped/v11-i1/12230 · DOI
  98. [121]Tsai S.-C. Chen C.-H. Shiao Y.-T. Ciou J.-S. Wu T.-N. Precision education with statistical learning and deep learning: a case study in Taiwan Int. J. Educ. Technol. Higher Educ. 17 2020 1 13 10.1186/s41239-020-00186-2 · DOI · Paper page
  99. [122]Shen J. Cooley V.E. Critical issues in using data for decision-making Int. J. Leadersh. Education 11 2008 319 329 10.1080/13603120701721839 · DOI
  100. [125]Wise A.F. Learning analytics: using data-informed decision-making to improve teaching and learning Adesope O.O. Rud A. Contemporary Technologies in Education 2019 Palgrave Macmillan Cham, Switzerland 119 143 10.1007/978-3-319-89680-9_7 · DOI
  101. [126]Thille C. Zimmaro D. Incorporating learning analytics in the classroom New. Dir. High. Education? 2017 2017 19 31 10.1002/he.20240 · DOI
  102. [127]Mavroudi A. Papadakis S. A case study on how Greek teachers make use of big data analytics in K-12 education Popescu E. Hao T. Hsu T.-C. Xie H. Temperini M. Chen W. Emerging Technologies for Education Lecture Notes in Computer Science vol. 11984 2020 Springer International Publishing Cham, Switzerland 3 9 10.1007/978-3-030-38778-5_1 · DOI
  103. [128]Agasisti T. Bowers A.J. Data analytics and decision making in education: towards the educational data scientist as a key actor in schools and higher education institutions Johnes G. Johnes J. Agasisti T. López-Torres L. Handbook of Contemporary Education Economics 2017 Edward Elgar Publishing Cheltenham, United Kingdom 184 210 10.4337/9781785369070.00014 · DOI · Paper page
  104. [129]Mah D.-K. Learning analytics and digital badges: potential impact on student retention in higher education Technol. Knowl. Learn. 21 2016 285 305 10.1007/s10758-016-9286-8 · DOI
  105. [130]Holcomb E.L. Getting Excited About Data: Combining People, Passion, and Proof to Maximize Student Achievement 2nd ed. 2004 Corwin Press Thousand Oaks, California
  106. [131]Henderson A.E. Powers K. Developing a data culture Powers K. Henderson A.E. Cultivating a Data Culture in Higher Education 2018 Routledge New York, NY 3 11 10.4324/9781315171326-1 · DOI
  107. [133]Kingston N. Nash B. Formative assessment: a meta-analysis and a call for research Educ. Meas., Issues Pract. 30 2011 28 37 10.1111/j.1745-3992.2011.00220.x · DOI
  108. [134]Mandinach E.B. A perfect time for data use: using data-driven decision making to inform practice Educational Psychol. 47 2012 71 85 10.1080/00461520.2012.667064 · DOI
  109. [137]Mandinach E.B. Gummer E.S. What does it mean for teachers to be data literate: laying out the skills, knowledge, and dispositions Teach. Teach. Educ. 60 2016 366 376 10.1016/j.tate.2016.07.011 · DOI · Paper page
  110. [139]Earl L. Torrance N. Embedding accountability and improvement into large-scale assessment: what difference does it make? Peabody J. Educ. 75 2000 114 141 10.1207/s15327930pje7504_6 · DOI
  111. [141]Ikemoto G.S. Marsh J.A. Cutting through the “data-driven” mantra: different conceptions of data-driven decision making Teach. Coll. Rec. Voice Scholarsh. Education 109 2007 105 131 10.1177/016146810710901310 · DOI
  112. [142]Palinscar A.S. Brown A.L. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities Cogn. Instr. 1 1984 117 175 10.1207/s1532690xci0102_1 · DOI · Paper page
  113. [143]van Swet J. Ponte P. Reciprocal learning by experienced teachers and their educators on a master's degree programme in the Netherlands J. In-Service Education 33 2007 67 90 10.1080/13674580601157711 · DOI
  114. [144]Smith P.J. Technology student learning preferences and the design of flexible learning programs Instr. Sci. 29 2001 237 254 10.1023/A:1017540131602 · DOI
  115. [145]Teasley S.D. Fischer F. Weinberger A. Stegmann K. Dillenbourg P. Kapur M. Chi M. Cognitive convergence in collaborative learning International Perspectives in the Learning Sciences: Cre8ing a Learning World Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 vol. 3 of ICLS'08 2008 International Society of the Learning Sciences, Inc. Utrecht, the Netherlands 360 367 https://dl.acm.org/doi/10.5555/1599936.1600039 · DOI
  116. [146]Thurston A. Cockerill M. Chiang T.-H. Assessing the differential effects of peer tutoring for tutors and tutees Educ. Sci. 11 2021 97 10.3390/educsci11030097 · DOI

Authors
Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R.
Affiliations
  • University of Johannesburg (ZA)
  • University of South Africa (ZA)
  • University of the Witwatersrand (ZA)
Corresponding author
  • Mhlongo, Siyabonga
  • Dlamini, Reuben
ORCID
Venue
Heliyon
Publisher
Elsevier BV
Published
2023-06
Volume
9
Issue
6
Pages
e16348
ISSN
2405-8440 (ISSN-L)
DOI
10.1016/j.heliyon.2023.e16348
PMC
PMC10238696
OpenAlex
W4377102915
Cited by
337
References
163
Citations by year
2026: 130 · 2025: 126 · 2024: 76 · 2023: 5
FWCI
79.09
Type
journal article
Language
en
Open access
Licence
Locations
  • Heliyon (publishedVersion, cc-by-nc-nd)
  • PubMed Central (publishedVersion, cc-by-nc-nd)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Physical Sciences › Computer Science › Information Systems › Digital Education and Society
  • Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
  • Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
Keywords
technology-enhanced learning, technology-enabled learning, complexity theory, digital affordances, multimodality, asynchrony, student engagement, educational inclusivity, knowledge construction, educational equity, cognitive development

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review