A review of vocabulary learning applications: From the aspects of cognitive approaches, multimedia input, learning materials, and game elements

In recent years, mobile applications (apps) have been increasingly used and investigated as a vocabulary learning approach. Despite the extensive use of commercial English as a Foreign Language (EFL) vocabulary learning apps in China, there is a lack of a review of these apps for a systematic understanding of the components and usefulness of app-assisted vocabulary learning. To fill this knowledge gap, this study presents a systematic review of 15 EFL vocabulary learning apps that were most downloaded in China, focusing on how these apps help students develop word knowledge. The results of this study showed that most apps enabled students to access word knowledge through translating words into their native language. Notably, word knowledge was usually presented through text-plus-image and text-plus-image-plus-audio. Most of these mobile apps provided sentence examples as vocabulary learning materials. Many of these apps were integrated with game elements, especially in interactivity or feedback systems and reward systems. Based on the review results, we have provided three recommendations to vocabulary learning app developers concerning the use of video for the input of word knowledge, the efficiency of vocabulary learning, and the integration of more game elements.

The impact of flipped learning in surgical education: A mixed-method study

This study aims to investigate the effectiveness of flipped learning in surgical education in trauma. The participants were 15 first-year general surgery residents in Shiraz medical school. After completing a pre-test, the participants received the learning content in interactive multimedia, podcasts, movies, and books. One month later, they had a face-to-face class based on case-based discussions. An early post-test was performed immediately after the class, and a late post-test was performed one month later. In these tests, the residents' problem-solving abilities were assessed using multiple-choice questions. A semi-structured phone interview was used to measure their attitude towards the learning program. The results showed a significant difference between pre-test and early post-test scores and between pre-test and late post-test scores. However, there was no significant difference between early and late post-test scores. The residents were satisfied with the program's overall usefulness for junior residents. The participants tended to use podcasts more than other materials. They mentioned that the videos and books helped more to foster theoretical knowledge. The case-based discussion makes them more confident in dealing with patients in daily encounters.

Predictors of online search performance: A uses and gratification perspective

A study of online search, especially search performance, is vital because people heavily rely on the Internet nowadays. The purposes of this study are thus to examine the gratification needs affecting Internet users’ intention to search information online, to explore the antecedents of online search performance, and to investigate online information-seeking behavior according to each search purpose. A survey of Internet users in Thailand is carried out. Data are collected extensively both from students and workers. Four hundred fifty-three questionnaires are collected online. Individuals use the Internet to search for information differently, for academic/ working achievement, problem-solving, and personal information needs. The main gratifications are information seeking and Internet ambiance. Internet search intention is a strong determinant of a user’s online search performance and corresponding behavior. The theoretical implication is that researchers could apply the research framework to other contexts such as the specific information search. Information source providers could use the findings to modify online resources and their presentations for users effectively. Teachers/ managers could guide their students/ workers to search effectively. This study combines the U&G and the TPB theories. The novel aspects of gratifications i.e., anti-traditional media sentiment and Internet ambiance are also explored.

Applying technology acceptance model to Gauge University students’ perceptions of using blackboard in learning academic writing

Many higher educational institutions have adopted Learning Management Systems. Blackboard, characterized as one of the technological educational systems, is one of the leading and extensive Learning Management Systems adopted by most universities. However, literature showed that a missing link appears between Blackboard adoption and Blackboard poor usage in teaching and learning. Therefore, this study aims to gauge the perceptions of students toward using Blackboard Collaborate in learning English as a Foreign Language academic writing. Online survey was conducted and distributed to 248 respondents. This study is quantitative in nature, employing Technology Acceptance Model theory to check Learning Management System acceptance at Saudi Electronic University in Saudi Arabia. The findings showed that all the constructs were relatively strong and had positive relationships; they were correlated with each other and the whole six hypotheses were supported as well. In this paper, the proposed model indicates that Attitude toward Use is the strongest predictor of Behaviour Intention. This study offers implications for further studies.

Usability and user evaluation of an integrated multimedia e-learning management system

The usability of multimedia E-Learning management systems (MEMSs) is critical as it leverages institutions in the educational value chain. The paper aims to investigate the usability effect of an integrated MEMS called Towards Student-Centered Integration of Multimedia E-Learning (TSIME) used at the University of Zimbabwe. This study adopted a quantitative approach, where two self-administered questionnaires were used to gather data on a sample of students and lecturers (n = 492) across ten faculties. Design quality, interaction and feedback, content availability and ethical issues were key independent variable constructs while attitude towards use, overall satisfaction, and likelihood to use TSIME being dependent variables. The results were analysed using descriptive and inferential statistics. The structural Equation Model was used to measure how multimedia design features influence overall satisfaction and likelihood to use. The results showed that ethical issues and content availability were not influencing the use of TSIME while attitude influenced overall usage and satisfaction. Interaction and feedback, as well as design quality, have a significant effect on the likelihood to use TSIME.

Effects of synchronized and asynchronized e-feedback interactions on academic writing, achievement motivation and critical thinking

We conducted a comparative study to evaluate the efficacy of synchronous and asynchronous interaction modes when providing feedback for improving academic writing, achievement motivation and critical thinking. The participants undertook an academic writing task, and were given feedback by a mentor using one of three interaction modes: asynchronous, synchronous e-feedback, and face to face. Data was collected from the participants via an assessment rubric applied to their writing after each stage of interaction, along with pretest and posttest questionnaires, and a semi-structured interview at the end. We found that synchronous feedback is more effective in increasing the quality of academic writing and achievement motivation, but for critical thinking we did not find any significant difference. We suggest that a strategy combining the advantages of each mode of interaction, considering the writers’ experience, may be the most effective way to promote academic writing, achievement motivation and critical thinking.

Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students’ and parents’ intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.

Philosophical paradigms as the bases for knowledge management research and practice

This paper examined six philosophical paradigms, namely positivism, interpretivism, post-positivism, pragmatism, post modernism and critical realism. The paradigms serve as the bases for knowledge management research and practice. Basing on a critical review of literature and drawing from tacit insights, the paper reveals that positivist managers and researchers tend to focus on explicit knowledge while paying little attention to tacit knowledge. In the same vein, interpretivists focus on tacit knowledge while ignoring explicit knowledge. Even when the post-positivist ontology provides useful insights, many managers and researchers may lack adequate skills to apply such insights in theory and practice. Pragmatism focuses on actions that possess instrumental value, yet there is a tendency to focus on personal value rather than organisational value. Postmodernism highlights the central nature of power structures and power struggle all of which tend to affect knowledge management practices. Critical realism prioritises tacit knowledge as the main source of competitiveness, yet tacit knowledge is insufficient on its own. The paper contributes to the understanding and debate of knowledge management research and practice.

Knowledge management as a strategic asset for customer service delivery at a contact centre in South Africa

Knowledge Management (KM) is often touted as a panacea for organisations aiming to be efficient and competitive. While the world today has undoubtedly entered an information era, how organisations convert information to usable knowledge has become of significant importance. Furthermore, the growing emphasis on managing and utilizing knowledge to improve organisational functioning, efficiency and competitiveness has reintroduced KM as a possible strategic asset for organisations. To explore this idea, empirical work was conducted on a contact centre making use of KM practices as a means to enhance the transmission of knowledge to their employees and in turn, to their clients. Further objectives of this research were to identify how KM was understood in this organisation, the benefits and challenges it presented, how it manifested in relation to the idea of leadership and ultimately, if it could be considered a strategic asset for organisations of this nature.

Online and blended learning in vocational training institutions in South Korea

This study aims to explore the current status of using e-learning in vocational training institutions in South Korea and the institutions’ intent to adopt e-learning or blended learning. A total of 116 responses to an online survey were received from the instructors and administrators in vocational training institutions. The findings of the study are summarized as follows. First, e-learning content was found mostly used as supplementary materials in blended or classroom learning. Second, the main reasons for not using e-learning were related to the low training effectiveness in e-learning and the difficulty of finding appropriate e-learning content. Third, the dominant reasons that vocational training institutions believed they might need e-learning were related to content reuse and e-learning flexibility. Fourth, National Competency Standards-based content, theory-focused content, and practice alternative content were found to be most useful e-learning content in vocational training institutions. Fifth, the most preferred type of e-learning content was smaller modules developed for learning specific knowledge or skills. Lastly, vocational training institutions were found to be hesitant about using e-learning in the future because of the lower training effectiveness in e-learning and the lack of interaction among learners and instructors in e-learning contexts. Suggestions for practitioners and researchers are provided on the basis of the findings.