TOPICS FOR EXPLORATION 1
Topics for Exploration from Dissertations
Breunnica T. Kegler
School of Education, Liberty University
TOPICS FOR EXPLORATION 2
Project: Topics for Exploration from Dissertations
During the project, ten topics and sources per dissertation will be acknowledged. The
dissertations, topics, and sources will be used to determine further research that can be conducted
about educational technology. Upon the identification of the areas that require future research, an
entry will be outlined under each topic. Each area will have a detailed description of the topic.
The topics and dissertations will be completed in their entirety. At the end of this assignment, all
topics for exploration will be listed.
Implementing technology into K-12 classrooms
Implementing technology into K-12 classrooms is an important topic. This essay could be
developed by looking at the impact of technology on children. “Are we ready for virtual reality
in K-12 classrooms?” written by Araiza-Alba, Keane, & Kaufman (2022), “highlights the
current applications of immersive virtual reality, educational research with children, and the
obstacles that stand in the way of its application and implementation in school settings. It also
provides an overview of the potential of immersive virtual reality as a learning aid for children”.
Conducting this study can help educators or future educators understand the importance
of implementing technology. Learning how to implement technology in K-12 classrooms can aid
teachers in understanding technology from a hands-on approach. When doing this research, we
will be able to highlight the show teachers the proper way to use technology to benefit the
educational experiences of their students. When presented with the chance to read about this
topic teachers will be equipped with the resources needed to incorporate positive technological
practices.
TOPICS FOR EXPLORATION 3
Belger, J., Blume, M., Akbal, M., Chojecki, P., de Mooij, J., Gaebler, M., … Thöne-Otto, A.
(2023). The immersive virtual memory task: Assessing object-location memory in
neurological patients using immersive virtual reality.BNeuropsychological Rehabilitation,
1–29. https://doi.org/10.1080/09602011.2023.2256957
Cooper, G., Park, H., Nasr, Z., Thong, L. P., & Johnson, R. (2019). Using virtual reality in the
classroom: preservice teachers’ perceptions of its use as a teaching and learning
tool.BEducational Media International,B56(1), 1–13.
https://doi.org/10.1080/09523987.2019.1583461
Li, J. Y., Guo, S. M., Gu, L., Zhang, Y. P., Yang, S., Wang, G., … Xu, H. S. (2021). The Digital
Assembly and Maintenance Training Platform for ITER-Type Mock-Up in Virtual
Reality Environment.BFusion Science and Technology,B77(5), 340–349.
https://doi.org/10.1080/15361055.2021.1904597
Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education: a
review of the literature.BTechnology, Pedagogy and Education,B29(2), 231–249.
https://doi.org/10.1080/1475939X.2020.1737210
Matovu, H., Ungu, D. A. K., Won, M., Tsai, C. C., Treagust, D. F., Mocerino, M., & Tasker, R.
(2023). Immersive virtual reality for science learning: Design, implementation, and
evaluation.BStudies in Science Education,B59(2), 205–244.
https://doi.org/10.1080/03057267.2022.2082680
Planey, J., Kim, T., Mercier, E., & Lindgren, R. (2023). Can you see Orion?: knowledge
construction and collaborative discourse while problem-solving with virtual
reality.BInteractive Learning Environments, 1–14.
https://doi.org/10.1080/10494820.2023.2239290
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Priya, S., Bhadra, S., Chimalakonda, S., & Venigalla, A. S. M. (2024).BML-Quest: a game for
introducing machine learning concepts to K-12 students.BInteractive Learning
Environments,B32(1), 229–244. https://doi.org/10.1080/10494820.2022.2084115
Sun, T., Jin, T., Huang, Y., Li, M., Wang, Y., Jia, Z., & Fu, X. (2024). Restoring Dunhuang
Murals: Crafting Cultural Heritage Preservation Knowledge into Immersive Virtual
Reality Experience Design.BInternational Journal of Human–Computer Interaction,B40(8),
2019–2040. https://doi.org/10.1080/10447318.2023.2232976
Wang, W. S., Lin, C. J., Lee, H. Y., Wu, T. T., & Huang, Y. M. (2023). Feedback Mechanism in
Immersive Virtual Reality Influences Physical Hands-on Task Performance and
Cognitive Load.BInternational Journal of Human–Computer Interaction, 1–13.
https://doi.org/10.1080/10447318.2023.2209837
Zhao, J., Wallgrün, J. O., LaFemina, P. C., Normandeau, J., & Klippel, A. (2019). Harnessing
the power of immersive virtual reality - visualization and analysis of 3D earth science
data sets.BGeo-Spatial Information Science,B22(4), 237–250.
https://doi.org/10.1080/10095020.2019.1621544
Integrating Artificial Intelligence into Schools
Integrating Artificial intelligence into Schools can help educators stimulate the interests
of students, providing them with a positive environment to use AI. The benefits of using AI
have become evident in the sense of autonomy students feel when they realize their lessons are
personalized for them.“Digital Media Teaching and Effectiveness Evaluation Integrating Big
Data and Artificial Intelligence” written by Zhang (2022), which focuses on “employing the
RBF neural network model to assess the efficacy of digital media education techniques through
the use of big data and artificial intelligence techniques”. This article “transforms modern
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educational technology and has a further impact on alterations to concepts, beliefs, procedures,
and strategies in education” (Zhang 2022).
Conducting this research will help educators to understand how beneficial Artificial
Intelligence can be. Children deserve to be able to go into class and enjoy a lesson that is
personalized just for them. When AI is used in an educational setting it can enhance the learning
of educators. AI can be used inside the classroom to improve the learning experiences of
students. The use of AI in schools can empower teachers and enhance their knowledge to be able
to present engaging lessons that meet the requirements needed for each student.
Cao C. (2022). Artificial Intelligence and Internet-of-Things Technology Application on
Ideological and Political Classroom Teaching Reform.BComputational intelligence and
neuroscience,B2022, 3496676. https://doi.org/10.1155/2022/3496676
Chen C. (2022). Study on the Innovative Development of Digital Media Art in the Context of
Artificial Intelligence.BComputational intelligence and neuroscience,B2022, 1004204.
https://doi.org/10.1155/2022/1004204
Hou, Y., & Wang, Q. (2023). Big data and artificial intelligence application in energy field: a
bibliometric analysis.BEnvironmental science and pollution research international,B30(6),
13960–13973. https://doi.org/10.1007/s11356-022-24880-y
Kong L. (2022). Artificial Intelligence-Based Translation Technology in Translation
Teaching.BComputational intelligence and neuroscience,B2022, 6016752.
https://doi.org/10.1155/2022/6016752
Kshirsagar, P. R., Jagannadham, D. B. V., Alqahtani, H., Noorulhasan Naveed, Q., Islam, S.,
Thangamani, M., & Dejene, M. (2022). Human Intelligence Analysis through Perception
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of AI in Teaching and Learning.BComputational intelligence and neuroscience,B2022,
9160727. https://doi.org/10.1155/2022/9160727
Li L. (2022). Emotion Analysis Method of Teaching Evaluation Texts Based on Deep Learning
in Big Data Environment.BComputational intelligence and neuroscience,B2022, 9909209.
https://doi.org/10.1155/2022/9909209
Liu, Y., Chen, L., & Yao, Z. (2022). The application of artificial intelligence assistant to deep
learning in teachers' teaching and students' learning processes.BFrontiers in
psychology,B13, 929175. https://doi.org/10.3389/fpsyg.2022.929175
Luo, Q., & Yang, J. (2022). The Artificial Intelligence and Neural Network in
Teaching.BComputational intelligence and neuroscience,B2022, 1778562.
https://doi.org/10.1155/2022/1778562
Ma, P., Zhang, Z., Wang, J., Zhang, W., Liu, J., Lu, Q., & Wang, Z. (2021). Review on the
Application of Metalearning in Artificial Intelligence.BComputational intelligence and
neuroscience,B2021, 1560972. https://doi.org/10.1155/2021/1560972
Wang, W., & Liu, Z. (2021). Using Artificial Intelligence-Based Collaborative Teaching in
Media Learning.BFrontiers in psychology,B12, 713943.
https://doi.org/10.3389/fpsyg.2021.713943
The Positive Impact Technology has on Student Engagement
When teaching you should always want to positively impact student engagement. If
technology is involved, students will potentially engage in lessons longer than they typically
would. “The Technology Interface and Student Engagement Are Significant Stimuli in
Sustainable Student Satisfaction” written by Pandita & Ravi (2023) focuses on “emphasizing the
role that the technological interface plays in mediating student engagement and satisfaction”.
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Technology has become important in today’s society, students are presented the opportunity to
engage in developments of technology to enhance their learning.
When teaching a class, it is important to be able to grasp the children’s attention to the
lesson so they will engage more. Technology can help educators gain the attention of their
students. When reviewing the information researchers will be able to understand the impact
technology has on student engagement. The benefits and challenges can be carefully outlined to
assist educators with implementing curriculums through the dynamics of the technology being
used. The end goal is to provide students with an positive interactive learning environment.
Butnaru, G. I., Haller, A., Larisa-Loredana Dragolea, Anichiti, A., & Georgia-Daniela, T. (2021).
Students’ Wellbeing during Transition from Onsite to Online Education: Are There Risks
Arising from Social Isolation?BInternational Journal of Environmental Research and
Public Health,B18(18), 9665. https://doi.org/10.3390/ijerph18189665
Curelaru, M., Curelaru, V., & Cristea, M. (2022). Students’ Perceptions of Online Learning
during COVID-19 Pandemic: A Qualitative Approach.BSustainability,B14(13), 8138.
https://doi.org/10.3390/su14138138
Hamad, F., Shehata, A., & Al Hosni, N. (2024). Predictors of blended learning adoption in
higher education institutions in Oman: theory of planned behavior: Revista de
Universidad y Sociedad del Conocimiento.BInternational Journal of Educational
Technology in Higher Education,B21(1), 13. https://doi.org/10.1186/s41239-024-00443-8
Hettiarachchi, S., Damayanthi, B., Heenkenda, S., Dissanayake, D., Ranagalage, M., & Ananda,
L. (2021). Student Satisfaction with Online Learning during the COVID-19 Pandemic: A
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Study at State Universities in Sri Lanka.BSustainability,B13(21), 11749.
https://doi.org/10.3390/su132111749
Kim, S., Cho, S., Joo, Y. K., & Dae-Jin, K. (2023). Statistical Assessment on Student
Engagement in Asynchronous Online Learning Using the k-Means Clustering
Algorithm.BSustainability,B15(3), 2049. https://doi.org/10.3390/su15032049
Ma Janice, J. G., & Francee Mae, F. C. (2023). Determining Ergonomic Appraisal Factors
Affecting the Learning Motivation and Academic Performance of Students during Online
Classes.BSustainability,B15(3), 1970. https://doi.org/10.3390/su15031970
Muir, T., Wang, I., Trimble, A., Mainsbridge, C., & Douglas, T. (2022). Using Interactive
Online Pedagogical Approaches to Promote Student Engagement.BEducation
Sciences,B12(6), 415. https://doi.org/10.3390/educsci12060415
Olusiji, A. L., Pachava, V., Godoy Pena, M. T., Golla, S. K., & Raje, M. S. (2024). Investigating
Factors Influencing Students’ Engagement in Sustainable Online
Education.BSustainability,B16(2), 689. https://doi.org/10.3390/su16020689
Saeed, N., & Mohamedali, F. (2022). A Study to Evaluate Students’ Performance, Engagement,
and Progression in Higher Education Based on Feedforward Teaching
Approach.BEducation Sciences,B12(1), 56. https://doi.org/10.3390/educsci12010056
Sørensen, A., Lagestad, P., & Mikalsen, H. K. (2023). Student Teacher Experiences of Learning
and Pedagogical Involvement Using a Student-Centered Learning Approach.BEducation
Sciences,B13(9), 965. https://doi.org/10.3390/educsci13090965
Modifying Technology for Learners
“Do school reputation and price matter? The choice for continuing education in
acquiring digital skills by adult learners” written by Wong, Lee, & Chan (2022), focuses on how
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“Online learners feel about the lecture website is significantly moderated by their interactions
with educators and other students”. Researching modifying technology for learners will provide
pertinent information for future research. In classrooms, each child may have unique learning
styles. I found it important to modify technology to cater to their specific needs. This will also
provide future researchers will the information used to highlight the benefits learners have from
having their lessons in technology modified.
Researching modifying technology can help schools enhance interaction and
understanding of lessons. When children are presented with lessons that are tailored to their
specific needs, they get a sense of autonomy. While completing lessons, especially new lessons,
you want children to feel as though they belong in the classroom and the child feels they will be
supported in the lesson. Modifying technology for learners can help children flourish and reach
their full potential through guidance and support. Starting with the modification of technology
students will be facilitated collaboration between the teachers and students.
Akhmetshin, Ilyina, I., Kulibanova, V., Teor, T., & Okagbue, H. (2021). The formation of the
university reputation capital under the digital transformation of the environment.BIOP
Conference Series. Earth and Environmental Science, 699(1),
12001.Bhttps://doi.org/10.1088/1755-1315/699/1/012001
Chan, H. Y., Ma, H., & Zhou, J. (2021). Public transportation and social movements: Learning
from the Hong Kong anti-extradition bill protests.BTransportation Research Record,
03611981211044466.
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Chen, Wang, X., Wang, J., Zuo, C., Tian, J., & Cui, Y. (2021). Factors affecting college
students’ continuous intention to use online course platform.BSN Computer Science, 2(2),
114–114.Bhttps://doi.org/10.1007/s42979-021-00498-8
Collins, M. B., & Zastoupil, G. (2024). Preparing Students for Careers in the Third Sector:
Critical Teaching and Learning Practice.BThe Journal of Nonprofit Education and
Leadership,B14(1), 53-70. https://doi.org/10.18666/JNEL-2023-11806
de Moura, V. F., de Souza, C. A., & Viana, A. B. N. (2021). The use of massive open online
courses (MOOCs) in blended learning courses and the functional value perceived by
students.BComputers & Education, 161.Bhttps://doi.org/10.1016/j.compedu.2020.104077
Downes, D., Hempel, K., Mangiafico, A., EdD., & Walden, R. T. (2023). LEVERAGING
DISTANCE LEARNING FOR COMMUNITY AND CIVIC ENGAGEMENT: THE
RESOURCE FOR ADULT EDUCATION.BCOABE Journal,B12(1), 85-88.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/leveraging-distance-learning-community-civic/docview/2892331298/se-2
Egure, D. S., Curry, K., Fiegener, A. M., Kim, Y. "., & Akinrinmade, B. (2023). TeleNGAGE:
Promoting Transformative Equitable Collaboration Between Families and
Schools.BSchool Community Journal,B33(1), 87-110.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/telengage-promoting-transformative-equitable/docview/2825239117/se-2
Keser Aschenberger, F., Radinger, G., Brachtl, S., Ipser, C., & Oppl, S. (2023). Physical home
learning environments for digitally-supported learning in academic continuing education
during COVID-19 pandemic.BLearning Environments Research,B26(1), 97-128.
https://doi.org/10.1007/s10984-022-09406-0
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Köse, N., Civan, İ., Gönen, S. İ. K., Şentürk, B., & Kaygin, H. (2024). English Language MOOC
to Improve Speaking Skills: A Strategic Partnership Project in the Field of Adult
Education-A Proposal. [Konuşma Becerilerini Geliştirmek İçin İngilizce KAÇD:
Yetişkin Eǧitimi Alanında Stratejik Bir Ortaklık Projesi-Bir Öneri]BBartin Üniversitesi
Egitim Fakültesi Dergisi,B13(2), 332-339. https://doi.org/10.14686/buefad.1260543
Shifting Learning Objectives into Personalized Student Goals. Expert Teaching Series:
Instructional Shifts to Lift All LearnersB(2024). . McREL International.
Using Digital Literacy for Motivation
“Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in
Online Learning Environments during the COVID-19 Pandemic” written by Yu (2022) focuses
on, “how student responsibilities and digital literacy have changed, and discuss tactics for
enhancing motivation and academic success in virtual learning settings”. Research used to
enhance motivation and academic success through technology can be important to the future.
After conducting the research needed, the tactics that were proven to be valuable can be used to
help students learn their responsibilities in digital literacy.
When using any form of technology, it is important to foster community with children to
motivate them. Motivation can be very influential in digital literacy. When children learn about
digital literacy the facts and opportunities to enhance their skills around used as motivators. As
children become motivated their skills in digital literacy enhance and they become comfortable
in their learning settings. Once their skills increase they begin to learn to navigate through
different technological tools.
TOPICS FOR EXPLORATION 12
Achtenhagen, C., & Achtenhagen, L. (2019). The impact of digital technologies on vocational
education and training needs: An exploratory study in the German food industry. [Impact
of digital technologies on VET needs]BEducation & Training,B61(2), 222-233.
https://doi.org/10.1108/ET-05-2018-0119
Arsyad, A., Syariati, F., & Sukarno, S. (2023). Digital literacy and learning motivation: Impacts
on online learning outcomes in fiqh study.BTadris: Jurnal Keguruan Dan Ilmu
Tarbiyah,B8(1), 167-180.Bhttps://doi.org/10.24042/tadris.v8i1.14523
Holden, I. I. (2019). ACRL Framework in Information Literacy in Mathematics and Statistics
Class: What Students of Mathematics Think about It?BScience & Technology
Libraries,B38(1), 112-124. https://doi.org/10.1080/0194262X.2018.1555075
Novita, R., & Herman, T. (2021). Digital technology in learning mathematical literacy, can it
helpful?BJournal of Physics: Conference Series,B1776(1)https://doi.org/10.1088/1742-
6596/1776/1/012027
Sayaf, A. M., Alamri, M. M., Alqahtani, M. A., & Alrahmi, W. M. (2022). Factors Influencing
University Students’ Adoption of Digital Learning Technology in Teaching and
Learning.BSustainability,B14(1), 493. https://doi.org/10.3390/su14010493
Smith, M. D. (2021). CALL in a social context: reflecting on digital equity, identity, and
interaction in the post-COVID age.BQuality Assurance in Education,B29(4), 537-549.
https://doi.org/10.1108/QAE-10-2020-0122
Sunarti, T. (2019). Effectiveness of literacy learning model to improve skills of scientific literacy
learning plan for physics teacher candidates.BJournal of Physics: Conference
Series,B1171(1)https://doi.org/10.1088/1742-6596/1171/1/012004
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Suswandari, M., Budiwan, J., & Sholihah, A. M. (2022). The relationship of digital literacy with
the help of anyflip.com to the learning motivation of elementary school
students.BQalamuna (Online),B14(1), 153-
170.Bhttps://doi.org/10.37680/qalamuna.v14i1.1443
Wahyuni, S., Novitasari, Y., Suharni, S., & Reswita, R. (2023). The effect of digital literacy-
based learning on student motivation and socialization ability.BConsilium,B9(2), 88-
98.Bhttps://doi.org/10.37064/consilium.v9i2.13454
Wang, K., Liu, P., Zhang, J., Zhong, J., Luo, X., Huang, J., & Zheng, Y. (2023). Effects of
digital game-based learning on students’ cyber wellness literacy, learning motivations,
and engagement.BSustainability (Basel, Switzerland),B15(7),
5716.Bhttps://doi.org/10.3390/su15075716
Teacher’s perspective on technology in the classroom
“Digital Technologies Integration in the Classroom” written by Prodani et al. (2022)
focuses on “identifying and evaluating the driving forces behind the use of digital technology in
the classroom by high school teachersBin southeast Albania “. Research on the perspective of
teachers on technology in the classroom is important. As time progresses and new technology is
developed there is a chance that more forms of technology will be integrated into the classroom.
The views of the teachers on the method should be documented and valued. This research should
be conducted to understand if technology will cause a drawback for educators.
Teachers reserve the right to oppose technology in classrooms. While technology can be
used I do feel it should not consume the whole lesson. Using technology in the classroom can
have both positive and negative reactions from parents, teachers, and students. There needs to be
some form of compromise and balance between technology use and traditional classrooms.
TOPICS FOR EXPLORATION 14
Creating this balance in the classroom between both will help teachers create a diverse and
inclusive environment.
Alamer, A. (2022). Having a single language interest autonomously predicts L2 achievement:
Addressing the predictive validity of L2 grit. System., 108.
https://doi.org/10.1016/j.system.2022.102850
Alnafisah, M., Goodale, E., Rehman, I., Levis, J., & Kochem, T. (2022). The impact of
functional load and cumulative errors on listeners’ judgments of comprehensibility and
accentedness. System., 110. https://doi.org/10.1016/j.system.2022.102906
Chao, C., & Liu, Q. (2022). Revisiting CALL normalization through a Yin–Yang ecological
perspective: A study on teacher intentionality and classroom technology use of a claimed
reluctant user. System., 108. https://doi.org/10.1016/j.system.2022.102830
Çimenli, B., Sert, O., & Jenks, C. (2022). Topic maintenance in video-mediated virtual
exchanges: Rolling the ball back in L2 interactions. System., 108.
https://doi.org/10.1016/j.system.2022.102834
Englander, K., & Russell, B. (2022). Community of Inquiry perceptions and divergences
between students and instructors. System., 106.
https://doi.org/10.1016/j.system.2022.102777
Kim, V., & Thompson, G. (2022). The interplay between gender and major on content
knowledge and self-beliefs in the English-medium instruction context: A comparative
study between university students from Japan and South Korea.BSystem.,B107.
https://doi.org/10.1016/j.system.2022.102824
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McDonough, K., Kim, Y. L., Uludag, P., Liu, C., & Trofimovich, P. (2022). Exploring the
relationship between behavior matching and interlocutor perceptions in L2 interaction.
System., 109. https://doi.org/10.1016/j.system.2022.102865
Merelo, J. J., Castillo, P. A., Mora, A. M., Barranco, F., Abbas, N., Guillén, A., & Tsivitanidou,
O. (2024). Chatbots and messaging platforms in the classroom: An analysis from the
teacher’s perspective.BEducation and Information Technologies,B29(2), 1903-
1938.Bhttps://doi.org/10.1007/s10639-023-11703-x
Nie, Y. (2020). A Survey of the Effectiveness Model of College English Teachers’ Classroom
Discourse Based on Computer Assisted Technology from the Perspective of Speech Act
Theory.BJournal of Physics: Conference Series,B1648(3)https://doi.org/10.1088/1742-
6596/1648/3/032171
Pila, S., Lauricella, A. R., Piper, A. M., & Wartella, E. (2022). Preschool teachers’ perspectives
on (haptic) technology in the classroom.BFrontiers in Education
(Lausanne),B7https://doi.org/10.3389/feduc.2022.981935
Student Interaction with LMS Systems
“The effect of the tracking technology on students’ perceptions of their continuing
intention to use a learning management system” written by Al-Shaikhli (2023) focuses on “how
learners' views of self-regulation and cognitive absorption from utilizing an LMS will be affected
by tracking technologies”. Tracking technologies can provide any educational center with the
data needed to understand the outcome and influence of their learners. This data can be used to
create a personalized learning experience for all children. From conducting this research, one
could conclude how to enhance effective measures in online learning.
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Learning Management Systems are important in student interaction. These systems help
teachers facilitate communication by integrating resources that teachers and students collaborate
on. LMS can also provide a positive online environment which allows for open discussions
between the students. Interaction is incorporated in LMS, allowing students to contribute to their
learning. These platforms can also promote inclusivity by encouraging students to actively
engage with their peers and teachers. This can result in positive student interaction.
Alatawi, M. N. (2019).BExamining the Impact of Learning Management Systems in Computer
Programming CoursesB(Order No. 22615457). Available from ProQuest Dissertations &
Theses Global; SciTech Premium Collection. (2290980650).
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
dissertations-theses/examining-impact-learning-management-systems/docview/
2290980650/se-2
Benabbes, K., Housni, K., Hmedna, B., Zellou, A., & Mezouary, A. E. (2023). Explore the
influence of contextual characteristics on the learning understanding on LMS. Education
and Information Technologies., 28(12), 16823–16861. https://doi.org/10.1007/s10639-
023-11899-y.3
Bervell, B., Nyagorme, P., & Arkorful, V. (2020). LMS-Enabled Blended Learning Use
Intentions among Distance Education Tutors: Examining the Mediation Role of Attitude
Based on Technology-Related Stimulus-Response Theoretical
Framework.BContemporary Educational
Technology,B12(2)https://doi.org/10.30935/cedtech/8317
Beuran, R., Tang, D., Tan, Z., Hasegawa, S., Tan, Y., & Shinoda, Y. (2019). Supporting
cybersecurity education and training via LMS integration: CyLMS.BEducation and
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Information Technologies,B24(6), 3619-3643. https://doi.org/10.1007/s10639-019-09942-
y
Binar, K. P., Alfin, J., Fuad, A. Z., Hanandita, V. S., Hariyono, E., & Suprapto, N. (2022).
Learning Management System (LMS) Research During 1991-2021: How Technology
Affects Education.BInternational Journal of Emerging Technologies in Learning
(Online),B17(17), 28-49. https://doi.org/10.3991/ijet.v17i17.30763
Chang, C. L. (2008).BFaculty perceptions and utilization of a Learning Management System in
higher educationB(Order No. 3319031). Available from ProQuest Central; ProQuest
Dissertations & Theses Global; Social Science Premium Collection. (304488376).
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
dissertations-theses/faculty-perceptions-utilization-learning/docview/304488376/se-2
Choueiri, A. C., & Portela Santos, E. A. (2021). Discovery of path-attribute dependency in
manufacturing environments: A process mining approach. Journal of Manufacturing
Systems, 61, 54–65. https://doi.org/10.1016/j.jmsy.2021.08.005
Lang, S. N., Mouzourou, C., Jeon, L., Buettner, C. K., & Hur, E. (2017). Preschool Teachers'
Professional Training, Observational Feedback, Child-Centered Beliefs and Motivation:
Direct and Indirect Associations with Social and Emotional Responsiveness.BChild &
Youth Care Forum,B46(1), 69-90. https://doi.org/10.1007/s10566-016-9369-7
Mustafa Enes Işıkgöz. (2024). Do Learning Management System Activities in Online
Pedagogical Education Significantly Predict Academic Performance?BTOJET : The
Turkish Online Journal of Educational Technology,B23(1)
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/do-learning-management-system-activities-online/docview/2923289575/se-2
TOPICS FOR EXPLORATION 18
Nurassyl, K., Nurdaulet, N., Аliya, A., & Saule, A. (2020). Virtual educational environment:
interactive communication using LMS Moodle.BEducation and Information
Technologies,B25(3), 1965-1982. https://doi.org/10.1007/s10639-019-10067-5
Technological tools and their impact
“Evaluating the impact of technological tools on the academic performance of English
language learners at tertiary level: A pilot investigation” written by Asif, Sheeraz, & Sacco
(2022) focuses on “What effects do online language learning platforms and technological tools
have on the academic performance of (ELLs) in higher education”. When children can use online
platforms they provide them with valuable resources. Interactive opportunities used online can
help ELLs improve their learning experiences. By personalizing their learning experiences, they
can learn the same materials as the other children at their own pace. This topic would be great for
researchers to use to enhance the quality of care and resources given to ELLs.
Online platforms are used as a method of exploration. Teachers can actively provide their
students with technology tools to help them understand methods that can be used while online.
By instilling the knowledge in their students that is needed they give ELLs a sense of autonomy.
Each child in the room should get a sense of belonging, For ELLs, being able to actively interact
in class discussions will help them understand the importance of inclusion. The technology tools
used to help ELLs now can be enhanced for future purposes.
Arabaci, A., & Orbay, K. (2022). Impact of experiencing event design with web 2.0 tools on
prospective mathematics teachers.BProblems of Education in the 21st Century,B80(1), 52-
68.Bhttps://doi.org/10.33225/pec/22.80.52
TOPICS FOR EXPLORATION 19
Fernández-Cerero, J., Cabero-Almenara, J., & Montenegro-Rueda, M. (2024). Technological
Tools in Higher Education: A Qualitative Analysis from the Perspective of Students with
Disabilities.BEducation Sciences,B14(3), 310. https://doi.org/10.3390/educsci14030310
Galli, B. D., Hamed, A. M., Sheehan, J. J., King, N., Abdel‐Hamid, M., & Romeih, E. (2023).
Technological solutions and adaptive processing tools to mitigate the impact of seasonal
variations in milk composition on cheddar cheese production—A review.BInternational
Journal of Dairy Technology,B76(3), 449-467.Bhttps://doi.org/10.1111/1471-0307.12951
Grünebaum, T., Müller, U., Rey, J., Barth, S., & Bergs, T. (2019). Life cycle oriented technology
chain optimization: A methodology to identify the influences of tool manufacturing on
environmental impacts caused in the tool’s use phase.BProduction Engineering (Berlin,
Germany),B13(5), 567-577.Bhttps://doi.org/10.1007/s11740-019-00911-5
Lemus, A., Wang, R., Henneberry, C., Feng, Y., & Valm, A. M. (2022). Biological and
technological tools to probe systems level structure of human oral biofilms.BMicroscopy
and Microanalysis,B28(S1), 1546-1547.Bhttps://doi.org/10.1017/S1431927622006213
Nedeljko, Mihael, Yang Gu, and Cristina M. Bostan. "The Dual Impact of Technological Tools
on Health and Technostress among Older Workers: An Integrative Literature
Review."BCognition, Technology & Work, vol. 26, no. 1, 2024, pp. 47-61.
Nesje, K., & Lejonberg, E. (2022). Tools for the school-based mentoring of pre-service teachers:
A scoping review.BTeaching and Teacher Education,B111,
103609.Bhttps://doi.org/10.1016/j.tate.2021.103609
Nowotyńska, I. (2021). The influence of geometrical parameters of a tool on its wear in selected
technological processes.BAdvances in Science & Technology, Research Journal,B15(2),
198-207.Bhttps://doi.org/10.12913/22998624/134062
TOPICS FOR EXPLORATION 20
Wang, J., Zhao, Y., Zhao, J., & HEYDARI, M. O. H. A. M. M. A. D. (2022). Impact of scientific
and technological innovation policies on innovation efficiency of high-technology
industrial parks – A dual analysis with linear regression and QCA.BInternational Journal
of Innovation Studies,B6(3), 169-182.Bhttps://doi.org/10.1016/j.ijis.2022.06.001
Wielgórka, D. (2023). Technological tools KM and innovation in SME enterprises.BEuropean
Conference on Knowledge Management,B24(2), 1462-
1470.Bhttps://doi.org/10.34190/eckm.24.2.1306
Teacher Interactions with Learning Networks
“The Development of Autonomous Student Learning Networks: Patterns of Interactions
in an Open World Learning Environment for Teachers Exploring Teaching with and through
Computer Science” written by Ardito & Czerkawski (2021) focuses on “analyzing the ways that
students and their teachers engage in the "Computer Science for Teachers" teacher education
course”. Technology is becoming more applicable in schools. Given the opportunity, teachers
should explore technology outside of classroom settings. Networks allow Teachers to use
resources to influence their students. Integrating autonomous student learning can improve
student outcomes.
Technology has become more prominent in schools. Teachers are not always tech-savvy
so learning networks could pose a challenge. When teachers are unable to effectively understand
how to properly use technological devices, websites, and apps, they are unable to help their
students learn how to use them. This can impact the understanding of digital literacy and digital
citizenship. Researchers would have to observe teachers and students in the classroom to know
whether their technology skills are displayed appropriately. The environment should be
impactful in guiding students through the networks they are using.
TOPICS FOR EXPLORATION 21
Alwafi, E. (2021). Tracing changes in teachers' professional learning network on twitter:
Comparison of teachers' social network structure and content of interaction before and
during the COVID‐19 pandemic.BJournal of Computer Assisted Learning,B37(6), 1653-
1665.Bhttps://doi.org/10.1111/jcal.12607
Chen, Y. (2022). The online teacher-student interaction level in the context of a scenario-based
multi-dimensional interaction teaching environment.BInternational Journal of Emerging
Technologies in Learning,B17(12), 135-149.Bhttps://doi.org/10.3991/ijet.v17i12.32083
Guo, L., Du, J., & Zheng, Q. (2023). Understanding the evolution of cognitive engagement with
interaction levels in online learning environments: Insights from learning analytics and
epistemic network analysis.BJournal of Computer Assisted Learning,B39(3), 984-
1001.Bhttps://doi.org/10.1111/jcal.12781
Hincapié, M., Díaz, C. A., Valencia-Arias, A., Güemes-Castorena, D., & Contero, M. (2023).
Using RGBD cameras for classifying learning and teacher interaction through postural
attitude.BInternational Journal on Interactive Design and Manufacturing,B17(4), 1755-
1770.Bhttps://doi.org/10.1007/s12008-023-01262-3
Kasperski, R., & Blau, I. (2023). Social capital in high-schools: Teacher-student relationships
within an online social network and their association with in-class interactions and
learning.BInteractive Learning Environments,B31(2), 955-
971.Bhttps://doi.org/10.1080/10494820.2020.1815220
Ma, M., Ma, W., Jiao, L., Liu, X., Liu, F., Li, L., & Yang, S. (2023). MBSI-net: Multimodal
balanced self-learning interaction network for image classification.BIEEE Transactions on
TOPICS FOR EXPLORATION 22
Circuits and Systems for Video Technology,B, 1-
1.Bhttps://doi.org/10.1109/TCSVT.2023.3322470
Meier, E. B. (2021). Designing and using digital platforms for 21st century learning.BEducational
Technology Research and Development,B69(1), 217-220.Bhttps://doi.org/10.1007/s11423-
020-09880-4
Wu, X., He, Z., Li, M., Han, Z., & Huang, C. (2022). Identifying learners' interaction patterns in
an online learning community.BInternational Journal of Environmental Research and
Public Health,B19(4), 2245.Bhttps://doi.org/10.3390/ijerph19042245
Zhang, P., & Yang, Z. (2020). A new learning paradigm for random vector functional-link
network: RVFL.BNeural Networks,B122, 94-
105.Bhttps://doi.org/10.1016/j.neunet.2019.09.039
Zhu, C., Cai, Y., Hu, S., Leung, H., & Chiu, D. K. W. (2023). Learning by reusing previous
advice: A memory-based teacher–student framework.BAutonomous Agents and Multi-
Agent Systems,B37(1)https://doi.org/10.1007/s10458-022-09595-1
Digital Barrier in Schools
“Barriers to Effective Digital Teaching in Rural Schools” written by Madida, Naidoo, &
Rugbeer (2019) focuses on how “Conventional learning environments have evolved to become
digital places using ICT (information, communication, and technology)”. ICT could be a barrier
in schools. Sometimes information is not distributed properly when it comes to technological
advances. When this happens, it is because someone did not communicate effectively and
acknowledge the barrier. There are times when technology can be hard and it’s all about training.
The barriers are prevalent in rural school systems. Rural areas can also be limited in the number
of resources they can distribute, this can also be a barrier.
TOPICS FOR EXPLORATION 23
In schools, there are clear digital barriers. These obstacles are in place to stop technology
from advancing in educational environments. The largest obstacle is likely to be educators. It's
possible that some educators might not be thrilled to include more technology in the classroom.
Digital classroom environments are replacing traditional ones. Researchers studying this subject
need to be aware that while there is potential for progress, certain obstacles might never go away.
Beames, J. R., Johnston, L., O'Dea, B., Torok, M., Christensen, H., Boydell, K. M., & Werner-
Seidler, A. (2021). Factors that help and hinder the implementation of digital depression
prevention programs: School-based cross-sectional study.BJournal of Medical Internet
Research,B23(8), e26223-e26223.Bhttps://doi.org/10.2196/26223
Carey, C. R. (2024).BInclusion Teachers' Perceived Barriers to Meeting the Academic Needs of
Students With DisabilitiesB(Order No. 30992353). Available from ProQuest Dissertations
& Theses Global. (2970279402). https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/dissertations-theses/inclusion-teachers-perceived-barriers-
meeting/docview/2970279402/se-2
Cheng, E. C. K., & Wang, T. (2023). Leading digital transformation and eliminating barriers for
teachers to incorporate artificial intelligence in basic education in hong kong.BComputers
and Education. Artificial Intelligence,B5,
100171.Bhttps://doi.org/10.1016/j.caeai.2023.100171
Fu, L., Zeng, Y., & Kang, X. (2024). Bridging the urban–rural gap: A qualitative examination of
perceived access, barriers, risks and opportunities of children's digital learning during the
COVID‐19 pandemic.BChild & Family Social Work,B29(1), 1-
11.Bhttps://doi.org/10.1111/cfs.13045
TOPICS FOR EXPLORATION 24
Liverpool, S., Mota, C. P., Sales, C. M. D., Čuš, A., Carletto, S., Hancheva, C., Sousa, S., Cerón,
S. C., Moreno-Peral, P., Pietrabissa, G., Moltrecht, B., Ulberg, R., Ferreira, N., &
Edbrooke-Childs, J. (2020). Engaging children and young people in digital mental health
interventions: Systematic review of modes of delivery, facilitators, and barriers.BJournal
of Medical Internet Research,B22(6), e16317.Bhttps://doi.org/10.2196/16317
Maher, T. V., & Earl, J. (2019). Barrier or booster? digital media, social networks, and youth
micromobilization.BSociological Perspectives,B62(6), 865-
883.Bhttps://doi.org/10.1177/0731121419867697
Moore, R., Edmondson, L., Gregory, M., Griffiths, K., & Freeman, E. (2023). Barriers and
facilitators to physical activity and further digital exercise intervention among inactive
british adolescents in secondary schools: A qualitative study with physical education
teachers.BFrontiers in Public Health,B11, 1193669-
1193669.Bhttps://doi.org/10.3389/fpubh.2023.1193669
Northwestern university feinberg school of medicine researchers broaden understanding of
obesity (perceived facilitators and barriers to engaging with a digital intervention among
those with food insecurity, binge eating, and obesity). (2021).BObesity, Fitness, &
Wellness Week,B, 3194.
Starks, A. C., & Reich, S. M. (2023). What about special ed?“: Barriers and enablers for teaching
with technology in special education.BComputers and Education,B193(C),
104665.Bhttps://doi.org/10.1016/j.compedu.2022.104665
Yurinova, E. A., Byrdina, O. G., & Dolzhenko, S. G. (2022). Transprofessional competences of
school teachers in the digital environment: Education employers’ perspective.BEducation
TOPICS FOR EXPLORATION 26
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