Catálogo de publicaciones - revistas

<jats:p>Many elements come together to make for a good, publishable manuscript in a high-impact educational technology journal. There are also some fatal errors and omissions that will doom a paper to be immediately declined. In this editorial, we focus on the latter. Checking the aims and scope of a journal is a simple step to ensure that the publication of an article is not delayed and time is not wasted. Unfortunately, it seems this step is neglected by many aspiring authors. Beyond a misalignment with the aims and scope of the journal, we will discuss some of the other main reasons why manuscripts have recently been declined by AJET. We hope that this editorial will assist authors to ensure that they do not make the same mistakes.</jats:p>

<jats:p>This study examined Chinese undergraduate medical students’ acceptance and adoption of intelligent tutoring systems (ITSs) using the general extended technology acceptance model for e-learning via a Likert-scale questionnaire. Specifically, it examined the relations between the five antecedents and the four core components in the model (i.e., perceived usefulness (PU), perceived ease of use (PEOU), behavioural intention and actual use of ITSs). The results of PLS-SEM showed that perceived enjoyment was the most influential antecedent as it significantly impacted both PU and PEOU. Both self-efficacy and prior experience only significantly contributed to PEOU but not PU. Both PU and PEOU significantly and positively predicted behavioural intention, which in turn had a significant and positive path to actual use. The results provide some practical implications to teachers as to how to encourage Chinese undergraduate medical students’ adoption of ITSs: by integrating some gamification elements into the learning activities in ITSs to foster students’ enjoyable feelings or familiarising students with using ITSs so that they can quickly adapt to learning through them. This could be achieved by providing guidance in using ITSs via videos, websites or booklets, or at the beginning of the course, inviting senior students to share their perceived advantages and usefulness of using ITSs.   Implications for practice or policy: Because of the importance of perceived enjoyment, teachers may integrate some gamification into the learning activities in ITSs to nurture students’ enjoyable feelings. To enable students to quickly accommodate learning via ITSs, institutions may provide students with information on common features of ITSs or how to navigate a specific ITS. Teachers may explicitly explain how learning objectives can be better achieved through using an ITSs so that students will appreciate its usefulness. </jats:p>

<jats:p>Vlogs, asynchronous video blogs where individuals film themselves to share personal experiences, have been widely used in educational settings. This study explores the integration of Microsoft Flip (Flip), a vlogging platform, in higher education, focusing on its use by academics during a 3-year pilot preceding institution-wide adoption. Grounded in Driscoll and Burner’s (2005) constructivist theory, this research involved interviews with 10 academics from an Australian university, examining their experiences, challenges and recommendations for using Flip. The findings reveal that Flip facilitates innovative activity design, promoting user-friendliness, interaction and self-directed learning. However, privacy concerns, technical difficulties and engagement shortfalls were identified consistent with broader educational technology adoption issues. To minimise these challenges, academics suggested setting clear guidelines on how to use Flip to enhance learning and offered suggestions on how to organise the activities effectively. This research offers insights for academics and learning designers considering Flip in the tertiary educational context, highlighting its potential as a tool for enhancing learning experiences.   Implications for practice or policy: Implement scaffolded teaching in higher education, emphasising peer interaction, sequential assessments, and clear instructions to boost student learning outcomes. Provide academics with targeted resources and training to effectively integrate vlogs in teaching, addressing technological barriers. Use vlogging for summative assessments to ensure authentic uptake which also mitigates challenges within identity verification and artificial intelligence misuse in higher education. </jats:p>

<jats:p>In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of team-based learning; we interviewed eight students for their perceptions of the course structure. Team quizzes are designed to provide regular formative assessment and feedback in real-time with the goal of improving student satisfaction and success in the course.  Overall, students reported that the weekly synchronous sessions contributed to a strong sense of belonging to peers and the instructor, were helpful for their learning and helped them successfully complete the course.   Implications for practice or policy: Instructors can use regular synchronous team quizzes in a fully online course to improve student engagement, connectedness, persistence and learning. Instructors can use team quizzes for regular formative assessment and feedback and to facilitate just-in-time intervention. </jats:p>

<jats:p>Twenty-first-century skills should be integrated into higher education to prepare students for complex working-life challenges. Artificial intelligence (AI)-powered tools have the potential to optimise skill development among higher education students. Therefore, it is important to conceptualise relevant affordances of AI systems for 21st-century skills development in higher education. This study aimed to present an overview of journal articles published in the Web of Science database that specifically addressed the affordances of AI-based tools for 21st-century skills development. Four distinct categories of AI-based tools (intelligent tutoring systems, chatbots, AI-powered dashboards and automated grading systems) were identified as capable of promoting six main 21st-century skills (collaboration, communication, creativity, critical thinking, information and communication technology and problem-solving). The review revealed that the utilisation of AI-based tools might contribute to the simultaneous development of multiple 21st-century skills (e.g., collaboration and critical thinking). The results showed that adaptive feedback from AI plays a significant role as a facilitator in the development of 21st-century skills. Furthermore, the utilisation of diverse functional AI affordances (e.g., prediction and profiling) might contribute to the development of various skills. AI-based technologies appeared to target the 21st-century skills of problem-solving and its subskills the most.   Implications for practice or policy: More functional affordances of AI (e.g., prediction and profiling) should be employed in AI-based tools. This could support higher education students’ 21st-century skills. AI-based tools (e.g., chatbots and intelligent tutors) interact with end users through their data. AI systems have the potential to promote 21st-century skills by using students’ multimodal data. AI technologies should be more integrated into the social sciences and humanities in the higher education context to support students’ 21st-century skills. </jats:p>

<jats:p>This study presents a scoping review of research on artificial intelligence (AI)- driven virtual patients (VPs) for communication skills training of healthcare students. We aimed to establish what is known about these emergent learning tools, to characterise their design and implementation into training programmes. The preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews framework was consulted. Searches occurred in six online databases to capture relevant articles from 2014 to 2024. Eight articles from five disciplines met inclusion criteria. A variety of design approaches, creation tools and VP appearances exist. Educational considerations such as consultation of educational theory, curricular integration and provision of feedback was overall lacking. Neutral to positive evaluations of satisfaction and acceptance of the VPs were provided by most students. Emerging literature suggests AI-driven VPs are increasingly being utilised for communication skills training, although their effectiveness is not established. Careful consideration of technological design features, educational theory and evidence regarding communication skill development should occur by clinical educators wishing to include AI-driven VPs in their training programmes. Further empirical research involving key stakeholders is needed to learn more about this technology.   Implications for practice or policy: Students may find benefit from having opportunities to use AI-driven VPs for communication skill development. Developers could avoid some criticisms of AI-driven VPs by carefully addressing technical issues Educators should consult evidence on educational and communication theories when utilising AI-driven VPs. Researchers should consider increasing the involvement of key stakeholders in the design and evaluation of communication skill focused AI-driven VPs. </jats:p>