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While exploring a pre-service teacher population, which is not willing to accept social robots in their future classroom, we find a low level of robot anxiety, slightly negative general attitudes toward social robots in education and a strong positive correlation between anxiety and negative attitudes in general. Our findings put in evidence also a strong positive correlation between anxiety and negative attitudes toward interactions with robot, which we interprete with Anxiety/uncertainty management theory. In human relations the communication with a stranger of another culture results in the managment of uncertainty and in some associated anxiety and can lead to communication avoidance with strangers. The participants of our research were exposed to videos showing NAO robot performing a pedagogical role in the classroom environment and did not have direct interactions with the robot.
Violeta Rosanda; Andreja Istenič. A Stranger in the Classroom: Pre-service Teachers’ Anxiety and Negative Attitudes Toward Humanoid Social Robots. Algorithms and Data Structures 2021, 461 -473.
AMA StyleVioleta Rosanda, Andreja Istenič. A Stranger in the Classroom: Pre-service Teachers’ Anxiety and Negative Attitudes Toward Humanoid Social Robots. Algorithms and Data Structures. 2021; ():461-473.
Chicago/Turabian StyleVioleta Rosanda; Andreja Istenič. 2021. "A Stranger in the Classroom: Pre-service Teachers’ Anxiety and Negative Attitudes Toward Humanoid Social Robots." Algorithms and Data Structures , no. : 461-473.
Andreja Istenic; Ivan Bratko; Violeta Rosanda. Are pre‐service teachers disinclined to utilise embodied humanoid social robots in the classroom? British Journal of Educational Technology 2021, 1 .
AMA StyleAndreja Istenic, Ivan Bratko, Violeta Rosanda. Are pre‐service teachers disinclined to utilise embodied humanoid social robots in the classroom? British Journal of Educational Technology. 2021; ():1.
Chicago/Turabian StyleAndreja Istenic; Ivan Bratko; Violeta Rosanda. 2021. "Are pre‐service teachers disinclined to utilise embodied humanoid social robots in the classroom?" British Journal of Educational Technology , no. : 1.
Social robots are being tested in the educational arena with current thinking in two main directions. One is arguing for the benefits of robots in affective and efficient instruction and is more teachercentered. Within the second, more student-centered oriented, proponents of human uniqueness are raising long-term concerns. Teacher-centeredness and student-centeredness form pedagogical beliefs underpinning teachers’ attitudes guiding technology integration. Limited research has explored teachers’ underlying beliefs and attitudes to social robots, with some presenting mixed feelings identifying some concerns with some identifying more positive attitudes. Preservice education is critical in forming beliefs, and this paper presents a qualitative study of Slovene preservice pre-primary school and primary classroom pre-service teachers’ attitudes and underlying beliefs. Students were asked to reflect on their perception of social robotic educational technology in which they would highlight at their own discretion the positive, neutral and negative aspects. Students’ reflections predominantly expressed concerns. The research model was designed in part, drawing from participants reflections and on related studies. Previous studies indicated the concerns teachers hold about robotic technology, but lacked a more holistic model. We built a threefold model distinguishing instructional, social-emotional, and legal concerns. Our findings differ from related studies because they identified participants’ negative attitudes and a clear rejection of robot technology with a human-like appearance and social skills in the classroom. Previous studentcentered studies reported on single groups of concerns within specific contexts without developing a holistic view relating diverse concerns in one picture. Related teacher-centered studies were arguing for refinements anticipating robot’s social intelligence affordance in the classroom. The participants in our study are not rejecting social robots as such, but in their view, the robot is not granted the status of a social entity capable of engaging in student-centered teaching and taking care of child wellbeing and development. The findings of our study call for action and informed robot development, taking into consideration teachers as co-designers.
Andreja Istenic; Ivan Bratko; Violeta Rosanda. Pre-service teachers’ concerns about social robots in the classroom: A model for development. Education & Self Development 2021, 16, 60 -87.
AMA StyleAndreja Istenic, Ivan Bratko, Violeta Rosanda. Pre-service teachers’ concerns about social robots in the classroom: A model for development. Education & Self Development. 2021; 16 (2):60-87.
Chicago/Turabian StyleAndreja Istenic; Ivan Bratko; Violeta Rosanda. 2021. "Pre-service teachers’ concerns about social robots in the classroom: A model for development." Education & Self Development 16, no. 2: 60-87.
This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.
Xuesong Zhai; Xiaoyan Chu; Ching Sing Chai; Morris Siu Yung Jong; Andreja Istenic; Michael Spector; Jia-Bao Liu; Jing Yuan; Yan Li. A Review of Artificial Intelligence (AI) in Education from 2010 to 2020. Complexity 2021, 2021, 1 -18.
AMA StyleXuesong Zhai, Xiaoyan Chu, Ching Sing Chai, Morris Siu Yung Jong, Andreja Istenic, Michael Spector, Jia-Bao Liu, Jing Yuan, Yan Li. A Review of Artificial Intelligence (AI) in Education from 2010 to 2020. Complexity. 2021; 2021 ():1-18.
Chicago/Turabian StyleXuesong Zhai; Xiaoyan Chu; Ching Sing Chai; Morris Siu Yung Jong; Andreja Istenic; Michael Spector; Jia-Bao Liu; Jing Yuan; Yan Li. 2021. "A Review of Artificial Intelligence (AI) in Education from 2010 to 2020." Complexity 2021, no. : 1-18.
Learning and development are the focus of The Journal of Education and Selfdevelopment. In the computation era, the contexts and spaces for learning need to be reconsidered. In early learning, the child acts in an approximate environment interacting with parents and also mediated by artefacts. The child learns by sensing human touch and non-verbal communication as well as from the material world surrounding her. Interaction in this approximate environment affords a child in its learning and development through the socialisation process. In post-digital era, the environment is constructed in societal processes utilising physical and digital materiality. The proliferation of digital technologies is affecting socialisation and perception of reality (materiality of physical and digital and transmedia practices) and the child’s agency. How the interaction process takes place utilising a set of media is affecting self-development and self-conception. The environment is established by social practices which in post-digital era blur the boundary between physical and digital. In defining literacy, the terms online and offline activity are introduced (Sefton-Green, Marsh, Erstad, & Flewitt, 2016). The boundaries between physical and virtual are blurred (Marsh, 2010; Plowman, 2016).
Andreja Istenič. Editorial: Learning and Development. Education & Self Development 2021, 16, 6 -7.
AMA StyleAndreja Istenič. Editorial: Learning and Development. Education & Self Development. 2021; 16 (1):6-7.
Chicago/Turabian StyleAndreja Istenič. 2021. "Editorial: Learning and Development." Education & Self Development 16, no. 1: 6-7.
The contemporary digital divide is characterised by the uneven distribution of access to information communication technology (ICT), originating in the different motivation, physical access and skills of users. We synthesised existing theories and frameworks to develop and then empirically validate a theoretical model to predict university students' use of online learning resources (OLRs) at the crossroads of formal and informal learning. Because access to digital content may be a bigger issue for students with special educational needs (SEN), we also examined OLR use among this group. Fifty‐six students with SEN and 1642 mainstream students participated in the survey. Our main conclusions are as follows. In the whole sample, personal socio‐cognitive factors (beliefs, self‐efficacy) are the only significant predictors of OLR use. The results suggest that motivational and skills‐related differences between students contribute more to the digital divide than do either differences related to unpleasant environmental conditions (eg, inaccessibility, high prices, etc.) or personal context (eg, study‐fit, learning preferences, etc.). Separate regressions show that beliefs were significant predictors for both SEN students and their peers, while self‐efficacy was a significant predictor for the mainstream students only. Measuring unpleasant environmental factors as a continuum (environmental and contextual barriers) explained OLRs better than solely differentiating between SEN and mainstream students.
Maja Lebeničnik; Andreja Istenič Starčič. Examining the contemporary digital divide of university students with specific reference to students with special educational needs. British Journal of Educational Technology 2020, 51, 2422 -2441.
AMA StyleMaja Lebeničnik, Andreja Istenič Starčič. Examining the contemporary digital divide of university students with specific reference to students with special educational needs. British Journal of Educational Technology. 2020; 51 (6):2422-2441.
Chicago/Turabian StyleMaja Lebeničnik; Andreja Istenič Starčič. 2020. "Examining the contemporary digital divide of university students with specific reference to students with special educational needs." British Journal of Educational Technology 51, no. 6: 2422-2441.
The 20th-century was the age of computers and information communication technology; at the beginning of the 21st-century researchers are exploring the use of robots in the classroom. Our review investigates the implementation of copresent social robots with teaching purposes in a classroom setting in areas other than the teaching of subjects that are closely related to the field of Robotics. We are interested in anthropomorphic robots, with an active role in the classroom and capable of human-like activity. With a search of the WOS database and a subsequent manual search in 19 journals we identified 24 relevant articles which have been included in the analysis. Studies mostly include small number of participating learners. In all studies special conditions are established for the robot intervention in a classroom. Most often robots appear in roles as teacher, teacher assistant and Care-Receiving Robot. Robots interventions were conducted by NAO, Saya, RoboThespian, Bioloid, BAXTER, Darwin, NIMA-Robocop, Robosapien, TIRO. Social robots diverge from the computer-mediated communication technologies, as they are not mediating interaction but are partner in interaction. ITSs and ILEs assist teachers in teaching, while the teacher and a robot have a shared presence in the classroom. The copresent social robots perform a social role by interacting with students. Robotic activities are aimed at delivering learning materials and not primarily for individualised teaching, which encompasses the delivery of feedback and the tailoring learning activities for individual learner’s needs.
Violeta Rosanda; Andreja Istenic Starcic. The Robot in the Classroom: A Review of a Robot Role. Transactions on Petri Nets and Other Models of Concurrency XV 2020, 347 -357.
AMA StyleVioleta Rosanda, Andreja Istenic Starcic. The Robot in the Classroom: A Review of a Robot Role. Transactions on Petri Nets and Other Models of Concurrency XV. 2020; ():347-357.
Chicago/Turabian StyleVioleta Rosanda; Andreja Istenic Starcic. 2020. "The Robot in the Classroom: A Review of a Robot Role." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 347-357.
We investigate the state of multilingualism across the social sciences and humanities (SSH) using a comprehensive data set of research outputs from seven European countries (Czech Republic, Denmark, Finland, Flanders [Belgium], Norway, Poland, and Slovenia). Although English tends to be the dominant language of science, SSH researchers often produce culturally and societally relevant work in their local languages. We collected and analyzed a set of 164,218 peer‐reviewed journal articles (produced by 51,063 researchers from 2013 to 2015) and found that multilingualism is prevalent despite geographical location and field. Among the researchers who published at least three journal articles during this time period, over one‐third from the various countries had written their work in at least two languages. The highest share of researchers who published in only one language were from Flanders (80.9%), whereas the lowest shares were from Slovenia (57.2%) and Poland (59.3%). Our findings show that multilingual publishing is an ongoing practice in many SSH research fields regardless of geographical location, political situation, and/or historical heritage. Here we argue that research is international, but multilingual publishing keeps locally relevant research alive with the added potential for creating impact.
Emanuel Kulczycki; Raf Guns; Janne Pölönen; Tim C. E. Engels; Ewa A. Rozkosz; Alesia A. Zuccala; Kasper Bruun; Olli Eskola; Andreja Istenič Starčič; Michal Petr; Gunnar Sivertsen. Multilingual publishing in the social sciences and humanities: A seven‐country European study. Journal of the Association for Information Science and Technology 2020, 71, 1371 -1385.
AMA StyleEmanuel Kulczycki, Raf Guns, Janne Pölönen, Tim C. E. Engels, Ewa A. Rozkosz, Alesia A. Zuccala, Kasper Bruun, Olli Eskola, Andreja Istenič Starčič, Michal Petr, Gunnar Sivertsen. Multilingual publishing in the social sciences and humanities: A seven‐country European study. Journal of the Association for Information Science and Technology. 2020; 71 (11):1371-1385.
Chicago/Turabian StyleEmanuel Kulczycki; Raf Guns; Janne Pölönen; Tim C. E. Engels; Ewa A. Rozkosz; Alesia A. Zuccala; Kasper Bruun; Olli Eskola; Andreja Istenič Starčič; Michal Petr; Gunnar Sivertsen. 2020. "Multilingual publishing in the social sciences and humanities: A seven‐country European study." Journal of the Association for Information Science and Technology 71, no. 11: 1371-1385.
Violeta Rosanda; Andreja Istenič Starčič. A review of social robots in classrooms:. Education & Self Development 2019, 14, 93 -106.
AMA StyleVioleta Rosanda, Andreja Istenič Starčič. A review of social robots in classrooms:. Education & Self Development. 2019; 14 (3):93-106.
Chicago/Turabian StyleVioleta Rosanda; Andreja Istenič Starčič. 2019. "A review of social robots in classrooms:." Education & Self Development 14, no. 3: 93-106.
Andreja Istenič Starčič. Human learning and learning analytics in the age of artificial intelligence. British Journal of Educational Technology 2018, 50, 2974 -2976.
AMA StyleAndreja Istenič Starčič. Human learning and learning analytics in the age of artificial intelligence. British Journal of Educational Technology. 2018; 50 (6):2974-2976.
Chicago/Turabian StyleAndreja Istenič Starčič. 2018. "Human learning and learning analytics in the age of artificial intelligence." British Journal of Educational Technology 50, no. 6: 2974-2976.
In this chapter, we take the stand that cognition and learning are embodied in psychomotor activities and socio-cultural contexts, and they are mediated by technologies on the enactive, iconic, and symbolic representational levels. We discuss motion or body movements as an integral part of cognition and learning. The particular focus is on the role of motion capture technologies in integrating body, sensorimotor engagement, and feedback in learning. Motion capture technologies may help assist learning in several ways: (1) fascilitating seamless human–computer interaction; (2) connecting the enactive learning to observation and to model-based learning; (3) linking body motion to psychological reactions and states. Traditionally, computer-based learning has supported visual and symbolic representations. Advanced motion capture technologies connect physical and virtual environments, support enactive representations, connect different types of representations, and provide smart and sophisticated feedback to improve learning.
Andreja Istenic Starcic; William Mark Lipsmeyer; Lin Lin. Using Motion Capture Technologies to Provide Advanced Feedback and Scaffolds for Learning. Intersections Across Disciplines 2018, 107 -121.
AMA StyleAndreja Istenic Starcic, William Mark Lipsmeyer, Lin Lin. Using Motion Capture Technologies to Provide Advanced Feedback and Scaffolds for Learning. Intersections Across Disciplines. 2018; ():107-121.
Chicago/Turabian StyleAndreja Istenic Starcic; William Mark Lipsmeyer; Lin Lin. 2018. "Using Motion Capture Technologies to Provide Advanced Feedback and Scaffolds for Learning." Intersections Across Disciplines , no. : 107-121.
Purpose The purpose of this paper is to analyze the evolution in terms of shares of scholarly book publications in the social sciences and humanities (SSH) in five European countries, i.e. Flanders (Belgium), Finland, Norway, Poland and Slovenia. In addition to aggregate results for the whole of the social sciences and the humanities, the authors focus on two well-established fields, namely, economics & business and history. Design/methodology/approach Comprehensive coverage databases of SSH scholarly output have been set up in Flanders (VABB-SHW), Finland (VIRTA), Norway (NSI), Poland (PBN) and Slovenia (COBISS). These systems allow to trace the shares of monographs and book chapters among the total volume of scholarly publications in each of these countries. Findings As expected, the shares of scholarly monographs and book chapters in the humanities and in the social sciences differ considerably between fields of science and between the five countries studied. In economics & business and in history, the results show similar field-based variations as well as country variations. Most year-to-year and overall variation is rather limited. The data presented illustrate that book publishing is not disappearing from an SSH. Research limitations/implications The results presented in this paper illustrate that the polish scholarly evaluation system has influenced scholarly publication patterns considerably, while in the other countries the variations are manifested only slightly. The authors conclude that generalizations like “performance-based research funding systems (PRFS) are bad for book publishing” are flawed. Research evaluation systems need to take book publishing fully into account because of the crucial epistemic and social roles it serves in an SSH. Originality/value The authors present data on monographs and book chapters from five comprehensive coverage databases in Europe and analyze the data in view of the debates regarding the perceived detrimental effects of research evaluation systems on scholarly book publishing. The authors show that there is little reason to suspect a dramatic decline of scholarly book publishing in an SSH.
Tim C.E. Engels; Andreja Istenič Starčič; Emanuel Kulczycki; Janne Pölönen; Gunnar Sivertsen. Are book publications disappearing from scholarly communication in the social sciences and humanities? Aslib Journal of Information Management 2018, 70, 592 -607.
AMA StyleTim C.E. Engels, Andreja Istenič Starčič, Emanuel Kulczycki, Janne Pölönen, Gunnar Sivertsen. Are book publications disappearing from scholarly communication in the social sciences and humanities? Aslib Journal of Information Management. 2018; 70 (6):592-607.
Chicago/Turabian StyleTim C.E. Engels; Andreja Istenič Starčič; Emanuel Kulczycki; Janne Pölönen; Gunnar Sivertsen. 2018. "Are book publications disappearing from scholarly communication in the social sciences and humanities?" Aslib Journal of Information Management 70, no. 6: 592-607.
The definitions of online learning resources are discussed within two approaches for classifying existing learning technology, the pedagogical and the functional approach. The findings of a survey about online learning resources use among 1667 students are presented with a focus on differences among study disciplines. Average mean for a total sample and the differences according to disciplines are presented in five subsections: The Online learning content, Interactive technology, Social network sites, Communication and collaboration technology, Information organising technology.
Maja Lebenicnik; Andreja Istenic Starcic. The Online Learning Resources Definition and Students’ Use in Higher Education Across Disciplines. Privacy Enhancing Technologies 2018, 371 -380.
AMA StyleMaja Lebenicnik, Andreja Istenic Starcic. The Online Learning Resources Definition and Students’ Use in Higher Education Across Disciplines. Privacy Enhancing Technologies. 2018; ():371-380.
Chicago/Turabian StyleMaja Lebenicnik; Andreja Istenic Starcic. 2018. "The Online Learning Resources Definition and Students’ Use in Higher Education Across Disciplines." Privacy Enhancing Technologies , no. : 371-380.
Human cognition and learning are embodied in socio-cultural contexts and psychomotor activities and are mediated by “tools” on enactive, iconic and symbolic representational levels. Learning technology has been predominantly oriented to manipulatives or tangible objects on an enactive level and with the introduction of computers in education with visual representations. We examine the educational technology and computer-assisted learning that include perceptual-motor activities with a particular focus on whole body motion and learning. We want to explore how the motion capture technology supports the inclusion of sensual knowledge and body motion in the cognitive processes of learning. We focus on the motion capture technology to offer a more natural type of human-computer interaction and immersion into the digital world.
Andreja Istenic Starcic; William Mark Lipsmeyer; Lin Lin. Motion Capture Technology Supporting Cognitive, Psychomotor, and Affective-Social Learning. Privacy Enhancing Technologies 2018, 293 -297.
AMA StyleAndreja Istenic Starcic, William Mark Lipsmeyer, Lin Lin. Motion Capture Technology Supporting Cognitive, Psychomotor, and Affective-Social Learning. Privacy Enhancing Technologies. 2018; ():293-297.
Chicago/Turabian StyleAndreja Istenic Starcic; William Mark Lipsmeyer; Lin Lin. 2018. "Motion Capture Technology Supporting Cognitive, Psychomotor, and Affective-Social Learning." Privacy Enhancing Technologies , no. : 293-297.
Research indicates a diversity of factors that influence the use of online learning resources. Barriers, related to access and accessibility issues are often considered in the literature as inhibiting factors for people with disabilities. Following the established social cognitive theory and the model of digital inclusion, that both highlight interaction between environmental and personal factors, we conceptualise two different types of barriers, named environmental and contextual barriers. This article examines differences between students with SEN and their peers in perceived barriers for OLR use. Our results confirmed as expected that there are no significant differences in perceived contextual obstacles between students with SEN and their peers. However, contrary to our expectations, environmental barriers were not perceived as significantly more or less important in either of the two groups. We discuss possible reasons for such results.
Maja Lebenicnik; Andreja Istenic Starcic. Factors Related to the Use of Online Learning Resources: The Perception of Environmental and Contextual Barriers of Students with Special Educational Needs and Their Peers. Computer Vision 2018, 329 -336.
AMA StyleMaja Lebenicnik, Andreja Istenic Starcic. Factors Related to the Use of Online Learning Resources: The Perception of Environmental and Contextual Barriers of Students with Special Educational Needs and Their Peers. Computer Vision. 2018; ():329-336.
Chicago/Turabian StyleMaja Lebenicnik; Andreja Istenic Starcic. 2018. "Factors Related to the Use of Online Learning Resources: The Perception of Environmental and Contextual Barriers of Students with Special Educational Needs and Their Peers." Computer Vision , no. : 329-336.
Sustainable development (SD) is a multidimensional issue. However, research findings report a divide between students’ awareness and behavior. It is identified that study programs are designed more for awareness outcomes, and not so much for behavioral outcomes. For higher-order learning outcomes manifested in a sustainable development behavior, the authors argue for a model based on an understanding of learning as boundary crossing. Based on this model, learning for sustainable development occurs in relating social practices, lifestyles, academic practices, professional practices, and students’ digital practices. To inform teachers’ approaches to teaching as an important driver of institutional change, we conducted a survey among students of urban and spatial planning in Slovenia. Examined factors included personal, academic, and digital predictors for sustainable development awareness, lifestyle, and behavioral intention. We hypothesized that a significant predictor for sustainable development behavior, which was measured as sustainable lifestyle and sustainable development behavioral intention, would be learning in social practices, and that learning in social practices would predict preferred teaching methods. The findings of hierarchical regression analysis indicated personal factors as the most important predictors of SD behavioral intention, and academic predictors as the most important factors for SD awareness. Digital practices were found to be the most important predictors of a sustainable lifestyle. Social practices of sustainable lifestyle, digital practices, and perceived teaching methods predicted students’ preferred teaching methods. We discuss the future directions of sustainable development education, considering digital social media practices as essential boundary crossers.
Andreja Istenic Starcic; Maja Terlevic; Lin Lin; Maja Lebenicnik. Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles. Sustainability 2018, 10, 2030 .
AMA StyleAndreja Istenic Starcic, Maja Terlevic, Lin Lin, Maja Lebenicnik. Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles. Sustainability. 2018; 10 (6):2030.
Chicago/Turabian StyleAndreja Istenic Starcic; Maja Terlevic; Lin Lin; Maja Lebenicnik. 2018. "Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles." Sustainability 10, no. 6: 2030.
As inclusion has brought diversity into 21st-century classrooms, it has also brought challenges for teachers who must adapt their teaching to different groups of children with varying learning abilities, needs, and interests. It is believed that information and communication technology (ICT) can be used as a powerful tool to support inclusion and that information on students’ use of ICT can facilitate its integration. Our research compared the leisure and school-related computer use of students in inclusive classrooms. Frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were explored. Consistent with previous studies, our results show that students with special needs (SN) and their peers use computers more frequently for leisure activities than school activities. Compared to their peers, students with SN use computers less frequently and for fewer leisure and school activities. They are also more resistant to computer use. No correlation was found between the presence of SN and a student’s desire to use a computer or opinion regarding whether computer use improves learning success. A comparison of male and female students revealed that males use computers more frequently than females, that they use computers more frequently for leisure activities than females, and that they have a stronger belief that computer use improves learning success. The presented work offers important information that may contribute to the integration of ICT in inclusive classrooms.
Spela Bagon; Mateja Gačnik; Andreja Istenic Starcic. Information Communication Technology Use among Students in Inclusive Classrooms. International Journal of Emerging Technologies in Learning (iJET) 2018, 13, 56 -72.
AMA StyleSpela Bagon, Mateja Gačnik, Andreja Istenic Starcic. Information Communication Technology Use among Students in Inclusive Classrooms. International Journal of Emerging Technologies in Learning (iJET). 2018; 13 (6):56-72.
Chicago/Turabian StyleSpela Bagon; Mateja Gačnik; Andreja Istenic Starcic. 2018. "Information Communication Technology Use among Students in Inclusive Classrooms." International Journal of Emerging Technologies in Learning (iJET) 13, no. 6: 56-72.
Modern speech-language pathology practices (SLPPs) have adopted tablet games in recent years. Research is needed to take advantage of the potential benefits tablets can offer and to explore the factors that influence its introduction. This paper discusses a survey that was conducted to investigate the factors that influence speech-language pathologists’ (SLPs) beliefs and the actual use of tablets in SLPPs. The results of the survey, conducted among Slovenian SLPs, indicated that their most positive beliefs concerning tablets relate to social influence. Specifically, the beliefs relate to children’s interest and practice with tablets and have a significant impact on the decision-making of SLPs concerning introducing tablets in therapy. Conversely, SLPs’ most negative beliefs relate to the conditions for facilitating tablet use, particularly the lack of Slovenian applications. This paper discusses a separate case study that was conducted in which tablet game-supported therapy was introduced to a group of 44 children. The case study results indicated that the children accepted the use of tablet games for therapy purposes and the games had a positive impact on the children’s motivation and satisfaction.
Matej Zajc; Andreja Istenic Starcic; Maja Lebenicnik; Mateja Gačnik. Tablet game-supported speech therapy embedded in children’s popular practices. Behaviour & Information Technology 2018, 37, 693 -702.
AMA StyleMatej Zajc, Andreja Istenic Starcic, Maja Lebenicnik, Mateja Gačnik. Tablet game-supported speech therapy embedded in children’s popular practices. Behaviour & Information Technology. 2018; 37 (7):693-702.
Chicago/Turabian StyleMatej Zajc; Andreja Istenic Starcic; Maja Lebenicnik; Mateja Gačnik. 2018. "Tablet game-supported speech therapy embedded in children’s popular practices." Behaviour & Information Technology 37, no. 7: 693-702.
This study investigates patterns in the language and type of social sciences and humanities (SSH) publications in non-English speaking European countries to demonstrate that such patterns are related not only to discipline but also to each country’s cultural and historic heritage. We investigate publication patterns that occur across SSH publications of the whole of the SSH and of economics and business, law, and philosophy and theology publications in the Czech Republic, Denmark, Finland, Flanders (Belgium), Norway, Poland, Slovakia, and Slovenia. We use data from 74,022 peer-reviewed publications from 2014 registered in at least one of the eight countries’ national databases and for 272,376 peer-reviewed publications from the period of 2011–2014 registered in at least one of the seven countries’ national databases (for all countries except Slovakia). Our findings show that publication patterns differ both between fields (e.g. patterns in law differ from those in economics and business in the same way in Flanders and Finland) and within fields (e.g. patterns in law in the Czech Republic differ from patterns in law in Finland). We observe that the publication patterns are stable and quite similar in West European and Nordic countries, whereas in Central and Eastern European countries the publication patterns demonstrate considerable changes. Nevertheless, in all countries, the share of articles and the share of publications in English is on the rise. We conclude with recommendations for science policy and highlight that internationalization policies in non-English speaking countries should consider various starting points and cultural heritages in different countries.
Emanuel Kulczycki; Tim C. E. Engels; Janne Pölönen; Kasper Bruun; Marta Dušková; Raf Guns; Robert Nowotniak; Michal Petr; Gunnar Sivertsen; Andreja Istenič Starčič; Alesia Zuccala. Publication patterns in the social sciences and humanities: evidence from eight European countries. Scientometrics 2018, 116, 463 -486.
AMA StyleEmanuel Kulczycki, Tim C. E. Engels, Janne Pölönen, Kasper Bruun, Marta Dušková, Raf Guns, Robert Nowotniak, Michal Petr, Gunnar Sivertsen, Andreja Istenič Starčič, Alesia Zuccala. Publication patterns in the social sciences and humanities: evidence from eight European countries. Scientometrics. 2018; 116 (1):463-486.
Chicago/Turabian StyleEmanuel Kulczycki; Tim C. E. Engels; Janne Pölönen; Kasper Bruun; Marta Dušková; Raf Guns; Robert Nowotniak; Michal Petr; Gunnar Sivertsen; Andreja Istenič Starčič; Alesia Zuccala. 2018. "Publication patterns in the social sciences and humanities: evidence from eight European countries." Scientometrics 116, no. 1: 463-486.
Marina Volk; Mara Cotič; Matej Zajc; Andreja Istenic Starcic. Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes. Computers & Education 2017, 114, 1 -23.
AMA StyleMarina Volk, Mara Cotič, Matej Zajc, Andreja Istenic Starcic. Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes. Computers & Education. 2017; 114 ():1-23.
Chicago/Turabian StyleMarina Volk; Mara Cotič; Matej Zajc; Andreja Istenic Starcic. 2017. "Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes." Computers & Education 114, no. : 1-23.