The impact of digital teaching materials on educational engagement and outcomes in science education: The mediating role of technology integration an empirical analysis of private universities in Jordan
This study aims to evaluate an intervention that moved beyond the dimensions of digital information application (DTMs) in science education in higher education. Using an integrated methodology, there is a large and growing body of evidence for the prominence placed on both perceived experience...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Growing Science
2025-01-01
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| Series: | International Journal of Data and Network Science |
| Online Access: | https://www.growingscience.com/ijds/Vol9/ijdns_2024_164.pdf |
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| Summary: | This study aims to evaluate an intervention that moved beyond the dimensions of digital information application (DTMs) in science education in higher education. Using an integrated methodology, there is a large and growing body of evidence for the prominence placed on both perceived experience and quality tutors in science courses in educating institutions with broader ambivalence toward limited Digital Literacy. The model and Hypotheses were tested with data collected from 158 participants. Our results suggest that user perceptions about the value of DIE may be contingent on several factors beyond any intrinsic greater experience in learning and teaching Science. The quality of tutors may lead to a greater perceived usefulness regarding the technology. Also, the level of communication flow can affect how much science students are willing to use technology. Academic institutions will have to reassess the utility of digital information technology as an instrument for improving science education. This research focused on educational contexts where DIE profoundly influences teaching and learning science. Further research could focus on other educational fields, math, or language to broaden the understanding of technology's role in diverse educational contexts. |
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| ISSN: | 2561-8148 2561-8156 |