Reham El-Ghool | Mansoura University (original) (raw)
Uploads
Papers by Reham El-Ghool
Universal Journal of Educational Research
International Journal of Internet Education, 2016
Learning characteristics vary for each individual learner. Research suggests that knowledge is pr... more Learning characteristics vary for each individual learner. Research suggests that knowledge is processed and represented in different ways and that students prefer to use different types of resources in distinct ways. Adapting learning to meet the various individual differences of the students is a real challenge. Thus, the present study aimed at investigating the effect of designing an adaptive learning environment on developing EFL undergraduate students' writing skills and usability. A design standards checklist was prepared for guiding the process of designing the proposed online adaptive environment. The multiple intelligences (MI) theory was used as a basis for conducting the adaptation process since the students were divided according to their strong intelligences into three groups (analytic, introspective and interactive groups). Different types of multiple intelligences-based activities were presented to each group. Those activities were also adapted according to the writing level of the students (beginning, intermediate and advanced). Consequently, each student proceeded in the adaptive environment in an individualized learning path which was predetermined through the student MI profile (including a student's personal data, EFL writing level and multiple intelligences).Various online tools (hangouts, Google drive, Facebook and WhatsApp) were employed in the adaptive environment. The experimental design was adopted using 60 students of the 2 nd year English major at Mansoura Faculty of Education. Those participants were divided into two groups: one experimental and one control. Instruments used in the present study were: 1) an EFL writing skills test, 2) an analytic rubric for scoring the writing skills, and 3) a usability scale to evaluate the easiness of students' learning through the adaptive environment. The
This research aimed at developing the augmented reality skills for kindergarten students through ... more This research aimed at developing the augmented reality skills for kindergarten students through the interaction between the two types of controlling smart agent (guided-autonomous) and the locus of control (internal-external) in electronic learning environments. The augmented reality producing skills were identified in addition to the standards of designing the smart agent in electronic learning environments. Participants of the research were (100) students at the faculty of kindergarten; divided into four experimental groups (25 students in each group). The descriptive survey method, the experimental method and the factor design 2x2 were adopted. Instruments of the research included a test for measuring the cognitive part of the augmented reality producing skills, an observation checklist for assessing the performance related to the augmented reality producing skills, and a checklist for evaluating the final product. The experimental treatment was conducted and data were analyzed using the appropriate SPSS statistical techniques. Findings indicated the significant statistical difference of the post administration of the test, observation checklist and the final product evaluation checklist favoring the internal locus of control. In addition, results proved the effect of the interaction between the two types of controlling smart agent (guided-autonomous) and the locus of control (internal-external) for the students in the post administration of the three instruments in favor of the guided smart agent with the internal locus of control.
Learning characteristics vary for each individual learner. Research suggests that knowledge is pr... more Learning characteristics vary for each individual learner. Research suggests that knowledge is processed and represented in different ways and that students prefer to use different types of resources in distinct ways. Adapting learning to meet the various individual differences of the students is a real challenge. Thus, the present study aimed at investigating the effect of designing an adaptive learning environment on developing EFL undergraduate students' writing skills and usability. A design standards checklist was prepared for guiding the process of designing the proposed online adaptive environment. The multiple intelligences (MI) theory was used as a basis for conducting the adaptation process since the students were divided according to their strong intelligences into three groups (analytic, introspective and interactive groups). Different types of multiple intelligences-based activities were presented to each group. Those activities were also adapted according to the writing level of the students (beginning, intermediate and advanced). Consequently, each student proceeded in the adaptive environment in an individualized learning path which was pre-determined through the student MI profile (including a student's personal data, EFL writing level and multiple intelligences).Various online tools (hangouts, Google drive, Facebook and WhatsApp) were employed in the adaptive environment. The experimental design was adopted using 60 students of the 2nd year English major at Mansoura Faculty of Education. Those participants were divided into two groups: one experimental and one control. Instruments used in the present study were: 1) an EFL writing skills test, 2) an analytic rubric for scoring the writing skills, and 3) a usability scale to evaluate the easiness of students' learning through the adaptive environment. The results indicated that the adaptive online learning environment led to developing EFL students' writing skills and that the students found the environment usable for learning and interacting with fellows and instructor.
Universal Journal of Educational Research
International Journal of Internet Education, 2016
Learning characteristics vary for each individual learner. Research suggests that knowledge is pr... more Learning characteristics vary for each individual learner. Research suggests that knowledge is processed and represented in different ways and that students prefer to use different types of resources in distinct ways. Adapting learning to meet the various individual differences of the students is a real challenge. Thus, the present study aimed at investigating the effect of designing an adaptive learning environment on developing EFL undergraduate students' writing skills and usability. A design standards checklist was prepared for guiding the process of designing the proposed online adaptive environment. The multiple intelligences (MI) theory was used as a basis for conducting the adaptation process since the students were divided according to their strong intelligences into three groups (analytic, introspective and interactive groups). Different types of multiple intelligences-based activities were presented to each group. Those activities were also adapted according to the writing level of the students (beginning, intermediate and advanced). Consequently, each student proceeded in the adaptive environment in an individualized learning path which was predetermined through the student MI profile (including a student's personal data, EFL writing level and multiple intelligences).Various online tools (hangouts, Google drive, Facebook and WhatsApp) were employed in the adaptive environment. The experimental design was adopted using 60 students of the 2 nd year English major at Mansoura Faculty of Education. Those participants were divided into two groups: one experimental and one control. Instruments used in the present study were: 1) an EFL writing skills test, 2) an analytic rubric for scoring the writing skills, and 3) a usability scale to evaluate the easiness of students' learning through the adaptive environment. The
This research aimed at developing the augmented reality skills for kindergarten students through ... more This research aimed at developing the augmented reality skills for kindergarten students through the interaction between the two types of controlling smart agent (guided-autonomous) and the locus of control (internal-external) in electronic learning environments. The augmented reality producing skills were identified in addition to the standards of designing the smart agent in electronic learning environments. Participants of the research were (100) students at the faculty of kindergarten; divided into four experimental groups (25 students in each group). The descriptive survey method, the experimental method and the factor design 2x2 were adopted. Instruments of the research included a test for measuring the cognitive part of the augmented reality producing skills, an observation checklist for assessing the performance related to the augmented reality producing skills, and a checklist for evaluating the final product. The experimental treatment was conducted and data were analyzed using the appropriate SPSS statistical techniques. Findings indicated the significant statistical difference of the post administration of the test, observation checklist and the final product evaluation checklist favoring the internal locus of control. In addition, results proved the effect of the interaction between the two types of controlling smart agent (guided-autonomous) and the locus of control (internal-external) for the students in the post administration of the three instruments in favor of the guided smart agent with the internal locus of control.
Learning characteristics vary for each individual learner. Research suggests that knowledge is pr... more Learning characteristics vary for each individual learner. Research suggests that knowledge is processed and represented in different ways and that students prefer to use different types of resources in distinct ways. Adapting learning to meet the various individual differences of the students is a real challenge. Thus, the present study aimed at investigating the effect of designing an adaptive learning environment on developing EFL undergraduate students' writing skills and usability. A design standards checklist was prepared for guiding the process of designing the proposed online adaptive environment. The multiple intelligences (MI) theory was used as a basis for conducting the adaptation process since the students were divided according to their strong intelligences into three groups (analytic, introspective and interactive groups). Different types of multiple intelligences-based activities were presented to each group. Those activities were also adapted according to the writing level of the students (beginning, intermediate and advanced). Consequently, each student proceeded in the adaptive environment in an individualized learning path which was pre-determined through the student MI profile (including a student's personal data, EFL writing level and multiple intelligences).Various online tools (hangouts, Google drive, Facebook and WhatsApp) were employed in the adaptive environment. The experimental design was adopted using 60 students of the 2nd year English major at Mansoura Faculty of Education. Those participants were divided into two groups: one experimental and one control. Instruments used in the present study were: 1) an EFL writing skills test, 2) an analytic rubric for scoring the writing skills, and 3) a usability scale to evaluate the easiness of students' learning through the adaptive environment. The results indicated that the adaptive online learning environment led to developing EFL students' writing skills and that the students found the environment usable for learning and interacting with fellows and instructor.