Educational Technology Quarterly <p><em>Educational Technology Quarterly</em> (ETQ, Educ. Technol. Q) is a Diamond Open Access peer-reviewed journal focused on the ways in which digital technology can enhance education. ETQ welcomes research papers on the pedagogical uses of digital technology where the focus is broad enough to be of interest to a wider education community.</p> <p>In addition to empirical work, we welcome systematic reviews and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper. ETQ also offers the opportunity to publish special issues or sections to reflect current interest and research in topical or developing areas.</p> Academy of Cognitive and Natural Sciences en-US Educational Technology Quarterly 2831-5332 Digitalization of vocational education under crisis conditions <div class="pavb abstract format0"> <p>The rapid development of technologies and their application in all branches of the economy calls for digitalization of education as a prerequisite of improving the quality of vocational training. Digital technologies in their turn allow to diversify the mode of training according to the needs arising under various circumstances. In some countries like Australia and Canada, online and blended learning are the only possibly form of training due to learners’ remotedness to schools. But as recent experience shows, introduction of online education was the only way out to sustain it under the conditions of the COVID-19 and now by the wartime and absence of access to educational facilities. In this was, the necessity of digitalization of education is constantly growing together with its increasing range of applicability. Now all production processes and processes of the service sector are under the influence of digital technologies, because modern machines are operated by computers. Modern military equipment is also digitally based and operated. Thus, working in modern industries and services requires a high level of digital literacy, which presents a challenge for the system of vocational education. Under modern conditions, irrespective of their positive or negative origin, vocational schools (VS) should be ready to train specialists for various spheres of industry capable of working with constantly changing digital technologies. This fact puts forwards certain requirements to digital literacy of both students and teachers, who have to cooperate through digital devices and software to attain the set educational goals. All these circumstances require the equal level of digital literacy of both teachers and students to provide educational institutions with the latest material base and digital resources.</p> </div> Vasyl I. Kovalchuk Svitlana V. Maslich Larysa H. Movchan Copyright (c) 2023 Vasyl I. Kovalchuk, Svitlana V. Maslich, Larysa H. Movchan 2023-01-08 2023-01-08 2023 1 1 17 10.55056/etq.49 Impact of digital disruption influencing business continuity in UAE higher education <p>Digital disruption has been the most used and discussed topic in the last 6 years and has been a trending topic on the Google trends, only second to the remote working searched on Google search engines. Most business continuities have been put at risk due to significant reasons like COVID-19, Social distancing norms, and technology disruption to name a few. Businesses especially in UAE higher education sector need to take a holistic view that considers potential threats to an organization and look at providing a resilience framework to respond effectively to safeguard the key stakeholder’s interests. The research study looks at combining the business continuity maturity model and the digital disruption models and suggests a framework that business managers and owners can consider mitigating the risks and enhancing the resilience of their organization for the future. The organization might be able to enhance its brand value and look at creating more value in its services. This study can help managers and top management look at the factors that can improve performance after the disruption. The participants can be trained to work during disruption to mitigate the risk or crisis, reducing major losses in business.</p> Shankar Subramanian Iyer Liza Gernal Raman Subramanian Arpita Mehrotra Copyright (c) 2023 Shankar Subramanian Iyer, Liza Gernal, Raman Subramanian , Arpita Mehrotra 2023-01-14 2023-01-14 2023 1 18 57 10.55056/etq.29 A meta-analysis of the most influential factors of the virtual reality in education for the health and efficiency of students' activity <p>Learning focused on assimilation of facts, availability of information, free access to knowledge bases and convenient navigation in local and global networks is not a sufficient condition for the formation of an educated personality, active cognitive activity of the student. In the article, the authors the analysis of virtual reality factors influencing the effectiveness of educational activities and the preservation of the health of students. It is noted that learning in a synthetic environment causes the need to solve new, specific tasks, in particular, the teacher mastering the new role of a facilitator and understanding psychological and psychophysiological problems for health and the effectiveness of learning in a synthetic learning environment, the specificity of cyber-diseases. VR factors have been identified contributing to physiological differences in users: system factors, application and user interaction factors, individual and various factors of perception. Based on the results of research in the field of ergonomics, recommendations have been made, the consideration of which will contribute to reducing the risk of cyber-diseases.</p> Oleksandr Yu. Burov Olha P. Pinchuk Copyright (c) 2023 Oleksandr Yu. Burov, Olha P. Pinchuk 2023-03-19 2023-03-19 2023 1 58 68 10.55056/etq.435 Cloud technologies of augmented reality as a means of supporting educational and research activities in chemistry for 11th grade students <p>Chemistry educational and research activities must be planned in a way that makes extensive use of experimentation. The implementation of chemistry experiments in the classroom is fraught with organizational and logistical challenges, and more recently, the necessity for online learning has been added. The article explains the current state of augmented reality (AR) technology use in contemporary chemical education and the potential for using augmented reality technology to enhance students' chemistry research projects. To complete the research tasks, augmented reality cloud technologies (A-Frame and AR.js) were used. The developed tool is a virtual chemical laboratory that incorporates augmented reality technologies (AR-based virtual chemical laboratory): individual markers correspond to reagents, and a pair of marker combinations activates the playback of a video showing the chemical interaction between the associated pair of reagents. The article describes the development of augmented reality software to support the research activities of 11th grade chemistry students in the form of an AR-based virtual chemical laboratory, as well as its implementation in the teaching and learning process.</p> Pavlo P. Nechypurenko Serhiy O. Semerikov Olesia Yu. Pokhliestova Copyright (c) 2023 Pavlo P. Nechypurenko, Serhiy O. Semerikov, Olesia Pokhliestova 2023-01-10 2023-01-10 2023 1 69 91 10.55056/etq.44 Mobile application for advertising faculty educational services <p>The article shows the use of augmented reality technology and the creation of a mobile application for advertising educational services of the Faculty of Information and Computer Technologies of the Zhytomyr Polytechnic State University, Ukraine. The research method is the use of augmented reality technology to create mobile applications using the Vuforia platform. The developed application is intended for use on devices running on the Android operating system. As a result of this work, a mobile software application was designed and created to promote educational services of the Faculty. Animated 3D models created using the Blender package, cards with information on each specialty and animated videos were created. There is a possibility of direct transition from the mobile application to external information resources. The proposed development can be used to promote the educational opportunities of the educational institution, increase the information value of advertising paper advertising and greater interest of entrants. Mobile application prototype tested in production environment and can be used by multiple faculties. For use by other faculties, information about the relevant specialties must be added to the program. As a result of using the developed mobile application, the number of applications from entrants to the faculty has increased by 40 percent over the past three years.</p> Galyna V. Marchuk Vitalii V. Levkivskyi Maryna S. Graf Yelyzaveta A. Dombrovska Iryna V. Panarina Copyright (c) 2023 Galyna V. Marchuk, Vitalii L. Levkivskyi, Maryna S. Graf, Yelyzaveta A. Dombrovska, Iryna V. Panarina 2023-01-09 2023-01-09 2023 1 92 105 10.55056/etq.30 The use of massive open online courses in teaching the fundamentals of programming to software engineers <p>The article describes the possibilities of using massive open online courses (MOOC) in teaching the discipline "Fundamentals of Programming" to students majoring in software engineering. The content of studying the discipline "Fundamentals of Programming" and the number of hours allotted for its study in institutions of higher education in Ukraine is analyzed. When studying the discipline "Fundamentals of Programming" at the Zhytomyr Polytechnic State University, the study of the corresponding course on the platform of massive open online courses Sololearn is submitted for independent work. A description of the possibilities of using this MOOC in teaching the discipline "Fundamentals of Programming" to future specialists in software engineering is presented. In addition, using a pedagogical experiment, the effectiveness of using the Sololearn in teaching the discipline "Fundamentals of Programming" to future software engineering specialists was tested. The results of the pedagogical experiment showed the effectiveness of using the MOOC Sololearn in teaching the "Fundamentals of Programming" to future software engineering specialists.</p> Tetiana A. Vakaliuk Oleksii V. Chyzhmotria Olena H. Chyzhmotria Svitlana O. Didkivska Valerii V. Kontsedailo Copyright (c) 2023 Tetiana A. Vakaliuk, Oleksii V. Chyzhmotria, Olena H. Chyzhmotria, Svitlana O. Didkivska, Valerii V. Kontsedailo 2023-01-01 2023-01-01 2023 1 106 120 10.55056/etq.37