Integrating technology-mediated learning in Biology education (Histology): A systematic literature review
DOI:
https://doi.org/10.37134/jictie.vol9.1.8.2022Keywords:
technology-mediated learning, mobile application, smartphone application, Histology, Biology educationAbstract
Leveraging technology is an integral component of any 21st-century learning. Researchers and practitioners are still working on ways to improve student learning with the help of technology as a learning tool. Therefore, this study was carried out to study the effects of integrating technology-mediated learning in biology education using a systematic literature review (SLR) by employing the PRISMA technique. The analysis of selected literature found that the integration of technology-mediated learning has a significant positive impact on student's academic achievement and learning experience. Further research can be carried out by investigating the impact of technology-mediated collaborative learning on learning experience and academic achievement in histology. Several advantages and features of technology-mediated learning are identified by classifying the learning methods, approaches, and delivery methods.
Downloads
References
Albino, M. G. (2021). Technology tool in teaching biology: A mixed reality mobile application. International Journal of Multidisciplinary Research and Explorer, 1(4), 43–46.
Anggereini, E., Budiarti, R. S., & Sanjaya, M. E. (2018). The effect of ICT-based Classwide Peer Tutoring (CWPT) application and motivation to biology education student creativity in ICT learning. BIODIK, 4(2), 105–113. https://doi.org/10.22437/bio.v4i2.6177
Buckner, E., & Kim, P. (2014). Integrating technology and pedagogy for inquiry-based learning: The Stanford Mobile Inquiry-based Learning Environment (SMILE). Prospects, 44(1), 99–118. https://doi.org/10.1007/s11125-013-9269-7
Che Ahmad, C. N., Yahaya, A., & Sani, S. S. (2020). Pembangunan modul video amali (V-Lab) bagi mempertingkatkan pengajaran dan pemudahcaraan biologi tingkatan empat. Jurnal Pendidikan Sains & Matematik Malaysia, 10(2), 1–7.
Cuban, L., & Jandrić, P. (2015). The dubious promise of educational technologies: Historical patterns and future challenges. E-Learning and Digital Media, 12(3–4), 425–439. https://doi.org/10.1177/2042753015579978
Felszeghy, S., Pasonen-Seppanen, S., Koskela, A., Nieminen, P., Harkonen, K., Paldanius, K. M. A., Gabbouj, S., Ketola, K., Hiltunen, M., Lundin, M., Haapaniemi, T., Sointu, E., Bauman, E. B., Gilbert, G. E., Morto, D., & Mahonen, A. (2019). Using online game-based platforms to improve student performance and engagement in histology teaching. BMC Medical Education, 19(273), 1–11
Gould, K. S., Gilbert, A., Pike, A. J., & Menzies, I. J. (2019). Interactive touch-screen monitors facilitate collaborative learning of microscopy skills in an introductory-level plant biology lab. Journal of Biological Education, 53(1), 47–53. https://doi.org/10.1080/00219266.2017.1420680
Gusenbauer, M. (2019). Google Scholar to overshadow them all? Comparing the sizes of 12 academic search engines and bibliographic databases. Scientometrics, 118(1), 177–214. https://doi.org/10.1007/s11192-018-2958-5
Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181–217. https://doi.org/10.1002/jrsm.1378
Hamzat, A., Bello, G., & Abimbola, I. O. (2017). Effects of computer animation instructional package on students’ achievement in practical biology. Cypriot Journal of Educational Sciences, 12(4), 218–227. https://doi.org/10.18844/cjes.v12i4.2932
Harris, T., Leaven, T., Heidger, P., Kreiter, C., Duncan, J., & Dick, F. (2001). Comparison of a virtual microscope laboratory to a regular microscope laboratory for teaching histology. Anatomical Record, 265(1), 10–14. https://doi.org/10.1002/ar.1036
Heidger, P. M., Dee, F., Consoer, D., Leaven, T., Duncan, J., & Kreiter, C. (2002). Integrated approach to teaching and testing in histology with real and virtual imaging. Anatomical Record, 269(2), 107–112. https://doi.org/10.1002/ar.10078
Islam Sarker, M. Na., Min, W., Monirul Alam, G. M., & Dan, L. (2019). Leveraging digital technology for better learning and education: A systematic literature review. International Journal of Information and Education Technology (Vol. 9, Issue 7, pp. 453–461). https://doi.org/10.18178/ijiet.2019.9.7.1246
Jimena Medina, I., Gómez-Luque, M. A., Peña Amaro, J., Luque Ruiz, I., & Gómez-Nieto, M. A. (2019). HistoNFC: An innovative tool for the practical teaching of histology using NFC technology. Wireless Communications and Mobile Computing, 2019. https://doi.org/10.1155/2019/1291364
Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., Rispoli, M., Lang, R., Marschik, P. B., Sutherland, D., Green, V. A., & Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), pp. 147–156. https://doi.org/10.1016/j.ridd.2012.07.027
Kiboss, J. K., Ndirangu, M., & Wekesa, E. W. (2004). Effectiveness of a computer-mediated simulations program in school biology on pupils’ learning outcomes in Cell Theory. Journal of Science Education and Technology, 13(2), 207–213. https://doi.org/10.1023/b:jost.0000031259.76872.f1
Kumar Basak, S., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191–216. https://doi.org/10.1177/2042753018785180
Lee, B. C., Hsieh, S. T., Chang, Y. L., Tseng, F. Y., Lin, Y. J., Chen, Y. L., Wang, S. H., Chang, Y. F., Ho, Y. L., Ni, Y. H., & Chang, S. C. (2020). A web-based virtual microscopy platform for improving academic performance in histology and pathology laboratory courses: A pilot study. Anatomical Sciences Education, 13(6), 743–758. https://doi.org/10.1002/ase.1940
Lim, C. P., & Khine, M. S. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, 14(1), 97–125.
Maske, S. S., Kamble, P. H., Kataria, S. K., Raichandani, L., & Dhankar, R. (2018). Feasibility, effectiveness, and students’ attitude toward using WhatsApp in histology teaching and learning. Journal of Education and Health Promotion, 7(1), 158–158. https://doi.org/10.4103/jehp.jehp_30_18
Mertala, P. (2020). Paradoxes of participation in the digitalization of education: A narrative account. Learning, Media and Technology, 45(2), 179–192. https://doi.org/10.1080/17439884.2020.1696362
Michael, J. (2006). How we learn: Where’s the evidence that active learning works?. Adv Physiol Educ, 30, 159–167. https://doi.org/10.1152/advan.00053
Mikropoulos, T. A., Katsikis, A., Nikolou, E., & Tsakalis, P. (2003). Virtual environments in biology teaching. Journal of Biological Education, 37(4), 176–181. https://doi.org/10.1080/00219266.2003.9655879
Mohd. Zainuddin, N. M., Mohd Azmi, N. F., Mohd Yusoff, R. C., Shariff, S. A., & Wan Hassan, W. A. (2020). Enhancing classroom engagement through Padlet as a learning tool: A case study. International Journal of Innovative Computing, 10(1), 49–57. https://doi.org/10.11113/ijic.v10n1.250
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Journal of Clinical Epidemiology, 62(10), 1006–1012. https://doi.org/10.1016/j.jclinepi.2009.06.005
Necheva, V., & Ingilizova, G. (2018). The role of ICT for the visualization of the histology educational content in higher education. Science and Technology, 8(8), 1–9.
Pratt, R. L. (2009). Are we throwing histology out with the microscope? A look at histology from the physician’s perspective. Anatomical Sciences Education, 2(5), 205–209. https://doi.org/10.1002/ase.100
Rinaldi, V. D., Lorr, N. A., & Williams, K. (2017). Evaluating a technology supported interactive response system during the laboratory section of a histology course. Anatomical Sciences Education, 10(4), 328–338. https://doi.org/10.1002/ase.1667
Rojas-Mancilla, E., Conei, D., Bernal, Y. A., Astudillo, D., & Contreras, Y. (2019). Learning histology through game-based learning supported by mobile technology. International Journal of Morphology, 37(3), 903–907. https://doi.org/10.4067/s0717-95022019000300903
Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2008). Using a computer animation to teach high school molecular biology. Journal of Science Education and Technology, 17(1), 49–58. https://doi.org/10.1007/s10956-007-9080-4
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Milken Exchange of Education Technology, 1–13. https://www.milkenexchange.org
Schrack, C. (2014). The Austrian network of schools in mobile (e)Learning. UNESCO High-Level Policy Workshop on ICT in Education for Eastern and Central European Countries. http://www.unesco.org/education/ICTWorkshop2014-%0Aday1/AustrianNetwork-ofSchoolsinmobileLearning.pdf
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. https://doi.org/10.1111/j.1365-2729.2009.00338.x
Senthilkumar, R., Sivapragasam, C., & Senthamaraikannan, B. (2014). Role of ICT in teaching biology. International Journal of Research, 1(9), 780–788.
Šorgo, A., Verčkovnik, T., & Kocijančič, S. (2010). Information and communication technologies (ICT) in biology teaching in Slovenian secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 39–46. https://doi.org/10.12973/ejmste/75225
Subramaniam, G., & Mohd Fadzil, H. (2021). View of using Padlet to enhance Year 11 students engagement in learning genetic. Jurnal Pendidikan Sains dan Matematik Malaysia, 11(2), 39–50. https://ejournal.upsi.edu.my/index.php/JPSMM/article/view/5250/3154
Végh, V., Nagy, Z. B., Zsigmond, C., & Elbert, G. (2017). The effects of using Edmodo in biology education on students’ attitudes towards biology and ICT. Problems of Education in the 21st Century, 75(5), 483–495. https://doi.org/10.33225/pec/17.75.483
von Elm, E., Altman, D. G., Egger, M., Pocock, S. J., Gøtzsche, P. C., & Vandenbroucke, J. P. (2014). The strengthening the reporting of observational studies in epidemiology (STROBE) statement: Guidelines for reporting observational studies. International Journal of Surgery, 12(12), 1495–1499. https://doi.org/10.1016/j.ijsu.2014.07.013
Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, 6(4), 251–266. https://doi.org/10.1023/A:1012976702296
Webb, M. E. (2002). Pedagogical reasoning: issues and solutions for the teaching and learning of ICT in secondary schools. Education and Information Technologies, 7(3), 237–255. https://doi.org/10.1023/A:1020811614282
Yang, K., Park, S.-U., Kim, J.-Y., Lee, H., Choi, I.-J., & Lee, J.-H. (2019). Effectiveness of smartphone application in histology practice. Anatomy & Biological Anthropology, 32(1), 17. https://doi.org/10.11637/aba.2019.32.1.17