See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/342870114

L’utilisation de l’intelligence artificielle en formation: un panorama 2019 -

Chaire CLE - Banque Nationale

Technical Report · March 2020

CITATIONS READS

0 437

1 author:

Azeneth Patino
Laval University
17 PUBLICATIONS   34 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Ph.D. Research: Serious Games for Learning Foreign Languages View project

#CoCreaTIC #5c21 Programming and Robotics for creativity and Computational thinking View project

All content following this page was uploaded by Azeneth Patino on 01 September 2020.

The user has requested enhancement of the downloaded file.

 CHAIRE DE LEADERSHIP EN ENSEIGNEMENT SUR LES PRATIQUES c
Accès rapides Nous joindre

PÉDAGOGIQUES INNOVANTES EN CONTEXTE NUMÉRIQUE - BANQUE

NATIONALE
h EN

ACCUEIL LA CHAIRE BLOGUE PROJETS RESSOURCES

L’utilisation de l’intelligence artificielle en formation : un panorama 2019

26 mars 2020

Azeneth Patino |

La version en francais du texte sera disponible sous peu.

From the vast literature on artificial intelligence (AI), few articles describe current implementations of AI-based training programs.
Most of the scientific and professional literature on AI focuses mainly on the impact of AI-driven automation in the workplace and its
implications for the future of work, the introduction of AI-powered technologies in the workplace, AI employee adoption, AI issues
and concerns, AI compliance, and predictions of future implementations of AI-powered technologies in di erent sectors.
Learning and development specialists acknowledge the impact of AI in the entrepreneurial world and its influence when defining
the current and future training needs (Carson, 2019; Davies et al., 2019; World Economic Forum, 2019). With many future jobs still
being undefined, learning specialists themselves face the challenges of training employees in this constantly changing world.

Methodology
We performed a Boolean/Phrase type of search in late October 2019 in EBSCO Host listed databases Academic Search Premier, Education Source,
ERIC, and Human Resources Abstracts.

Out of 1572 initially identified publications discussing emergent technologies for training purposes, 6 articles on artificial intelligence were selected
for final synthesis according to the following explicit inclusion criteria:

1. The articles reported the use of artificial intelligence within the scope of training in higher education, health, banking, human resources,
transportation, government, and private organizations.
2. The full text was available (If a paper was unavailable via database searches, requests were sent directly to the authors).
3. The articles were in English.
4. The articles had been published in 2019.

The current uses of AI for training purposes identified in this panorama can be classified into two categories: personalization of learning and
supporting training tasks.

Personalization of learning

Personalization of learning refers to the ways in which AI applications contribute to providing customized training programs to boost learner
engagement and match employees’ training needs. For instance, in the context of higher education, AI is used for profiling and prediction as well as
for assessment and evaluation (Zawacki-Richter et al., 2019). That is, AI allows the identification of learner profiles, later used to predict students
dropping out of a course or even failing the course. This can be used to provide feedback and guidance throughout the learning process in the form
of prompts when students are confused or stalled in their work.

When applied to learning and development, AI has been used to identify trainer characteristics regarding their teaching strategies and expertise in
subjects, to analyze employee performance and propose personalized training, to identify the learner’s preferred method and approach to learning
in order to provide a personalized training format, as well as in determining the best duration, pace, and frequency of training programs for
employees (Maity, 2019).

Supporting training tasks

Support refers to the uses of AI for intelligent tutoring systems, chatbots or other forms of AI-supported adaptive systems in order to facilitate the
learning experience. This task is usually performed by trainers, coaches or teachers. This refers specifically to task automation and tutoring and
teaching support.
In the higher education context, intelligent tutoring systems, also called intelligent online tutors, intelligent so ware agents or intelligent assistants
provide support in teaching course content, in providing automated grading and feedback, and in proposing learning materials based on student
needs.

In health education, intelligent tutoring systems have been used for training and learning for di erent reasons (Iezzi et al., 2019; Randhawa &
Jackson, 2020). For instance, chatbots and teaching-assistant robots have been used to answer students’ questions in online forums, to provide
students with tutoring hints, and to provide immediate feedback, demonstrations, and explanations to nursing students. These implementations of
AI aim to facilitate and support professors and doctors in time-consuming teaching tasks.

Artificial intelligence decision-making systems such as IBM’s Jill Watson already support HR personnel by providing assistance in a series of logistic
tasks. Such tasks include scheduling interviews, providing real-time feedback, answering questions to applicants, and even assisting employees in
sorting through resumes and making HR decisions in the recruitment processes (Damodaran & Schacht, 2018; Maity, 2019). In the near future,
artificial intelligence will be increasingly involved in the learning and development process. More specifically, AI will help to identify the individuals’
competency level and decide which learning intervention is best according to the individual’s training needs with the use of ITS.

Upcoming trends in AI-supported Learning and Development

As the digital era unfolds, we will witness many more uses of AI in the workplace and therefore, many more uses of AI for training purposes.
Learning and development teams will have to design training programs to upskill or reskill their employees for workplace changes. 

For instance, it is expected that the teams of the future will include AI-supported assistants (Pence, 2019). In other words, it is expected for workers
to collaborate with human and non-human coworkers as part of their job. These non-human coworkers may take di erent forms, one example is
the case of cobots, which are AI-supported collaborative robots that will support workers in di erent automated tasks at a faster speed (Cotte,
2020).

Also, the combination of AI technologies like Machine Learning or Deep Learning can potentially produce new ways of personalizing training and
learning in the workplace (Raths, 2019). New forms of AI search agents will support new ways to analyze, understand and find meaning in online
content, which will lead to a search revolution that might impact training practices.

AI-supported transcription services that o er automated captioned videos will favour an abundance of accessible videos online in several
languages (Joly, 2019). Since videos and online content are frequently used in training programs (Rajeshwari et al., 2019), this could potentially
influence training content selection and delivery.
The use of AI-supported chatbots for customer service in social media will increase significantly. This trend might possibly be used for training
purposes in the form of chatbots created to provide feedback and answer kearners’ questions in the context of training programs (Joly, 2019). 

Conclusion
While AI is currently influencing the way we work, learn and train our people, there is a considerable gap in the scientific and professional literature
that discusses AI-supported training in sectors such as higher education, human resources, banking, health, private organization, government, and
transportation. A lot has been said about AI-driven automation shaping the future of work. Upskilling and reskilling have become two mainstream
concepts in learning and development, professional development, and training in general. New approaches to learning and development inspired
by the growth mindset and lifelong learning philosophies are required to cope with the changing world we live in. Learning specialists themselves
have to cope with uncertainty regarding the nature of jobs and the nature of training programs future employees will require.



#Intelligence Artificielle #Literature Re vie w #Panorama #Re vue de littérature

Chaire de leadership en enseignement sur les pratiques

pédagogiques innovantes en contexte numérique - Banque
Nationale
Suivez-nous!
2320, rue des Bibliothèques
Université Laval
Québec (Québec) G1V 0A6
jno
Courriel:
lk
 nadia.na i@fse.ulaval.ca

© 2019 Université Laval | Tous droits réservés | Conditions générales d'utilisation | Fraudes en ligne
 CHAIRE DE LEADERSHIP EN ENSEIGNEMENT SUR LES PRATIQUES c
Accès rapides Nous joindre

PÉDAGOGIQUES INNOVANTES EN CONTEXTE NUMÉRIQUE - BANQUE

NATIONALE
h EN

ACCUEIL LA CHAIRE BLOGUE PROJETS RESSOURCES

Un panorama de l’utilisation des technologies numériques émergentes pour des

raisons de formation : Méthodologie

3 avril 2020

Azeneth Patino |

Une version du texte en français sera publiée bientôt.

Introduction

To conduct a panorama of the uses of disruptive and emergent technologies for training purposes, we examined the scientific and professional literature on the design,
development, and implementation of research-informed or theory-based training programs involving emergent technologies as well as the development of technological
solutions for training in higher education, health, banking, human resources, transportation, government, and private organizations.

Out of 1572 initially identified publications for the period between January 2019 and December 2019, 95 articles were included in the final synthesis based on explicit
inclusion and exclusion criteria. 

The following research questions guided the literature review:

RQ1. What disruptive/emergent technologies do sectors such as health, banking, human resources, transportation, higher education, government, and private
organizations use to train their people?
RQ2. How do sectors such as health, banking, human resources, transportation, higher education, government, and private organizations use these emergent
technologies to train their people?

Methodology

The purpose of this literature review was to identify the reported usages of emerging technologies for training purposes in the following sectors: Higher education, health,
banking, human resources, transportation, government, and private organizations. In order to do so, we followed the following steps:

1. Define key concepts and search terms according to the purpose of the literature review, as per table 1.
2. Perform a search in a series of scientific databases using search terms associated with three key concepts (i.e. domain, technology, and sector).
 Due to a large amount of retrieved unrelated papers in previous search strings and to the wide scope of the research that aims to gather information in several
sectors, the Boolean/Phrase type of search was chosen since its search operators permit to narrow the search and provide more relevant results.
The documents that were considered for the study included peer-reviewed articles, conceptual papers, reviews of literature and editorial articles in
professional magazines published between January 2019 and December 2019.
The search string and criteria for this literature review included publications indexed in EBSCO Host listed databases Academic Search Premier, Education
Source, ERIC, and Human Resources Abstracts.
3. Refine the search string. The final search strategy shown in Table 1 was refined by focusing on retrieving documents with the search terms associated with the
technology key concept in the title.
4. Select publications per title according to inclusion criteria. By refining the search with concept 2 in the title, duplicates were removed and publications were
selected based on the inclusion criteria.
5. Select publications per abstract information. A er duplicates were removed, abstracts were considered to select papers based on the following inclusion criteria:
Articles reported the use of disruptive/emerging technologies within the scope of training, learning, and development or professional development in the
identified sectors.
Full-text was available. If a paper was unavailable via database searches, requests were sent directly to the authors.
Articles were written in English.
Articles had been published in 2019.
6. Select publications per full-text according to inclusion and exclusion criteria. Once the full-texts were retrieved, articles were selected or excluded according to the
previously mentioned inclusion criteria. Excluded articles at this phase presented one of the following characteristics:
Articles focused on elementary or high school rather than training and/or higher education.
Articles did not report the use of emergent technologies for training.
Articles reported the use of emergent or disruptive technologies for other uses rather than training.
Full-texts were not written in English.
Full-text was unavailable.
7. Review publications for inclusion in the research report. Selected papers were retrieved from a search undertaken in late October 2019. The publication screening
process is summarized in Table 2 and Figure 1.

Table 1

Table 2
 Figure 1

To note, since the final dra of this report, 5 more full-text articles were sent to us by the authors. These articles were not included in the results section but are included in
the references list.

Results

This literature review aimed to examine the scientific and professional literature on emergent technology use for training in higher education, health, banking, human
resources, transportation, government, and private organizations. Table 3 presents the panorama of emerging technologies used for training per sector.

Table 3

References
 List of publications per technology

1. Abrahim, S., Mir, B. A., Suhara, H., Mohamed, F. A., & Sato, M. (2019). Structural equation modeling and confirmatory factor analysis of social media use and
education. International Journal of Educational Technology in Higher Education, 16(1), 32. https://doi.org/10.1186/s41239-019-0157-y
2. Akçapınar, G., Altun, A., & Aşkar, P. (2019). Using learning analytics to develop early-warning system for at-risk students. International Journal of Educational
Technology in Higher Education, 16(1), 40. https://doi.org/10.1186/s41239-019-0172-z
3. Almeida, F., & Simoes, J. (2019). The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm. Contemporary Educational
Technology, 120–136. https://doi.org/10.30935/cet.554469
4. Almousa, O., Prates, J., Yeslam, N., MacGregor, D., Zhang, J., Phan, V., Nielsen, M., Smith, R., & Qayumi, K. (2019). Virtual Reality Simulation Technology for
Cardiopulmonary Resuscitation Training: An Innovative Hybrid System With Haptic Feedback. Simulation & Gaming, 50(1), 6–22.
https://doi.org/10.1177/1046878118820905
5. Alonso-Fernández, C., Cano, A. R., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., & Fernández-Manjón, B. (2019). Lessons learned applying learning analytics to
assess serious games. Computers in Human Behavior, 99, 301–309. https://doi.org/10.1016/j.chb.2019.05.036
6. Anderson, T. (2019). Challenges and Opportunities for Use of Social Media in Higher Education. Journal of Learning for Development, 6(1), 6–19.
7. Angelini, M., & García-Carbonell, A. (2019). Enhancing students’ written production in English through flipped lessons and simulations. International Journal of
Educational Technology in Higher Education, 16(1), 2. https://doi.org/10.1186/s41239-019-0131-8
8. Angelini, M. L., & García-Carbonell, A. (2019). Developing English Speaking Skills Through Simulation-based Instruction. Teaching English with Technology, 19(2), 3–
20.
9. Bavelier, D., & Green, C. S. (2019). Enhancing Attentional Control: Lessons from Action Video Games. Neuron, 104(1), 147–163.
https://doi.org/10.1016/j.neuron.2019.09.031
10. Bayram, S. B., & Caliskan, N. (2019). E ect of a game-based virtual reality phone application on tracheostomy care education for nursing students: A randomized
controlled trial. Nurse Education Today, 79, 25–31. https://doi.org/10.1016/j.nedt.2019.05.010
11. Bellini, C., De Santis, A., Sannicandro, K., & Miverva, T. (2019). Data Management in Learning Analytics: Terms and Perspectives. Journal of E-Learning & Knowledge
Society, 15(3), 133–144.
12. Bertacchini, F., Bilotta, E., Caldarola, F., & Pantano, P. (2019). The role of computer simulations in learning analytic mechanics towards chaos theory: A course
experimentation. International Journal of Mathematical Education in Science and Technology, 50(1), 100–120. https://doi.org/10.1080/0020739X.2018.1478134
13. Bilgic, E., Alyafi, M., Hada, T., Landry, T., Fried, G. M., & Vassiliou, M. C. (2019). Simulation platforms to assess laparoscopic suturing skills: A scoping review. Surgical
Endoscopy, 33(9), 2742–2762. https://doi.org/10.1007/s00464-019-06821-y
14. Bogossian, F. E., Cant, R. P., Ballard, E. L., Cooper, S. J., Levett‐Jones, T. L., McKenna, L. G., Ng, L. C., & Seaton, P. C. (2019). Locating “gold standard” evidence for
simulation as a substitute for clinical practice in prelicensure health professional education: A systematic review. Journal of Clinical Nursing, 28(21–22), 3759–3775.
https://doi.org/10.1111/jocn.14965
15. Capdarest-Arest, N., Opuda, E., & Stark, R. K. (2019). “Game on!” Teaching gamification principles for library instruction to health sciences information professionals
using interactive, low-tech activities and design-thinking modalities. Journal of the Medical Library Association, 107(4). https://doi.org/10.5195/jmla.2019.636
16. ChanLin, L.-J., Chan, K.-C., & Wang, C.-R. (2019). An epistemological assessment of learning nutritional information with augmented reality. The Electronic Library,
37(2), 210–224. https://doi.org/10.1108/EL-06-2018-0128
17. Chien, C. (2019). English for Ecotourism and Its Sustainability with Augmented Reality Technology. International Education Studies, 12(6), 134.
https://doi.org/10.5539/ies.v12n6p134
18. Chitongo, S., & Suthers, F. (2019). Use of technology in simulation training in midwifery. British Journal of Midwifery, 27(2), 85–89.
https://doi.org/10.12968/bjom.2019.27.2.85
19. Darwish, E. B. (2019). Social Media Education in the Arab World: Reality and Challenges. 17th International Conference on E-Society 2019, 21–28.
https://doi.org/10.33965/es2019_201904L003
20. Er, E., Gómez-Sánchez, E., Dimitriadis, Y., Bote-Lorenzo, M. L., Asensio-Pérez, J. I., & Álvarez-Álvarez, S. (2019). Aligning learning design and learning analytics through
instructor involvement: A MOOC case study. Interactive Learning Environments, 27(5–6), 685–698. https://doi.org/10.1080/10494820.2019.1610455
21. Foung, D., & Chen, J. (2019). A Learning Analytics Approach to the Evaluation of an Online Learning Package in a Hong Kong University. The Electronic Journal of E-
Learning, 17(1), 11–24.
22. Franco, P., & DeLuca, D. A. (2019). Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education.
Simulation & Gaming, 50(1), 23–43. https://doi.org/10.1177/1046878118820892
23. Frendø, M., Thingaard, E., Konge, L., Sørensen, M. S., & Andersen, S. A. W. (2019). Decentralized virtual reality mastoidectomy simulation training: A prospective,
mixed-methods study. European Archives of Oto-Rhino-Laryngology, 276(10), 2783–2789. https://doi.org/10.1007/s00405-019-05572-9
24. Fung, F. M., Choo, W. Y., Ardisara, A., Zimmermann, C. D., Watts, S., Koscielniak, T., Blanc, E., Coumoul, X., & Dumke, R. (2019). Applying a Virtual Reality Platform in
Environmental Chemistry Education To Conduct a Field Trip to an Overseas Site. Journal of Chemical Education, 96(2), 382–386.
https://doi.org/10.1021/acs.jchemed.8b00728
25. Ga andzhieva, S., & Doneva, R. (2019). Toward a Learning Analytics System in Bulgarian Higher Education Institutions. TEM Journal, 8(3), 1058–1062.
https://doi.org/10.18421/TEM83-51
26. Garcia-Bonete, M.-J., Jensen, M., & Katona, G. (2019). A practical guide to developing virtual and augmented reality exercises for teaching structural biology: VR and
AR for Teaching Structural Biology. Biochemistry and Molecular Biology Education, 47(1), 16–24. https://doi.org/10.1002/bmb.21188
27. Gasevic, D., Tsai, Y.-S., Dawson, S., & Pardo, A. (2019). How do we start? An approach to learning analytics adoption in higher education. The International Journal of
Information and Learning Technology, 36(4), 342–353. https://doi.org/10.1108/IJILT-02-2019-0024
28. Georgiou, K., Gouras, A., & Nikolaou, I. (2019). Gamification in employee selection: The development of a gamified assessment. International Journal of Selection
and Assessment, 27(2), 91–103. https://doi.org/10.1111/ijsa.12240
29. Goodyear, V. A., Parker, M., & Casey, A. (2019). Social media and teacher professional learning communities. Physical Education and Sport Pedagogy, 24(5), 421–433.
https://doi.org/10.1080/17408989.2019.1617263
30. Gorham, T., Jubaed, S., Sanyal, T., & Starr, E. (2019). Assessing the E icacy of VR for Foreign Language Learning Using Multimodal Learning Analytics. In C. N.
Giannikas, E. Kakoulli Constantinou, & S. Papadima Sophocleus (Eds.), Professional development in CALL: a selection of papers (pp. 101–116).
https://books.google.ca/books?
hl=en&lr=&id=kiKNDwAAQBAJ&oi=fnd&pg=PA101&dq=%22Assessing+the+E icacy+of+VR+for+Foreign+Language+Learning+Using+Multimodal+Learning+Analytics%22&ots=rVi8d1QeeL&sig=u_gY
31. Gurer, M. D., Tekinarslan, E., Kocaayak, I., & Gonultas, S. (2019). Development and validation of an attitude assessment scale for the use of 3D printing in education.
International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 15(1), 190–203.
32. Hernández-Lara, A. B., Serradell-López, E., & Fitó-Bertran, À. (2019). Students’ perception of the impact of competences on learning: An analysis with business
simulations. Computers in Human Behavior, 101, 311–319. https://doi.org/10.1016/j.chb.2019.07.023
33. Herodotou, C., Rienties, B., Boroowa, A., Zdrahal, Z., & Hlosta, M. (2019). A large-scale implementation of predictive learning analytics in higher education: The
teachers’ role and perspective. Educational Technology Research and Development, 67(5), 1273–1306. https://doi.org/10.1007/s11423-019-09685-0
34. Horowitz, K. S. (2019). Video Games and English as a Second Language: The E ect of Massive Multiplayer Online Video Games on The Willingness to Communicate
and Communicative Anxiety of College Students in Puerto Rico. American Journal of Play, 11(3), 379–410.
35. Huang, Y.-M. (2019). Exploring students’ acceptance of educational computer games from the perspective of learning strategy. Australasian Journal of Educational
Technology, 35(3), 132–149.
36. İbili, E. (2019). E ect of augmented reality environments on cognitive load: Pedagogical e ect, instructional design, motivation and interaction interfaces.
International Journal of Progressive Education, 15(5), 42–57. https://doi.org/10.29329/ijpe.2019.212.4
37. Ibrahim, K. (2019). Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics. Foreign Language Annals, 52(2), 335–357.
https://doi.org/10.1111/flan.12388
38. Jamil, M. G., & Isiaq, S. O. (2019). Teaching technology with technology: Approaches to bridging learning and teaching gaps in simulation-based programming
education. International Journal of Educational Technology in Higher Education, 16(1), 25. https://doi.org/10.1186/s41239-019-0159-9
39. Jaremko, K. M., Schwenk, E. S., Pearson, A. C. S., Hagedorn, J., Udani, A. D., Schwartz, G., Elkassabany, N. M., Snively, A., & Mariano, E. R. (2019). Teaching an old pain
medicine society new tweets: Integrating social media into continuing medical education. Korean Journal of Anesthesiology, 72(5), 409–412.
https://doi.org/10.4097/kja.19261
40. Joly, K. (2019). Digital marketing trends for 2019: Privacy concerns, artificial intelligence and shi s in social media lie ahead. University Business, 22(1), 46–46.
41. Jones, K. M. L. (2019). Learning analytics and higher education: A proposed model for establishing informed consent mechanisms to promote student privacy and
autonomy. International Journal of Educational Technology in Higher Education, 16(1), 24. https://doi.org/10.1186/s41239-019-0155-0
42. Kaya, O. S., & Bicen, H. (2019). Study of Augmented Reality Applications Use in Education and Its E ect on the Academic Performance: International Journal of
Distance Education Technologies, 17(3), 25–36. https://doi.org/10.4018/IJDET.2019070102
43. Kim, A. S. N., Wong-Kee-You, A. M. B., Wiseheart, M., & Rosenbaum, R. S. (2019). The spacing e ect stands up to big data. Behavior Research Methods, 51(4), 1485–
1497. https://doi.org/10.3758/s13428-018-1184-7
44. Klein, C., Lester, J., Nguyen, T., Justen, A., Rangwala, H., & Johri, A. (2019). Student Sensemaking of Learning Analytics Dashboard Interventions in Higher Education.
Journal of Educational Technology Systems, 48(1), 130–154. https://doi.org/10.1177/0047239519859854
45. Klein, C., Lester, J., Rangwala, H., & Johri, A. (2019). Learning Analytics Tools in Higher Education: Adoption at the Intersection of Institutional Commitment and
Individual Action. The Review of Higher Education, 42(2), 565–593. https://doi.org/10.1353/rhe.2019.0007
46. Kumar, V., & Nanda, P. (2019). Social Media in Higher Education: A Framework for Continuous Engagement. International Journal of Information and Communication
Technology Education, 15(1), 109–120.
47. Lamb, R. L., & Etopio, E. (2019). Virtual Reality Simulations and Writing: A Neuroimaging Study in Science Education. Journal of Science Education and Technology,
28(5), 542–552. https://doi.org/10.1007/s10956-019-09785-9
48. Larrabee Sønderlund, A., Hughes, E., & Smith, J. (2019). The e icacy of learning analytics interventions in higher education: A systematic review. British Journal of
Educational Technology, 50(5), 2594–2618. https://doi.org/10.1111/bjet.12720
49. Lohmann, G., Pratt, M. A., Benckendor , P., Strickland, P., Reynolds, P., & Whitelaw, P. A. (2019). Online business simulations: Authentic teamwork, learning
outcomes, and satisfaction. Higher Education, 77(3), 455–472. https://doi.org/10.1007/s10734-018-0282-x
50. Maity, S. (2019). Identifying opportunities for artificial intelligence in the evolution of training and development practices. Journal of Management Development,
38(8), 651–663. https://doi.org/10.1108/JMD-03-2019-0069
51. Matute-Vallejo, J., & Melero-Polo, I. (2019). Understanding online business simulation games: The role of flow experience, perceived enjoyment and personal
innovativeness. Australasian Journal of Educational Technology, 35(3). https://doi.org/10.14742/ajet.3862
52. McGregor, K. K., Marshall, B. A., Julian, S. K., & Oleson, J. (2019). Learning While Playing: A Randomized Trial of Serious Games as a Tool for Word Mastery. Language,
Speech, and Hearing Services in Schools, 50(4), 596–608. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0121
53. McKenna, K., Pouska, B., Moraes, M. C., & Folkestad, J. E. (2019). Visual-Form Learning Analytics: A Tool for Critical Reflection and Feedback. Contemporary
Educational Technology, 10(3). https://doi.org/10.30935/cet.589989
54. McNamara, J., Bent, M., & Grace, P. (2019). Using Applied Game and Simulation Technologies to Support Continued Practice Competency: A Case Study. Journal of
Applied Testing Technology, 20(1), 59–77.
55. Mohsen, K., Abdollahi, S., & Omar, S. (2019). Evaluating the educational value of simulation games: Learners’ perspective. Innovations in Education and Teaching
International, 56(4), 517–528. https://doi.org/10.1080/14703297.2018.1515646
56. Montgomery, A. P., Mousavi, A., Carbonaro, M., Hayward, D. V., & Dunn, W. (2019). Using learning analytics to explore self-regulated learning in flipped blended
learning music teacher education: Learning analytics and teacher education. British Journal of Educational Technology, 50(1), 114–127.
https://doi.org/10.1111/bjet.12590
57. Montoro, M. A., Ortiz Colón, A. Ma., Rodríguez Moreno, J., & Ste ens, K. (2019). Emerging technologies. Analysis and current perspectives. Digital Education Review,
35, 186–210. https://revistes.ub.edu/index.php/der/article/view/27395
58. Moorley, C., & Chinn, T. (2019). Social media participatory CPD for nursing revalidation, professional development and beyond. British Journal of Nursing, 28(13),
870–877. https://doi.org/10.12968/bjon.2019.28.13.870
59. Murray, K., & Ward, K. (2019). Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy. Journal of
Further and Higher Education, 43(4), 545–559. https://doi.org/10.1080/0309877X.2017.1378313
60. Murugaiah, P., & Yen, S. H. (2019). Implementing a Social Media-Based Curriculum for Newly-Matched Interns. International Journal of Virtual and Personal Learning
Environments, 9(2), 4.
61. Naese, J. A., McAteer, D., Hughes, K. D., Kelbon, C., Mugweru, A., & Grinias, J. P. (2019). Use of Augmented Reality in the Instruction of Analytical Instrumentation
Design. Journal of Chemical Education, 96(3), 593–596. https://doi.org/10.1021/acs.jchemed.8b00794
62. Narayan, V., Herrington, J., & Cochrane, T. (2019). Design principles for heutagogical learning: Implementing student-determined learning with mobile and social
media tools. Australasian Journal of Educational Technology, 35(3), 86–101.
63. North-Samardzic, A., & de Witt, M. (2019). Designing a Human Resource Management Simulation to Engage Students. Journal of Management Education, 43(4), 359–
395. https://doi.org/10.1177/1052562919841411
64. O’Connor, E. A., & Worman, T. (2019). Designing for Interactivity, While Sca olding Student Entry, Within Immersive Virtual Reality Environments. Journal of
Educational Technology Systems, 47(3), 292–317. https://doi.org/10.1177/0047239518817545
65. Pan, Q. (2019). A Interactive Teaching Mode Based on Educational Games – Case Study of Acupuncture Course. International Journal of Emerging Technologies in
Learning (IJET), 14(17), 167. https://doi.org/10.3991/ijet.v14i17.11205
66. Pardo, A., Jovanovic, J., Dawson, S., Gašević, D., & Mirriahi, N. (2019). Using learning analytics to scale the provision of personalised feedback: Learning analytics to
scale personalised feedback. British Journal of Educational Technology, 50(1), 128–138. https://doi.org/10.1111/bjet.12592
67. Parham, G., Bing, E. G., Cuevas, A., Fisher, B., Skinner, J., Mwanahamuntu, M., & Sullivan, R. (2019). Creating a low-cost virtual reality surgical simulation to increase
surgical oncology capacity and capability. Ecancermedicalscience, 13. https://doi.org/10.3332/ecancer.2019.910
68. Pence, H. E. (2019). Artificial Intelligence in Higher Education: New Wine in Old Wineskins? Journal of Educational Technology Systems, 48(1), 5–13.
https://doi.org/10.1177/0047239519865577
69. Popescu, D., Popa, D. M., & Cotet, B. G. (2019). Getting ready for Generation Z students—Considerations on 3D printing curriculum. Propósitos y Representaciones,
7(2). https://doi.org/10.20511/pyr2019.v7n2.280
70. Rachayon, S., & Soontornwipast, K. (2019). The E ects of Task-based Instruction Using a Digital Game in a Flipped Learning Environment on English Oral
Communication Ability of Thai Undergraduate Nursing Students. English Language Teaching, 12(7), 12. https://doi.org/10.5539/elt.v12n7p12
71. Raths, D. (2019). AI’s Impact on Ed Tech: Artificial intelligence is making its way into a variety of education technologies. Here, vendors talk about their current and
future work with AI in the higher education space. Campus Technology Magazine, 32(2), 6–9.
72. Rémy, S., Seyfried, L., Scappazzoni, E., Lukman, M., & McMullen, J. (2019). Cloud-based dynamic simulation models amplify operator training and safety programs.
Hydrocarbon Processing, 98(4), 29–32.
73. Renganayagalu, S. K., Mallam, S., Nazir, S., Ernstsen, J., & Haavardtun, P. (2019). Impact of Simulation Fidelity on Student Self-e icacy and Perceived Skill
Development in Maritime Training. TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation, 13(3), 663–669.
https://doi.org/10.12716/1001.13.03.25
74. Rivera Vargas, P., & Lindin Soriano, C. (2019). Blockchain in the University: A Digital Technology Design, Implement and Manage Global Learning itineraries. Digital
Education Review, 35, 130–150.
75. Roman, T. A., & Racek, J. (2019). Virtual Reality as a Pedagogical Tool to Design for Social Impact: A Design Case. TechTrends, 63(1), 79–86.
https://doi.org/10.1007/s11528-018-0360-z
76. Safdari, R., Ghazisaeidi, M., & Goodini, A. (2019). Sweet care against sugar bitterness, designing health-based electronic game. Health Informatics Journal, 25(4),
1825–1845. https://doi.org/10.1177/1460458218799444
77. Sansone, N., & Cesareni, D. (2019). Which Learning Analytics For a Socio-Constructuvist Teaching and Learning Blended Experience. Journal of E-Learning &
Knowledge Society, 15(3), 319–329. https://doi.org/10.20368/1971-8829/1135047
78. Santoveña-Casal, S. (2019). The Impact of Social Media Participation on Academic Performance in Undergraduate and Postgraduate Students. International Review
of Research in Open and Distributed Learning, 20(1), 125–143.
79. Sharma, V. (2019). Saudi Students’ Perspective on Social Media Usage to Promote EFL Learning. International Journal of Linguistics, Literature and Translation, 2(1),
129–139.
80. Sheridan, E. (2019). Remaining Semper Paratus: Augmented Reality in the Coast Guard. Performance Improvement, 58(6), 6–11. https://doi.org/10.1002/pfi.21880
81. Smith, K., & Abrams, S. S. (2019). Gamification and accessibility. International Journal of Information and Learning Technology, 36(2), 104–123.
https://doi.org/10.1108/IJILT-06-2018-0061
82. Stavroulia, K. E., Christofi, M., Baka, E., Michael-Grigoriou, D., Magnenat-Thalmann, N., & Lanitis, A. (2019). Assessing the emotional impact of virtual reality-based
teacher training. International Journal of Information and Learning Technology, 36(3), 192–217. https://doi.org/10.1108/IJILT-11-2018-0127
83. Stieler-Hunt, C., & Jones, C. (2019). A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning:
Facilitating digital game adoption in classrooms. British Journal of Educational Technology, 50(1), 264–279. https://doi.org/10.1111/bjet.12679
84. Suki, N. M., & Suki, N. M. (2019). Structural Relationships in the Embedding of Role-Play Games in a Class for Japanese Language Proficiency: Towards a Unified View.
Technology, Knowledge and Learning, 24(1), 65–87. https://doi.org/10.1007/s10758-016-9294-8
85. Taskiran, A. (2019). The e ect of augmented reality games on English as foreign language motivation. E-Learning and Digital Media, 16(2), 122–135.
https://doi.org/10.1177/2042753018817541
86. Tazouti, Y., Boulaknadel, S., & Fakhri, Y. (2019). ImALeG: A Serious Game for Amazigh Language Learning. International Journal of Emerging Technologies in Learning
(IJET), 14(18), 28. https://doi.org/10.3991/ijet.v14i18.10854
87. Tilton, S. (2019). Winning Through Deception: A Pedagogical Case Study on Using Social Deception Games to Teach Small Group Communication Theory. SAGE
Open, 9(1), 215824401983437. https://doi.org/10.1177/2158244019834370
88. Tropea, J., Johnson, C. E., Nestel, D., Paul, S. K., Brand, C. A., Hutchinson, A. F., Bicknell, R., & Lim, W. K. (2019). A screen-based simulation training program to
improve palliative care of people with advanced dementia living in residential aged care facilities and reduce hospital transfers: Study protocol for the IMproving
Palliative care Education and Training Using Simulation in Dementia (IMPETUS-D) cluster randomised controlled trial. BMC Palliative Care, 18(1), 86.
https://doi.org/10.1186/s12904-019-0474-x
89. Vallera, F. L. (2019). Durkheim Said What?: Creating Talking Textbooks With Augmented Reality and Project-Based Activities. Journal of Research on Technology in
Education, 51(3), 290–310. https://doi.org/10.1080/15391523.2019.1617809
90. van Leeuwen, A. (2019). Teachers’ perceptions of the usability of learning analytics reports in a flipped university course: When and how does information become
actionable knowledge? Educational Technology Research and Development, 67(5), 1043–1064. https://doi.org/10.1007/s11423-018-09639-y
91. Viglialoro, R. M., Esposito, N., Condino, S., Cutolo, F., Guadagni, S., Gesi, M., Ferrari, M., & Ferrari, V. (2019). Augmented Reality to Improve Surgical Simulation:
Lessons Learned Towards the Design of a Hybrid Laparoscopic Simulator for Cholecystectomy. IEEE Transactions on Biomedical Engineering, 66(7), 2091–2104.
https://doi.org/10.1109/TBME.2018.2883816
92. Weeks, K. W., Coben, D., O’Neill, D., Jones, A., Weeks, A., Brown, M., & Pontin, D. (2019). Developing and integrating nursing competence through authentic
technology-enhanced clinical simulation education: Pedagogies for reconceptualising the theory-practice gap. Nurse Education in Practice, 37, 29–38.
https://doi.org/10.1016/j.nepr.2019.04.010
93. Welbers, K., Konijn, E. A., Burgers, C., de Vaate, A. B., Eden, A., & Brugman, B. C. (2019). Gamification as a Tool for Engaging Student Learning: A Field Experiment with
a Gamified App. E-Learning and Digital Media, 16(2), 92–109.
94. Whitelock‐Wainwright, A., Gašević, D., Tejeiro, R., Tsai, Y., & Bennett, K. (2019). The Student Expectations of Learning Analytics Questionnaire. Journal of Computer
Assisted Learning, 35(5), 633–666. https://doi.org/10.1111/jcal.12366
95. Whitton, N., & Langan, M. (2019). Fun and games in higher education: An analysis of UK student perspectives. Teaching in Higher Education, 24(8), 1000–1013.
https://doi.org/10.1080/13562517.2018.1541885
View publication stats

96. Williams, P. (2019). Does competency-based education with blockchain signal a new mission for universities? Journal of Higher Education Policy and Management,
41(1), 104–117. https://doi.org/10.1080/1360080X.2018.1520491
97. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where
are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
98. Zielinski, D. (2019). Can Playing Games Help Students Master Concepts from General Psychology Classes?: International Journal of Game-Based Learning, 9(2), 55–
72. https://doi.org/10.4018/IJGBL.2019040104
99. Zilvinskis, J., & Willis, J. E. (n.d.). Learning Analytics in Higher Education: A Reflection. InSight: A Journal of Scholarly Teaching, 14, 43–54.
https://files.eric.ed.gov/fulltext/EJ1222846.pdf
100. Zvarych, I., Kalaur, S., Prymachenko, N., Romashchenko, I., & Romanyshyna, O. (2019). Gamification as a Tool for Stimulating the Educational Activity of Students of
Higher Educational Institutions of Ukraine and the United States. European Journal of Educational Research, 8(3). https://doi.org/10.12973/eu-jer.8.3.875

#Methodolog y #Methodolog y #Panorama #Panorama

Chaire de leadership en enseignement sur les pratiques pédagogiques

innovantes en contexte numérique - Banque Nationale

2320, rue des Bibliothèques Suivez-nous!

jnol
Université Laval
Québec (Québec) G1V 0A6

Courriel:
nadia.na i@fse.ulaval.ca k

© 2019 Université Laval | Tous droits réservés | Conditions générales d'utilisation | Fraudes en ligne