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Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool

The primary purpose of this phenomenographic qualitative study is to identify a group of second-year undergraduate architecture students’ conceptions of learning technology use. The secondary purpose is to examine students’ learning experiences, perceptions, and feelings of technology use in an educ...

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Main Authors: Ebenezer, Jazlin, Sitthiworachart, Jirarat, Kew, Si Na
Format: Article
Language:English
Published: Springer 2022
Subjects:
H Social Sciences (General)
Online Access:http://eprints.utm.my/103530/1/KewSiNa2022_ArchitectureStudentsConceptionsExperiencesPerceptions.pdf
http://eprints.utm.my/103530/
http://dx.doi.org/10.1007/s10639-021-10654-5
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spelling my.utm.1035302023-11-14T06:36:48Z http://eprints.utm.my/103530/ Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool Ebenezer, Jazlin Sitthiworachart, Jirarat Kew, Si Na H Social Sciences (General) The primary purpose of this phenomenographic qualitative study is to identify a group of second-year undergraduate architecture students’ conceptions of learning technology use. The secondary purpose is to examine students’ learning experiences, perceptions, and feelings of technology use in an education course. Data were collected over a week by individually interviewing 15 architecture students, who were becoming teachers of architecture. Each 20-min individual interview was audio-recorded, transcribed verbatim, translated into English, and analysed to identify descriptive categories of the students’ conceptions of learning technology use. The six descriptive categories were: learning online, searching for information and knowledge, defining social media connectivity, exploring a virtual place, designing a model house, and transferring knowledge and understanding. Most architecture students expressed the technology-integrated lessons were interesting. The architecture students perceived educational games as the most useful teaching tools in their future classrooms. The study implies phenomenography can be used as an assessment tool to identify students’ conceptions and characterize their structural aspects, which may be used as curriculum frameworks to design content that moves architecture students from the periphery to the core of the subject. Springer 2022 Article PeerReviewed application/pdf en http://eprints.utm.my/103530/1/KewSiNa2022_ArchitectureStudentsConceptionsExperiencesPerceptions.pdf Ebenezer, Jazlin and Sitthiworachart, Jirarat and Kew, Si Na (2022) Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool. Education and Information Technologies, 27 (1). pp. 1133-1157. ISSN 1360-2357 http://dx.doi.org/10.1007/s10639-021-10654-5 DOI : 10.1007/s10639-021-10654-5
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic H Social Sciences (General)
spellingShingle H Social Sciences (General)
Ebenezer, Jazlin
Sitthiworachart, Jirarat
Kew, Si Na
Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool
description The primary purpose of this phenomenographic qualitative study is to identify a group of second-year undergraduate architecture students’ conceptions of learning technology use. The secondary purpose is to examine students’ learning experiences, perceptions, and feelings of technology use in an education course. Data were collected over a week by individually interviewing 15 architecture students, who were becoming teachers of architecture. Each 20-min individual interview was audio-recorded, transcribed verbatim, translated into English, and analysed to identify descriptive categories of the students’ conceptions of learning technology use. The six descriptive categories were: learning online, searching for information and knowledge, defining social media connectivity, exploring a virtual place, designing a model house, and transferring knowledge and understanding. Most architecture students expressed the technology-integrated lessons were interesting. The architecture students perceived educational games as the most useful teaching tools in their future classrooms. The study implies phenomenography can be used as an assessment tool to identify students’ conceptions and characterize their structural aspects, which may be used as curriculum frameworks to design content that moves architecture students from the periphery to the core of the subject.
format Article
author Ebenezer, Jazlin
Sitthiworachart, Jirarat
Kew, Si Na
author_facet Ebenezer, Jazlin
Sitthiworachart, Jirarat
Kew, Si Na
author_sort Ebenezer, Jazlin
title Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool
title_short Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool
title_full Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool
title_fullStr Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool
title_full_unstemmed Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool
title_sort architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: phenomenography as an assessment tool
publisher Springer
publishDate 2022
url http://eprints.utm.my/103530/1/KewSiNa2022_ArchitectureStudentsConceptionsExperiencesPerceptions.pdf
http://eprints.utm.my/103530/
http://dx.doi.org/10.1007/s10639-021-10654-5
_version_ 1783876377657737216
score 13.211869

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