Data

Stage 1 Surveys: Survey of Australian Professionals Using Educational Technology

Central Queensland University
Glen Shearer (Aggregated by)
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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=info:doi10.25946/27199134.v1&rft.title=Stage 1 Surveys: Survey of Australian Professionals Using Educational Technology&rft.identifier=10.25946/27199134.v1&rft.publisher=Central Queensland University&rft.description=The survey stage 1 or 3 stages of data collection for a Doctor of Professional Studies (DProfSt) degree at Central Queensland University, Australia. The research is designed to validate the utility of certain frameworks and models for the development of educational technology. The specific aims of this survey are: - to gather data on that will provide an understanding of the status of the educational technology industry inAustralian human resource development (HRD), - to gather data that will provide an understanding of the challenges and opportunities facing professionals in the adoption of educational technology The research is significant to the HRD industry as insufficient data exists identifying development models and design frameworks linking the mechanics of digital educational interventions and learning outcomes. Additionally, as new educational technologies emerge, insights into the fundamental determinants of their adoption in the HRD industry can impact the development of the direction in which the technologies will evolve. This survey includes multiple choice and free response questions.&rft.creator=Glen Shearer&rft.date=2024&rft_rights= https://creativecommons.org/licenses/by-nc/4.0/&rft_subject=Human-computer interaction&rft_subject=Information visualisation&rft_subject=Programming languages&rft_subject=Applications in social sciences and education&rft_subject=Continuing and community education&rft_subject=Early childhood education&rft_subject=Higher education&rft_subject=Primary education&rft_subject=Data management and data science not elsewhere classified&rft_subject=Professional education and training&rft_subject=Secondary education&rft_subject=Cloud computing&rft_subject=Information systems organisation and management&rft_subject=Concurrent/parallel systems and technologies&rft_subject=Technical, further and workplace education&rft_subject=Education systems not elsewhere classified&rft_subject=Natural language processing&rft_subject=Planning and decision making&rft_subject=Distributed systems and algorithms&rft_subject=Knowledge and information management&rft_subject=Comparative and cross-cultural education&rft_subject=Other information and computing sciences not elsewhere classified&rft_subject=Education assessment and evaluation&rft_subject=Mobile computing&rft_subject=Artificial intelligence not elsewhere classified&rft_subject=Networking and communications&rft_subject=Educational technology and computing&rft_subject=Inclusive education&rft_subject=Computer gaming and animation&rft_subject=Learning analytics&rft_subject=Digital and electronic media art&rft_subject=Interactive media&rft_subject=Entertainment and gaming&rft_subject=Interactive narrative&rft_subject=Serious games&rft_subject=Context learning&rft_subject=Virtual and mixed reality&rft_subject=Graphics, augmented reality and games not elsewhere classified&rft_subject=Accessible computing&rft_subject=Semi- and unsupervised learning&rft_subject=Affective computing&rft_subject=Machine learning not elsewhere classified&rft_subject=Collaborative and social computing&rft_subject=Computing education&rft_subject=digital game-based learning&rft_subject=gamification&rft_subject=serious games&rft_subject=learning analytics&rft_subject=LM-GM&rft_subject=serious game mechanics&rft_subject=human resource management&rft_subject=HR&rft.type=dataset&rft.language=English Access the data
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The survey stage 1 or 3 stages of data collection for a Doctor of Professional Studies (DProfSt) degree at Central Queensland University, Australia. The research is designed to validate the utility of certain frameworks and models for the development of educational technology.

The specific aims of this survey are:

- to gather data on that will provide an understanding of the status of the educational technology industry inAustralian human resource development (HRD),

- to gather data that will provide an understanding of the challenges and opportunities facing professionals in the adoption of educational technology

The research is significant to the HRD industry as insufficient data exists identifying development models and design frameworks linking the mechanics of digital educational interventions and learning outcomes. Additionally, as new educational technologies emerge, insights into the fundamental determinants of their adoption in the HRD industry can impact the development of the direction in which the technologies will evolve.

This survey includes multiple choice and free response questions.

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Subjects
Accessible computing | Affective computing | Applications in social sciences and education | Artificial intelligence not elsewhere classified | Cloud computing | Collaborative and social computing | Comparative and cross-cultural education | Computer gaming and animation | Computing education | Concurrent/parallel systems and technologies | Context learning | Continuing and community education | Data management and data science not elsewhere classified | Digital and electronic media art | Distributed systems and algorithms | Early childhood education | Education assessment and evaluation | Education systems not elsewhere classified | Educational technology and computing | Entertainment and gaming | Graphics, augmented reality and games not elsewhere classified | HR | Higher education | Human-computer interaction | Inclusive education | Information systems organisation and management | Information visualisation | Interactive media | Interactive narrative | Knowledge and information management | LM-GM | Learning analytics | Machine learning not elsewhere classified | Mobile computing | Natural language processing | Networking and communications | Other information and computing sciences not elsewhere classified | Planning and decision making | Primary education | Professional education and training | Programming languages | Secondary education | Semi- and unsupervised learning | Serious games | Technical, further and workplace education | Virtual and mixed reality | digital game-based learning | gamification | human resource management | learning analytics | serious game mechanics | serious games |

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ACN 633 798 857