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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=https://doi.org/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=CC-BY-NC-4.0&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_subject=Computer gaming and animation&rft_subject=Digital and electronic media art&rft_subject=Interactive media&rft_subject=Continuing and community education&rft_subject=Early childhood education&rft_subject=Higher education&rft_subject=Primary education&rft_subject=Professional education and training&rft_subject=Secondary education&rft_subject=Technical, further and workplace education&rft_subject=Education systems not elsewhere classified&rft_subject=Comparative and cross-cultural education&rft_subject=Education assessment and evaluation&rft_subject=Educational technology and computing&rft_subject=Inclusive education&rft_subject=Learning analytics&rft_subject=Applications in social sciences and education&rft_subject=Natural language processing&rft_subject=Planning and decision making&rft_subject=Artificial intelligence not elsewhere classified&rft_subject=Data management and data science not elsewhere classified&rft_subject=Cloud computing&rft_subject=Concurrent/parallel systems and technologies&rft_subject=Distributed systems and algorithms&rft_subject=Mobile computing&rft_subject=Networking and communications&rft_subject=Entertainment and gaming&rft_subject=Interactive narrative&rft_subject=Serious games&rft_subject=Virtual and mixed reality&rft_subject=Graphics, augmented reality and games not elsewhere classified&rft_subject=Accessible computing&rft_subject=Affective computing&rft_subject=Collaborative and social computing&rft_subject=Computing education&rft_subject=Human-computer interaction&rft_subject=Information visualisation&rft_subject=Information systems organisation and management&rft_subject=Knowledge and information management&rft_subject=Context learning&rft_subject=Semi- and unsupervised learning&rft_subject=Machine learning not elsewhere classified&rft_subject=Programming languages&rft_subject=Other information and computing sciences not elsewhere classified&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.

Issued: 2024-10-10

Created: 2024-10-10

This dataset is part of a larger collection

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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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