ZoekresultatenZoekresultaten
Volg ons op
Volg ons op
Types
0Instelling
26Bestandstype
9Taal
5Publicatiejaar
12Thema's
14Producttype
14Publicaties met bestand / URL
2Projectstatus
3The last trend in technology is the upcoming Metaverse [1]. Metaverse represents a combination of virtual and augmented technology. With this technology, users will be able to immerse into a fully digital environment by obtaining a virtual identity through a digital avatar and acting as this was the real world. They can meet other users, shop, buy real estate, visit bars and restaurants, even flirt. Metaverse can be applied in several aspects of life such as (among others): Economy (Metaverse is entering into the cryptocurrency field), finance [2], social life, working environment, healthcare, real estate [3], and education [4]. In the last 2 and a half years, during the COVID-19 pandemic, universities made immediate use of e-learning technologies, providing students with access to online learning content and platforms. Previous considerations on how to better integrate the technology to universities or how the institutions can be better prepared in terms of infrastructures were vanished almost immediately due to the necessity of immediate actions towards the need for social distance and global health [5]. The present study proposes a framework for university students’ metaverse technologies in education acceptance and intention to use. The study is based on the Technology Acceptance Model (TAM) [6, 7]. The objectives of the study are to analyze the relationship of students’ intention to use metaverse in education technologies (hereafter named MetaEducation) in correlation with selected constructs of TAM such as: Attitude (ATT), Perceived Usefulness (PU), Perceived Ease of Use (PE), Self-efficacy (SE) of the metaverse technologies in education, and Subjective Norm (SN). The present study develops a structural model of MetaEducation acceptance. This model will be useful to universities’ managers, policymakers and professors to better incorporate the upcoming metaverse technology. The present study tests (if supported) the correlations among the aforementioned constructs. Preliminary results show a hesitance to use MetaEducation technologies from university students. Self-efficacy and Subjective Norm affect Attitude and Perceived Usefulness positively, but on the other side, there is no strong correlation between Perceived Ease of Use and Attitude or Perceived Usefulness and Attitude. Authors believe that the weak ties among the studies constructs have to do with the lack of knowledge of what really MetaEducation really is, and which are its advantages of use.
LINK
The present study proposes a framework for university students’ metaverse technologies in education acceptance and intention to use. The study is based on the Technology Acceptance Model (TAM). Data used are coming from two universities and are compared to each other. 311 university students from The Netherlands and 292 from Greece participated, gathering 513 valid answers to analyze (285 from The Netherlands and 228 from Greece). The objectives of the study are to analyze the relationship between students’ intention to use metaverse in education technologies (hereafter named MetaEducation) in correlation with selected constructs of TAM such as Attitude (ATT), Perceived Usefulness (PU), Perceived Ease of Use (PE), Self-efficacy (SE) of the metaverse technologies in education, and Subjective Norm (SN). Furthermore, we want to research any cultural differences between the two populations based on their answers. Therefore, we propose two different structural models from the SEM analysis, once for each country. For both proposed models, different and individual analysis is conducted. We decided not to combine the datasets, since the samples present several cultural differences. The proposed models will be useful to universities’ managers, policymakers, and professors to better incorporate the upcoming metaverse technology. The present study tests the correlations among the aforementioned constructs. Preliminary results show a hesitance to use MetaEducation technologies from university students from both countries. Self-efficacy and Subjective Norms affect Attitude and Perceived Usefulness positively, but on the other side, there is no strong correlation between Perceived Ease of Use and Attitude or Perceived Usefulness and Attitude. Authors believe that the weak ties among the study constructs have to do with the lack of knowledge of what really MetaEducation really is, and which are its advantages of use.
LINK
The last decades have seen an increase in the use of illicit recreational drugs. In this article we take a detailed look at the current state of normalisation of the three most popular illicit recreational drugs among Dutch university students in the Netherlands (MDMA/Ecstasy, cocaine and amphetamine) by zooming in on five established aspects of normalisation and expanding on one of those aspects: social accomodation, by adding a behavioural subcomponent (setting of use). For this purpose, we used quantitative data, obtained from four studies (2016, 2017, 2019 and 2020) among Dutch university students in a prototypical university city in the Netherlands (Groningen). Results show that three aspects of normalisation are clearly observable. The drugs are perceived as highly accessible, the last year prevalence of use is high, and experimenting, especially with MDMA/Ecstasy, is common. Accurate knowledge of the drugs and acceptance of occasional use, account in some measure for social accommodation. However, as students do not talk openly about their drug use with everyone in their environment, one cannot speak of cultural accommodation. Thus, although clear signs of normalisation of illicit recreational drugs, especially MDMA/Ecstasy, are observable among Dutch university students, there is no full-scale normalisation of these drugs.
DOCUMENT
Metaverse, a burgeoning technological trend that combines virtual and augmented reality, provides users with a fully digital environment where they can assume a virtual identity through a digital avatar and interact with others as they were in the real world. Its applications span diverse domains such as economy (with its entry into the cryptocurrency field), finance, social life, working environment, healthcare, real estate, and education. During the COVID-19 and post-COVID-19 era, universities have rapidly adopted e-learning technologies to provide students with online access to learning content and platforms, rendering previous considerations on integrating such technologies or preparing institutional infrastructures virtually obsolete. In light of this context, the present study proposes a framework for analyzing university students' acceptance and intention to use metaverse technologies in education, drawing upon the Technology Acceptance Model (TAM). The study aims to investigate the relationship between students' intention to use metaverse technologies in education, hereafter referred to as MetaEducation, and selected TAM constructs, including Attitude, Perceived Usefulness, Perceived Ease of Use, Self-efficacy of metaverse technologies in education, and Subjective Norm. Notably, Self-efficacy and Subjective Norm have a positive influence on Attitude and Perceived Usefulness, whereas Perceived Ease of Use does not exhibit a strong correlation with Attitude or Perceived Usefulness. The authors postulate that the weak associations between the study's constructs may be attributed to limited knowledge regarding MetaEducation and its potential benefits. Further investigation and analysis of the study's proposed model are warranted to comprehensively understand the complex dynamics involved in the acceptance and utilization of MetaEducation technologies in the realm of higher education
LINK
The study provides an empirically robust definition of the university student role at the Amsterdam University of Applied Sciences, by identifying the generally tacit demands, the normative behaviors and strategies students should master to be successful as a university student. The study maps the influence of social and cultural capital on the socialization process into the student role.
DOCUMENT
This paper intends to provide an understanding of how higher education can promote good mental health amongst university students in the post-COVID-19 era. Recent trends during the global pandemic outbreak have shown that mental health issues among students are increasingly on the rise. This affects students’ well-being and overall ability to function in their studies and daily life. In this research, a survey completed by 135 students from HAN International School of Business forms our sample. Our findings show that while performance demands are continuously increasing, students’ mental health is being more and more compromised. As students are in a particular age group vulnerable to establishing mental health disorders, they tend to fail to recognize and meet important needs to ensure healthy living. As a result, higher education needs to actively focus on the inclusion and promotion of mental health education and awareness and becomes more self-aware of its own impact on students’ mental health. We recommend that higher-education institutions implement a strategy, policy, model, or framework for mental health guidance at their institution that actively promotes a healthy balance for their students to support good mental health and improve their overall well-being.
LINK
VHL University of Applied Sciences (VHL) is a sustainable University of AppliedSciences that trains students to be ambitious, innovative professionals andcarries out applied research to make a significant contribution to asustainable world. Together with partners from the field, they contribute to innovative and sustainable developments through research and knowledge valorisation. Their focus is on circular agriculture, water, healthy food & nutrition, soil and biodiversity – themes that are developed within research lines in the variousapplied research groups. These themes address the challenges that are part ofthe international sustainability agenda for 2030: the sustainable developmentgoals (SDGs). This booklet contains fascinating and representative examplesof projects – completed or ongoing, from home and abroad – that are linked tothe SDGs. The project results contribute not only to the SDGs but to their teaching as well.
DOCUMENT
Currently, various higher education (HE) institutes develop flexible curricula for various reasons, including promoting accessibility of HE, the societal need for more self-regulated professionals who engage in life-long learning, and the desire to increase motivation of students. Increasing flexibility in curricula allows students to choose for example what they learn, when they learn, how they learn,
where they learn, and/or with whom. However, HE institutes raise the question of what preferences and needs different stakeholders have with regard to flexibility, so that suitable choices can be made in the design of policies, curricula, and student support programs. In this workshop, we focus on student preferences and share recent insights from research on HE students' preferences regarding flexible education. Moreover, we use participants’ expertise to identify new (research) questions to further explore what students’ needs imply for several domains, namely curriculum-design, student support that is provided by educators/staff, policy, management, and the professional field. Firstly, a conceptual framework on flexible education and student’s preferences will be presented. Secondly, participants reflect in groups on student personas. Then, discussion groups have a Delphi-based discussion to collect new ideas for research. Finally, participants share the outcomes on a ‘willing wall’ and a ‘wailing wall’.
MULTIFILE
De Schilderswijk en Escamp University zijn zaterdagscholen in de Schilderswijk en Escamp. In tegenstelling tot veel weekendscholen zijn deze Universities niet gericht op het bestrijden van achterstanden, maar bieden zij juist de beter presterende leerlingen meer uitdagingen. De Haagse Hogeschool onderzocht, in samenspraak met de gemeente Den Haag, Stichting Brede Buurtschool en met de directeuren/coördinatoren van de beide Universities, in hoeverre deelname aan Schilderswijk of Escamp University bijdraagt aan de sociale mobiliteit van deze leerlingen. Hierbij is gekeken naar de veranderingen in middelbare schoolkeuze, het sociale netwerk en de toekomstambities van de leerlingen. De resultaten van het onderzoek laten zien dat deelname aan het programma van de University leidt tot veranderingen en daarmee bijdraagt aan de sociale mobiliteit onder de deelnemende jongeren en meer kansengelijkheid in het Haagse onderwijs. Het programma maakt leerlingen bewust van middelbare scholen buiten de buurt. Ook sluiten ze sneller nieuwe vriendschappen, waardoor ze een belangrijk netwerk buiten hun eigen kring krijgen. Daarnaast zien we dat leerlingen bewuster zijn van hun talenten en mogelijkheden en dat hun toekomstverwachtingen hierdoor medebepaald worden.
DOCUMENT
The swift enhancement of technology has affected the business environment as higher education alone no longer plays a definitive role in the employment process. To meet the emerging requirements of employers, individuals, specifically students, need to gain more entrepreneurial tendencies. The aim of this study is to investigate the factors affecting the entrepreneurial intention (EI) of university students. In order to do so, five constructs (EI, individual entrepreneurial orientation (IEO), self-efficacy, environmental support, and knowledge sharing) and their items taken from existing literature were used within the proposed model, and the constructed hypotheses were evaluated using structural equation modelling (SEM). Based on the model, a survey was distributed to 332 students of various universities.
Self-efficacy and IEO are expected to be the prime factors affecting EI, whereas environmental support and knowledge sharing are expected to have more of an indirect effect on EI. Overall, this study will help establish the influencers of EI among university students.
DOCUMENT
