Membership in ICEM also includes subscription to Educational Media International, which is·ICEM’s refereed academic journal published by Routlege (Taylor & Francis) and is issued quarterly. It is covered by the British Education Index; Educational Research Abstracts online (ERA), Research into higher Education Abstracts; ERIC; EBSCO host; and Proquest Information and Learning.
Aims & Scope
Educational media has made a considerable impact on schools, colleges and providers of open and distance education. This journal provides an international forum for the exchange of information and views on new developments in educational and mass media. Contributions are drawn from academics and professionals whose ideas and experiences come from a number of countries and contexts.·Priority is given to papers that reveal novel concepts of broad interest to the educational media community. We place a strong emphasis on educational media production, distribution, and use, and interdisciplinary research that reflects the diversity of the educational technology profession. We also publish articles and seek to stimulate research in emerging educational media areas, such as those created by globalization, technology developments, public policy shifts, future trends, and innovation.
Abstracting & Indexing
Educational Media International is covered by the British Education Index; Contents Pages in Education; Educational Research Abstracts online (ERA); Research into Higher Education Abstracts; ERIC; EBSCOhost; and Proquest Information and Learning.
ICEM is undergoing a process of expanding its board of reviewers. Interested individuals should send a brief bio/CV and a note to the Editor-in-Chief, Hannah R. Gerber, Ph.D. via email at hrg004@shsu.edu.
Hannah R. Gerber & Sandra Schamroth Abrams
Editors-in-Chief,·Educational Media International
Published by Taylor and Francis
The journal’s currently available open access articles:
Paul Cox: Outcomes from an educational fintech course on multi-asset investment
This study reports findings from a higher education investment course designed to enhance skills-based learning through experiential, immersive, live, and technologically empowering elements. Results suggest the following performance for the course. First, pure popularity and peer-to-peer word-of-mouth has seen course numbers grow almost 2.5× over 3 years. Learner numbers are two and a half times the second most popular final-year course in the Business School. Second, the course levels-up by amplifying engagement, participation, and inclusion. Compared to ten other, identical cohort all-elective courses, the left shoulder of the grade distribution is lighter, with fewer students obtaining grades 40 to 60. The right shoulder of the grade distribution is heavier, with more students obtaining grades 60 to 75. Third, the development of skills and competencies rather than concepts and abstract constructs appears to have dampened the highest grades achieved among the handful of learners that happen to have strengths coinciding with a few traditional academic components. The average course grade is similar to other courses in the sample. Finally, employability is enhanced, as evidenced by feedback from experience at assessment centres, first and second round interview stages, and offers of employment.
Grant Cooper, Li Ping Thong & Kok-Sing Tang: Transforming science education with virtual reality: an immersive representations model
Immersive virtual reality (IVR) offers significant transformative potential for science education by supporting learning experiences that deeply engage students and improve their understanding of scientific concepts. Despite considerable interest, research on the use of IVR in science education is still in its formative stage. Currently, there is a substantial gap in a tool that can help stakeholders evaluate key elements of immersive software for science education contexts. This research addresses this gap by conceptualising and applying a framework designed to assist educators, researchers, and designers in assessing essential components of an immersive science application. The framework highlights three key components: IVR technological affordances, the exploration of science within IVR, and scientific representations. These components are synthesised into the Immersive Representations Model (IRM). Employing screen capture methodology, we evaluated the application and significance of the IRM. This study pioneers a structured approach to evaluating immersive technologies in science education.
Jessica Mendoza Moheno et al.: ChatGPT enters the classrooms: Student perceptions of the incorporation of artificial intelligence tools in the teaching of Economics and Business
The use of artificial intelligence tools is currently increasingly common, causing changes in teaching-learning processes, generating debates in the educational sector about its utility. Proving to have benefits and advantages, however, there are still gaps in how artificial intelligence tools should be used in education. This research aims to analyze student perceptions of using Generative Artificial Intelligence tools, specifically ChatGPT, in teacher-led activities and propose ways to integrate them into class. A pre-test and post-test were conducted with experimental and control groups, consisting of higher education students in management and business fields. The main results reflect that, after the intervention, students increased their knowledge level and frequency in the use of ChatGPT. The confidence in creativity and business plans, collaborative work, learning process and business plan proposals improved, as well as the recognition of the relevance of the pedagogical knowledge skill. The main limitation of the research is the small sample, which opens the doors to future research that explores the benefits of its use in education.
Jingshan Liu et al.: Transforming science education with virtual reality: an immersive representations model
Immersive virtual reality (IVR) offers significant transformative potential for science education by supporting learning experiences that deeply engage students and improve their understanding of scientific concepts. Despite considerable interest, research on the use of IVR in science education is still in its formative stage. Currently, there is a substantial gap in a tool that can help stakeholders evaluate key elements of immersive software for science education contexts. This research addresses this gap by conceptualising and applying a framework designed to assist educators, researchers, and designers in assessing essential components of an immersive science application. The framework highlights three key components: IVR technological affordances, the exploration of science within IVR, and scientific representations. These components are synthesised into the Immersive Representations Model (IRM). Employing screen capture methodology, we evaluated the application and significance of the IRM. This study pioneers a structured approach to evaluating immersive technologies in science education.