Exploring Self-Learning of Nursing Students at VNUHCM through Camera-Integrated Translation Technology: Perceptions and Insights
DOI:
https://doi.org/10.54855/979-8-9870112-8-7_3Keywords:
integrated camera, translation, nursing, ESPAbstract
This study examined the relationship between camera-integrated translation technology and self-directed learning, and explored differences in perceptions across gender groups. A survey with 66 participants and 18 questions provided data for analysis using ANOVA and multiple linear regression analyzes. The results showed a strong connection between translation technology and self-directed learning, which means the integrated camera translation application has a positive impact on autonomy. Moreover, as expected, there are no differences in perception between genders regarding function, which is in line with previous studies. Last but not least, the research highlights the most affecting factor, which underscores the importance of focus and contextual relevance in improving translation-assisted learning. This study offers a valuable in-depth analysis of the perceptions and attitudes of both learners and instructors. Based on the mentioned perception, the writer offers implications for a pedagogical approach, including suitable classroom activities and the enhancement of supportive tools. Other suggestions, due to limitations including scale, plot survey, and descriptive data, are also mentioned for further research.
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