Page 66 - International Perspectives on Effective Teaching and Learning in Digital Education

Tina Štemberger and Andreja Klančar

Table 4 The Application of Digital Tools
Digital tools Always Often Sometimes Never
f f % f f % f f % f f %
Mentimeter 1 1,4 4 5,4 5 33,8 44 59,5
Socrative  ,  , 3 4,1 71 59,9
Elever  ,  , 5 6,8 69 93,
Preguntados 1 1,4 73 86,6
Cerebriti 3 4,1 71 95,9
Kahoot 1 1,4 3 4,1 4 3,4 46 6,
Brainscape 1 1,4 73 98,6
Educaplay 5 6,8 69 93,
Quizlet  ,7 13 17,6 59 79,7
Google Drive 9 1, 5 33,8 5 33,8 15 ,3
YouTube 9 1, 6 35,1 6 35,1 13 17,6
Prezi 1 1,4 3 4,1 17 3, 53 71,6

AI tools like Google Bard, SciSpace, and Otter.ai remains limited, possibly due
to competition with similar tools or lack of awareness. Chi-square test were
carried out to test whether there are differences in the frequency of applica-
tion of AI tools according to academic position, scientific field, teaching expe-
rience and the average number of students in one semester through the last
two academic years. However, the results revealed no statistically significant
differences.

Perceived Concerns and Obstacles for Using Innovative Teaching Methods
Respondents were asked to list the obstacles to use innovative teaching
methods in classrooms.
The main obstacle seems to be the time. It was listed 31 times. Respondents
report that they have lack of time to learn about these methods and to use
them in the classroom. The later mainly because to the pedagogical over-
load, to reduction of contact hours and because of big groups of students.
Many (15) also point to the low accessibility to educational technology, poor
classroom equipment and software available and lack of resources. Some re-
spondents (1) also point out their lack of knowledge in the field and lack of
motivation-on both sides-teachers and students. One of the obstacles on the
list is also the lack of technical support and the belief that innovative meth-
ods are not applicable to each subject and that they are used just for fun, as
they do not affect students’ knowledge.
As one of the respondents summarised: ‘One of the primary obstacles is
resistance from faculty members or administrators who are accustomed to

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