Research in Learning Technology Association for Learning Technology en-US Research in Learning Technology 2156-7069 <p>Authors contributing to <a href="" target="_blank" rel="noopener"><em>Research in Learning Technology</em></a> retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (<a href="" target="_blank" rel="noopener"></a>) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that <span style="text-decoration: underline;">appropriate credit</span> is given, that a link to the license is provided, and that you <span style="text-decoration: underline;">indicate if changes were made</span>. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.<br><br><br></p> The mediating role of technostress in the relationship between social outcome expectations and teacher satisfaction: evidence from the COVID-19 pandemic in music education <p>The COVID-19 pandemic has prompted significant changes in education, including a widespread transition from traditional, in-person instruction to online learning, which has also affected music conservatories. This study investigates the relationship between social outcome expectations and teacher satisfaction with remote education (SRE) among conservatory music professors during the pandemic. Rooted in the Social Cognitive Theory (SCT), the study examines whether technostress mediates this relationship and whether the intention to use information and communication technology (ICT) moderates it. A cross-sectional survey was conducted among 108 Italian conservatory teachers through an online self-report questionnaire. The results indicate a negative indirect effect of social outcome expectations on teacher satisfaction through technostress. However, surprisingly, the direct effect was positive and stronger. The study suggests that social expectations lead to technostress. Still, they also present an opportunity for music educators to embrace the challenge of remote education and increase their satisfaction with it.</p> Ferdinando Toscano Teresa Galanti Veronica Giffi Teresa Di Fiore Michela Cortini Stefania Fantinelli Copyright (c) 2024 Ferdinando Toscano, Teresa Galanti, Veronica Giffi, Teresa Di Fiore, Michela Cortini, Stefania Fantinelli 2024-01-29 2024-01-29 32 10.25304/rlt.v32.3086 Spatial learning using Google Streetview in an online wayfinding task <p>The use of navigation applications changed the way people find their way in an unfamiliar environment. A combination of maps, images and textual route instructions shown (or with audio) on one screen guides the user to the destination but may sometimes be overwhelming. This article investigated the spatial knowledge participants acquired after being presented with different types of route instructions, human and computer-generated, in an online wayfinding task using Google Streetview (without the 2D map) of an unfamiliar environment. The results showed a significant difference in the wayfinding performance for deviations from computer-generated instructions, whilst there was no difference in the time spent and the scene recall. Sketch maps revealed both route-like and survey-like characteristics. But most sketch maps are characterised by high route-likeness. Furthermore, this study showed a significant effect of the environmental layout on the participant’s performance based on deviations incurred during wayfinding. The results of this study have implications for improving navigation system instructions and design as well as for learning with geospatial technologies.</p> Vanessa Joy A. Anacta Copyright (c) 2024 Vanessa Joy Anacta 2024-01-26 2024-01-26 32 10.25304/rlt.v32.3067 Enhancing postgraduate students’ learning outcomes through Flipped Mobile-Based Microlearning <p>This study examines the effects of implementing a Flipped Mobile-Based Microlearning (FMM) approach on postgraduate students’ accessibility, engagement, knowledge retention, overall learning experience and academic achievement. A quantitative multiple methods approach was employed, utilising a two-group quasi-experimental design and a survey questionnaire to gather data. The results suggest that the FMM approach may have positive effects on accessibility, engagement, knowledge retention, overall learning experience and final exam scores when compared to the traditional learning approach. The findings support the efficacy of integrating FMM, highlighting its potential for enhancing the learning process and academic outcomes. These results have implications for educational practice and research, emphasising the value of technology-enhanced learning approaches, active and interactive learning experiences and the promotion of student motivation and attitudes towards learning. This study underscores the broader applicability of FMM and suggests its potential for improving educational outcomes across different educational levels and subject areas.</p> Abdulrahman M. Al-Zahrani Copyright (c) 2024 Abdulrahman M. Al-Zahrani 2024-01-23 2024-01-23 32 10.25304/rlt.v32.3110