Sabrina Shajeen Alam
Biographic Data
| ID | 9493476 |
|---|---|
| NAME | Sabrina Shajeen Alam |
| GIVEN NAMES | Sabrina Shajeen |
| FAMILY NAME | Alam |
| SIGNATURE | ALAM S S |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0002-4064-0091 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Measuring pre-service teachers’ technological pedagogical content knowledge of games: The association between attitudes towards games and game-based technological pedagogical knowledge
Integrating digital games into classrooms requires teachers to have specific technological and pedagogical competencies. This study aimed to address the gap in adapting and validating the TPACK-G Questionnaire to assess pre-service teachers’ technological pedagogical content knowledge (TPACK) related to game-based learning in Turkey. Confirmatory factor analysis supported a robust four-factor structure, with acceptable model fit and strong intern…
An investigation of the mathematics applications in the Apple App Store: Do they contain benchmarks of educational quality
Given the numerous mathematics applications marketed in the Apple App Store and the lack of quality control, it is critical to determine whether these digital learning tools are well-designed and if they are accurately marketed by developers. The present study evaluated the top math apps (n = 33) priced under $15, categorized into three age groups (i.e. <5, 6-8, and 9-11) in the App Store. It examined how well they incorporate five educational fe…
How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP)
Theoretically driven educational app design: The creation of a mathematics app
Why this app? How educators choose a good educational app
Why this app? How parents choose good educational apps from app stores
Educational apps can be considered a dominant medium for providing educational content to children. Parents are major stakeholders and mediators in the selection of apps (Dias & Brito, 2021). It is critical to know how they choose apps for their children and understand what indicates a quality educational app, as well‐designed apps can support and enhance children's learning process. An online study with parents was conducted to identify parents'…
No prominent works on this page.
Theoretically driven educational app design: The creation of a mathematics app
Why this app? How educators choose a good educational app
Why this app? How parents choose good educational apps from app stores
Educational apps can be considered a dominant medium for providing educational content to children. Parents are major stakeholders and mediators in the selection of apps (Dias & Brito, 2021). It is critical to know how they choose apps for their children and understand what indicates a quality educational app, as well‐designed apps can support and enhance children's learning process. An online study with parents was conducted to identify parents'…
How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP)
An investigation of the mathematics applications in the Apple App Store: Do they contain benchmarks of educational quality
Given the numerous mathematics applications marketed in the Apple App Store and the lack of quality control, it is critical to determine whether these digital learning tools are well-designed and if they are accurately marketed by developers. The present study evaluated the top math apps (n = 33) priced under $15, categorized into three age groups (i.e. <5, 6-8, and 9-11) in the App Store. It examined how well they incorporate five educational fe…
Measuring pre-service teachers’ technological pedagogical content knowledge of games: The association between attitudes towards games and game-based technological pedagogical knowledge
Integrating digital games into classrooms requires teachers to have specific technological and pedagogical competencies. This study aimed to address the gap in adapting and validating the TPACK-G Questionnaire to assess pre-service teachers’ technological pedagogical content knowledge (TPACK) related to game-based learning in Turkey. Confirmatory factor analysis supported a robust four-factor structure, with acceptable model fit and strong intern…
Psychology (5 works) · Child Development and Digital Technology (4 works) · Computer Science (4 works) · Mathematics education (4 works) · Gender and Technology in Education (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Educational technology (2 works) · Higher education (2 works) · Impact of Technology on Adolescents (2 works) · Mathematics Education and Teaching Techniques (2 works)