International Journal of Information Technology and Language Studies

(IJITLS)

The impact of technology on knowledge retention: A

systematic review
Sallam Alsarayreh
[email protected]

The British University in Dubai, Dubai, United Arab Emirates

Abstract. Innovative technologies of the 21st century, such as Haptic technologies, 3D printing,
chatbots, data mining, and brain-based learning, played an essential role in e-learning and interactive
teaching techniques to support student knowledge management and knowledge retention. This study
aims to comprehensively analyze five research articles published in conference proceedings and
journals through a systematic literature review. The main findings of this study indicate that among the
technologies mentioned earlier, e-learning and virtual environments were the most technologies
studied in the field, which have a significant impact on knowledge retention. Furthermore,
questionnaires and actual tests for some technologies were the main used research methods in data
collection in the analyzed studies. This study shows the recent research progression made in studies
considering the impact of technologies on knowledge retention.
Keywords: Knowledge retention, Education, Artificial intelligence, Data mining, Chatbot, Haptic
technologies, Brain-based learning, Systematic review.

1. Introduction
The flourishing role of information technologies has reshaped the landscape of different domains (Al-
Emran, 2015; Q. A. Alajmi et al., 2018; Salloum et al., 2017). In the age of digital transformation, which
transformed the educational possibilities to ensure knowledge transfer and retention, technology benefits
students by breaking down barriers in education and providing a blissful moment in a variety of settings
and subjects (Al-Emran & Shaalan, 2017; Iyer, 2020). This study’s focus is educating people in conceptual
learning, with more realistic examples of how to use technology to recreate the nature of practical
understanding in the educational world and retain the students' knowledge.
Knowledge retention is critical in many industries such as government, health, banking, and education
(Al-Emran & Mezhuyev, 2019; Arpaci et al., 2020). Considering COVID19 (viruses that infect humans)
pandemic and transforming the learning method from manual-based to e-learning, we observe the
importance of developing the education method and saving the knowledge granted. This paper will focus
on the impact of the new technologies to assist students in learning their general knowledge subjects and
the impact of these technologies on knowledge retention instead of the traditional way. We conducted a
systematic literature review for research on knowledge retention and the effects of technology usage in
education to provide a thorough overview of the current studies and discuss the implications of the
findings.
Teachers want their students to remember details for more than a week rather than memorizing facts
for an exam. Teachers are finding it challenging to teach an ever-increasing amount of material. The effect
of technology on motivation and retention in covering a broad curriculum, results in students' solid
memories (Granito et al., 2012). Teachers must find different ways to teach the appropriate material and
help students retain the requisite knowledge due to the demands of standardized tests (Al-Emran, Abbasi,
et al., 2021; Granito et al., 2012).
This paper will survey selected literature regarding the aspects of Haptic Technologies was introduced
by L.Liu et al. (Iyer, 2020), which simply means "ability to touch" or "ability to grasp" (Revesz, 1950), is a
user interface that allows them to touch virtually, force or control objects formed and/or displayed in a
visual context (Hegedus, 2013), besides the use of three-dimensional printing in the classroom to remove
obstacles to learning how students think and incorporate knowledge into proper subjects (Iyer, 2020)
Including AI technologies such as Chat-bots which have the ability to mimic human conversation and can

Vol. 5, Issue. 2, (2021). pp. 38-46

International Journal of Information Technology and Language Studies (IJITLS).
http://journals.sfu.ca/ijitls
Sallam Alsarayreh 39

offer personalized services (Dutta,2017), along with interactive mining, which enable users to be able to
adjust the objective of a search on the fly, refine mining requests based on returned results, and drill, dice,
and pivot through the data and information space interactively with interactive mining (Han, Kamber and
Pei, 2012), and the philosophy of brain-based or brain-compatible learning theory focuses on concepts that
provide an incentive for maximum knowledge acquisition and retention (Furlong, 1982). The questions
that guided this study are as follows:
Research Question 1: How can technologies support knowledge retention?
Research Question 2: Are the new technologies require to change the teaching methods and approaches?
Discussion: Could we replace the teacher in the future?

2. Literature review
Knowledge retention for curriculum learned is a challenge that persists in education, even though many
methods help students maintain their knowledge (Al-Emran, Mezhuyev, Kamaludin, et al., 2018). We see
several technologies used in education to improve teaching in the twenty-first century, with the digital
transformation reconstruction and improving the education system (Al-dheleai et al., 2020; Al-Emran,
2021; Al-Emran, Malik, et al., 2021; Al-Nuaimi et al., 2021; Q. Alajmi et al., 2020; Qasem et al., 2021). Our
literature review analyses five related studies on using the new technologies in education and how they
affected knowledge retention.
Virtual reality (Haptic System) is the first technology, which imitates sight, i.e., the sense of being present
in the real world. Low-cost consumer VR headsets like the Samsung Gear VR, Google Cardboard, and Google
Daydream have created a more open digital world than ever before. Individuals who had spent time in a
virtual reality environment were polled, and the findings were interpreted using the theories as a guide.
Virtual reality (VR) has also altered the educational environment. The main aim was to show that the
Virtual Haptic System could be a helpful interaction technology for improving human ability in educational
settings. Accordingly, empirical evidence shows that technology benefits students by breaking down
barriers in education and producing pleasurable moments in various contexts and topics, all of which affect
their knowledge retention (Huang et al., 2019; Iyer, 2020).
Three-dimensional printing is another technique that is particularly useful for a variety of topics and
even subjects at various levels of education. Teachers, for example, will print historical objects such as
monuments and coins. Biology students can print organs and cells; geography teachers can print a
mountain range, and so on, paving the way for creativity and innovation in education. The use of 3D
automation in the classroom removes obstacles to learning how students think and incorporate knowledge
into valuable subjects (Iyer, 2020).
Chatbots can have a hugely positive effect on learning in education (Dutta, 2017). High school students
react well to educational technologies such as conversational intelligent tutoring systems (Rus et al., 2015).
Users go to Google, Yahoo, or other information retrieval systems to get information, but they get
documents or links that are not important or useful. As a result of the need to solve such issues, the concept
of a natural language dialog system emerges (Al-Emran et al., 2015), in which a user asks a question in
natural language and the system responds with a succinct and reasonable response (Abu Shawar & Atwell,
2007). The findings on students' learning outcomes and memory retention are contrasted between
conventional search engines (Question Answering System) and intelligent chatbot systems. The findings
show that using intelligent chatbots to learn affects students' learning outcomes and memory retention.
Dialogflow.com (formerly Api.ai) intelligent chatbot developed to assist high school students in learning
general knowledge or social science subjects for the very important function that seeks to develop sub-
intents in the light of a specific purpose (Dutta, 2017).
40 The impact of technology on knowledge retention: A systematic review

Figure 1. Architecture of proposed intelligent chatbot (Dutta, 2017).

The work of (Koşar & Bedir, 2018) presents an insight on the impact of brain-based learning on the
retention of the English language in young adult trainees. The researchers utilized intervening the brain-
based learning principles of the participants for nearly four and a half months. The consequences of the
proficiency tests regulated toward the start of and after the intervention were broken down with an end
goal to investigate whether brain-based learning intervention applies influence concerning the
improvement of test subjects' proficiency in English. The outcomes of the retention test directed a half year
after the post-proficiency test were investigated. An interview was directed both after the post-proficiency
and the retention test to acquire knowledge of the test subjects' perspectives on the brain-based learning
intervention. The main findings achieved from examining both quantitative and qualitative information
suggest that knowledge retention could be enabled by building up a learning climate viable with mind-
based learning standards.
The work of (Ji et al., 2018) sheds light on the issue of supplementing insufficient data into the case-
based reasoning methodology (CBR) by the duplication of suitable values can diminish the possible
negative impacts on the solutions emerging from abrupt alterations. The case-based reasoning approach
essentially depends on chronicled cases to take care of new issues. The problem stems from CBR
researchers rarely inspecting the issue mentioned above. Moreover, to address the issue, the researchers
proposed a knowledge retention-based learning method that is based on CBR by utilizing a data mining
method to administrate missing values of the dataset. The learning technique with the CBR model
accomplished higher precision of the general expense assessment and higher constancy in contrast to the
past model. This exploration shows how cases can be created and considered learning retention cases to
conquer the hurdles of continuous updates in a wide scope of construction projects in nature. In addition
to that, it demonstrates why the case bases should be updated on a frequent basis. On the other hand, data
mining should have been renamed "information mining from data" (Han et al., 2012). Based on the existing
literature, the current review research aims to add value to the body of knowledge by focusing on the effect
of these innovations on knowledge retention in education and how we can use them.
Sallam Alsarayreh 41

Figure 2. Comparison of the case-based reasoning (CBR) model schemes (Ji et al., 2018).

3. Method
In this paper, we used a systematic literature review (also known as a systematic review) to locate,
review, and analyze all related studies on a specific research subject, topic field, or phenomenon of interest
(Kitchenham et al., 2009). A systematic literature review has many benefits by summarizing the current
facts about the technology, such as the effect of paper‑based manual and stereoscopic‑based mobile (Lam
et al., 2021). Moreover, find any gaps in existing research so that areas for further study can be suggested
(Al-Nuaimi & Al-Emran, 2021).
Systematic reviews begin with the development of a review protocol that defines the study issue to be
answered as well as the methods to be used to conduct the review. Systematic reviews are focused on a
pre-determined search method that seeks to find as much relevant information as possible. In order to
properly place new research activities, a framework/background must be provided (Kitchenham et al.,
2009).

3.1. Identify the Research Goal and Research Questions

This paper aims to conduct a comprehensive analysis of relevant literature to depict the effects of digital
transformation technologies that enable e-learning and virtual worlds and test a new approach for ensuring
long-term student knowledge retention. Our research questions were developed using the PICOS model
(The PICOS tool focuses on the Population, Intervention, Comparison, Outcomes, and Analysis of article)
(Methley et al., 2014). The following information is given to help us develop our research questions:
Question number one: How can technologies support knowledge retention?
Question number two: Are the new technologies require to change the teaching methods and
approaches?
Question number three to be discussed: Could we replace the teacher in the future?

3.2. Identify the Keywords

We used the most related keywords to our mentioned question in the research text, starting from
“knowledge retention” And “knowledge retention technologies”. Then we got interesting articles in practice
21st technologies in teaching, improving the students’ knowledge retention in the long term. Accordingly,
we expanded the keywords to cover “data mining techniques” And “AI technologies used in education”, and
“Haptic technologies in education”.
42 The impact of technology on knowledge retention: A systematic review

3.3. Inclusion criteria

Our inclusion criteria are shown in Table 1. Each study found in the search results must meet these
criteria in order to be included in our SLR.
Standard Inclusion/ Exclusion
Date The study has to be published in the 21st century and provide accurate and updated
information in the revolution age.

Outdated information has to be excluded.

Language The study has to be writing in English or translated to English.

Participants The study made on students in education sector.

Keywords
The article has to be related to the search keywords: Knowledge retention. Use of AI in
knowledge retention, data mining techniques, chatbot in education, and haptic
technologies in education. 3D printing. Brain-based learning. The Effect of Technology on
knowledge retention. Systematic review
General criteria Must meet the research keywords conditions and from approved resources.
Table 1. Inclusion/ Exclusion Criteria.

3.4. Data source and search strategy

For the present systematic literature review, the following online library databases and search engines
were used: Gartner, Google Scholar, Springer, Elsevier, and Search gate. According to the study's creators,
these databases would be the primary sources for gathering papers relevant to the Impact of Technology
on Knowledge Retention.
The keywords mentioned earlier yielded 30 papers in the search results. One paper was found
duplicated, and they were removed. As a result, the total number of articles left is now 29. We verified each
study’s inclusion and exclusion criteria. As a result, seven research papers were identified as meeting the
inclusion criteria and were included in the study. The Preferred Reporting Items for Systematic Reviews
and Meta-Analysis (PRISMA) were used to conduct the search and refinement stages of this review. Table
1 shows the Inclusion/Exclusion Criteria. The search and refinement stages in this review study were
carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis
(PRISMA) (Moher et al., 2009).

3.5. Quality assessment

Along with the inclusion and exclusion requirements, the quality evaluation is an important
consideration to consider (Al-Emran, Mezhuyev, & Kamaludin, 2018). To include a way of appraising the
content of the research papers that were retained for further review (N=5), a quality evaluation checklist
as below:
1. Is there something in the analysis that you did not know or understand before?
2. Is the study's information system/technology clearly defined?
3. Is the research relevant to the field of education?
4. Is the technology mature and widely available?
5. Is the literature search comprehensive enough to include all relevant studies?
The checklist was based on suggestions made by (Kitchenham et al., 2009). Each query was graded on
a three-point scale, with a “1” representing “Yes,” a “0” represents “No,” and a “0.5” representing a partial
point.

Question # Question # Question # Question # Question # Total Percentage

1 2 3 4 5
Study 1 1 1 1 0.5 0.5 4 80%
Study 2 1 1 1 0.5 1 4.5 90%
Study 3 0.5 1 1 1 0.5 4 80%
Study 4 1 0.5 0 0.5 0.5 2.5 50%
Study 5 0.5 0.5 0.5 0.5 0.5 2.5 50%
Table2. Quality assessment results.
Sallam Alsarayreh 43

4. Results and discussion

This study reports a "systematic literature review" regarding the impact of technology on knowledge
retention education. This study's focus is educating people in conceptual learning, with more realistic
examples of how to use technology to recreate the nature of practical understanding in the educational
world and retain the students' knowledge. The study reviewed 30 research articles related to open the
discussion on our research questions and comment on the exciting results we found from the extracted
data in this section:
 Research Question 1: How can technologies support knowledge retention?
We believe that the answer to this question lies in three areas of the current education problem, the use
of the technology and ability to implement:
The problem is related to retain the knowledge that has been getting and the challenge that persists in
education. Even though many methods help students maintain their knowledge, but this problem still
exists. The use of technology has created a more open digital world (Iyer, 2020), which has changed
educational possibilities and promoting students by overcoming educational barriers and generating
blissful moments in various contexts and across various subjects.
We have been representing how the technologies of VR, 3D printing, chatbots, data mining and brain-
based education have a significant impact on knowledge retention by
 Creating a path for creativity and innovation in the field of education (Huang et al., 2019;
Iyer, 2020)
 Using mentioned technologies together would enable professors to immerse students in
an intense environment where they can perform several tasks at once, such as visualizing and
designing new objects or 3D models, in order to better understand the concept in a fun and
imaginative way (Huang et al., 2019; Iyer, 2020).
 The intelligent chatbot tool will be trained on a knowledge base of general knowledge
questions and answers, and it will be able to engage in small conversations with its users (Abbasi
& Kazi, 2014; Abu Shawar & Atwell, 2007; Dutta, 2017).
 Brain-based learning more logical and effective learning method (Koşar & Bedir, 2018).
 More reliable estimation results were obtained when the number of retained cases was
increased using the learning process (Ji et al., 2018).
Considering COVID19 (viruses that infect humans) pandemic and transforming the learning method
from manual-based to use the technologies provide users with the advantage of depth perception, which
may aid in memory improvement (Lam et al., 2021).
 Research Question 2: Are the new technologies require to change the teaching methods
and approaches?
Traditional teaching methods include rote practice in which students are expected to take copious notes,
and vocabulary, in which students are expected to memorize meanings and spellings of key terms. This
approach has been shown to be effective in passing exams while still retaining information over time.
Instead, students should employ the elaborative meaningful learning technique. When students are taught
using 21st-century technologies, they are more likely to maintain the knowledge for a longer time. Students
would be able to remember new knowledge more quickly if they collect new foreign information and
compare it to information they already know (Granito et al., 2012).
Teachers in traditional classrooms must use innovative resources to encourage students' imagination
and devote a significant amount of time researching each method's effect on students' actions and
outcomes.
Computers seem to be at the forefront of education in an ever-changing technical world (Granito et al.,
2012), enhancing the teaching method from all angles, such as the ability to interpret class materials, open
the doors for creativity, and create a solid knowledge base that can be easily retained, as several studies
have shown.
Moving from traditional attendance to school to e-learning will add more space, flexibility to student
attendance. Adopt a self-drive learning approach and involve new teaching methods by concentrating on
innovative aspects rather than saving all of the details and focusing on the critical facts to create a new
thinker generation.
Discussion: Could we replace the teacher in the future?
As discussed earlier, the studies that represent the impact of the technology on knowledge retention and
representing the value added to education explores one crucial question that needs to be discussed and
answer in further research, which is “Could we replace the teacher in the future?”
The new technology will not replace the teacher. However, their role and teaching method will be
changed from curriculum instructor to be more creative, instruct the machine and share their experience
44 The impact of technology on knowledge retention: A systematic review

with the broader range of students worldwide to start from what they reach to collaborate to enhance the
education sector and concentrate long-term knowledge retention.

5. Conclusion
In this paper, we concentrated on the use of emerging technology to aid students in learning general
knowledge subjects and the effect of these technologies on knowledge retention rather than the
conventional method. To provide a detailed summary of current studies and address the implications of
the findings, we conducted a systematic literature review for research on information retention and the
impact of technology use in education. Rather than memorizing information for an exam, teachers want
their students to recall specifics for more than a week. Teachers are struggling to teach an ever-increasing
amount of material.
The idea of interactive learning using Haptic Technologies, three-dimensional printing, Chatbots,
interactive mining, and brain-based learning presented realistically has been shown in this study to
increase students' understanding and comprehension abilities and revolutionize the teaching-learning
process. Finally, each of the technologies addressed has its strength and weakness, which must be carefully
examined and combined to create a teaching method with high knowledge retention value-added.

Acknowledgment

This work is a part of a project submitted to The British University in Dubai.

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