Aim/Purpose: To identify the macro-processes, processes, and institutional roles required for a comprehensive functional architecture that supports the design of an Educational Management Information System (EMIS) prototype, and to analyze educational stakeholders’ initial perceptions of its usability. Background: EMIS systems aim to integrate school processes and support institutional decision-making. However, some solutions are characterized by fragmented information flows and lack early usability validation. Furthermore, few studies integrate functionality and usability into a single EMIS design process. This study addresses this shortcoming by combining a functional architecture based on institutional processes with early usability validation through a prototype. Methodology: The study adopted an applied usability evaluation design with a descriptive scope, supported by quantitative analysis and based on a non-experimental cross-sectional design, conducted in three phases: (a) a literature review of national, regional, and international guidelines on school management; (b) representation of institutional processes in a high-fidelity prototype designed in Figma; and (c) early usability evaluation, using Nielsen’s heuristics, with nine teachers (n = 9), whose results should be interpreted as preliminary evidence. Contribution: The study offers an integrated approach to EMIS design by combining a functional architecture for school management with early usability evaluation in a high-fidelity prototype. This integration provides a framework that can be applied to other educational contexts to guide future user-centered EMIS developments. Findings: The functional architecture was organized into a layered model that articulated eight macro-processes, 37 key processes, and seven educational roles, operationalized in a high-fidelity prototype consisting of 81 screens. Early usability evaluation, using Nielsen’s 10 principles, showed significantly higher scores than the minimum acceptability threshold (Wilcoxon, p < .05), particularly in information organization, contextualized language, and simple visual structure. However, areas for improvement were identified in design consistency, feedback, and support resources. From this perspective, the functional architecture provides coherence to the prototype’s design, while usability enables adjustments to make it understandable, navigable, and relevant to educational stakeholders. Recommendations for Practitioners: The findings provide guidance to education stakeholders (ministries, institutional authorities) and educational technology companies (software engineers and UI/UX designers) on the processes required for comprehensive management within an EMIS. In addition, it is recommended to incorporate early usability validation through prototyping to adjust the user interface to the actual needs of education stakeholders prior to technical implementation. Recommendation for Researchers: Researchers should continue to examine how to integrate additional school management processes into EMIS design to advance toward more comprehensive EMIS solutions. Additionally, interface improvements should be explored to achieve satisfactory usability, user experience, and EMIS acceptance, as users’ perceptions and needs may vary with context and level of digital experience. Impact on Society: This study could contribute to the development of a more comprehensive, user-centered, and sustainable approach to digital school management. Furthermore, this integration can enhance the availability for informed decision-making and lead to more efficient educational administration. Future Research: Future studies should validate the proposed EMIS design using larger samples, a diverse range of educational stakeholders, and different institutional contexts. They should also move toward implementation and incorporate evidence-based decision-making capabilities supported by artificial intelligence.
Aim/Purpose: This study aims to develop and empirically evaluate a VR–AI integrated Business Mathematics e-module designed to enhance undergraduate students’ critical and creative thinking in higher education. Background: Business mathematics instruction in higher education frequently lacks structured, immersive resources that integrate Virtual Reality (VR) and Artificial Intelligence (AI) to promote deep analytical and creative competencies. Initial observations at Institut Bisnis dan Teknologi Indonesiaconfirmed that instruction remained predominantly teacher-centered, with limited opportunities for contextual problem-solving. Unlike prior VR or AI studies that deploy these technologies as supplementary tools, this study embeds them as core components of a structured PBL-based e-module – a distinguishing design feature validated across three empirical trial phases. Methodology: A design-based research approach was adopted using the PLOMP development model, comprising preliminary investigation, prototype development, and assessment phases. Instruments included expert validation sheets (LORI), the USE Questionnaire, observation sheets, interview guides, and essay-type tests targeting critical and creative thinking. Content validity was established using the Content Validity Ratio (CVR = 1.00) across all instruments. Reliability of the critical thinking test was confirmed by Cronbach’s α = 0.883, and the creative thinking test by α = 0.817, both indicating high reliability. Participants included 70 undergraduate Digital Business students across a pilot test (n = 9), First Field Trial (n = 33), and Second Field Trial (n = 28). Contribution: This paper contributes an empirically validated VR–AI integrated e-module framework that combines 360° immersive simulation with AI-facilitated adaptive interaction within a structured Problem-Based Learning (PBL) approach, specifically targeting the development of critical and creative thinking in business mathematics. Findings: The e-module achieved high validity (design: M = 4.40, SD = 0.29; media: M = 4.42, SD = 0.32; content: M = 4.57, SD = 0.05; all categorized as Highly Valid). Practical usability improved from 72.17% (First Field Trial) to 86.39% (Second Field Trial). Students’ critical thinking scores rose from M = 88.38 (SD = 5.12, 95% CI [86.56, 90.20]) to M = 93.42 (SD = 4.18, 95% CI [91.80, 95.04]), and creative thinking scores from M = 88.28 (SD = 5.34, 95% CI [86.39, 90.17]) to M = 92.86 (SD = 4.05, 95% CI [91.29, 94.43]), between the two field trials, both substantially exceeding the minimum mastery criterion of 80. Recommendations for Practitioners: Higher education practitioners are encouraged to integrate VR and AI technologies into structured, PBL-based learning modules to create interactive, contextual, and student-centered environments that develop critical and creative thinking competencies. Recommendation for Researchers: Future researchers should expand participant diversity across study programs and institutions, explore broader subject areas, and develop more rigorous comparative and longitudinal designs to strengthen generalizability. Impact on Society: The study supports the cultivation of graduates equipped with critical and creative thinking competencies essential for navigating complex, real-world challenges in the digital and global economy. Future Research: Future studies should examine VR-AI integration across diverse educational contexts, address VR accessibility and technical barriers, and develop more varied assessment instruments aligned with HOTS frameworks.
Aim/Purpose: AI-based recommendation systems frequently fail to serve women in low-resource educational environments effectively, as they neglect critical realities, such as time constraints, limited connectivity, and socio-cultural barriers. This paper proposes a hybrid ensemble AI framework that directly addresses these contextual realities by integrating algorithmic fairness, gender-aware personalization, and low-bandwidth adaptability into a unified, women-focused framework. Background: Although AI-driven personalized learning has advanced rapidly, existing systems lack gender sensitivity, transparency, and contextual adaptability, limiting their effectiveness in promoting inclusive education. Methodology: A Systematic Literature Review (SLR) of 50 peer-reviewed studies (2015-2025) was conducted to analyze research trends in AI-powered recommender systems, gender-focused education, emerging technologies, and explainable AI in educational contexts. Contribution: The key addition of the study is a conceptual ensemble hybrid AI framework, namely Sensitive Hybrid Ensemble for Learning Fairness (SHELF), which provides a comprehensive framework for simultaneously incorporating gender-sensitive learner profiling, bias-conscious recommendation, and low-bandwidth adaptability. Based on a systematic review of 50 studies, the framework provides an evidence-based solution to a critical gap in gender-blind AI-driven educational systems in underserved areas. Findings: Results show that 48% of studies focus on AI-based recommender systems, 19% on adaptive and fair conceptual models, 11% on gender-specific education, and 12% on emerging technologies such as IoT and edge computing. Systematic reviews and meta-analyses of educational recommendation systems account for 7% of studies, while only 3% address transparency and explainability, highlighting a major research gap. Recommendations for Practitioners: Educational stakeholders should adopt gender-aware, fair, and explainable AI systems to provide personalized learning and career guidance for women learners. Recommendation for Researchers: Future research should emphasize inclusive AI design, bias mitigation, contextual adaptability, and explainability in educational systems. Impact on Society: Gender-aware AI in education can enhance women’s access to learning, reduce digital inequality, and support inclusive societal development. Future Research: Further work should validate hybrid AI frameworks across diverse educational contexts and assess long-term impacts on women learners.
Aim/Purpose: Drone technology is emerging as a pedagogical tool in Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, with the potential to foster 21st-century skills. This paper addresses the lack of consolidated evidence by examining global trends and learning outcomes associated with Drone-Based Learning (DBL) within primary education. Background: Although drones are increasingly integrated into educational contexts, research remains dispersed, methodologically heterogeneous, and often limited to short-term interventions. This review responds to this gap by synthesizing a decade of DBL initiatives in primary schools (2014-2024). Methodology: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we screened 706 records and selected 21 studies focusing on STEAM activities integrating drones in primary education. Data were extracted on pedagogical aims, competencies targeted, assessment methods, and reported outcomes. Contribution: This review provides a comprehensive, systematic synthesis of DBL in primary education, mapping curricular applications, competency development, methodological trends, and assessment approaches, while identifying structural constraints and distinguishing between field-level and contextual limitations. Findings: Across studies, DBL activities were associated with increased student engagement, collaboration, and satisfaction. They reported learning outcomes clustered around technological skills (e.g., programming, computational thinking), transversal competencies (e.g., teamwork, problem-solving), and specific subject domains (e.g., language, environmental education). However, most studies relied on self-reported perceptions, non-standardized assessments, and short-term interventions; only three employed pre/post measurements. These findings indicate that DBL in primary education remains an emerging and not yet consolidated research domain. Recommendations for Practitioners: Educators implementing DBL should combine drone activities with clear competency-based learning objectives and use diversified assessment tools, such as performance tasks and observations, to capture both procedural and transversal learning. Recommendation for Researchers: Future DBL studies should adopt more rigorous designs, preferably mixed-methods or longitudinal studies, and apply standardized assessment instruments to enhance robustness and comparability. Impact on Society: By enabling early engagement with technological and transversal skills relevant to the Fourth Industrial Revolution (4IR), DBL can help reduce digital skill gaps and promote inclusive access to emerging technologies in primary classrooms. Future Research: Further work should develop standardized evaluation frameworks, interdisciplinary pedagogical models, and longitudinal studies to strengthen the evidence base for DBL and support its scalable integration into primary curricula.
Aim/Purpose: This study aims to map global research trends in Project-Based Learning (PjBL) and scientific literacy within digitally mediated science education, providing bibliometric insights into the development of themes, methodological patterns, and emerging digital tools. Background: The acceleration of digital transformation has fundamentally reshaped science education, demanding a redefinition of scientific literacy beyond content mastery toward the integration of digital competencies, critical thinking, and socioscientific reasoning. In digitally mediated environments, learners must navigate vast information ecosystems, distinguish scientific evidence from misinformation, and engage with global sustainability challenges such as climate change. Although Project-Based Learning (PjBL) is widely recognized as an effective constructivist approach for fostering inquiry and real-world problem solving, limited bibliometric evidence comprehensively maps how digital tools and PjBL collectively contribute to scientific literacy development. Methodology: A systematic literature review guided by the PRISMA framework was conducted using Scopus-indexed publications (2019–2024). Bibliometric techniques, including keyword co-occurrence and co-citation analysis using VOSviewer, were applied to 141 screened records to identify thematic clusters, publication trends, and research networks. Contribution: This study provides a comprehensive bibliometric landscape that clarifies the intersection between digital competencies and PjBL in advancing multidimensional scientific literacy. It bridges fragmented discussions by integrating thematic, methodological, and impact-based analyses. Findings: Results indicate a steady increase in publications linking “scientific literacy” and “digital literacy,” with PjBL emerging as a dominant pedagogical strategy. Frequently identified digital tools include digital assessment games, virtual learning environments, digital comics, simulations, and data-driven inquiry platforms. Thematic clusters highlight sustainability, socioscientific issues, climate change, citizenship, critical thinking, and misinformation as central concerns. Digital integration positively influences cognitive outcomes (conceptual understanding, inquiry skills, problem-solving) and affective dimensions (motivation and attitudes toward science). However, key challenges include teacher digital competence gaps, fragmented curriculum integration, sustainability alignment complexity, and insufficient assessment frameworks for higher-order inquiry skills. Recommendations for Practitioners: Educators should integrate sustainability-oriented inquiry, digital simulations, collaborative platforms, and structured project-based models within coherent curricular frameworks. Strengthening teacher professional development in digital pedagogy and digital-scientific assessment is essential. Recommendation for Researchers: Future studies should prioritize experimental and comparative designs to evaluate specific digital tools, develop integrated assessment frameworks for scientific and digital literacy, and expand design-based research across diverse contexts. Greater attention to artificial intelligence integration and digital equity is also recommended. Impact on Society: Strengthening digital scientific literacy supports the formation of informed, responsible citizens capable of addressing misinformation, engaging in climate discourse, and making evidence-based decisions in technology-driven societies. Future Research: Longitudinal studies examining sustained impacts of digitally integrated PjBL, AI-supported inquiry models, and cross-cultural comparative analyses are needed to strengthen evidence-based science education reform.
Aim/Purpose: This study investigates the relationship between authentic leadership practices (ALP) and innovative work behavior among faculty members in private universities in Lahore, Pakistan. The research addresses the problem of limited innovation within academic institutions, which is often attributed to insufficient leadership engagement and empowerment mechanisms. Background: Innovation is a critical driver of academic excellence, yet many private universities in Pakistan struggle with fostering innovative work environments. This paper explores how authentic leadership contributes to the enhancement of innovative behaviors among academic staff. Methodology: The study employed a quantitative research design using data collected from 490 faculty members across 16 private universities in Lahore. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the relationships among the four dimensions of authentic leadership (self-awareness, internalized moral perspective, balanced processing, and relational transparency), psychological empowerment, and innovative work behavior. Contribution: This research contributes to the body of knowledge by empirically validating the role of authentic leadership in promoting innovation through psychological empowerment in a South Asian academic context. It underscores the mediating role of psychological empowerment in linking leadership practices to innovative outcomes. Findings: All four dimensions of authentic leadership were found to have a positive and significant correlation with innovative work behavior. Moreover, psychological empowerment partially mediated these relationships, demonstrating its critical role in facilitating innovation through leadership. Recommendations for Practitioners: University administrators and educational leaders are encouraged to cultivate authentic leadership qualities among academic heads and promote psychologically empowering environments to stimulate innovation within their institutions. Recommendation for Researchers: Future studies may explore the longitudinal effects of authentic leadership on innovation and extend this framework to public universities or other regions for broader generalizability. Qualitative studies may also provide deeper insights into the lived experiences of faculty members. Impact on Society: Fostering authentic leadership in higher education can contribute to enhanced academic innovation, better educational outcomes, and ultimately support societal advancement through the development of creative and empowered scholars. Future Research: Further research is needed to examine contextual factors such as organizational culture, digital readiness, or policy frameworks that may moderate the effects of leadership on innovation in educational settings.
Aim/Purpose: This study aims to propose, implement, and evaluate an integrated pedagogical framework, Design for Discovery, embedded within an interactive e-module. The study addresses the pedagogical paradox in quantum physics education, where rigorous conceptual demands often limit opportunities for creative exploration. Background: Quantum physics education presents a dual challenge: achieving deep conceptual understanding while fostering scientific creativity. Traditional instruction often imposes a high cognitive load, limiting students’ capacity for higher-order thinking. This study proposes that technology-enhanced environments can address this by integrating three mechanisms: cognitive headroom, psychological safety, and epistemic curiosity. Methodology: This study employed an embedded mixed-methods case study design involving 25 third-year physics education students at Universitas Jambi, Indonesia. Quantitative data were collected using the Scientific Creative Thinking Skills Test (SCTST) and a conceptual understanding test, while qualitative data were obtained through a reflexive perception survey. The intervention consisted of a five-week implementation of an interactive e-module incorporating visualization, sandbox simulations, and private feedback. Contribution: This study contributes by proposing the Design for Discovery Framework, which conceptualizes creativity as an emergent outcome of the interaction among cognitive, affective, and motivational mechanisms. The framework provides both a theoretical model and a practical design blueprint for developing creativity-supportive learning environments in complex STEM domains. Findings: The results indicate statistically significant improvements in both scientific creative thinking (t(24) = 5.89, p < .001, d = 1.18) and conceptual understanding (t(24) = 7.12, p < .001, d = 1.42). Qualitative analysis identified three key mechanisms: (1) cognitive headroom enabled by visualization, (2) epistemic curiosity triggered through sandbox exploration, and (3) psychological safety facilitated by private feedback. These findings suggest that learning outcomes, including both creative thinking and conceptual understanding, emerge from the interaction of cognitive, affective, and motivational processes. Recommendations for Practitioners: Instructional designers should move beyond content delivery and focus on engineering cognitive learning environments. This includes integrating visualization to reduce cognitive load, incorporating sandbox features to promote exploration, and providing private feedback to support psychological safety and risk-taking. Recommendation for Researchers: Future research should examine the generalizability of the framework across different STEM disciplines and cultural contexts. Further studies may also explore real-time measurement of cognitive load and psychological safety using learning analytics or physiological data. Impact on Society: This study provides a scalable model for fostering creativity within rigorous scientific education, contributing to the development of a STEM workforce capable of both deep expertise and innovative problem-solving. Future Research: Future work may extend this framework through multi-institutional studies and the integration of adaptive or AI-driven learning systems, further to personalize cognitive and affective support in complex learning environments.
Aim/Purpose Civic education is a cornerstone of democratic governance; yet in Ghana, its delivery remains largely technology-free despite a decade-long mandate from the national ICT policy. This study investigates how far the National Commission for Civic Education (NCCE) has integrated Information and Communication Technology (ICT) into its field-level delivery, and why ICT integration remains limited. Background Ghana's 2015 ICT Education Policy requires ICT integration across all educational sectors, including non-formal civic education. Even so, no empirical baseline for ICT integration in NCCE's 261 district offices exists. The Civic Education Technology Adoption (CETA) Framework was developed by extending Technological Pedagogical Content Knowledge (TPACK) with an infrastructure needs assessment component to account for resource constraints that standard TPACK does not capture. Methodology We surveyed 165 civic educators, randomly selected from 45 districts across three geographical zones with a validated questionnaire (alpha = 0.71). In-depth interviews were conducted by adopting a semi-structured interview protocol with 22 participants. Ordinal logistic regression was employed to test predictors of ICT use, whilst thematic analysis was utilised to explore barriers to civic education using ICT. Contribution The TPACK Framework was extended to include a needs assessment component, known as the CETA Framework. ICT usage in the selected districts across the three geographical zones was found to be low. Social media was found to be the primary ICT platform for civic education delivery across 45 districts in Ghana. Findings The use of ICT integration was predominantly low (72.4% probability of the "low use" category; ordinal logit: Tools index beta = 0.695, p = .003), and social media (e.g., WhatsApp, Facebook) were the primary ICT tools for integration. Moreover, infrastructure (devices and Internet) and training were severely lacking, and minimal ICT integration was found despite policy mandate. These findings were attributable to infrastructure deficits and pedagogical capacity gaps. Recommendations for Practitioners Recommendations for Researchers The ICT department at the headquarters of NCCE should conduct an infrastructure audit across all 45 districts using the CETA framework dimensions. Also, a pilot WhatsApp-based civic education programme in 10 low-connectivity districts is recommended to evaluate its influence on target communities in those districts. In addition, ICT coordinators of NCCE should establish quarterly Technological Knowledge/Pedagogical Knowledge (TK/PK) training using a cascade model (train district coordinators -> train staff). A final recommendation to practitioners is to launch the 'Civic Educator Digital Champions' programme to recognize innovative ICT integration. Future research should adopt an experimental design to focus on Technological Knowledge/Pedagogical Knowledge Training (TK/PKworkshops) and on infrastructure (devices + connectivity) to establish causal pathways and identify cost-effective interventions. Impact on Society Integration of ICT, specifically with social media platforms, needs to be encouraged to increase participation and the extent of ICT integration. Civic educators also need to intensify the integration process to encourage citizen participation in good governance in Ghana. Future Research Future research should adopt an experimental design and randomly assign districts to Control, Training-only (TK/PK workshops), Infrastructure-only (devices + connectivity), and Combined (training + infrastructure), measuring integration at 6, 12, and 18 months to establish causal pathways for cost-effective interventions.
Aim/Purpose This study investigates whether AI chatbot-mediated pre-task practice can support university students' preparation for synchronous virtual exchanges and reduce foreign language anxiety (FLA), a persistent barrier to participation in online intercultural communication. Background While virtual exchanges provide authentic opportunities for global interaction, many learners experience anxiety that limits engagement and willingness to communicate. Despite growing interest in AI-supported language learning, little research has examined chatbot use specifically as a structured pre-exchange preparation tool for reducing FLA and enhancing communicative readiness. Methodology A mixed-methods design was employed to examine students' experiences with chatbot-mediated preparation embedded within a structured virtual exchange program. A total of 148 university students from diverse linguistic and cultural backgrounds participated in five cycles of chatbot practice using the Eduling mobile application, followed by Zoom-based intercultural exchanges. Quantitative survey data measured perceived enjoyment, confidence, anxiety, and willingness to communicate, while qualitative thematic analysis of open-ended responses provided insight into perceived benefits and limitations. Contribution This study contributes to research on AI-supported language learning by conceptualizing chatbot-mediated pre-task practice as an affective and communicative scaffold within virtual exchange design, extending prior work beyond classroom-based chatbot use to synchronous intercultural interaction contexts. Findings Quantitative results indicated that students reported moderate to strong agreement that chatbot practice increased confidence (M = 4.32), reduced anxiety (M = 4.36), increased willingness to communicate (M = 4.28), and reduced concern about making mistakes (M = 4.28) during subsequent Zoom exchanges. Qualitative findings revealed that students perceived the chatbot as a low-pressure, accessible environment that supported free expression, feedback, and topic familiarity, contributing to greater communicative readiness. At the same time, participants identified limitations in technical performance, limited conversational depth, and a need for more personalized and interactive features. Recommendations for Practitioners Recommendations for Researchers Educators designing virtual exchanges may benefit from integrating structured chatbot-based rehearsal tasks aligned with exchange topics to support emotional readiness and participation. Attention to task design, platform usability, and learner support is essential for maximizing effectiveness. Future research should examine how chatbot-mediated preparation impacts different learner groups and incorporate behavioral and performance-based measures to complement self-reported data, particularly across varying proficiency and digital literacy levels. Impact on Society As digital and intercultural communication become central to education, scalable tools that reduce anxiety and support participation can expand access to global learning opportunities. Future Research Longitudinal and comparative studies are needed to assess the durability of affective and communicative gains and to explore how different chatbot designs influence outcomes over time.
Aim/Purpose Early identification of at-risk students is a burning issue in higher education. Although conventional Machine Learning (ML) models have high predictive accuracy, they tend to be opaque black boxes and offer no diagnostic information. This paper aims to fill this diagnostic gap by developing an eXplainable AI (XAI)-based framework to convert technical risk scores into actionable prompts for students' self-regulation and reflection. Background Conventional academic assistance is reactive, meaning it is provided after failure has occurred. Although ML enables proactive identification, its lack of transparency prevents educators from offering specific support. This paper introduces a framework to improve student success by integrating explainability and fairness beyond classification, aligning technical AI performance with pedagogical objectives. Methodology Three ML models, Logistic Regression, Random Forest, and XGBoost, were used to analyze a refined sample of 278 student records. The methodology entailed a preprocessing pipeline of data. SHAP (Shapley Additive Explanations) was incorporated to support both global and local interpretability, whereas a formal Fairness Audit was performed to guarantee that risks were fairly detected across gender groups. Contribution The research introduced a novel human-focused framework that fills the gap between predictive analytics and pedagogical theory. It shows how XAI can help turn a technical risk score into a metacognitive prompt, encouraging data-driven conversations between educators and students and offering a clear roadmap for institutional interventions. Findings The analysis revealed that the Random Forest model achieved 92.9% accuracy and an AUC-ROC of 0.977. SHAP analysis found school absenteeism and midterm grades as the most important risk predictors. Individualized diagnostics (waterfall plots) in the system provided the necessary evidence through student self-reflection, and the audit of fairness ensured that the model supports gender groups equally. Recommendations for Practitioners Recommendations for Researchers Educational institutions must implement risk prediction systems based on XAI to go beyond mere warning systems. Practitioners should employ individual-level diagnostics to tailor mentoring and motivate students to reflect on their learning behaviors through evidence-based self-reflection. Further studies are expected to include longitudinal pilot studies that quantify the actual behavioral effects of XAI-based prompts on student outcomes. Researchers are also advised to test the framework using larger, multi-institutional datasets to increase its generalizability. Impact on Society Transparent and fair ML systems can improve student retention and graduation rates, leading to better resource allocation and a more inclusive educational environment. By focusing on student agency, these systems foster a more successful, self-aware workforce that benefits society in the long term. Future Research To establish the global applicability and ethical soundness of the XAI framework, future studies must explore real-time application of XAI to learning management systems and test the cross-cultural validity of behavioral predictors.
Aim/Purpose Despite growing interest in metaverse-based education, empirical research on its accessibility and effectiveness for deaf and hard-of-hearing (DHH) learners remains virtually absent. This study addresses this critical gap by providing an empirical examination of how DHH students experience engagement, multi-modal interaction, and social presence in a metaverse-based geometry learning environment. Background Guided by self-determination theory, multimodal learning principles, and embodied social presence theory, this study examines how metaverse affordances align with DHH learners' visual-spatial strengths and communicative needs in geometry education. Methodology This research adopted an explanatory sequential mixed-methods design involving ten Malaysian DHH secondary students who participated in four metaverse based geometry lessons. Quantitative data were collected through question-naires measuring engagement, visual-interactive features, and social presence. Qualitative follow-up interviews were conducted with five students. Contribution This study provides novel empirical evidence that metaverse environments, when designed with visual-gestural affordances, can effectively support inclusive STEM learning for DHH students, a population often underrepresented in edu-cational technology research. Practical design principles for accessible metaverse instruction are discussed. Findings Students reported high engagement (M = 4.62), positive perceptions of visual-interactive features (M = 4.51), and strong social presence (M = 4.58). They val-ued 3D object manipulation, avatar customization, and spatial exploration, re-porting that these features enhanced engagement and interest. A comparatively lower score for sustained attention (M = 4.10) indicated that visually rich envi-ronments require careful scaffolding to manage cognitive load. Recommendations for Practitioners Recommendations for Researchers Accessibility should be embedded from the outset. Interactive features such as 3D objects and avatars should serve clear pedagogical purposes. Collaborative tools should be intentionally structured with explicit task guidance. Teachers should provide explicit guidance, model navigation strategies, and introduce tools gradually. Future work should incorporate comparison conditions, longitudinal designs, and achievement-based measures. Researchers should investigate individual dif-ferences such as prior technology experience, working memory capacity, and communication preferences. Impact on Society The findings demonstrate potential for metaverse-based learning to support both conceptual understanding and social inclusion for DHH learners, contrib-uting to more equitable and rigorous STEM education. Future Research Future studies should include larger, more diverse cohorts across schools and contexts, examine how avatar customization shapes motivation and identity, and evaluate advanced accessibility supports such as AI-supported signing ava-tars, gesture recognition, and adaptive captioning.
Aim/Purpose To evaluate and explore the advantages of using voice recognition tools (VRT) to enhance pronunciation, motivation, and learner confidence in English as a Foreign Language (EFL) classroom among the first-year undergraduates at Osmania University. It specifically focuses on assessing the pedagogical and psychological impact of integrating voice recognition technology (VRT). Background The use of information and communication technology (ICT) in EFL instruction has expanded to a greater extent. The study explores the impact of VRT, which has emerged as an effective aid for improving pronunciation and speaking skills. By offering real-time feedback and interactive practice, these tools enhance students' motivation, confidence, and oral proficiency. Methodology An experimental study was conducted for undergraduates, specifically within an undergraduate college in Hyderabad, India. The research adopts a quasiexperimental design involving a control group (traditional teaching methods) and an experimental group employing the voice recognition tool Google Speech Software for pronunciation and a customized mini version of Gardner's Attitude/Motivation Test Battery (AMTB) for motivation and confidence. Statistical methods were used to analyze the data and compare results between the two groups. Contribution This study contributes to the field of EFL instruction by providing empirical evidence for integrating VRT for pronunciation enhancement and Gardner's highlights the potential of technology-driven language teaching to foster better oral proficiency and increase learner motivation and confidence.
Aim/Purpose This study examines how a culturally embedded, gamified digital audio quiz platform can improve student engagement and learning in higher education music teaching. Background Although gamified learning is increasingly adopted in universities, its pedagogical value when based on national musical heritage and auditory learning traditions remains underexplored, particularly in non-Western contexts. Methodology A mixed-methods approach was employed with 78 undergraduate students. Quantitative survey data were analysed using SPSS 29, complemented by qualitative classroom observations and student reflections. ContributionThe study offers a culturally responsive model of gamification that incorporates authentic audio materials into quiz-based learning, expanding digital gamification research from general engagement to heritage-focused pedagogy. Findings Findings indicate increased student motivation, sustained attention, and strong student perceptions of improved knowledge retention, and deeper emotional and cultural connection with traditional music content. Although minor technical issues were noted, the platform effectively supported active listening and culturally meaningful learning. Recommendations for PractitionersHigher education educators are encouraged to incorporate culturally relevant, audio-based digital tools to enhance engagement and facilitate the transmission of national musical heritage. Recommendation for Researchers Future research should explore long-term learning effects, compare different cultural contexts, and develop broader gamification designs that include interpretive and creative activities. Impact on Society The findings emphasise the potential of digital gamification to aid in preserving intangible cultural heritage and to strengthen cultural identity among university students. Future ResearchFuture research should investigate cross-institutional implementation, long-term outcomes, and culturally adaptable gamification frameworks.
Aim/Purpose This study aims to investigate the impact of an augmented reality (AR)-based mathematics application on the spatial abilities, academic performance, and learning motivation of 5th-grade primary school pupils. Background Elementary students often struggle to understand 3D geometric shapes and spatial concepts due to limited instructional tools. This paper addresses this problem by implementing an AR-based mathematics application that allows students to interact with virtual 3D shapes to enhance their learning experience. Methodology The study employed a quasi-experimental pre-test-post-test design to compare the effects of using the AR application with using only traditional physical blocks. The study involved 51 fifth-grade students in Taiwan, divided into an AR experimental group (N=25) and a control group (N=26), with balanced gender representation. Contribution This paper contributes to the body of knowledge by demonstrating that AR can significantly enhance elementary students' spatial ability, mathematical achievement, and motivation compared to traditional methods, serving as an equitable pedagogical tool for both genders. Findings The results demonstrate that the AR group significantly outperformed the control group in learning achievement (adjusted mean: 90.14 vs. 74.13, eta p2 = 0.26) and motivation. Regarding gender, both groups showed improvements, suggesting AR provides equitable spatial learning support rather than solely bridging the gender gap. Recommendations for Practitioners Recommendations for Researchers Practitioners are encouraged to integrate AR tools to transform abstract geometric concepts into tangible experiences. However, adequate teacher training and a hybrid curriculum combining AR with physical manipulatives are recommended for optimal implementation. The paper recommends that researchers conduct longitudinal studies to exam-ine the long-term retention of learning gains and the "novelty effect." Addition-ally, investigating the integration of AR with adaptive learning systems for per-sonalized scaffolding is suggested. Impact on Society Integrating AR into education can democratize access to high-quality spatial training. This supports equity in STEM pathways, fosters inclusive learning en-vironments, and contributes to a more technologically skilled future workforce. Future Research Future research should explore the long-term effects of AR on students' learn-ing retention, its impact across different age groups, and how personalized AR experiences can further enhance learning outcomes.
Aim/Purpose This mixed-methods study investigates the effect of a technology-enhanced, learning-oriented assessment (LOA) intervention on the language proficiency of Technical and Vocational Education and Training (TVET) students in China. It seeks to uncover LOA strategies that could effectively enhance students' language learning outcomes in flipped classroom instruction, with special focus on the role of technology in mediating LOA practices. By synthesizing quantitative and qualitative data, this study aims to furnish substantial empirical evidence to validate LOA practices in the specific context of language teaching in TEVT and offer valuable insights into the optimization of technology-enhanced assessment practices within the flipped classroom contexts. Background Learning-oriented assessment prioritizes learning and demonstrates great potential in enhancing learning outcomes and fostering self-directedness. However, concerns have been raised about the practicality of the LOA and its claimed benefits across various contexts owing to reported implementation challenges and inconsistent evidence of its effectiveness in improving learning outcomes. These challenges can be addressed by improving the design of LOA interventions and enhancing the effectiveness of technological support. Methodology A pretest-posttest between-group quasi-experimental design, complemented by focus group discussions and classroom observations, was employed to examine the effects of LOA on language proficiency and to identify effective implementation strategies. The LOA intervention was developed based on Carless's (2007) LOA principles and Jones et al.'s (2016) LOA cycle. Four intact classes were randomly assigned to either the experimental or control group. The modified PRETCO-A test, which had been verified for reliability prior to the intervention, was administered to both groups before and after the 12-week treatment period. Paired-sample and independent-sample t-tests were conducted using the Statistical Package for the Social Sciences (SPSS) to compare the mean scores of overall language proficiency and individual sub-skills within and between groups. Data from the focus groups and classroom observations were analyzed using content and descriptive analyses. Contribution This study contributes empirical evidence on the validity of LOA practice by revealing its positive effects on the specific language skills of TEVT students in an exam-oriented educational setting. By identifying the language skills most strongly enhanced by the LOA intervention and elucidating the challenges encountered and the practical strategies adopted in a flipped classroom, the findings offer valuable insights for researchers and educators seeking to optimize LOA implementation and technology-mediated assessment practices within a flipped classroom context. Particularly, this study advances the understanding of the role of technology in enhancing the LOA process by illustrating how digital tools can integrate assessment, instruction, and learning; enable an action-oriented feedback loop; support more effective assessment task design; and promote rubric-driven peer assessment. Furthermore, it expands the discussion on how the affordance of technology can be leveraged to bolster LOA without compromising academic honesty and fostering student disengagement. Findings Although the independent-samples T tests demonstrated no statistically significant overall gains in TEVT students' language learning outcomes following the LOA intervention, a considerable post-test difference emerged in writing skills (writing, p=0.039), with a small effect size (eta 2=0.0363), and no corresponding pre-test difference. Qualitative evidence from focus group discussions and classroom observations indicated that effective LOA strategies prioritized rubric-driven peer assessment, an action-oriented feedback loop integrating individualized e-feedback and teacher guidance, and protocol-based self-assessment and self-reflection. While technology has enhanced the effectiveness and efficiency of the LOA procedure, teachers should remain alert to the risks of academic dishonesty and disengagement associated with technological use. Recommendations for Practitioners When designing LOA tasks, teachers should align them with TVET students' prior knowledge, desired learning outcomes, and future professional needs, ensuring appropriate challenges and relevance. Prior to peer or self-assessment, students should receive training on how to provide effective feedback and this practice needs to be supported by incentives to foster engagement. Well-structured, rubric-driven peer-assessment and protocol-based self- assessment and reflection protocols are recommended to reduce cognitive load and enhance participation. Additionally, instant diagnostic feedback and scaffolding should be provided to students to foster a growth mindset and diminish a grade-oriented mindset. Moreover, despite technological affordances, consistent teacher guidance remains crucial throughout the LOA process. Recommendations for Researchers The research suggests that the impact of LOA may be limited in scope and may vary across dimensions of language proficiency and among diverse learner types. Researchers are recommended to investigate the impact of prolonged interventions across different learner types and diverse pedagogical settings. Although the current study provides valuable quantitative insights, the discussion remains limited in pedagogical scope. More studies are needed to broaden the understanding of technology-enhanced LOA strategies by incorporating learners' perspectives to provide a more comprehensive view of the mediating effects of students' LOA literacy and prior learning experiences on learning outcomes. Moreover, given the growing concerns over academic integrity and student disengagement in technology-mediated assessment observed in this study, researchers are encouraged to explore the strategies that leverage technology to support LOA while simultaneously addressing these issues. Impact on Society The findings provide robust evidence for the validity and practicality of the LOA, particularly the effectiveness of rubric-driven peer assessment, feedback loops, and protocol-based self-assessment and reflection in enhancing language proficiency. This study offers educators valuable insights to optimize LOA implementation, foster pedagogical innovation, and contribute to the broader assessment reform promoted by national educational authorities. It also highlights the potential tensions in technology-mediated assessment, emphasizing the need to balance its benefits with safeguards that ensure academic integrity. Future Research Future research should focus on developing systematic strategies for implementing LOA by further testing its validity and effectiveness across different learner groups and in diverse pedagogical contexts. In addition, the integration of emerging technologies in LOA warrants thorough investigation, particularly regarding their pedagogical affordances and associated ethical considerations.
Aim/Purpose This paper investigates how academics in Egyptian higher education adopt and engage with generative AI tools, addressing the limited understanding of faculty perceptions and the role of technophobia in influencing adoption. Background Existing research on generative AI adoption primarily focuses on a single tool (e.g., ChatGPT) and overlooks broader organizational and psychological factors. This study extends the Technology Acceptance Model (TAM) to include technophobia and organizational innovative culture, providing a comprehensive explanation of adoption behaviors in the Egyptian higher education context. Methodology A mixed-methods design was employed. Quantitative data were collected from 195 academics via a structured survey measuring TAM constructs, technophobia, and organizational culture. Qualitative data were obtained through semi structured interviews to capture experiences, perceived benefits, and concerns regarding generative AI tools. Contribution The study refines TAM by demonstrating that technophobia indirectly affects adoption through perceived usefulness and perceived ease of use, while organizational innovative culture does not moderate adoption relationships. It offers both theoretical insights and practical guidance for the responsible use of generative AI in higher education. Findings Perceived usefulness was the strongest predictor of adoption intention, whereas perceived ease of use was not significant. Technophobia reduced perceived usefulness and ease of use but did not directly affect adoption intention. Organizational innovative culture did not moderate relationships. Interviews highlighted efficiency benefits of generative AI alongside concerns about ethics, originality, and policy gaps. Recommendations for Practitioners Recommendations for Researchers Universities should establish clear policies for the use of generative AI in teaching, assessment, and research, and provide regular training and awareness programs to support responsible adoption. Institutions should encourage critical and purposeful use rather than dependence on generative AI. Future studies may expand TAM by including constructs such as trust, perceived risk, and institutional policy support, explore discipline-specific adoption patterns, and examine long-term impacts on teaching and learning. Impact on Society Generative AI has the potential to enhance academic productivity while raising ethical and integrity concerns. Balanced and responsible implementation can maintain the educational and social mission of universities. Future Research Further research should involve a wider range of institutions, consider moderators such as digital literacy and organizational readiness, and develop ethical and pedagogical frameworks for the constructive use of AI in higher education.
Aim/Purpose This study designs and implements a virtual reality (VR)-enhanced learning system accessible via web and mobile platforms. The system aims to support and improve the teaching and learning of the Local Education (LE) subject, specifically targeting Grade 10 students in Lamdong province, Vietnam. Background LE is a new subject that has recently been added to the K-12 curriculum in Vietnam to provide the students with regional identity, cultural awareness, and understanding of local geography. However, the subject lacks interactive learning materials and sufficient teaching experience among teachers, leading to passive teaching methods. To address these issues, this study explores how advanced technologies can be leveraged to enrich teaching and learning experiences for LE. Methodology We developed a technology-enhanced learning system comprising VR, web, and mobile components that feature 360-degree tours of local landmarks, cultural videos, interactive quizzes, and self-assessment tools. The system was evaluated based on surveys with more than 7,700 participants, involving teachers and Grade 10 students. Quantitative analysis was conducted to assess engagement and user perceptions. Contribution This study presents one of the first large-scale implementations of educational technology for the LE subject in Vietnam, particularly in Lamdong province. First, we provide a platform for LE's content presentation using VR technology and mobile/web applications. Next, various content related to the LE subject is presented in different ways to support and engage students in their studies. Lastly, the positive efficiency of the proposed platform is proven empirically when deploying to high schools in Lamdong province. Findings After using the proposed learning system, most students found that the new approach made studying the LE subject more interesting and relevant. Through the VR-based activities, the students better understood local culture, history, and geography. Moreover, the teachers reported improvements in instructional confidence, flexibility, and student participation. The teachers expressed willingness to continue using and extending the system to other grades and subjects. Recommendations for Practitioners Recommendations for Researchers The integration of the latest technologies, e.g., VR and web/mobile applications, into the LE subject can boost students' learning motivation. To teach the subject efficiently, the teachers should be trained for digital content curation and interactive lesson design. The researchers can investigate the impacts of the latest technologies on LE subject and learning outcomes. The effectiveness of the new learning system across different provinces in Vietnam should also be investigated. Impact on Society LE subject is important in connecting the students with their cultural, historical, and geographic heritage. The proposed learning system contributes to preserving regional identity and providing a model for the digital transformation of public education in Vietnam. Future Research The proposed learning system will be expanded to other subjects, such as History or Literature. Moreover, the system should be expanded and evaluated not only in Lamdong province, but also in other provinces in Vietnam.
Aim/Purpose Contemporary higher education faces critical challenges in simultaneously developing science process skills and digital competency within rapidly evolving technological contexts. This study aims to investigate the effectiveness of Arduino-IoT integrated 3C-STEMLAB (Creative, Collaborative, Communicative STEM Laboratory) environments in enhancing dual competency development among undergraduate physics education students. Background Despite growing evidence supporting the effectiveness of Arduino and IoT separately in STEM education, limited research examines how integrated Arduino-IoT environments can simultaneously develop science process skills and digital competency through structured pedagogical frameworks, particularly in resource-constrained university contexts in emerging economies. Methodology A 16-week cluster-randomized controlled trial with a convergent-parallel mixed-methods design was conducted involving 60 undergraduate physics education students from four Indonesian public universities in Jambi Province. The experimental group (n=30) engaged with Arduino microcontrollers and Firebase cloud connectivity within a six-phase 3C-STEMLAB framework, while the control group (n=30) received conventional laboratory instruction. Quantitative data were collected using validated Science Process Skills Assessment (alpha=0.92), Digital Competency Scale (alpha=0.94), and 3C-STEMLAB Integrated Competency Scale (alpha=.94). Qualitative data were gathered through semi-structured interviews, classroom observations, and student artifact analysis. Contribution This research provides comprehensive empirical evidence for the development of dual competencies through technology-enhanced collaborative learning environments, offering a validated pedagogical framework for integrating Arduino-IoT technologies with systematic instruction in scientific process skills in resource-constrained higher education settings. Findings ANCOVA results revealed that experimental participants demonstrated significantly superior performance with large effect sizes across all primary outcomes: science process skills (d=1.31, p<0.001), digital competency (d=1.28, p<0.001), 3C integrated competency (d=1.28), and Arduino-IoT collaboration proficiency (d=1.18, p<0.001). Qualitative analysis identified five interconnected themes: authentic technological mediation of scientific learning, enhanced peer collaboration through IoT connectivity, digital identity formation in STEM research contexts, persistent cloud-based research communities, and integrated mastery through creative problem-solving. Recommendations for Practitioners Recommendations for Researchers University educators should implement the systematic, six-phase 3C-STEMLAB progression, emphasizing creative foundation-building, collaborative planning, and communicative implementation, while ensuring adequate faculty preparation, technical infrastructure, and institutional support for dual competency development in undergraduate laboratory courses. Future research should investigate cross-disciplinary 3C-STEMLAB extensions, equity and access considerations across diverse institutional contexts, and the integration of industry partnerships while examining optimal technology integration models for different educational settings and learner populations. Impact on Society This research demonstrates that Arduino-IoT-integrated 3C-STEMLAB environments can effectively transform undergraduate science laboratory instruction, preparing students for contemporary STEM careers requiring both technological competency and scientific inquiry skills while addressing critical workforce development needs in emerging economies. Future Research Priority directions include cross-cultural replication studies, longitudinal investigations of competency retention, optimization of teacher preparation, and assessment of scalable implementation models across diverse resource contexts.
Aim/Purpose This study aims to design and evaluate the usability and user experience of a portable Virtual Reality-based Serious Game (VRSG) informed by Cognitive Behavioral Therapy (CBT) principles to support exposure-oriented practice for adolescents with Social Anxiety Disorder (SAD). Background Adolescents with SAD often face barriers to accessing conventional mental health services, including stigma, limited availability of therapists, and low engagement with traditional treatment formats. While digital mental health interventions and Virtual Reality Exposure Therapy (VRET) have shown promise, many existing systems rely on non-portable hardware and provide limited integration between therapeutic structure and engagement-oriented design. There remains a need for accessible, portable, and user-centered VR solutions tailored to adolescent users. Methodology A VR serious game prototype, named SAVIRE, was developed using a Rapid Game Development approach and deployed on untethered VR hardware. An early-stage evaluation was conducted in two phases. First, mental health professionals (n = 3) assessed user experience and perceived therapeutic alignment using the User Experience Questionnaire (UEQ). Second, adolescents clinically diagnosed with SAD (n = 20) participated in usability testing using the System Usability Scale (SUS). Qualitative feedback was also collected to explore perceptions related to engagement, comfort, and system design features. Contribution This study contributes a design-focused and usability-oriented evaluation of a portable VR serious game informed by CBT principles for adolescent social anxiety. By foregrounding usability, user experience, and feasibility, the study provides foundational evidence to support further development and future efficacy-oriented research. Findings Results indicate high levels of usability and acceptance. Expert reviewers reported positive user experience ratings (overall UEQ mean = 2.75), with particularly strong scores for ease of understanding. Usability testing with adolescents yielded an excellent mean SUS score of 80.38, suggesting that the system is user-friendly and appropriate for repeated use. Qualitative findings further highlighted design features that supported engagement and emotional comfort during simulated social exposure. Recommendations for Practitioners Recommendations for Researchers Mental health practitioners may consider portable VR serious games as supplementary tools to support exposure-oriented activities, particularly in non-clinical or resource-limited settings, provided they are integrated into appropriate clinical frameworks. Future research should extend this work through controlled clinical studies to evaluate therapeutic outcomes and explore adaptive system features that personalize exposure scenarios. Impact on Society By demonstrating the feasibility of a portable, engaging VR-based system, this research highlights the potential of immersive technologies to expand access to mental health support for adolescents, especially in underserved contexts. Future Research Future studies may build on this work by conducting larger-scale, longitudinal investigations to examine clinical outcomes and sustain user engagement. The design framework applied in this study, integrating CBT-informed exposure Pattiasina, Rosyid, Handayani, Junaedi, Trianto, Sutjiadi, Sena, & Soedargo with social learning theory and Bloom's revised taxonomy, may also be adapted for the development of similar VR-based serious games in other adolescent mental health contexts.
Aim/Purpose This study aims to present and evaluate a hybrid framework that was designed to bridge formal and informal learning contexts in secondary education. It addresses the ongoing challenge of effectively integrating social technologies into pedagogical practice to promote digital competence, social interaction, and critical thinking. Background Despite the potential of social technologies to enhance learning, many systems lack cohesive pedagogical grounding. Thus, this study responds to that gap by proposing an integrated social learning hub grounded in social constructivism, connectivism, and communities of practice. Methodology Conducted with a cohort of 72 sixteen-year-old students, the research employed a mixed-methods design, combining quantitative data from social learning hub interactions and questionnaires alongside qualitative insights from the teacher interview. Contribution The study contributes an empirically tested framework that unites technological, social, and pedagogical dimensions within a single environment, demonstrating how learning design, combined with the social functionality of technology, can enhance both engagement and digital skills development. Findings The findings indicate that the framework had a positive impact on student engagement, promoting social learning and digital socialization, yet reveal challenges, including limited incentives and adaptation difficulties. Recommendations for Practitioners Recommendations for Researchers Educators should integrate social learning hubs (structured yet flexible) into curricula that combine intentional learning goals with authentic peer interaction. Providing continuous guidance and clear incentives can strengthen the learning experience and, consequently, learning outcomes. For this purpose, teacher training is vital for bridging formal and informal contexts and promoting open, collaborative, and stimulating learning environments. Future studies should explore the longitudinal effects of social learning hubs on digital competencies, incorporating samples of diverse educational levels and advanced metrics to validate the framework across different contexts. Impact on Society By promoting independent, collaborative, and open learning behaviors through the combination of formal and informal learning contexts, the proposed framework supports the cultivation of digitally literate and socially responsible citizens, aligning with Area 2 of the European DigComp Framework. Future Research Longitudinal research tracking long-term digital competency gains, comparative analyses across cultures, and scalability tests of the hub in varied educational settings are recommended to refine the hub's adaptive components, with a focus on how it may foster a deeper pedagogical transformation in formal educational systems.
