Open innovation challenges connect companies and universities, while accelerating product development and achieving better market reach. Research has shown that these benefits are more consistent when the idea-generation process is based on proven methodologies within a sustainable business model. Our study aims to measure the effectiveness of problem-solving methods in the development of value-added solutions for open innovation challenges, under the hypothesis that structured methods allow designing value-added solutions that can be transferred to the market. To test it, we developed an experiment through two open innovation platforms, Agorize and Lions Up, using the challenges of two companies, Bayer and ENEL. A total of 187 students from two Chilean universities had to explore “how digital will Bayer be in 2032?” and design “solutions for the development of more efficient, livable and sustainable urban environments, building future Smart cities in Chile”, working with TRIZ, SCAMPER, and Design thinking. The evaluation of the solutions considered three criteria, one from each company and an academic one. The teams that used TRIZ showed better results in both challenges, especially in the feasibility and transfer to the market possibilities. Design thinking had the lowest overall score, but improved significantly when used by more experienced students, showing the relevance of accumulated knowledge when working with intuitive methods. Minor differences were identified among evaluation teams, which shows the importance of defining objective evaluation criteria. Finally, a relevant step is to investigate the reasons behind the lack of correlation between popularity and performance of design methods.
The aim of this research was to determine the impact of the implementation of an information and communication technologies (ICT) program on strengthening the digital competencies of first-year students in the College of Education at a university in Lima, Peru. The study was conducted according to a quantitative applied approach, with a single-group pre-experimental design that employed a pretest and a posttest. The population consisted of the 156 incoming students in 2024; the sample, selected by non-probabilistic convenience sampling, was made up of 78 students from different majors. Data was collected by means of a structured questionnaire, validated by expert opinion and with an appropriate level of reliability. Descriptive and inferential statistics were used for data analysis, applying a Student’s t-test for related samples, with a level of significance of p < 0.05. The results showed a significant improvement between the pretest and the posttest. In the initial measurement, 38.5% of the students were at the basic level, 30.8% at the intermediate level, 28.2% at the advanced level and 2.6% at the expert level. Following the intervention, the basic level was reduced to 0% and the intermediate level to 1.3%, and accordingly, the advanced level increased to 62.8% and the expert level to 35.9%. Likewise, the t-test showed statistically significant differences between the two measurements. It was concluded that the implementation of the ICT program has a significant effect on the strengthening of the digital competencies, which highlights the importance of systematically incorporating ICT training programs in higher education, primarily in initial teacher training, in order to meet the needs of the current digital educational environment.
This study aims to examine the effect of using Unity-based Virtual Reality (VR) media integrated with the Problem-Based Learning (PBL) model on improving students' cognitive learning outcomes in computer systems learning. This study used a quantitative approach with a one-group pretest-posttest design. Assessment was conducted through structured tests before and after treatment to measure students' cognitive performance. The results of the normality test showed that the posttest data were not normally distributed, so a Wilcoxon Signed Ranks test was conducted. The test results showed a significant difference between the pretest and posttest (Z = -4.611; p < 0.001). In addition, the average N-Gain value of 0.59 (moderate category) indicated a positive increase in learning outcomes. The use of Unity-based VR media provided an immersive and contextual learning experience, thus helping students better understand abstract concepts and increasing motivation and learning engagement. This technology integration also encouraged the development of critical thinking skills and learning independence. Although some technical obstacles were encountered, such as discomfort when using the VR device, these obstacles could be overcome through collaborative learning strategies. These findings confirm that the combination of VR media and the PBL model is an effective approach to improving the quality of learning computer systems material.
The aim of this work is to identify the main characteristics of GeoGebra resources for teaching the derivative. For this purpose, 76 applets were analyzed according to five variables (derivative schema, mathematical element, representation systems, actions and interactivity) and the influence of the levels of the derivative schema on the rest of the variables was also examined. The data reveal that most applets address the intra- and inter-levels of the derivative schema, and that the graphical and algebraic representation systems are the most frequently used. Furthermore, at the inter-level of the derivative schema, applets address more global properties of the derivative and employ additional representation systems, enabling a greater variety of actions than at the intra-level. However, the results suggest that GeoGebra offers few resources for working at the highest (trans-) level of the derivative schema. The inter-level requires more extensive engagement with the remaining variables, and Fisher’s exact test was used to examine the influence of the level of the derivative schema.
The rapid digitization in the educational sector has significantly transformed the teaching, learning, and online assessment practices across the globe. With the rise of technological innovation, such as Artificial Intelligence (AI)-based proctoring systems, mainly designed to frame academic integrity during online examinations. The objectives of the present study are to examine the behavioural intentions of key stakeholders across three different groups, including parents, teachers, and students, towards the adoption of AI-based proctoring systems. The study employs a quantitative approach with 464 participants per stakeholder group. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to validate the proposed model and analyze the stakeholder-specific perspectives. The findings of the study highlight that perceived ease of use is a consistent and important factor across all stakeholder groups. Trust and reliability were critical parameters for students and parents, while privacy and fairness emerged as a significant concern exclusively among students. Furthermore, the study's outcome shows that teachers didn't find the AI-based proctoring tools pedagogically useful. Future directions of the study highlights the importance of prioritizing user feedback, promoting transparency in data handling practices, and conducting regular audits to maintain algorithmic fairness and uphold the ethical use of AI-based proctoring systems.
This study aims to investigate the efficacy of virtual reality (VR) and augmented reality (AR) for enhancing primary school students’ learning of the solar system. A total of sixty second-grade children were randomly allocated to the three instructional conditions: VR, AR, and a traditional control group. Experiments used two custom-built applications (VR Solar Jelly and AR Solar Jelly) as primary interventions for participants. Post-test data indicated that both the VR (M = 16.90, SD = 0.97) and AR (M = 15.40, SD = 1.57) groups scored significantly higher than did the control group (M = 12.40, SD = 1.43; p < .05). Retention tests, performed with a two-week gap, showed a significant increase in the retention of knowledge of VR (91.42%) and AR (89.29%) compared to the control group (79.44%). Immersion conditions In terms of student satisfaction, both immersive conditions rated highly, the VR group (M = 2.85, SD = 0.37) indicating marginally more satisfaction than the AR group (M = 2.65, SD = 0.49) across four dimensions: media interest, ease of use, interactivity, and entertainment. These results indicate that immersive learning environments, and especially those using VR, may be most effective in improving conceptual learning, engagement, and retention in a group of young science learners. These findings lend empirical support to the application of immersive technologies in primary science education.
The impact of Einstein’s theory of relativity has undeniably led to a surmountable advancement in today’s technology. Its abstract nature may limit teachers from developing learning materials that could equip students to improve their conceptual understanding. With this rarity of instructional material, a relativity self-learning module (SLM-R) was created, and its efficacy in this study was examined. Using an explanatory sequential research design that utilizes a quantitative approach supported afterward by qualitative data, a quasi-experimental method was employed for the control and experimental groups of third-year college students majoring in science, followed by descriptive content analysis from the feedback form. Based on pre-test and post-test results, the group with the SLM-R significantly improved their conceptual understanding compared to those without the module, as indicated in Cohen’s d measure (d = 0.85) and normalized gain (g = 0.30). These findings allow students to use this self-learning module as supplementary instructional material in modern physics.
This study investigates the perceptions of Content and Language Integrated Learning (CLIL) teachers across Austria, Turkey, Spain, and Albania regarding the integration of digital technologies in CLIL contexts. The research addresses a critical gap in the literature, as the intersection of digital literacy and CLIL pedagogy—particularly from teachers’ perspectives—has received limited attention. Employing a cross-national survey (DLTS) within the framework of COST Action #21114, the study collected data from 135 teachers. The methodology combined descriptive and inferential statistical analyses, including one-way ANOVA and hierarchical multiple regression, to explore the influence of individual differences on teachers’ perceptions of technology integration. Results indicate overall positive, though moderate, perceptions of technology’s role in fostering disciplinary literacy and multilingualism. However, significant contextual disparities emerged, notably between countries with more established CLIL frameworks (Spain and Austria) and those with developing practices (Albania and Turkey). Surprisingly, individual factors such as age, seniority, or CLIL training did not significantly predict teachers’ attitudes towards technology integration. Teachers’ primary challenges included infrastructural inadequacies, limited professional development, and institutional resistance to change. The findings underscore the importance of tailored professional support and policy-driven infrastructure.
Visualization is crucial in chemistry education, particularly in mastering eighth-grade students' fundamental concepts and shaping a scientific worldview. Modern visualization technologies improve students’ understanding and motivation. These technologies include 3D modeling, virtual (VR) and augmented reality (AR), animation, and interactive platforms. This study aims to explore effective methods for integrating these technologies into the development of chemistry learning projects. Special attention is paid to a comparative analysis of traditional and innovative methods of visualizing chemical phenomena, as well as to the evaluation of project-based learning in chemistry. A total of 120 eighth-grade students from Kazakhstani Secondary Schools, divided into the experimental and control groups, participated in a three-month study. During the pedagogical experiment, the experimental group received training integrating visualization and VR/AR technologies, while the control group received traditional training. This experiment consisted of three stages: preparatory, implementation, and final. The effectiveness of these technologies was assessed through pre-testing and post-testing. The results show that visualization and AR/VR technologies have a strong positive effect on learning chemistry in Grade 8.
The analysis of technostress has become important in the global context due to the impact of changing work patterns that emerged from the pandemic. This systematic review compiles the analysis of research relating technostress to two categories: mental health and creators/inhibitors. The search for articles was conducted in the following databases: Scopus, Web of Science, Scielo, Proquest Education and Proquest Psychology. A total of 219 studies were collected and reviewed. A screening using the PRISMA 2020 process returned 15 articles that met these eligibility criteria: belonging to a population of university teachers, peer-reviewed publications and papers analysing the technostress/mental health relationship or technostress/creators-inhibitors. In the technostress creators/inhibitors category, it is highlighted that techno--overload, techno-invasion and contextual uncertainty factors are the most frequent motivators of technostress. In the technostress/mental health category, fatigue stands out as the most common factor of depression and anxiety. The review of the studies leads to the conclusion that there are specific creators and inhibitors of technostress, including ergonomics and work restructuring, and that the relationship between technostress and mental health is actual and direct.
Mathematics often poses challenges for students, prompting the development of various learning models and platforms. However, few focus on supplements for school learning through design-based research. This study investigates the developed STEAM-based (Science, Technology, Engineering, Art, Mathematics) Massive Open Online Course (MOOC) to supplement mathematics learning. The research involves 31 junior high school math teachers with over 10 years of experience (14 females, 17 males) and 124 9th-grade students (74 females, 50 males). Data from interviews, observations, questionnaires, and tests were analyzed using content analysis, descriptive, and inferential statistics. Results indicate that the STEAM-based MOOC is a valid, practical, and effective tool for enhancing pedagogical and didactic practices. While the platform meets design standards, improvements are needed in visuals and evaluation methods. The MOOC is user-friendly, though its interface, login system, and interactive features require enhancement. Student tests on mathematical understanding, particularly geometry, show improved concept comprehension. With ongoing refinement, STEAM-based MOOC holds significant potential to offer effective, engaging, and innovative technology-based learning experiences in schools.
This study explores the impact of leaderboard systems on student motivation and personal growth within the context of mathematical physics education. While leaderboards are increasingly used in educational settings, their effects on student behavior, particularly in higher education and challenging subjects like mathematical physics, remain underexplored. Existing research on gamification and educational technologies predominantly focuses on primary and secondary education, with limited attention given to higher education, particularly in the Philippines. To address this gap, the study examines the experiences of 45 students enrolled in a public higher education institution in Northern Mindanao, Philippines. Although the relatively small sample size limits the generalizability of the findings, it offers valuable contextual insights into how leaderboard systems function in a real classroom setting. An explanatory sequential mixed-methods approach was employed, combining quantitative data from students’ performance records and qualitative data from surveys. The findings revealed a positive correlation between leaderboard rankings and improved academic performance for higher-performing students, while lower-ranking students experienced decreased motivation. Further analysis using a heatmap showed varying motivation levels across subjects, with stronger engagement in the mathematical physics class. The boxplot analysis revealed that lower-ranked students exhibited greater variability in their quiz scores across the prelim to final terms, suggesting potential challenges in maintaining consistent academic performance. The study concludes that leaderboards can enhance student motivation, resilience, and personal growth, although their impact varies depending on individual perspectives and subject contexts. While leaderboards promote achievement and healthy competition, they can also induce stress for lower-ranking students. This research contributes to the understanding of gamified learning in higher education and provides insights for educators and policymakers on optimizing leaderboard systems to balance motivation with emotional well-being.
The study examines students' perspectives on using Web 2.0 and Web 3.0 technologies for learning foreign languages and assesses the impact of digital transformations on motivation. The research employs theoretical content analysis, synthesis, an online survey, and mathematical statistics. Content analysis and synthesis explore the role of these technologies, while an online survey validates theoretical findings. Statistical processing of responses reveals that students are gradually adopting Web 3.0 technologies, with higher motivation identified as a key factor. The second stage of the survey confirms that students using Web 3.0 tools demonstrate increased engagement. Based on these findings, recommendations were proposed to enhance the educational process, improve motivation, and reduce student anxiety. The study highlights the importance of integrating Web 3.0 technologies (AI, machine learning, decentralized data, blockchain) and applications (LangAI, Learn&Earn, Rosetta Stone, Duolingo) into language education to optimize learning outcomes and foster a more engaging learning environment.
This study investigates the relationship between computational thinking (CT) dimensions and achievement in robotics programming among computer education students in Southeast Nigeria. A correlational research design was adopted, and data were collected from 105 students and analysed using Pearson correlation and multiple regression techniques. The results show that algorithmic thinking exhibits the strongest positive correlation with achievement (r = .596, p < .001), followed by evaluation (r = .449, p < .001), generalization (r = .416, p < .001), and abstraction (r = .374, p < .001). However, decomposition negatively correlated with achievement (r = −.392, p < .001), indicating difficulties in effectively applying decomposition skills to robotics programming tasks. Collectively, the five CT dimensions significantly predict students' achievement, accounting for 74.5% of the variance (r² = .745, F(5,99) = 57.845, p < .001). Regression analysis further identifies algorithmic thinking as the strongest positive predictor (β = 1.116, p < .001), while decomposition (β = −.630, p < .001) and evaluation (β = −.449, p < .001) negatively impact achievement. Additionally, students' self-perceptions of their CT abilities generally align with their performance, except for decomposition, where a negative relationship suggests potential gaps in skill application. These results underscore the critical role of algorithmic thinking in robotics programming success and suggest the need for targeted interventions to address challenges associated with decomposition and evaluation skills. The study offers valuable insights for educators and curriculum developers aiming to enhance computational thinking instruction in robotics education.
This mixed-methods study aimed to investigate the centrality of Engineering Graphics and Design (EGD) in technical subjects. Since the introduction of the technical stream, EGD has consistently been one of the compulsory subjects that learners are required to take alongside other trade subjects such as Civil Technology, Electrical Technology, and Mechanical Technology. However, in recent times, some teacher training universities have decided to remove EGD from the list of compulsory subjects for students pursuing the technical stream, a decision that has sparked a range of mixed reactions. Consequently, this necessitated an enquiry through employing purposive sampling to select five technical lecturers in the school of education to gauge their insights. Data were collected through open-ended questionnaires and Civil Technology test scores from 56 students. Test scores were analysed descriptively using Statistical Package for Social Sciences (SPSS) version 30 and open-ended questionnaires were analysed thermically. The findings suggest that EGD is very significant to students in the technical stream. This is based on the analysis that revealed that students doing EGD performed better compared to their counterparts in a Civil Technology test. Findings further reveal that lecturers believe EGD should be a mandatory subject for students undertaking technical subject, as it provides foundational knowledge for drawing-related topics covered in technical subjects. Based on this, the study recommends that all students enrolled in the technical stream should be required to take EGD in their first year of study to ensure they acquire essential drawing skills relevant to their field.
Encouraging meaningful engagement in virtual learning contexts presents notable challenges, as the absence of physical interaction often limits spontaneity and immediacy. This study examines the tone and linguistic features employed in asynchronous exchanges within the discussion forums of a course offered by an online university. To achieve this, it is essential to consider not only the quantity but, above all, the quality of the contributions made by both teachers and students, paying particular attention to tone and linguistic features. The sample refers to a subject taught during the 23/24 academic year, Didactics of the Specialty (English) in the Master's Degree in Teaching in Secondary Education, Baccalaureate, Vocational Training and Adult Education. The total number of students is 114. The methodology responds to a triangulated qualitative analysis: on the one hand, the contributions to the forums of the students and the teacher are analysed; on the other hand, the open responses to a voluntary and anonymous questionnaire that is given to the students at the end of the subject are analysed too; and, finally, a sentiment analysis is carried out, focusing on the tone of all the contributions. The findings indicate that adopting a friendly and conversational tone, combined with consistent, timely, and active participation on the part of the teacher, contributes to transforming the forum into a dynamic environment for interaction and learning. This communicative style encourages students to mirror the teacher’s approach, promoting a sense of proximity and confidence that becomes evident in their own tone and discourse.
This study aimed to examine the effect of augmented reality game-based learning (ARGBL) on students’ critical thinking disposition and academic achievement in the topic of green chemistry. The research employed a quasi-experimental method with a pretest-posttest design. The sample consisted of 72 tenth-grade students from a senior high school in Jakarta during the 2023/2024 academic year, divided into two classes: one designated as the experimental group and the other as the control group. The critical thinking disposition scale and the academic achievement test were employed to collect the data. The experimental group was taught using ARGBL, while the control group received conventional instruction. The data were analyzed using analysis of covariance (ANCOVA). The results showed that the implementation of ARGBL positively influenced students’ critical thinking disposition and academic achievement. Students in the experimental group demonstrated higher scores in both critical thinking disposition and academic achievement compared to the control group. It can be concluded that ARGBL is effective in enhancing students’ critical thinking disposition and academic achievement. Based on these findings, it is recommended that teachers adopt ARGBL to improve students’ critical thinking disposition and academic achievement in chemistry.
In this article we present a systematic review and a brief bibliometric analysis to situate the international research on Rural Science Education in highly recognized databases. The purpose of this article is to propose fruitful approaches to design teaching and learning sequences in rural science education context, understood as a complex space where migration, economy, culture, climate change among other issues intersect. Results show that rural science education is not vastly explored, and that the empirical research is limited. Recommendations are bounded with other ways of knowing and the recognition of the local knowledges that are specific to the rural context, and key ideas for the design of Teaching and Learning sequences are proposed and exemplified to advance in this field.
The year 2025 has been a pivotal one for the Journal of Technology and Science Education (JOTSE), consolidating a sustained growth trajectory that has been evident in recent years and underscoring the journal’s continued internationalization and maturity within its scholarly community.
This study aims to develop Eco-STEAM, a digital learning website based on the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach, specifically designed to support ecosystem learning. The development process was carried out using the Research and Development (R&D) method, employing the 4D model, which includes the stages of define, design, develop, and disseminate. The developed media was evaluated for feasibility by experts in material, media, and language aspects, and the development testing involved teachers and students. The average assessment results by the experts across all aspects were categorized as highly feasible (94.75%). The results of the development trials conducted by biology teachers, small group trials, and large group trials also received an average rating in the highly feasible category (90.33%). The effectiveness of the media in enhancing students' understanding of ecosystem concepts was measured on a small scale using a one-group pretest-post-test research design. The dependent t-test and effect size test results showed a significant improvement in students' understanding of ecosystem concepts after using the Eco-STEAM media, with a strong effect size. These findings demonstrate that Eco-STEAM is a validated, feasible digital learning website that effectively enhances students' understanding of ecosystem concepts. This product can also enrich biology learning media and support more interactive and contextual learning, particularly in ecosystem topics.
