International Journal of Technology in Education
The International Journal of Technology in Education (IJTE) is a peer-reviewed scholarly online journal published quarterly in Winter, Spring, Summer, and Fall. IJTE does not charge any publication fees. IJTE is an international journal that welcomes original and unpublished research papers in the field of educational technology. The journal publishes a wide range of scholarly contributions, including original theoretical studies, literature reviews, research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues that involve the use or application of technology in education. All manuscripts submitted to IJTE must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. Editors and reviewers devote substantial time and effort to the evaluation of submissions. Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes approximately six months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
International Journal of Technology in Education (IJTE)
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Technology in Education (IJTE), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Development of Android-Based Rhythmic Learning Media (SENDI): Digital Gymnastics for Students
The purpose of this research is to determine the effectiveness of android-based mobile learning (SENDI-Digital Gymnastics) in improving the competence of PJKR student graduates, especially in the rhythmic activity course for the 2024/2025 school year. This research uses research from Borg and Gall through 10 stages including: (1) Preliminary Study, (2) Research Planning, (3) Initial Product Development, (4) Initial (Limited) Field Trial, (5) Limited Field Test Revision, (6) Broader Field Test, (7) Revision of Field Test Results, (8) Feasibility Test, (9) Revision of Feasibility Test Results, (10) Dissemination and Socialization of Final Product. The results of this study show that the product developed is included in the category of suitable for use based on the results of expert assessment. The results of the product trial on the subjects also showed that the ability of rhythmic gymnastics experienced a significant improvement before and after the treatment using the product. The hypothesis test obtained the results that there was a significant difference in the competence of graduating rhythmic gymnastics students before and after using SENDI media. Students experience an increase in the competence of graduating rhythmic gymnastics after learning using SENDI media.
Copyright (c) 2026 International Journal of Technology in Education https://creativecommons.org/licenses/by-nc-sa/4.0
Disseminating a Smart Learning Pedagogical Model for Sustainable Innovation in Higher Education
This study investigates how a Smart Learning Pedagogical Model was disseminated, adopted, and sustained at the YPUP Institute of Teacher Education, Indonesia (YIT-EDU) using a mixed-method dissemination research design. The study aimed to explore the mechanisms of dissemination and the level of acceptance among lecturers and students. Data were collected from 120 participants through surveys, interviews, focus group discussions, and document analysis. The findings revealed that dissemination at YIT-EDU evolved through five interconnected stages described in the DUCASIF Model—Dissemination for Understanding, Comprehension, Action, Sustainability, and Institutional Feedback. The model shows that dissemination is not a linear process of information transfer but a cyclical system of institutional learning driven by collaboration, feedback, and reflection. Quantitative results indicated high acceptance of the Smart Learning Pedagogical Model, particularly in terms of relative advantage, compatibility, and observability, while complexity remained moderate. Qualitative findings further demonstrated that lecturers’ participation, peer mentoring, and leadership support were critical to sustaining innovation. Theoretically, the DUCASIF framework extends the Diffusion of Innovation theory by integrating sustainability and institutional feedback as continuous renewal mechanisms. Practically, it offers a roadmap for higher-education institutions seeking to embed smart learning into their pedagogical systems. This study concludes that effective dissemination depends on reflective institutional practices that transform innovation into a self-sustaining educational culture.
Sports Participation Motivation, Attitudes, and Digital Gaming Behaviors among Adolescent Students
This study aimed to investigate the relationships among attitude towards sport, sport participation motivation, and digital game addiction in adolescents. Accordingly, a relational survey model was employed, and 324 adolescents aged 14–18 were selected using a cluster sampling method. The data collection instruments included the Motivation for Sport Participation Scale, the Attitude Towards Sport Scale, and the Digital Game Addiction Scale. Analyses were conducted using IBM SPSS 27, applying descriptive statistics, independent samples t-tests, and multiple regression analysis. The findings revealed that adolescents' attitudes towards sport and participation motivation differed significantly by gender, with males scoring higher on both sport participation and digital game addiction levels. Regression analyses indicated that positive attitudes toward sport and high motivation levels significantly predicted tendencies toward digital game addiction. The results underscore the importance of school-based programs designed to encourage sport participation and mitigate digital game addiction. Furthermore, the findings suggest that strategies developed with an awareness of gender-based differences can contribute to guiding adolescents toward a more balanced and healthy utilization of their free time.
Copyright (c) 2025 International Journal of Technology in Education https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Nexus of Students' Attitudes Toward AI in Academic Tasks and Academic Integrity Awareness: A Mixed-Methods Study
The widespread adoption of Artificial Intelligence (AI), with its high accessibility, has led to a significant rise in its use in academia, raising significant concerns related to academic integrity, which is imperative for promoting sustainable learning practices. However, there is a critical need for studies exploring students’ attitudes toward AI in relation to academic integrity awareness. This study aimed to examine higher education students’ attitudes and academic integrity awareness regarding AI use in academic tasks and explore their correlation. Moreover, this study utilizes the Theory of Planned Behavior. A convergent parallel mixed-methods design, including a questionnaire (n = 248) and a focus group discussion (n = 8), was employed. The findings revealed that students had positive attitudes but low academic integrity awareness related to AI use in academia. Moreover, they showed a positive but weak relationship between these variables. This indicates that the more students are exposed to descriptions of “ethical AI use” that decrease violations of academic integrity, the more likely they are to utilize AI in academia. Additionally, it suggests that factors other than integrity awareness might play a bigger role in shaping students’ attitudes. Recommendations and implications are discussed.
Exploring the Utility of ChatGPT in Psychology: Applications in Domains of Education, Research, and Practice
The applications of ChatGPT in psychology show its promising potential in education, practice and research when the AI opportunities are discussed and concerns are addressed. This systematic review aims to examine the benefits and limitations in utility of ChatGPT in psychology, based on analysis of recent relevant literature in accordance with the PRISMA guidelines. Analyzed studies allowed for the following findings and conclusions: In psychological education ChatGPT has demonstrated impact by facilitating learning, creating interactive learning environments, supporting assignments, providing support for students in managing their emotional and mental health issues, sharing immediate feedback, and reducing the workload of educators. In the research field ChatGPT was effective in generating hypotheses, collecting and analyzing data, identifying relevant literature, and enhancing knowledge. In psychological practice the ChatGPT demonstrated its impact in increasing awareness of various psychological problems, delivering the opportunity to receive personalized experience and generating treatment strategies. However, we should be aware of the ethical concerns, potential misuse of ChatGPT, the accuracy of generated information, occasional inaccuracies in references, lack of contextual comprehension and low emotional sensitivity in ChatGPT generated responses. Moreover, to enhance ChatGPT practical capabilities it is important to address potential risks, prevent over-reliance on ChatGPT, develop clear educational strategies, ethical guidelines and policies. In summary, the review highlights the potential of ChatGPT in the psychological field, while emphasizing the need for further research on its efficacy, ethical use, and long-term impact in the field. Despite its limitations, ChatGPT holds substantial promise for advancing research efficiency, providing personalized significant support for students, educators, researchers, practitioners and patients.
Cyberbullying, Problematic Internet Use, and Emotional Regulation Difficulties in Children and Adolescents
This study aims to reveal the extent of the negative effects of technology use in children and adolescents, such as cyberbullying, problematic internet use, and difficulties with emotional regulation. It also seeks to determine whether these issues show significant differences based on gender and to test whether emotional regulation difficulties and problematic internet use significantly predict cyberbullying behaviors. The research was designed using a quantitative relational survey model. The study's sample consists of a total of 325 students attending middle and high schools in Mersin and Ankara. The Difficulties in Emotion Regulation Scale – Short Form (DERS-16), Cyberbullying Scale, and Problematic Internet Use Scale – Adolescent Form (PIUS-A) were used as data collection tools. In addition to descriptive statistical analyses, independent samples t-tests and multiple regression analysis were used to test the relationships between variables. The research findings show that emotional regulation difficulties and problematic internet use significantly predict cyberbullying behaviors in children and adolescents. Accordingly, interdisciplinary studies with larger samples, longitudinal designs, and multiple data collection methods are recommended.
The Role of Self-Regulated Learning in Shaping Students’ Intention to Use E-Learning Systems
The widespread use of e-learning systems in higher education highlights the necessity to understand the determinants of students’ intention to utilize e-learning systems. This study builds upon the Expectation–Confirmation Model (ECM) by incorporating self-regulated learning (SRL) as a pivotal construct to underpin students’ intention to utilize e-learning systems. Specifically, this study explores the influence of perceived usefulness (PU) and confirmation on SRL, and the influence of SRL on behavioral intention (BI). Data were obtained by utilizing an on-line questionnaire sent to university students, with a total of 214 valid responses. Descriptive statistics were calculated in SPSS, while AMOS was employed for structural equation modeling (SEM), following a two-step approach combining confirmatory factor analysis (CFA) and path analysis. Findings revealed that both PU and confirmation exerted significant and positive influences upon SRL, with confirmation showing a stronger effect. In addition, SRL had a strong positive effect on BI, highlighting its central role for predicting students’ intention to use e-learning systems. Findings extend the original ECM and confirm the role of SRL as both an outcome of system-related perceptions and a significant predictor of continued use of technology. The practical implications for educators and system designers in stimulating SRL via educational e-learning environments are also considered in the discussion section.
Examining High School Students' Artificial Intelligence Literacy in Visual Arts Subjects and Metaverse-Based Digital Art Attitudes
This study aims to examine high school students' artificial intelligence literacy in visual arts subjects and their attitudes toward metaverse-based digital art. The research was conducted using a comparative-relational screening model, one of the screening models. The study sample consisted of 278 9th, 10th, 11th, and 12th grade students. The Visual Themed Artificial Intelligence Literacy Scale and the Metaverse-Based Digital Art Scale were used as data collection tools. According to the research findings, high school students' AI literacy levels in visual subjects were found to be moderate, while their metaverse-based digital art attitudes were found to be low. Analyses conducted by gender revealed that male students had significantly higher mean scores than female students in both AI literacy and metaverse-based digital art attitudes. Comparisons by grade level revealed that 12th grade students had significantly higher AI literacy levels in visual subjects and metaverse-based digital art attitudes than 9th grade students. Regression analysis revealed that AI literacy in visual subjects significantly and positively predicted metaverse-based digital art attitudes, with the model explaining 19.3% of the variance. Based on the research findings, the following recommendations are recommended: developing AI literacy at an early age, integrating the metaverse into visual arts, providing digital pedagogical training for teachers, and enhancing school environments with augmented reality support. Digital ethics should be emphasized in curricula, the STEAM approach should be supported, and intercultural communication should be encouraged through metaverse-based digital art exhibitions. Future research should examine the multidimensional nature of artificial intelligence literacy, and changes in metaverse attitudes should be assessed through longitudinal and experimental studies.
Visual arts education, high school students, artificial intelligence literacy, Metaverse, art attitude.
Effects of Interactive Augmented Reality Application on Primary School Students' Misconceptions and Attitudes in Mathematics Education
This study examines the effect of interactive augmented reality applications on correcting misconceptions in mathematics and enhancing attitudes towards the subject among 4th-grade students. The participant group consists of 4th-grade students attending a public school in the Etimesgut district of Ankara during the 2022-2023 academic year. The study involved 56 students, with 27 in the experimental group and 29 in the control group. The research employed a quasi-experimental design with a pre-test and post-test control group format. Quantitative data were collected using the "Attitude Towards Mathematics Scale" and the "Misconception Test on Measurement," developed by the researcher. Qualitative data from semi-structured interviews with 10 students in the experimental group supported the quantitative findings. All data were analyzed using the SPSS 23.0 software. A two-way ANOVA test was applied to analyze quantitative data in mixed designs, while content analysis was used for qualitative data. According to the quantitative results, interactive augmented reality applications were found to be effective in reducing misconceptions related to measurement and in improving students' attitudes towards mathematics in the experimental group. The qualitative findings supported these results, revealing that augmented reality applications are beneficial in correcting misconceptions and fostering positive attitudes towards the subject.
Self-Regulated Learning with AI: A Comparative Analysis of General-Purpose and Task-Specific Platforms
Artificial intelligence (AI) offers opportunities for enhancing student self-regulated learning (SRL). This study investigates how two types of AI platforms—general-purpose AI (e.g., ChatGPT) and task-specific AI (e.g., EduGPT)—support SRL and satisfy students’ psychological needs. Grounded in Zimmerman’s SRL model and Self-Determination Theory (SDT), we examine the cognitive and motivational affordances provided by each AI type across multiple SRL phases. An experimental design involving 258 undergraduate students was implemented over an eight-week period. Participants were divided into three groups: general-purpose AI, task-specific AI, and control group. MANOVA results revealed that general-purpose AI tools primarily supported higher levels of autonomy and encouraged SRL skills such as goal setting, metacognitive reflection, and independent problem-solving. In contrast, task-specific AI tools were more effective in fostering competence and relatedness by providing structured guidance, timely feedback, and opportunities for social interaction, thereby enhancing effort regulation and social support. Thematic analysis further demonstrated distinct patterns in SRL strategies, with general-purpose AI promoting flexible self-directed learning, while task-specific AI provided scaffolding that encouraged incremental skill-building and collaboration. These findings underscore the complementary roles of the two AI tools in educational contexts, suggesting that a hybrid approach may optimize SRL.
A Theory-Informed Framework for Selecting AI Tools in Language Teaching
The revolutionary progress of Artificial Intelligence (AI) is redefining educational technology, enabling innovative approaches to education. However, the absence of a theory-informed support for selecting AI tools has raised concerns about instructional consistency and quality in language teaching. To address this gap, this study proposes an AI Tool Selection (ATS) Framework to guide educators in choosing AI tools for effective language teaching. To ensure theoretical rigor, the proposed framework synthesizes insights from nine established theories across three interrelated components: Pedagogical Alignment, informed by CLT, CALL, and SLA; Technological Integration, drawing on SAMR, TPACK, and HCI; and Adoption and Usability, grounded in TAM, Sociocultural Theory and DOI. Each component is defined by three clear indicators and guiding questions that prompt informed, context-sensitive decisions in AI tool selection. Overall, the conceived ATS Framework advances AI tool selection in language teaching by offering operational practicality, theoretical depth, and ethical-contextual sensitivity, ensuring that decisions are actionable, conceptually grounded, and culturally responsible. Future research should empirically validate and refine the framework across diverse educational and cultural contexts.
From Reflective Practice to Teacher Identity Development: A Qualitative Inquiry into Pre-Service Teachers’ Human and AI-Enhanced Individual and Collaborative Reflective Practice Perceptions and Experiences
The current study aimed at exploring pre-service teachers’ perceptions and experiences of a multi-dimensional reflective framework engaging them in individual and collaborative reflection with peers, ChatGPT, and faculty expert through focused observations and critical incident analysis. The results of the larger study aiming at exploring the impacts of the professional development framework were reported somewhere else, yet the current research partially focuses on their perceptions and experiences. The data gathered from a cohort of 33 participants (F=19; M=14) through a self-administered questionnaire were analyzed using thematic content analysis conducted manually first and then with assistance from ChatGPT as a co-pilot to ensure reliability of the former. There was a near-consensus regarding the role of the process to enhance teacher awareness of various classroom dynamics, foster a deeper understanding of their strengths and areas for improvement, i.e., sharpened noticing skills, thereby preparing them for future challenges and fostering the cultivation of a sustained discipline of critical and reflective thinking. Despite those widely acknowledged benefits, they were concerned about time and effort needed, quality and depth of feedback, and structural and logistical challenges. It ends with implications to avoid turning that well-intentioned idea into overwhelming pressure for pre- and in-service teachers.
Evaluating the Impact of ChatGPT on Student Performance in Academic Writing
Understanding how Artificial Intelligence (AI) tools like ChatGPT can be useful for students and educators is essential as AI is being integrated into our everyday lives and is shaping educational practices and can enhance student learning. This study investigated whether the use of ChatGPT helped students write their essays better. Data were collected from 21 undergraduate students at a UK university. All participants were required to write two essays: one with the use of ChatGPT and one without the use of ChatGPT. They were given 25 minutes to write each essay. The results indicated that there was a difference in the quality and structure of the essays which led to a higher grade for essays where ChatGPT was used. Students who used AI for their first essay also scored higher in the second essay where they did not use AI. These results aligned with our hypotheses that students would score higher grades when writing essays with the help of ChatGPT, and that students who used ChatGPT for the first essay would score higher in the second essay which was without the use of ChatGPT. The findings provide insights on the usefulness of ChatGPT and how its further development can enhance student learning experiences. The study signifies the importance and reliability of AI tools like ChatGPT in the education sector.
A Grounded Theory Exploration of Factors Igniting Students’ Passion for Learning via Digital Platforms
Recently, digital platforms have emerged as a fundamental educational tool, but their efficiency largely depends on their ability to ignite students' passion for learning. Based on this, the current research aimed to identify the factors through which digital platforms can ignite students' passion for learning via digital platforms. A qualitative approach was adopted, using grounded theory, to identify the key factors that can serve as theoretical foundations for igniting students' passion for learning via digital platforms. The participants in the research were teachers and students, totaling (12) participants, comprising (6) teachers and (6) students in order to reach deep insights that identify the factors affecting and reinforcing students' passion across platforms. The results reached three main factors that can be trusted as foundations for igniting students' passion across educational platforms. These factors were: digital incentives, ongoing support, and control and customization. These outcomes lead to the development of theories related to igniting students' passion. The current results also enhance practical practices that ensure the success of educational platforms in developing environments that stimulate students' passion.
The Impact of GenAI Chatbots on Student Learning in Higher Education: A Literature Review
The integration of generative AI (GenAI) chatbots in Higher Education raises questions about the impact of the new technology on student learning. This systematic literature review synthesizes findings from 49 empirical studies published between 2022 and 2024, focusing on how GenAI chatbots influence key dimensions of student learning, including motivation, engagement, self-efficacy, self-regulation, comprehension, critical thinking, problem-solving, and learning performance. Results indicate that GenAI chatbots can enhance learning by providing personalized support, immediate feedback, and opportunities for self-directed learning. However, concerns persist regarding over-reliance on AI, reduced critical thinking, and academic integrity. The review highlights that guided and pedagogically sound integration of GenAI tools is essential to maximize benefits and mitigate risks. These findings underscore the importance of developing AI literacy and ethical usage guidelines to support meaningful and equitable learning experiences in Higher Education.
Artificial Intelligence-Driven Teaching Methods for Enhancing Higher Quality Education: A Bibliometric Analysis
This study explores artificial intelligence (AI)-driven teaching methods and their potential to enhance higher education. It addresses critical gaps concerning ethical governance, personalization, and educator preparedness amid rapid technological changes. Through bibliometric analysis, this study examined 424 peer-reviewed journal articles published up to March 20, 2025, in the Scopus database. It uses co-citation and co-word analyses to map key publications, research themes, and conceptual trends, thereby offering a macro-level understanding of AI in higher education. The analysis identified three core research clusters: ethical integration and academic integrity; AI-enabled personalization and engagement; and pedagogical transformation. Although tools such as the ChatGPT and intelligent tutoring systems promote personalized learning and instant feedback, concerns regarding data privacy, digital inequality, and automation reliance remain. Co-word analysis has revealed growing interest in immersive learning, adaptive systems, and AI-enhanced pedagogy. Co-citation trends emphasize institutional reforms and faculty preparedness. This study offers a comprehensive bibliometric synthesis of AI in higher education by combining multiple analytical techniques. It highlights underexplored areas, such as human-centered approaches, long-term impacts, and cross-cultural applications, offering directions for future inquiry and innovation.
Behind the Screen: The Effect of Social and Emotional Loneliness on Digital Game Addiction
Especially in recent years, digital game addiction has been rapidly increasing among children and adolescents and negatively affects the social skill development of individuals in adolescence. At this point, it is noteworthy that digital game addiction is more common among children and adolescents who experience social and emotional loneliness and that it may have serious consequences at an individual and societal level in the long term. This research was designed to reveal the effect of social and emotional loneliness on young people's digital game addiction. In the study where the quantitative research method was used, data were collected from 402 university students via face-to-face survey technique. The research results indicate that men have a higher level of digital game addiction than women. It was determined that as the frequency of participants installing digital games on their smart devices increased, there was an increase in their digital game addiction levels. Similarly, as the frequency of university students purchasing digital games increased, the increase in their digital game addictions manifested itself. An important finding of this research is that social, emotional familial and emotional romantic loneliness has a positive and significant effect on digital game addiction. It can also be said that the duration of playing digital games partially mediates the relationship between social and emotional loneliness and digital game addiction.
Exploring Teachers’ Awareness and Perceptions of ChatGPT in K–12 STEM Education
Despite AI’s potential as an effective educational tool, there are still unresolved questions about teachers’ awareness of and perception regarding the impact of AI tools such as ChatGPT for teaching STEM content in a meaningful, ethical, and effective manner. This study explored teachers’ awareness and perceived impact of ChatGPT on teaching STEM content in K-12 and how these factors are related to their years of teaching experience. The study used secondary data sourced from a reputable online database. After the cleaning and selection process, only data from fifty-seven K-12 educators who met the inclusion criteria were identified and drawn from the larger dataset comprising 321 educators at all levels. The study revealed that most STEM teachers are aware of ChatGPT, but only a few use it extensively. They perceived ChatGPT’s impact and support for teaching STEM content as minimal. Additionally, the study showed that there was no significant relationship between teachers’ years of teaching experience and their awareness and perception of the impact of ChatGPT for teaching STEM content. The study recommends the need for professional development to strengthen teachers’ ethical and pedagogical use of ChatGPT, thereby supporting more positive perceptions of its impact in STEM education.
Bringing Lessons to Life: Media-Driven Approaches in Online Learning
As online education becomes the norm rather than the exception, the challenge lies not in delivering content, but in ensuring that students remain actively engaged and retain learned content. This study examined the impact of media-driven instructional tools (such as interactive video-based microlearning, virtual simulations, and text-based interactive lessons) on student engagement, retention of knowledge, and perceived preparedness in online courses. Students enrolled in asynchronous undergraduate psychology courses at the University of Massachusetts Global (UMass Global) participated in the survey. Researchers analyzed both quantitative trends and qualitative insights to explore best practices for integrating interactive media in digital education. Results were overwhelmingly positive, indicating that interactive media significantly improves learner engagement and comprehension, particularly among students who prefer visual or hands-on learning approaches. Participants reported that media-enhanced learning experiences made course content more engaging, improved knowledge application, and supported assignment completion. The study was conducted in collaboration with a dedicated instructional media team, whose interdisciplinary development model supports high-quality, pedagogically aligned digital content. While students largely endorsed the benefits of interactive media, challenges such as device compatibility and varying learning preferences highlight the need for a flexible instructional design approach. Findings provide insights for educators and instructional designers seeking to utilize and optimize media in online education, with implications for improving course accessibility, engagement, and knowledge application across disciplines.
Investigating the Impact of ChatGPT on Reading Proficiency in EFL Context
Machine and prompt-based Artificial Intelligence (AI) learning has made significant evolution profusely. In education, it has revitalized researchers and educators to scout out subsequent advantages for optimizing learning results. Chiefly, Generative AI has exhibited substantial potential as a tool for language augmentation. This study aims to probe how ChatGPT, a learning model of AI, can be employed as a tool for refining the reading skills of English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia (KSA). The study sample was one hundred and twenty 10th grade learners of public sector schools in KSA. Ahead of experiment, a preliminary test was taken from the sample, and in accordance with their test scores, two groups of 60 students were formed. One group studied by commonly used classroom methods, while the other learned by exploiting ChatGPT in conjunction with their teacher. The intercession span was three weeks, after that, a final test was administered and the scores were compared. Fifty students were also interviewed to share their insights regarding the use of ChatGPT in their learning. The results displayed a vivid increase in the scores of learners who used ChatGPT. The students also expressed overall positive feedback about learning using ChatGPT. This specifies that ChatGPT is an efficacious and impactful AI learning tool for developing reading proficiency in EFL settings.
Gamification and Vocabulary Teaching: Insights from a Systematic Review
Vocabulary is another domain in which teachers seek support regarding instructional methods, strategies, and resources as it is still unclear which method is more efficient in vocabulary instruction because it is affected by a number of variables and coursebooks and curricula do not direct neither the teachers nor the students properly. How teachers can effectively integrate technology into vocabulary instruction remains less certain despite the extensive presence of digital technologies in all areas including education. One effective method is gamification that is defined as integrating the elements of the game into the process in order to promote the realization of targeted behaviors. It is suggested in the literature that gamification not only enhances learners’ motivation but also facilitates the implementation of a better educational plan as it increases both quality and the element of fun in learning. Based on Self-determination and Flow theories theoretically and following PRISMA framework for data collection, analysis, and interpretation; this study provides a comprehensive picture of how the implementation of digital gamification in vocabulary teaching impacts the learning process through in-depth analysis.
Beyond Theory: A Mixed-Methods Exploration of Postgraduate Engagement with ChatGPT for English Speaking Proficiency
This study investigates the growing interest in ChatGPT's role in education, with a particular focus on its effects on postgraduate students' English-speaking proficiency—an area predominantly explored through theoretical perspectives with limited empirical evidence. The research aims to address this gap by examining the experiences and perceptions of Chinese postgraduate students using ChatGPT for IELTS speaking practice. Adopting a mixed-methods approach, the study integrates experimental engagement with ChatGPT, analysis of reflective diaries, and responses from questionnaires to evaluate the platform's efficacy in enhancing enthusiasm for English language practice. The findings reveal a positive impact of ChatGPT on learners' engagement, demonstrated by an increase in practice frequency. A significant correlation was observed between regular interaction with ChatGPT and improvements in English grammar skills among participants. Thematic analysis of reflective diaries underscored ChatGPT's contribution to language learning and students' proactive approach to acquiring English-speaking skills. However, there was a consensus among students regarding the need for more human-like interactions from ChatGPT. This study provides valuable insights into the potential of chatbots to enhance English-speaking skills in EFL contexts, offering practical recommendations for educators and developers to optimize chatbot learning experiences.
Trends in Artificial Intelligence for Autism Spectrum Disorder: A Bibliometric Analysis Study
This study aims to analyze the bibliometric trends of research articles on applying Artificial Intelligence (AI) technology in individuals with Autism Spectrum Disorder (ASD). Within the scope of this study, bibliometric data from 1345 articles published in the Web of Science database between 2014 and 2024 were examined. The analysis revealed a significant increase in studies on using AI technology in the diagnosis and educational processes of individuals with ASD since 2018. The findings indicate that the United States (USA), China, and India are the leading contributors in terms of publication volume in this field. Additionally, the most frequently used keywords in these publications include "ASD," "Machine Learning," and "Deep Learning." In addition, the notable contributions of researchers such as Dennis Wall, Peter Washington, and Aaron Kline have drawn attention. This study highlights the potential of AI technologies in facilitating accurate and rapid diagnosis of ASD and in enhancing personalized educational processes. Moreover, it provides a foundation for future research by identifying key trends in the literature.
Unpacking the Impact of Item Difficulty: Traditional Testing in Online Learning
This study examines the effect of item order (random, increasingly difficult, and decreasingly difficult) on student performance, test parameters, and student perceptions in multiple-choice tests administered in a paper-and-pencil format after online learning. In the research conducted using an explanatory sequential mixed methods design, quantitative data were first analyzed and then qualitative data were collected to examine these findings in depth. 2131 freshman university students participated in the quantitative part of the study and 312 students participated in the qualitative part. After 14 weeks of online foreign language education, tests with different item orders were applied to measure the academic achievement of the students. The findings revealed that item order did not significantly affect academic achievement of students. Item order was found to not affect test parameters such as test difficulty and reliability. The most striking finding the difficulty level of the items changes depending on the item ordering. Findings regarding student perceptions show that encountering difficult questions at the beginning of the test reduces motivation, increases anxiety, and creates a negative perception of the assessment process. Additionally, students emphasize that the assessment process should be compatible with the pedagogical structure of online learning. These findings indicate that students' perceptions as well as test statistics should be taken into account in test design. In this context, conducting the assessment of education provided through online learning in an online environment can eliminate many discussions regarding the item order. Based on these findings, it is recommended that future research be expanded to include different courses, item order method, and individual student differences.
The Effect of Kahoot as a Gamification-Based Assessment Tool on Primary Students' Academic Achievement in Mathematics
Using gamification in assessments makes learning more engaging and encourages students to participate actively in the classroom. This study investigates the effect of gamification-based formative assessment on academic achievement among primary school students in the context of mathematics learning. Randomized pretest-posttest control group design was utilized in a true experimental design. The target population of this study contained 10 schools, with 248 students in the 5th class in District Astore, which had internet access and an IT lab. A simple random sampling technique was applied to select the sample as a school from the target population. A pretest and posttest were conducted to gather data on mathematics achievement of cognitive skills. The study used Kahoot in gamification-based formative assessments to determine an improvement in post-intervention academic achievement in mathematics among primary students. It was found that the experimental group had a significantly higher mean score (M = 25.52, SD = 1.74) compared with the control group (M = 14.59, SD = 2.17) with a large effect size (Cohen’s d = 4.92), using gamified assessment improves cognition. It implies the extent to which gamification has a positive influence on students' interaction, learning, and success in mathematics. To improve mathematics learning, educators in schools should incorporate games, such as Kahoot, because they are fun, reduce pressure, and increase success. Future studies may be conducted on whether gamification-based formative assessment practices effectively improve the higher-order cognitive skills of students toward mathematics teaching
Ethical and Social Risk Awareness in Generative AI (GenAI): The Role of Mindset and GenAI Literacy
GenAI's advanced natural language processing capabilities will revolutionize numerous areas, ranging from a paradigm shift in education to the economy. Along with the positive aspects of GenAI, ethical and social risks are also one of the negative aspects that attract attention in the literature. The purpose of this study is to test the role of mindset and GenAI literacy in university students' awareness of ethical and social risk with structural equation modeling. According to the research results, the developed awareness of ethical and social risk of generative artificial intelligence (GenAI) and the adapted GenAI literacy scale are valid and reliable. GenAI literacy variable does not have a significant effect on ethical and social risk awareness towards GenAI. Mindset should be taken into account in activities for both variables.
Enhancing Mathematics Education: The Impact of Virtual Reality on Pre-Service Teachers’ Perceptions and Learning Outcomes
This study investigates the impact of virtual reality (VR) on mathematics education, focusing on pre-service teachers' perceptions and learning outcomes at Qatar University. Employing a mixed-methods approach, the research explores VR's potential to enhance comprehension and engagement in mathematics instruction. A cohort of 60 pre-service teachers participated in the study, which utilized both quantitative surveys and qualitative interviews. Results indicate favourable attitudes towards VR integration in mathematics education, with participants emphasizing its efficacy in visualizing complex concepts and increasing student engagement. However, challenges such as technological limitations, financial considerations, and integration into existing curricula were identified. The study reveals significant correlations between teachers' technological proficiency and their attitudes towards VR utilization, particularly in areas of performance, communication, and learning environment. These findings contribute to the expanding body of research on educational technology and provide valuable insights for curriculum development and teacher training programs aiming to incorporate VR in mathematics education.
Empowering Educators for the AI Revolution: Bridging Gaps in Preparedness and Equity in Classrooms
The integration of Artificial Intelligence (AI) in education offers transformative opportunities for personalized learning and efficient instructional practices. However, the successful adoption of AI in classrooms is contingent upon teachers' preparedness, technological literacy, and understanding of ethical considerations. This study examined how these factors alongside professional development and access to technology influence the effective implementation of AI tools in classrooms. A quantitative research design involved 210 teachers from nine schools in Punjab, Pakistan, was employed, utilizing structured questionnaires to collect data on these variables. The findings revealed significant positive correlations between technological literacy, professional development, and access to technology with the effective use of AI tools. Ethical considerations, while moderately correlated, showed lower statistical significance, underscoring the need for more focus in this area. Access to technology emerged as the strongest predictor of successful AI implementation, highlighting disparities in infrastructure as a critical barrier, particularly in under resourced schools. The study underscores the necessity of holistic strategies to empower educators through targeted training, ethical literacy, and equitable resource allocation. By addressing these factors, schools can unlock AI’s potential to enhance teaching and learning while promoting inclusivity and innovation in education. The findings provide actionable recommendations for policymakers and educators to bridge gaps in preparedness and equity.
AI Integration in Education, Teacher Preparedness, Technological Literacy, Ethical AI in Classrooms, and Equitable Access to Technology
Pre-Service EFL Teachers’ Perceived Readiness in Using ICT in their Learning and Teaching
This study explores the perceived readiness of pre-service English as a Foreign Language (EFL) teachers to integrate Information and Communication Technology (ICT) into their teaching practices in Vietnam. Using a mixed-methods approach, the research draws on quantitative and qualitative data from 110 final-year pre-service EFL teachers completing their teaching practicum in local schools. Data were collected through questionnaires and semi-structured interviews, with readiness assessed using Krumsvik’s (2014) digital competence model. The findings indicate that participants generally perceive their digital competence as moderate to high across all four domains, reflecting a strong sense of confidence in ICT integration. However, significant gender differences emerged, with male pre-service teachers reporting higher digital competence than their female counterparts. The study also identifies four major challenges encountered during the practicum: pedagogical limitations, technological constraints, psychological barriers, and concerns about students’ ICT-related difficulties. These findings highlight the need for teacher training programs to provide more targeted support in developing digital assessment competence and addressing barriers to ICT integration, ensuring that future educators are well-equipped for technology-enhanced EFL instruction.
Pre-service EFL teachers Perceived readiness ICT integration Digital competence Teacher training program
Artificial Intelligence Enhanced Instruction: Reflection on Teachers and Students’ Perceptions and Practices
Artificial Intelligence (AI) has the potential to revolutionize education as it develops, offering dynamic, individualized, and effective learning experiences that might change teaching practices. However, there is still inconsistency and limitations in the integration and use of AI in Tanzanian universities. Therefore, the study delt to investigated how Tanzanian higher learning institutions’ teachers and students perceived and used AI-enhanced instruction. The study used pragmatic paradigm, mixed methods approach and exploratory sequential design. These approaches were crucial for data triangulation and offered a deeper comprehension of AI perceptions and practices. By combining these two data sources, the researcher was able to fully capture the scope and complexity of the research topic, producing a more solid and trustworthy findings. 240 participants from four universities participated in the study, including 200 students and 40 teachers. Teachers and students were chosen for the study using both random and non-random selection procedures. Data was gathered via questionnaires, focus groups, and interviews. The Statistical Package for the Social Sciences used to analyse the quantitative data, while thematic analysis technique used to analyse the qualitative data. The results showed that perceptions on the usage of AI-enhanced instruction differed between teachers and students. The study found that while AI has great potential to improve education in higher education, its integration necessitates a comprehensive strategy and the development of an ethical AI usage culture. Additionally, teachers’ and students’ AI practices concentrated on using Grammarly AI, Bing AI, ChatGPT, Quill bolt, and Bard AI. The study recommends that, the government and educational stakeholders should provide professional development programs for teachers and students in order to successfully integrate AI. They should also create explicit policies to address ethical issues and make sure that AI tools enhance rather than replace the crucial human component of teaching and learning.