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This research investigates the intercultural usability factor of e-learning products designed for the instruction of Turkish as a foreign language. The subject of study, "Ana Dil Turkce," refers to a freely accessible and distant education platform developed by Anadolu University with the purpose of instructing non-native speakers in the Turkish language. This study employed a concurrent mixed methods research design to investigate the intercultural usability of the "Ana Dil Turkce" e-learning system. The study incorporated a qualitative component through the utilization of a case study methodology, while a cross-sectional survey design was employed to address the quantitative part. The quantitative portion of the study employed descriptive methods, whereas the qualitative portion utilized content analysis methods. The qualitative component of the study involved the participation of 25 individuals who were active and registered users in the system during the period from 2020 to 2022. Additionally, the quantitative component of the study included the participation of 211 users. The quantitative portion of the study employed a questionnaire as a method of data collection, while the qualitative component utilized a semi-structured interview format. The study's conclusions were analyzed through the integration and juxtaposition of qualitative and quantitative data. The study yielded findings regarding the cultural appropriateness of the Ana Dil Turkce e-learning objects. The findings indicate that the cultural learning objects inside the e-learning system are deemed adequate, albeit requiring further development and enrichment.

This paper discusses the design of interactive gamified assessments for an introductory programming course based on the multimedia segmenting principle and gamification. The objective is to develop more engaging online programming assessments for low-achieving students. The general design follows Nielsen's design guidelines and incorporates Zaharias' usability evaluation framework with the motivation to learn. The methodology employed the Successive Approximation Model Version 2 (SAM2), comprising two key phases: preparation and iterative design. In the initial phase, a comparative analysis was performed to determine the design principles. The iterative design phase encompassed the application's design via storyboards, the development of the high-fidelity prototype, and users' reviews. A qualitative approach was adopted, involving a user-centred design (UCD) session through focus group discussions with 12 first-year students from the Diploma of Computer Science program, all of whom were low achievers in programming. The participants need to review and rate the prototype based on the scales of the usability recommendations, which are visual design, content design, navigation, interaction, gamification design, and multimedia design. The results from the UCD session revealed that all participants agreed with the usability recommendations integrated into the interactive gamified programming assessments, with the highest mean score of 5.00.

India's growing economy and population proves its significant stake in the Artificial Intelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of COVID-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of AI in India's education sector through various policy measures. According to the findings, AI increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.

The global pandemic caused by the SARS-CoV-2 virus brought about a true revolution in the predominant teaching-learning processes (i.e., face-to-face environment) that had been implemented up to that point. In this regard, virtual teaching-learning environments (VTLEs) have gained unprecedented significance. The main objectives of our research were to define an explanatory theoretical model and to test a multiple serial mediation model with four variables in series (one independent variable plus three mediators) to relate perceived utility (independent variable) in the use of a VTLE and perceived learning (dependent or criterion variable) in such contexts, taking into account the mediation of subjective norm (mediator 1), ease of use (mediator 2), and intention to use behavior (mediator 3), and using the extended technology acceptance model as the theoretical framework. Additionally, we aimed to analyze the direct and indirect relationships and effects among the variables that constituted the proposed model. Methodologically, the research can be classified as a cross-sectional causal ex post facto design. A representative sample of students enrolled in higher education institutions in the Dominican Republic was used as the research population, and a standardized Likert scale was administered to measure the five dimensions of the proposed model. Finally, it is worth noting that the obtained results indicate that all direct and indirect effects considered in the model were statistically significant, except for the indirect effect, where the four predictor variables were arranged in series to verify their influence on the criterion variable: perceived learning.

This study investigates the perceptions of Vietnamese English-majored students towards online learning courses during the COVID-19 pandemic. While online learning has been shown to have numerous benefits, few studies have focused on exploring perceptions of Vietnamese learners of English (EFL) towards online learning course at university level in the Vietnamese context. To address this gap, the present study surveyed 60 Vietnamese EFL learners who have experience with online courses offered by a university in southern Vietnam, using the Technology Acceptance Model (TAM) developed (Davis, Bagozzi, & Warshaw, 1989). The findings reveal various challenges and benefits of the online learning mode, which are reported by learners through their perceived usefulness and perceived ease of use when taking online courses. The learners' own experiences during online courses were also revealed. The outcomes of this study provide insights into the unique experiences of Vietnamese EFL learners with e-learning and offer suggestions for optimizing online education for this population in university settings.

Distance education and e-learning have become pivotal during the COVID-19 pandemic, offering a solution to maintain education continuity amidst restrictions. This study delves into the application of the Technology Acceptance Model (TAM) to assess the acceptance and utilization of e-learning among university students, with a particular focus on Turkey. This geographical context presents an opportunity to investigate the multifaceted factors influencing the effectiveness of e-learning, which have received limited exploration thus far. A surveybased quantitative approach employs Structural Equation Modeling (SEM) to understand student attitudes toward distance education and investigate the relationships among various dimensions such as learning, usage, and barriers. The study, conducted among 1040 undergraduate students enrolled in Turkish distance education programs, reveals significant positive relationships between learning and usage dimensions, while negative relationships exist between learning and barriers and usage and barriers. The findings underscore the importance of enhancing the ease of use of distance education platforms and addressing encountered barriers to foster effective utilization. Recommendations include establishing robust support mechanisms, improving training programs, and facilitating better communication channels between students and educators. The study contributes to the understanding of e-learning acceptance and usage among university students, providing insights for designing more effective educational interventions and enhancing higher education systems, especially in the case of Turkey.

Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.

The popularity of MOOCs and MOOC platforms prompted some universities to develop their first online courses, while others experimented with the format of existing online offerings. Despite the body of research identifying cognitive, metacognitive, and practical benefits of printed materials, there has been a shift towards an approach that privileges online resources, reducing opportunities to access resources offline or in printed form. Online courses can be produced more quickly and cheaply than those providing both printed and digital options. They can also benefit learners in a society that values digital skills and literacies. This paper, informed by the principles of universal design for learning (CAST 2018), asks 'What are the benefits to students of offering downloadable/printable versions of online study materials and supporting offline study?'. It takes a phenomenological approach, exploring the experience of 100 postgraduate learners on an online course delivered on the FutureLearn platform. Data was extracted from a large dataset that included all the students' course discussion postings (N = 17,158). Data analysis identified the importance of the online/offline divide and showed that, as students' contexts change, the benefits and accessibility of online, offline and print versions shifts. Printed and digital materials support different ways of learning and can have an affective impact. These findings point to ways in which learning design, skills training, and technical changes might be used to increase the affordances of digital materials for learners.

Generic competency development activities (GCDAs) help students develop critical thinking, problem-solving, innovation, creativity, communication and social skills. This study evaluated students' acceptance of a machine learning-assisted recommendation system (MARS) developed to recommend GCDAs for students in a higher education institution. This study adopted a quantitative approach to evaluate the higher education students' perceived usefulness of MARS based on a new appropriate model derived from three widely used models related to technology adoption and leisure activities. In August 2023, the participants of orientation for freshmen were invited to complete an online questionnaire after they tried MARS. 351 valid responses were analyzed using multiple regression. The results revealed that the students positively perceive accepting MARS as a useful tool for choosing GCDAs and indicated the students' perceptions were affected more by their programs of study, career development and personal interests than by social influence and facilitating conditions on their selection of GCDAs. These findings based on the new model provide implications for the implementation of education technology for generic competency development.

Constructs of social justice has become an increasingly prevalent area of interest in the field of Communication Sciences and Disorders (CSD). In fact, competencies related to social justice are required program content per the Council of Academic Accreditation in Speech-Language Pathology and Audiology. This study's purpose was to describe and evaluate an online, introductory course designed to address such concepts. Students' perceptions of (a) the concept of social justice, (b) program content, and (c) program usability were examined. Undergraduate students from two universities completed the program, and a sample of students provided data about their perceptions during pre-program and post-program semi-structured interviews. Using a qualitative design (i.e., thematic analysis) the authors identified themes reflected in the data. This data revealed that the students had little to no prior experience with social justice yet were motivated to learn more about the topic due to perceptions that the topic is important to the field. Analysis of the program content and usability revealed that the students perceived an increase in knowledge and self-awareness. Outcomes show that the program holds promise and supports further study to evaluate program impact on students' attitudes and beliefs.

This study examined the integration of artificial intelligence-powered speech recognition technology within early reading assessments in Morocco's Teaching at the Right Level (TaRL) program. The purpose was to evaluate the effectiveness of an automated speech recognition tool compared to traditional paper-based assessments in improving reading skills among 100 Moroccan first to third-graders. The mixed-method approach combined pre-post standardized reading tests with qualitative feedback. Results showed students receiving the AI-enabled speech recognition assessments demonstrated significant gains in reading achievement compared to peers assessed via traditional methods. Qualitative findings revealed benefits of instant feedback and enhanced engagement provided by the speech recognition tool. This study contributes timely empirical evidence on adopting learning technologies, specifically AI-driven automated speech assessment instruments, to enhance foundational literacy development within under-resourced education systems implementing student-centered pedagogical techniques like TaRL. It provides valuable insights and guidance for integrating innovative speech analysis tools within localized teaching and learning frameworks to strengthen early reading instruction and monitoring.

The National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA) conducted a one-year research study comparing performance on the traditional continued professional certification assessment, administered at a test center or online with remote proctoring, to a longitudinal assessment that required answering quarterly questions online on demand. A randomized controlled trial of 1,000 certified registered nurse anesthetists (500 randomly assigned to the traditional assessment group and longitudinal assessment group) aimed to 1) compare assessment performance between groups, 2) compare perceptions and user experience between groups; and 3) describe participant feedback about usability of the longitudinal assessment platform. The mean scaled score for the traditional assessment group exceeded that of the longitudinal assessment group when scoring the first responses; however, upon scoring the longitudinal assessment group's most recent responses on repeat questions previously answered incorrectly, the mean scaled score was higher than the traditional assessment group. Both groups were satisfied with their experience, with slightly higher feedback ratings for the longitudinal assessment group who also found the platform easy to use and navigate. Overall results suggest the longitudinal assessment is a feasible, acceptable, and usable format to assess specialized knowledge for continued healthcare professional certification.

Classroom assessment is essential for tracking students' progress and improving teaching and learning in the classroom. However, the lack of clear documentation to guide teachers in assessing student mastery often hinders effective communication between teachers and stakeholders about the students' progress. This study aimed to develop and test the digital classroom assessment document (CA-Do) for form one mathematics to improve classroom assessment practices. Design research and development method, based on ADDIE model, was used to create the digital CA-Do, and 55 mathematics teachers from 55 schools were sampled using stratified sampling. The data collected was then analyzed using SPSS version 27. The digital CA-Do received a satisfactory expert validity score of content validity index (1.00), and found all four tested sub-constructs (i.e., usefulness, ease of use, ease of learning, and satisfaction of use) to be of high level. There were significant differences in teachers' knowledge post-familiarization with the digital CA-Do. The study concludes that the digital CA-Do can aid teachers in recording the intervention and impact of teaching and learning information and consistently assessing pupils' mastery level. This research provides guidance to educators on how to modify their classroom assessment strategies to enhance teaching outcomes and classroom assessment methods, particularly formative assessment.

This study employs Structural Equation Modeling (SEM) and the Technology Acceptance Model (TAM) framework to explore the factors influencing Massive Open Online Courses (MOOCs) usage among college students in Southwest China. Using probability sampling, data were collected from 602 participants through an online survey distributed over a period of ten days, yielding a robust sample for analysis. The survey, divided into 7 sections, focused on various dimensions of user interaction with MOOCs, including perceived ease of use, usefulness, and value. The findings indicate that perceived usefulness significantly impacts user engagement, with attitude serving as a critical mediator. The study's theoretical contributions include extending TAM by emphasizing cultural and regional specifics in MOOC adoption. Practically, the results suggest targeted strategies to enhance user engagement and highlight the importance of designing MOOC platforms that cater to the educational expectations and preferences of students in diverse socio-economic settings.

The rapid advancement of information technology has significantly facilitated modern human life. However, despite the swift progress in digital technology, there has been limited headway in leveraging technology to support mathematics education, particularly in the domain of problem-solving. Mobile learning (M-learning) platforms offer promising avenues to address this gap, providing accessible and interactive tools that can enhance problem-solving skills in mathematics through engaging activities, real-time feedback, and personalized learning experiences. Thus, this study aimed to evaluate the implementation of a combination of M-learning and problem-based learning (M-PBL) teaching activities among mathematics teachers. The MPBL teaching activities were developed based on the M-learning model, Problem-Based Learning model, and Social Constructivism theory, resulting in 17 pertinent activities eligible for execution by mathematics teachers. The evaluation phase was conducted through interviews with three mathematics teachers. Data collection involved interview transcripts and document analysis, with subsequent content analysis based on the TUP Usability Evaluation Model's three facets: technology, usability, and pedagogy. Overall, the participating teachers expressed positive perspectives on the technological, usability, and pedagogical aspects of the M-PBL teaching activities. These activities provide teachers with a valuable resource to creatively teach problem-solving in mathematics using mobile technology, fostering the development of creative and innovative students aligned with the aspirations of the Fourth Industrial Revolution.

This study aims to determine the opinions of science teachers on robotics coding, which is one of the prominent applications in recent times and is expected to be integrated into education. The research was designed as a case study, one of the qualitative research methods. The study group of the research consists of 12 science teachers. Semi-structured interviews were conducted with the participating science teachers to determine their opinions on robotics coding, using a semi-structured interview form developed by the researchers. The interview form consists of two sections. The first section includes the demographic characteristics of the teachers. The second section includes open-ended questions aimed at determining the definitions of science teachers regarding robotics coding, the usability of robotics coding in science classes, teachers' experiences with robotics coding, and their suggestions. The collected data were analyzed using the descriptive analysis method and interpreted according to thematic order. As a result, it can be said that robotics coding applications are usable in science education, play an important role in developing various skills in students, and contribute to efficient and permanent learning in classes. However, it was concluded that support for teachers and students in terms of knowledge and equipment, provision of material support, or resources are necessary for its use in classes.

Artificial intelligence (AI) offers new possibilities for English as a foreign language (EFL) learners to enhance their learning outcomes, provided that they have access to AI applications. However, little is written about the factors that influence their intention to use AI in distributed EFL learning contexts. This mixed-methods study, based on the technology acceptance model (TAM), examined the determinants of behavioral intention to use AI among 464 Chinese EFL college learners. As to quantitative data, a structural equation modelling (SEM) approach using IBM SPSS Amos (Version 24) produced some important findings. First, it was revealed that perceived ease of use significantly and positively predicts perceived usefulness and attitude toward AI. Second, attitude toward AI significantly and positively predicts behavioral intention to use AI. However, contrary to the TAM assumptions, perceived usefulness does not significantly predict either attitude toward AI or behavioral intention to use AI. Third, mediation analyses suggest that perceived ease of use has a significant and positive impact on students' behavioral intention to use AI through their attitude toward AI, rather than through perceived usefulness. As to qualitative data, semi-structured interviews with 15 learners, analyzed by the software MAXQDA 2022, provide a nuanced understanding of the statistical patterns. This study also discusses the theoretical and pedagogical implications and suggests directions for future research.

This paper presents a teacher dashboard intervention study in secondary school practice involving teachers (n = 16) with their classes (n = 22) and students (n = 403). A quasi-experimental treatment-control group design was implemented to compare student learning outcomes between classrooms where teachers did not have access to the dashboard and classrooms where teachers had access to the dashboard. We examined different points in the impact chain of the "LA Cockpit," a teacher dashboard with a feedback system through which teachers can send feedback to their students on student learning. To investigate this impact chain from teacher use of dashboards to student learning, we analyzed 1) teachers' perceived technology acceptance of the LA Cockpit, 2) teacher feedback practices using the LA Cockpit, and 3) student knowledge gains as measured by pre- and post-tests. The analysis of n = 355 feedback messages sent by teachers through the LA Cockpit revealed that the dashboard assists teachers in identifying students facing difficulties and that teachers mostly provided process feedback, which is known to be effective for student learning. For student learning, significantly higher knowledge gains were found in the teacher dashboard condition compared to the control condition.

Feedback is essential in learning. The emerging concept of feedback literacy underscores the skills students require for effective use of feedback. This highlights students' responsibilities in the feedback process. Yet, there is currently a lack of mechanisms to understand how students make sense of feedback and whether they act on it. This gap makes it hard to effectively support students in feedback literacy development and improve the quality of feedback. As a specific application of learning analytics, feedback analytics (analytics on learner engagement with feedback) can offer insights into students' learning engagement and progression, which can in turn be used to scaffold student feedback literacy. This study proposes a feedback analytics tool, designed with students, aimed at aiding students to synthesize feedback received from multiple sources, scaffold the sense-making process, and prompt deeper reflections or actions on feedback based on data about students' interactions with feedback. We held focus group discussions with 38 students to learn about their feedback experiences and identified tool features. Based on identified user requirements, a prototype was developed and validated with 16 students via individual interviews. Based on the findings, we envision a feedback analytics tool with the aim of scaffolding student feedback literacy.

The current paper examined the impact of a set of individual, technological, and institutional variables on the adoption of artificial intelligence (AI) among teachers at private schools. The rationale for this study lies in its contribution to the understanding of how teacher characteristics, institutional support, and technological perceptions affect AI adoption in educational settings. The study used data collected from teachers (n=306) from seven school located in Azerbaijan in 2024. The study suggested that perceived usefulness of AI increases teachers' use of AI for educational purposes, while perceived ease of use of AI has no statistically significant impact. The study also documented a statistically significant link between institutional policy and the use of AI by colleagues on the one hand, and AI adoption among schoolteachers on the other. Finally, the study found evidence relating to the link between AI adoption and the age of the teacher, such that teachers who are younger were more likely to adopt this technology. Surprisingly, personal innovativeness and level of openness to new experiences did not stimulate teachers to adopt AI for teaching. The findings contribute to improving the field's understanding of teachers' attitudes and motivations for using AI for instructional purposes. The study findings also highlight the role of administrative regulation and school policies in stimulating the adoption of new technologies. These findings contribute to relatively novel literature relating to the application of AI in education and provide useful recommendations for administrators of educational institutions.

The biological concept has a broad scope and requires the visualisation of bioprocesses to provide complex understanding. Learning media can help visualise bioprocesses to enhance students' cognitive abilities. The study aimed to develop, test the practicality, and test the effectiveness of video animation in improving grade XI high school students' understanding of the coordination system. This study involved 66 high school students in grade XI of the science department at State Senior High School 2 Malang, Indonesia. This research used the Lee & Owens Multimedia-Based Instructional Design method, which consisted of analysis, design, development, implementation, and evaluation stages. In the evaluation stage, we conducted face validity by media experts and content validity by material experts, successively getting results of 97% and 100%. Then, the concurrent validity test was obtained from student assessments of the media interface with a result of 97%, the user-friendly with a result of 100%, and the appropriateness of the material with a result of 95%. In the final stage, construct validity was carried out through an effectiveness test using a quasi-experimental design with a pretest-posttest control group design. Data analysis was performed using the Independent T-test, with the results showing a significance of 0.006 < 0.05, which showed a significant difference in the average post-test between the control and experimental classes. The average score in the experimental class increased from 76.32 to 89.03, but the control class increased from 76.38 to 84.56. The results showed that the video animation media effectively improved students' abilities. Therefore, this learning media can be a recommendation in the learning coordination system.

This research delves into the multifaceted aspects influencing the adoption and utilization of ChatGPT among postgraduate students. Executed as a qualitative study involving participants from a prominent federal university, the primary objective was to discern students' nuanced perceptions of ChatGPT and their inclination to embrace it as an academic support tool. Based on Unified Theory of Acceptance and Use of Technology, the study employed thematic analysis with a focus on critical dimensions. Results illuminate that students are motivated to amplify academic performance, boost productivity, and streamline time management, with ChatGPT emerging as a user-friendly solution. Peer and faculty influence further solidified its integration, evolving into a habitual tool, and the availability of a free version significantly contributed to its widespread adoption. This research highlights the growing prevalence of ChatGPT across diverse academic activities, encompassing exploratory research, programming, presentations, and email composition--however, varying opinions surface regarding its efficacy and limitations in scientific text production. The research findings, particularly in the context of technology assimilation in academia, hold significant relevance for educational policymakers and practitioners. They offer valuable insights that can help form policies that foster the judicious and effective integration of technology within educational settings.

In the realm of language acquisition, the integration of Artificial Intelligence (AI) presents a promising frontier. However, gaps exist in understanding the practical application of AI-driven tools, particularly in second language learning contexts. This study delves into the usability of ChatGPT, an advanced AI language model, within the domain of second language acquisition. This paper synthesizes existing literature on ChatGPT's multifaceted capabilities, its effectiveness, its associated challenges, and the potential solutions to these challenges in language learning environments. This review demonstrates ChatGPT's substantial potential in enhancing language learning outcomes, including fostering learner autonomy, improving motivation, and developing language proficiency. Yet, nuanced challenges such as preserving academic integrity and difficulties in crafting effective prompts emerge as crucial considerations. To address these issues, possible solutions including enhancing AI literacy among learners and educators are discussed. This paper sheds light on the complex dynamics of AI-assisted language education, urging ongoing research and refinement to fully utilize these technologies in enhancing second language learning.

This study examines students' attitudes toward the Learning Management System (hereafter LMS) CANVAS in the Virtual Learning Environment (henceforth VLE). This study used mixed methods in nature, which used a survey to collect data on the attitudes of 118 EFL students who enrolled in the Technology Enhanced Language Learning (hereafter TELL) course. Researchers gathered data through a questionnaire and semi-structured interviews to assess students' attitudes using the Technology Acceptance Model (TAM). The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. Based on the research findings, the TAM framework identifies two main categories: Perceived Usefulness and Perceived Ease of Use. The Perceive Usefulness category comprises four categories: CANVAS Engagement Time, CANVAS Enhances Interaction, Learning Efficacy, and Effective Communication, CANVAS Enhances Language Learning, and CANVAS Boosting Students' Confidence and Motivation in a Fun Way. In addition, the Perceive Ease of Use category comprises three categories: CANVAS Usability in Mobile Learning Environments, CANVAS User-Friendly Design, and CANVAS Seamless Navigation and Accessibility.

Students' emotional engagement in the context of second language and foreign language classrooms can be seen as a multidimensional construct to include cognitive, behavioral, social, and emotional dimensions of engagement. In Applied linguistics research, however, the term "engagement" is shared intuitively and optimally for language learning. The aim of this study was to take a step forward and investigate the extent of emotional engagement in online learning environments, and whether such emotional engagement can be used as a quantitative indicator to measure the degree of students' emotional engagement in behavioral, cognitive and social interaction among language learners. The study employed a mixed method research design, with data collected through literature research, questionnaire survey, and in-depth interviews. The findings of the study revealed that online learning interactive experience was significantly and positively correlated with language learners' emotional engagement, particularly due to its ease of use, interactive content, and design. The study also found that the online learning experience indirectly affected emotional engagement by increasing students' motivation and interest in learning. Finally, the study also found factors such as gender, grade level and subject influencing the relationship between the interactive online learning experience and emotional engagement. These findings reveal the positive impact of online learning interactive experiences on language learners' emotional engagement and highlight the mediating role of motivation and interest in learning. The study recommends devising such strategies that enhance language students' learning engagement in online learning environments and facilitate their participation in the learning process. These findings have implications in the form of improvement of language learners' learning experience and emotional engagement, which can also enhance their academic performance.

In the field of user experience (UX), there is a wide range of skills that practitioners are expected to acquire and demonstrate as a competitive candidate for a job. Previous research identified three main skill categories of UX practitioners: technical skills, human skills, and dispositions. However, as educators, we have found that students often struggle to understand and incorporate the breadth of the skills they need into their learning and development. To help students identify, assess, and cultivate their skill sets, we designed a pedagogical intervention in the form of an 'advance organizer' that asks students to reflect on their initial and changing skill sets while enrolled in a UX-focused course. In this article, we present the basis of the intervention, including background on learning theories that supported its design. The intervention asks students to read and reflect on an academic article about the desired skills of aspiring UX practitioners, conduct an inventory of their existing and desired skill sets, and design a visualization to represent their current and future skill levels. We report on how the intervention was implemented in three different programs related to UX (one undergraduate, and two graduate programs). An analysis of the resulting assignments suggests the intervention was effective and valuable and helped give students a better sense of the range of skills required in industry. We conclude with considerations for implementing the intervention.

This study investigates the factors influencing the adoption of Generative-AI tools amongst Thai university students, employing the Technology Acceptance Model (TAM) as a theoretical framework. Data from 911 higher education students from 10 different Thai Universities Health Sciences, Sciences and Technology, Social Sciences and Humanities, and Vocational Fields were analysed via Structural Equation Modelling (SEM). The instrument used in collecting the data was a questionnaire. Results indicated that Expected Benefits, Perceived Usefulness, Attitude Toward Technology, and Behavioural Intention all significantly impacted student adoption of Generative AI. Intriguingly, Perceived Ease of Use was negatively correlated with Perceived Usefulness, challenging conventional TAM assumptions. This study underscores the need to address language barriers, foster a culture of innovation, and establish ethical guidelines to promote responsible AI use within education. Despite inherent limitations, this research contributes to our understanding of AI adoption in educational settings and helps inform strategies for equitable access and responsible innovation. The result demonstrated that the easier a tool was to use, the less value leaners seemed to see in it for their learning process. It can be implied that as Generative AI get more intuitive, learners think they're less helpful. These finding challenges a few of those assumptions we usually make within the TAM model. It also points out the characteristic of learners which affects their learning preferences and expectation. Another finding showed the impact of language barrier on non-native English speaker that obstruct the user experience in AI services. Moreover, the role of universities in fostering both AI integration for learning for and the ethical implementation of Generative AI. By providing a supportive environment that encourages AI experimentation, redesign learning, empowering learners and faculty instructors to investigate how Generative AI can be applied across disciplines, and developing guidelines for ethical use, universities play a critical role in shaping the effective and responsible integration of AI into the next educational landscape.

A technological trend influencing society is the provision and adoption of digital books. Digital books are used in education in the form of electronic textbooks (e-textbooks). The research question examined in this manuscript is which students' characteristics and attitudes influence their adoption or non-adoption of e-textbooks? The study explores these characteristics and attitudes of students who have made the decision to become either an e-textbook user or nonuser. The empirical analysis is conducted using 1191 student responses to a questionnaire distributed in a mid-sized university in the western United States. Among these 1191 responses, 530 of the students had used an e-textbook and 661 had not used an e-textbook. The e-textbook user and nonuser groups are studied in three different ways. The first is by examining the counts and percentages for five respondent characteristics. The second way is through statistical tests (i.e., t-tests and multiple analysis of variance) on these characteristics across the groups. The results from these analyses did not identify any meaningful differences in characteristics across the user and nonuser groups. The third way was a content analysis performed on an open-ended question (i.e., What factors influenced you on whether to use an e-textbook?) on the questionnaire. The student e-textbook attitudes discovered from the content analysis showed that for e-textbook users, the cost or price of an e-textbook had a significant influence on e-textbook adoption. Two other attitudes influencing e-textbook users' adoption were usability, both positive and negative. The key attitude of nonusers regarding e-textbook adoption is negative e-textbook usability.

This study examines students' perceptions and preferences for Blackboard at a South African public university. When the South African government, driven by COVID-19, announced the closure of schools in March 2020 for high school learners, home-schooling became the only option despite challenges such as lack of internet access, family support and computer access. This paper argued that learners were not prepared for home-schooling, which would negatively affect those in rural areas. It would be worse when they enroll for higher education as most universities in SA had adopted online learning. A quantitative research approach was used, and a sample of 370 first-year students was selected. The result showed that most first years found Blackboard easy and very easy to use. Moreover, the results show that despite this, some students preferred face-to-face learning more than Blackboard. This suggests that whilst Blackboard had its appeal, students still found comfort in familiar learning systems, especially considering that they had used such systems for most of their learning lives.

This research aims to design immersive virtual reality with cognitive conflict to support practical learning of quantum physics. This type of research is design research through the stages of needs analysis, product design, validity test, and practicality test. The needs analysis used questionnaire sheets distributed with Google Forms and obtained from 97 students. Immersive virtual reality design was developed by utilizing the Blender and Unity applications in the form of Android Package Kit (APK) format installed on virtual reality devices. The validity test involved six experts using validity instruments, and the practicality test involved nine students using practicality instruments. The validity test results on the learning and material indicators obtained a value of 0.89 in the valid category. A validity value of 0.95 was obtained in the valid category of the media aspect indicator. The average overall practicality score of the ease of use, display, design efficiency, and benefits indicators was 92 in the very practical category. The novelty of these research results is that they combine immersive virtual reality with cognitive conflict models applied to quantum physics learning that have been tested to be valid and practical.

The purpose of this study is to investigate the issue of low e-learning uptake at Mzumbe University by focusing on the answers and perceptions of students in relation to the e-learning supporting environment, which includes infrastructure, technical support, Internet connectivity, and perceived advantages of using e-learning. Data for this study were gathered using a questionnaire instrument under a quantitative approach. With a total response rate of 80.33%, 241 out of 300 respondents including undergraduate students were considered. The PLS-SEM and CFA were used for data analysis. The results of this study suggest that Mzumbe University students have a negative perception of the use of e-learning. The research also shows that an inadequate availability of Internet connections, low-quality LMS materials and contents, a lack of proper e-learning user training, and slow e-learning system accessibility are all contributing factors to the low uptake of e-learning. These variables were discovered to have a considerable impact on the uptake of e-learning at Mzumbe University, as demonstrated by the model in Figure 2. The results of this study revealed negative perceptions on the use of e-learning at Mzumbe University, which few studies have looked into. It also looked at the causes for Mzumbe University's low uptake of e-learning, and they can be applied to other institutions with comparable characteristics. Such factors consist of unavailable Internet connections, low LMS content quality, inadequate e-learning system training, and slow e-learning system accessibility. Several relevant research studies did not look into these causes of low uptake. This study recommends that significant reformulating of ICT policy to comply with new guidelines or procedures in order to successfully implement e-learning as a cutting-edge technological innovation for services linked to student teaching, learning, and administration is inevitable.

This paper provides a thorough examination of the role of Artificial Intelligence (AI), particularly ChatGPT and other AI language models, in the realm of education. Drawing insights from existing literature and a novel study on educator perspectives, the paper delves into the potential advantages, ethical dilemmas, and factors shaping educators' attitudes towards AI integration in education. AI language models have the potential to revolutionize educational content creation, personalize learning experiences, and streamline assessment and feedback processes. These capabilities hold the potential to enhance teaching and learning outcomes while catering to the diverse needs of students. However, ethical concerns loom large in the adoption of AI in education. Bias in generated content is a chief concern, as it can perpetuate societal biases and lead to unfair treatment or the dissemination of inaccurate information. The solution lies in rigorous data curation to ensure equitable educational experiences for all students. Moreover, the potential for generating inappropriate or misleading content poses a significant ethical challenge, impacting students' well-being, civic understanding, and social interactions. Safeguards must be implemented to detect and rectify biased or inappropriate content, fostering inclusive and unbiased learning environments. Transparency emerges as a crucial ethical consideration. The opacity of AI models like ChatGPT makes it difficult to comprehend their decision-making processes. Enhancing model interpretability and explainability is vital for accountability and addressing embedded ethical issues. Privacy concerns related to data collection and usage are emphasized in the literature. Clear policies and guidelines must govern data collection, use, and protection, ensuring data is solely employed for educational purposes and maintaining robust data security measures. Our study expands upon these insights by exploring socio-demographic factors, motivations, and social influences affecting educators' AI adoption in higher education. These findings inform institutions on tailoring AI integration strategies, emphasizing responsible usage through training, and assessing the impact on learning outcomes. As educational institutions increasingly embrace AI, including advanced models like GPT-4, a cautious and thoughtful approach is vital. Balancing potential benefits with ethical challenges ensures that AI enhances teaching and learning while upholding fairness, equity, and accountability. In summary, this paper illuminates the potential of AI in education, accentuates ethical concerns, and highlights the significance of understanding educators' perspectives. Collaboration between educators and policymakers is essential to navigate the complexities of AI integration, ensuring that education remains a realm of equitable, efficient, and accountable learning experiences.

The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their classes. Thus, the purpose of this study is to contribute to the literature on EFL university students' perspectives regarding e-learning integration. In this study we extend the technology acceptance model (TAM) to investigate the factors that influence elearning acceptance and readiness in the context of foreign language learning. Quantitative method was applied in this study, which involved 298 student teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. The collected data were analyzed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) with the SmartPLS3 program. PLS-SEM was used to analyze the proposed hypotheses developed in fulfilling the study objectives. The results indicated the complex relationships between the perceived usefulness, perceived ease of use, perceived enjoyment, motivation, self-efficacy, attitude and actual use of e-learning. Furthermore, the findings revealed that perceived enjoyment and self-efficacy did not have significant influence on actual use of e-learning through the mediating role of perceived usefulness. The findings can help both instructors and students adjust the integration of elearning in English learning by implementing a learning curriculum and needs that are in line with the user's initial usage objectives, so that users can recognize the importance of e-learning's ease of use and usefulness. This study contributes to educational institutions and e-learning developers to consider developing e-learning apps that support student-centered learning with useful and ease of use to improve students' attitudes towards the use of e-learning. By incorporating e-learning into English language learning, students will have more time to practice and improve their English language skills

This action research aims to investigate the determinants of asynchronous interaction among students, interaction between students and instructors, and interaction with course content in an online learning environment. The study involves fifteen graduate students from a state university as participants. The research employed multiple data collection instruments, including commission meeting reports, focus-group sessions, semi-structured interviews, observation forms, emails, video recordings, researchers' diaries, and system log records. The content analysis method was employed for data analysis. The findings revealed that in learner-learner interaction, instructional method, notifications, technical issues, and individual problems exert discernible effects. For learner-instructor interaction, feedback, instructional methods, and the utilization of diverse communication channels were identified as influential factors. Moreover, technical problems, time constraints, and system usability emerged as key elements shaping learner-content interaction. Notably, learners' personal preferences, encompassing attitudes toward the online course and time management, manifested both positive and negative effects across all interaction types. The study has concluded that assignments with open access, star-based scoring, and mobile notifications enhance learner-learner interaction. Instant feedback from instructors and notifications initiated by instructors enhances learner-instructor interaction. Overall, optimal system usability and minimal technical issues contribute substantively to augmenting learner-content interaction.

This study explores users' perceptions of the Virtual Assistant application facilitated by the Anadolu University Open Education System. It assesses the application's effectiveness and user satisfaction by analyzing opinions regarding its importance and the experience it delivers. The research delineates its population as learners engaging with the Virtual Assistant within the Anadolu University Open Education Framework. Employing a sequential explanatory design within mixed-method research methodologies, the investigation commenced with an online Virtual Assistant Satisfaction Survey involving 374 participants as the sample-subsequent focus group discussions with 18 users aimed to delve deeper into satisfaction levels vis-à-vis user expectations. Findings indicate a moderate level of satisfaction among users with the Virtual Assistant application, reflecting a congruence with anticipated outcomes. Moreover, the analysis across various dimensions revealed a comprehensive satisfaction in alignment with user expectations, particularly highlighting approval for the application's adherence to the Open Education website's design language. Conversely, dissatisfaction was noted concerning the specificity and utility of the information provided. The study identifies a disparity in satisfaction levels, with high marks in design aspects and lower evaluations in usability. Recommendations are extended towards enhancing the Virtual Assistant and similar tools through user-centric development and encouraging further research predicated on the insights garnered from this study.

Research shows that videoconferencing tools can be used for delivering high-quality instruction in real-time to a large number of students simultaneously during and even in the aftermath of the pandemic. However, there is a lack of data on how favourable it is among students, particularly in the Philippine setting, in the field of Physical Education (PE). In this regard, this study aimed at inspecting exogenous factors linked to students' acceptance of a video-conferencing platform in learning knowledge- and skill-based concepts in Physical Education through the adaptation of the Technology Acceptance Model. After performing the Partial Least Square-Structural Equation Modelling from a purposively selected sample of 250 teacher education students, the results showed that perceived ease of use (PEOU) positively affected perceived usefulness (PU). It was also found that PEOU and PU impacted behavioural intention. Lastly, behavioural intention (BI) positively leverages actual use of the Zoom platform. It can be inferred that students can benefit greatly from using the video-conferencing platform to learn various PE concepts. Moreover, another surprising discovery was that students could use the platform to efficiently learn, thus capitalising on the university's educational system, even in the New Normal.

The quality of the data and the amount of correct information available is key to informed decision-making. Higher education institutions (HEIs) often employ various decision support systems (DSSs) to make better choices. However, there is a lack of systems to assist with decision-making to promote innovation in teaching and learning. In this study, we evaluate an analytic tool called PROF-XXI that supports strategic decision-making of teaching and learning centres (TLCs) by identifying their competencies in teaching and learning innovation. Through a multiple case study conducted with three Latin American universities and supported by quantitative and qualitative data, we observed how this tool is used and how it facilitates strategic decision-making. Our findings indicate that the tool is accessible, user-friendly, and effective in 1) initiating identification and systematic reflection of institutional competency levels in teaching and learning innovation, 2) enhancing understanding of strengths and weaknesses as well as identifying opportunities for innovation, 3) supporting TLCs with short- and long-term decision-making, and 4) continuously evaluating their strategies, programs, and initiatives. This research can benefit policymakers in higher education who are involved in measuring institutional competencies to improve teaching quality or in making strategic decisions related to teaching and learning innovation.

In recent years, there has been a growing concern in science education on the enhancement of preschoolers' knowledge and motivation for concepts by implementing efficient teaching methods. This study explored the development and effectiveness of the E-sky Module in increasing the development of preschoolers in Project-based Learning (PBL) activities conducted both within and outside of preschool. This study employed the Design and Development Research (DDR) approach, incorporating many research methods. During the qualitative interviews conducted in the needs analysis phase, three different themes related to the difficulties encountered by teachers when conducting early science projects were meticulously recorded and analysed. Based on a quantitative analysis completed by three experts in the field, this E-sky Module has been determined to have a substantial level of validity and a satisfactory level of reliability. This is evidenced by a Cronbach's alpha coefficient of (p < 0.82) observed. Moreover, throughout the evaluation phase, four distinct themes were effectively reported, suggesting that this module significantly contributed to the comprehensive development of preschoolers. Hence, future studies should explore the potential of enhancing knowledge acquisition through promoting motivation and the emergence of conducive learning environments in the context of PBL.

This study examines the factors affecting the intention to use and actual use of YouTube in improving English-speaking skills in Indonesia. To meet the aims, we extended the theory of technology acceptance model (TAM); two external factors, subjective norms, and perceived enjoyment, to support the TAM variables (perceived ease of use, perceived usefulness, attitude, intention to use, and actual use). Data were collected through a survey with 526 measurable responses from Indonesian preservice English teachers in three Indonesian universities. The data were analyzed through partial least square structural equation modeling (PLS-SEM), measurement, and structural model. The findings informed that all hypothesized relationships were accepted and confirmed. The strongest relationship emerged between intention to use and actual use. Meanwhile, the weakest correlation was between subjective norms and perceived ease of use. The study facilitates recommendations for future researchers, language educators, and all related parties.

Today, traditional literacy habits are changing with various technological tools in digital environments. Social reading platforms are one of these innovations and changes. These networks are widely used in the world and in Turkey. The application "1000Kitap," the largest book reader network in Turkey, is one of these social networks. In this study, the opinions of pre-service teachers who review the books they read on this application, their attitudes towards reading and writing, and the contributions of this application to pre-service teachers were examined. The study was conducted with fifty-five Turkish pre-service teachers within the scope of the world literature course in the spring semester of the 2022-2023 academic year. In the study, it was aimed to examine in detail the views of pre-service Turkish teachers on the "1000Kitap" application by using mixed method. The quantitative dimension of the research is a survey model that tries to describe the existing situation as it is. In the quantitative dimension of the study, survey technique, one of the data collection techniques of this model, was used. In the qualitative dimension of the study, a case study, one of the qualitative research methods, was conducted. The qualitative data used in the study were obtained from a semi-structured interview form. It was found that the attitudes of the pre-service teachers who examined the work they read in the "1000Kitap" application, made quotations, and shared their opinions were at a high level; their opinions about the application were very motivating and useful in terms of interaction and sharing; the application increased their reading motivation and contributed to the opportunity to see different perspectives.

This study investigates the primary school teachers' perceptions towards the Intelligent Material System (IMS), which was developed to enhance the quality of inclusive environments and support the academic skills of students with Special Educational Needs (SEN). Within this scope, IMS training was conducted with 84 classroom teachers who worked at primary schools in Istanbul. Following the training, an open-ended questionnaire and two focus group interviews were used to collect data. The findings revealed that IMS has the potential to support the students with SEN academically, as it provides motivating and rich content, has a user-friendly interface and a desired level of accessibility despite the system's limitations and the need for improvements noted by the participants.

The purpose of this paper is to analyze factors that affect the behavioral intentions of undergraduate students to use blended learning methods. The research uses the three-tier use model (3-TUM) to explore the influencing behavioral factors of students at the undergraduate level to use LMSs. "The research was carried out at a university and consisted of undergraduate students majoring in business-related fields. Students responded to online questionnaires administered at the end of the semester concerning their experience with the LMS." A customized Moodle platform was used to measure the user's perceived usefulness, perceived satisfaction, and perceived ease of use with the LMS. Results show that interactivity in portal and self-efficacy have a direct impact on all second-tier constructs, while multimedia instruction influences only perceived usefulness and perceived satisfaction. In addition, perceived usefulness impacts perceived satisfaction. Perceived usefulness and perceived ease of use significantly impact behavioral intention of students to use learning platforms, while the relation between perceived satisfaction and behavioral intention was unindicative. "The study confirms that the individual experience of users and the quality of the system affect the successful implementation of an LMS and its adoption by users."

There are many problems faced by students in an online discussion forum, specifically regarding platforms that accommodate a large number of students such as the Massive Open Online Courses (MOOCs) platform. One of the problems is that the teacher cannot respond one by one to student comments that may contain questions or ideas. Therefore, the objectives of this research were to develop an adaptive instructional scaffolding feature that can be applied to online discussion forums and to perform usability measurements for this scaffolding. This feature provides an immediate response to student posts in the discussion forum in the form of article recommendations sourced from the Scopus database. These recommendations are based on the students' comments posted on online discussion forums. The development model used in this study is the instructional model ADDIE (Analyze, Design, Development, Implementation, Evaluation). To test the usability of the developed features, usability measurement using the usefulness, satisfaction, ease of use (USE) questionnaire was employed. The survey was conducted with 137 students at a public university in Indonesia. The results of the measurement showed that the usability level of the features we developed was shown to be high.

The present study intends to investigate the determinants influencing students' behavioral intention and use of Google Classroom as an instrument for enhancing the learning experience in the domain of physical education. This investigation employed the Technology Acceptance Model (TAM) as a conceptual framework. The results revealed that perceived ease of use positively predicts perceived usefulness of the learning management system (LMS). Moreover, perceived ease of use and perceived usefulness positively influences behavioral intention and actual use. Lastly, behavioral intention to use leverages actual use of the educational platform. The results indicate that Google Classroom is a viable and efficient technology for facilitating online learning.

The introduction of Chat Generative Pre-Trained Transformer (ChatGPT) in November 2022 brought about rapid changes in the workplace and academia. Its usage ranged from student assignments to workplace targets in the engineering field. Although it has brought novel ideas to its application in various fields and task efficiency in the workplace, its perceived application varies among students, teachers, and professionals. This study employed the snowball sampling technique and interviews with eight students, eight faculty members, and eight working professionals from computer science engineering who used ChatGPT regularly. The study adopted a qualitative research design and employed the narrative data analysis technique. Researchers conducted in-depth, semi-structured interviews to elicit user experiences from the recruited samples. The findings brought out six main and twelve subordinate themes regarding ChatGPT user experiences: adapt, adopt, embrace, ease, speed, engage, and automate. The inclusion criteria involved ChatGPT users from the computer science engineering domain only. Future research may focus on developing ChatGPT user policies for various fields of their applications.

Universities have a wealth of new digital tools and methodologies at their disposal for educational processes. It is difficult to know which of the many options to use, but it makes sense to combine methodologies to increase student satisfaction and, above all, to reduce drop-out rates. The study used a questionnaire survey in a mass course to see how satisfied students are with the technical services of Moodle, the quality of teaching, and its usability. The students' learning habits and what content they use on the Moodle LMS (MLMS) platform of our own institution in Hungary is also examined. The use of MLMS as an educational tool, not only in distance learning but also in full-time education, is significant at our university, and its strengths have been successfully translated into benefits for students. The results confirmed our preliminary assumptions. The analysis suggests that the MLMS was a good choice as course outcomes improved, drop-out rates decreased, and student satisfaction increased.

Multimedia has been a strategy in teaching processes, especially within the learning management system (LMS). However, multimedia tools have not delivered satisfaction towards the learning process. In addition, the lack of engagement within the LMS has been a real problem for e-learning. Therefore, this study aims to identify what the challenges are in implementing multimedia and how multimedia could enhance user engagement. This study hopes to give both academics and practitioners insights into a successful multimedia implementation within the LMS platform. This study is conducted through a systematic literature review (SLR) based on the PRISMA methodology, which contains four filtering phases: identification, screening, eligibility, and inclusion. The study managed to obtain 25 relevant papers on multimedia and user engagement after several filtering processes. It was found that interactive multimedia was the most implemented multimedia type. Furthermore, the pedagogical strategy was claimed the most important challenge that needs to be considered in multimedia implementation. Moreover, the results show that perceived interaction within multimedia could significantly enhance user engagement in LMS.