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29,939 Article Results

Influence of playing online video games on Filipino college students’ confidence in speaking English

10.11591/ijere.v14i4.32842
Allan Jay Esteban , Kiwan Sung
Online video games that require players to communicate in English provide opportunities for students to practice their language skills and overcome their fear of speaking in English. Unfortunately, the literature reveals an existing gap in investigating how such games can influence students’ confidence in speaking English, especially in the Philippine context. Therefore, this study surveyed 148 Filipino college English-as-a-second language (ESL) students to examine differences in their perceived confidence in speaking English depending on learner variables such as gender, time spent online gaming (TSOG), number of games played (NOGP), self-rated speaking proficiency (SRSP), and game interactivity.Using independent t-tests and one-way analysis of variance (ANOVA) analyses, results revealed statistically significant differences in the development of communication skills in English (DCSE) depending on the TSOG, willingness to communicate (WTC) in English depending on the NOGP, and enhancement of communication skills in English, active participation in class, and reduced anxiety in using English (RAUE) depending on the SRSP. This exploratory study indicates that online video games can be valuable tools in increasing English speaking confidence among Filipino college students. Further research is posited to understand the extent to which online games influence ESL learners’ speaking confidence in different educational and cultural contexts.
Volume: 14
Issue: 4
Page: 2555-2564
Publish at: 2025-08-01

The validity of the mobile gamification in economic subject

10.11591/ijere.v14i4.30341
Mohd Zaim Zainal Adnan , Mohamad Zuber Abd Majid , Nofouz Mafarja , Nur Fadzlunnisaa’ Wakimin , Maslawati Mohamad
Mobile gamification has shown growing adoption in education, demonstrating potential to enhance engagement and learning outcomes. This study addresses challenges in economics education, including moderate student achievement, reliance on teachers, and lack of student motivation. To tackle these issues, a mobile gamification tool was developed for secondary school economics. The study’s objective was to validate the content and educational relevance of this tool. Using a sequential exploratory mixed-method design, the research comprised two phases. First, focus group discussions (FGD) were conducted with seven economics and technology experts to assess the tool’s interface and educational content. In the second phase, a content validity index (CVI) assessment quantified expert agreement on five key content areas. Results indicated a high level of expert consensus, with CVI values ranging from 0.87 to 1.00. These findings demonstrate that the gamified mobile tool is a valid educational resource that aligns with curriculum standards and can enhance student engagement in economics. The study concludes that mobile gamification is an effective strategy to support Economics education, encouraging self-directed learning and classroom interaction.
Volume: 14
Issue: 4
Page: 2979-2989
Publish at: 2025-08-01

Collaborative work in the performance of the panpipes in university students in times of semi-presenciality

10.11591/ijere.v14i4.32248
Olga Mendoza-León , Iris Liliana Vasquez-Albuquerque , Yoya Betzabé Flores Pérez , Joselito Moisés Luján Miguel , Wilson Hugo Chunga Amaya , José Wualter Peláez Amado
In the context of blended learning and music education, difficulties were identified in the learning of traditional instruments, such as the panpipes, due to the absence of collaborative methodologies that encourage teamwork. This study was conducted with the objective of improving the performance of the panpipes in university students through collaborative learning, promoting a positive attitude towards cooperation and a constant feedback process. The research included the participation of 46 students and was developed under a qualitative approach, using the action research method. For data collection, techniques such as participant observation, discourse analysis, taking photographs and grounded theory were used. The findings showed significant discursive patterns and revealed students’ perceptions and interactions during the process. The implementation of collaborative strategies fostered active participation, negotiation, and joint construction of musical knowledge, while continuous feedback improved both students’ attitudes toward learning the panpipes and their musical performance. In conclusion, collaborative learning was shown to be an essential methodology for more effective music teaching.
Volume: 14
Issue: 4
Page: 3135-3147
Publish at: 2025-08-01

Design and implementation of VR lato-lato STEAM in engineering education science

10.11591/ijere.v14i4.32206
Septian Rahman Hakim , Didik Hariyanto , Nadi Suprapto , Yulkifli Yulkifli , Hafizhuddin Zul Fahmi , Khoirun Nisa , Iqbal Ainur Rizki
This research focuses on integrating science, technology, engineering, art, and mathematics (STEAM) and virtual reality (VR) in engineering-science education through a lato-lato game (clackers ball). The research analyzes the development trends of VR, particularly the integration of the lato-lato game in STEAM education. Using a waterfall model, the research develops and tests VR-STEAM applications, involving analysis, design, development, and testing phases, with expert validation and student implementation. Data was collected from 60 Indonesian university students and analyzed using partial least squares structural equation modeling (PLS-SEM). Over the past 5 years, VR in education has surged, enhancing learning outcomes and student engagement. The study shows that integrating technology and pedagogy is crucial for effective STEAM education. The design of VR-STEAM is validated and ready for use. PLS-SEM analysis indicates that the indicators are valid and reliable for measuring university students’ experiences. The study reveals that integrating STEAM with VR significantly enhances engineering-science learning (ESL), focusing on understanding, personal goals, communication, and cooperation. VR serves as a mediator that fosters 21st-century skills. The research recommends developing assessment tools to measure VR-STEAM ethnoscience and evaluate effectiveness, highlighting the importance of technology in improving learning and connecting concepts to real-world phenomena like lato-lato.
Volume: 14
Issue: 4
Page: 2749-2761
Publish at: 2025-08-01

Analysis of bibliometrics in studying the influence of the environment on preschool children’s psychological development

10.11591/ijere.v14i4.30817
Nguyen Thi Ut Sau , Tran Thi Nhung , Pham Thi Kieu Oanh , Vu Thi Thuy , Le Thi Thuong Thuong , Nguyen Thi Hoa
This article aims to provide an overall picture of research on the environment’s influence on preschool children’s psychological development. The researchers used the preferred reporting items for systematic reviews and meta-analysis (PRISMA) method to collect data and VOSviewer software to analyze 119 articles from the Scopus database from 2000 to 2023. The results showed that since 2006, i) the environmental influence on the psychological development of preschool children has received much attention; ii) the United States and the United Kingdom are the two leading countries in terms of the number of publications; iii) Leve, Neiderhiser, Reiss, and Shaw are the four leading authors; iv) 16 out of 20 influential journals in this field are Q1 journals, most of which belong to educational psychology. The two main concerns of the authors in these 119 articles are “parenting” and “development.” In the past five years, researchers have focused on topics such as “autism,” “preschoolers,” “environment,” “COVID-19”, and “externalizing problems”.
Volume: 14
Issue: 4
Page: 3051-3064
Publish at: 2025-08-01

The degree of exercise of academic freedom and its relationship to job satisfaction: ‎Al-Yarmouk University model

10.11591/ijere.v14i4.31445
Khawla Mahmoud Al Alawneh , Nidaa Izhiman , Shaima Mokhemer Yahya , Sara Mohammad El-Freihat
Academic freedom in Jordanian universities is the subject of debate and research, due to the policies of university education imposed within the country. However, academic freedom has been researched in Jordan for more than two years. This study aimed to find out the level of academic freedom practiced by faculty members at Yarmouk University and its relationship to job satisfaction from a point of view, as there was recently a difference in views on the exercise of academic freedom or the imposition of educational policies in Jordanian universities according to the views of academics. About 317 members of the university were selected in a simple random way. The correlational descriptive approach and a two-part questionnaire were used: the first part measures the degree of academic freedom exercised by faculty members in three areas (freedom of expression, research, and teaching). The second part measures the level of job satisfaction. The results indicated that the degree of academic freedom exercised by faculty members was high, as well as the level of job satisfaction, as it was found that faculty members were significantly satisfied with their jobs. There was also a correlation between the degree of academic freedom exercised by faculty members and the level of job satisfaction of faculty members. These results shed positive light on the policies adopted in the country to educate university students in order to continue to keep pace with global developments and global trends in university education and work to amend some university education policies with the concerned authorities.
Volume: 14
Issue: 4
Page: 2822-2831
Publish at: 2025-08-01

Gender differences in motivation and problem-solving in a physics course online problem-based learning

10.11591/ijere.v14i4.31105
Elnetthra Folly Eldy , Fauziah Sulaiman , Mohd Zaki Ishak , Lorna Uden , Jo-Ann Netto-Shek
Online learning has been crucial since COVID-19, yet its effectiveness, particularly in physics education, remains debated. Understanding students’ motivation and problem-solving abilities in online environments is critical. This paper examined and presented the gender difference in motivation and problem-solving skills using an integrated online problem-based learning (iON-PBL) in a physics course. Developed using analysis, design, development, implementation, and evaluation (ADDIE) mode, iON-PBL module of physics guided students through problem-solving activities over 13 weeks. A post-test–delayed post-test design was used to assess retention of motivation and problem-solving skills. The study involved 116 pre-university students from Universiti Malaysia Sabah (88 females, 28 males). Motivation was measured using the motivated strategies for learning questionnaire (MSLQ) (four components), and problem-solving skills were assessed with the problem-solving inventory (PSI) (three components). Data analysis was conducted using SPSS version 28. Findings showed a significant gender difference in the ‘cognitive strategy’ component of motivation at the post-test, favoring female students. However, this difference was not sustained in the delayed post-test. In contrast, no gender difference was found in problem-solving at the post-test, but females scored significantly higher in ‘personal control’ in the delayed post-test. These findings suggest that female students are more likely to maintain cognitive strategies and personal control in online learning. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity.
Volume: 14
Issue: 4
Page: 2832-2845
Publish at: 2025-08-01

Learning styles and academic performance: a correlational study among engineering university students

10.11591/ijere.v14i4.31476
Maribel Cardenas Yauri , Jorge Augusto Sánchez Ayte , Jacinto Joaquin Vertiz Osores , Zanhy Leonor Valencia Reyes
In a context of little explanation of the links between learning styles (LS) and academic performance (AP) in university students, a quantitative analysis of these relationships was proposed in mechanical and electrical engineering students from a public university in Lima, Peru. The Honey-Alonso learning styles questionnaire (CHAEA) was used to identify the students’ styles. Grades in various subjects were used as data on AP. Discriminant analysis and hierarchical clustering were applied to develop an explanatory model of the relationship. The findings revealed that most students were classified in a central level of AP. LS were distributed in order of relevance of contribution as: ‘theoretical’, ‘reflective’, ‘active’ and ‘pragmatic’. The ‘theoretical’ and ‘reflective’ styles showed greater affinity. Better clustering was observed in the ‘in process’ and ‘achievement’ levels of AP. The level of ‘starting’ was diffuse among students, preventing it from being clearly associated with any LS, although it is recommended not to dismiss it because it may represent students who require additional support from teaching staff. This research contributes a holistic view of the factors that influence university AP and highlights the importance of conducting further research in this field.
Volume: 14
Issue: 4
Page: 2999-3008
Publish at: 2025-08-01

Exploring gender bias, belonging, and prejudice among IT students in higher education

10.11591/ijere.v14i4.33291
Ruth G. Luciano
This study investigates gender discrimination, inclusion, and belonging among information technology (IT) students in higher education, with specific objectives to assess their sense of belonging, classroom participation, and perceptions of gender bias. The research aims to identify persistent issues related to gender equity and propose actionable solutions to foster inclusivity. Using a descriptive research design, the study surveyed 180 student-leaders, purposively selected to represent various year levels and provide diverse insights into academic and extracurricular experiences. Data were collected through a structured questionnaire adapted and modified to fit the study’s context. The instrument included Likert-scale items focusing on dimensions such as belonging, teaching environment, gender discrimination, and prejudice. Findings reveal that while most students feel respected by peers and professors, subtle forms of gender bias continue to affect female students, limiting role models and occasionally undermining their confidence and engagement. Practical implications highlight the need for gender-sensitive curricula, mentorship programs, and policy adjustments to create a more inclusive academic environment. Recommendations include increasing female representation in leadership roles, conducting gender sensitivity training, and diversifying course materials. These strategies aim to enhance gender equity, support student success, and establish a culture of inclusion within IT education.
Volume: 14
Issue: 4
Page: 3224-3233
Publish at: 2025-08-01

Researching creativity in education from ASEAN countries: bibliometric analysis

10.11591/ijere.v14i4.33669
Tuan-Vinh Nguyen , Viet-Nhi Tran
Creativity has emerged as a cornerstone of 21st-century education, particularly within Association of Southeast Asian Nations (ASEAN) countries striving to foster innovation and knowledge-based economies. This bibliometric study examines 453 publications on creativity in education across ASEAN from 2000 to 2024, utilizing Scopus data analyzed through Biblioshiny and VOSviewer. The findings reveal Indonesia as the dominant contributor (65% of publications), with scholars like Zubaidah and Corebima making significant contributions through highly cited works. Key journals, including “Thinking Skills and Creativity” and the “International Journal of Instruction”, have played crucial roles in disseminating ASEAN research globally. The thematic analysis identifies five major clusters centered on science, technology, engineering, and mathematics (STEM) integration, project-based learning, digital technologies, research methodologies, and professional development. Temporal network analysis demonstrates an evolution from discipline-specific approaches toward broader conceptualizations of creativity and an increased emphasis on technological integration. Despite these advances, the study identifies persistent challenges in cross-national collaboration, methodological consistency, and longitudinal research. This analysis provides strategic insights for educators, researchers, and policymakers in aligning educational practices with regional innovation goals while highlighting the need for enhanced research collaboration and standardized assessment tools.    
Volume: 14
Issue: 4
Page: 2593-2604
Publish at: 2025-08-01

Assessing education students’ self-directed learning experiences for optimal online learning

10.11591/ijere.v14i4.32610
Marisol Jane M. Beray , Angelica M. Cubero , Robegine G. Casidsid , Rhessan Jade B. Codenera
The advancement of technology enabled the success implementation of online platforms and distance education. Despite its advantages, learners are faced with challenges in the implementation. The study focused on assessing the self-directed learning experiences of education students at Caraga State University Cabadbaran campus, Cabadbaran City, Philippines, in online learning environments. It aimed to assess the self-directed learning experiences concerning learners’ learning motivation, learning style, and technology preparedness. The participants of the study were 154 education students at the College of Industrial Technology and Teacher Education utilizing the descriptive survey research design. The study revealed that students are accountable for their learning, completing activities despite distractions and setting attainable goals. Further analysis showed that learners favor audio-visual learning modalities and have strong self-management skills. However, they may feel less motivated when instructors are not available online to supervise them and felt intimidated when using technological devices. It is suggested that the university should continue promoting and implementing self-directed learning approaches when necessary and offer support like training and resources that cater to learners’ preferences and needs, ensuring a consistent and inclusive application of self-directed learning methodologies for all the participants.
Volume: 14
Issue: 4
Page: 2781-2789
Publish at: 2025-08-01

Mobile gaming in education: a bibliometric analysis of trends and performance

10.11591/ijere.v14i4.32991
Lim Seong Pek , Fatin Syamilah Che Yob , Rita Wong Mee Mee , Walton Wider , M. Zaini Miftah , Jun S. Camara
This bibliometric analysis, based on data from the Web of Science (WoS) database, examines the increasing role of mobile gaming in education. Mobile gaming has demonstrated strong potential to improve student engagement, motivation, and cognitive skills, yet research on its integration within formal educational settings is still emerging. By analyzing data from 247 scholarly articles published between 2014 and 2023, this study identifies key trends, influential contributors, and areas of growing interest within this field. The findings reveal a significant rise in publications and citations, underscoring the expanding recognition of mobile gaming’s educational value. Prominent themes in the literature include gamification strategies that encourage collaboration, problem-solving, and critical thinking, focusing on multiplayer online battle arenas (MOBAs) and other interactive gaming environments that facilitate active learning. The analysis also highlights leading countries, with the United States at the forefront of research output, alongside significant institutional contributions globally. These insights guide educators and policymakers on leveraging mobile gaming in educational practices while addressing potential challenges. By emphasizing the alignment of mobile gaming with sustainable development goal 4 (quality education), this study establishes a foundation for future research into innovative, technology-enhanced learning solutions that are accessible, engaging, and effective.
Volume: 14
Issue: 4
Page: 2676-2685
Publish at: 2025-08-01

Benefits and challenges of graduate start-up and academic spin-off model integration: a systematic review

10.11591/ijere.v14i4.30288
Fakhrul Anwar Zainol , Wan Norhayate Wan Daud , Syamsul Azri Abdul Rahman , Safrul Izani Mohd Salleh , Balogun Daud Ishola
Government representatives and university administrators must comprehend the reasons behind academics’ desire to start their own businesses to create laws that effectively encourage academics to take up entrepreneurship. One may understand how seemingly difficult it might be to foster creativity and entrepreneurship in a varied community, considering how difficult it can be to teach entrepreneurship to university students. Consequently, the goal of this systematic review was to summarize the challenges and benefits of integration of graduate start-up and academic-spin off model. Three internet databases were searched for articles between 2010 and 2023 (i.e., a cumulative index using Scopus, the Web of Science, and Emerald to provide a summary of the challenges and benefits of graduate start-up and academic spin-off models). The study adds to a thorough understanding of the complex nature of business models by highlighting the models’ dynamic evolution over time, the value of global collaboration, the necessity of carefully examining individual models, and the strategic diversity that comes from exploring several business models simultaneously. When taken as a whole, these observations offer insightful information that decision-makers, business owners, and academics may use to better understand, traverse, and navigate the terrain of innovation and entrepreneurial processes.
Volume: 14
Issue: 4
Page: 2945-2955
Publish at: 2025-08-01

Validity and reliability of the questionnaire of Chinese self-efficacy for Chinese as a second language learners in China

10.11591/ijere.v14i4.33568
Yulan Peng , Muhammad Zuhair Zainal
Self-efficacy is a pivotal predictor of academic success in second language learning. With the growing enrollment of international students in Chinese language programs in China, there is a pressing need for validated tools to assess self-efficacy among Chinese as a second language (CSL) learners. This study addresses this need by adapting and validating the English-Chinese questionnaire of Chinese self-efficacy (QCSE) from the original questionnaire of English self-efficacy (QESE). Using a cross-sectional design, data were collected from 174 international college students in Jiangxi Province for psychometric evaluation. Confirmatory factor analysis (CFA) assessed the instrument’s reliability and validity, with results showing a high overall Cronbach’s alpha of 0.942 and strong dimension-specific values (listening, speaking, reading, and writing) ranging from 0.915 to 0.927. All item outer loadings exceeded 0.7, and the average variance extracted (AVE) values were above 0.5, confirming the robustness of the QCSE. This validated instrument addresses a critical gap in CSL self-efficacy assessment and provides valuable insights for learners, educators, and policymakers.
Volume: 14
Issue: 4
Page: 2510-2520
Publish at: 2025-08-01

Playing catch-up: Vietnamese rural student voices on bridging academic marginalization

10.11591/ijere.v14i4.32663
Danh Cong Vu , Phuong Thanh Nguyen
The increasing adoption of English as the instructional language in Vietnamese higher education has created significant learning barriers for rural students. Their under-resourced schools and a communicative English-neglected curriculum provided limited foundations prior to engaging in lectures, presentations, and discussions now conducted exclusively in academic English. Rural students often face significant challenges when transitioning into this demanding academic environment due to their limited prior exposure to English and the disparities in educational resources between rural and urban areas, yet there is limited understanding of their experiences and coping mechanisms. This study examines the challenges faced by rural Vietnamese undergraduate English majors and investigates their coping strategies in achieving academic competency. Using semi-structured interviews, this case study investigated three Vietnamese undergraduate English majors from low-income, rural backgrounds at an urban university. The findings revealed two key dimensions: i) participants initially experienced significant challenges including skill deficits across all language domains and identity struggles manifesting as feelings of inadequacy and isolation and ii) students developed a comprehensive set of coping strategies encompassing language learning, social support, and psychological adaptation. The study highlights the necessity of implementing multi-dimensional support systems that address not only language learning but also social and psychological aspects of academic adaptation. Such comprehensive support, through precision language education, can promote more equitable access and inclusion in language education.
Volume: 14
Issue: 4
Page: 3304-3314
Publish at: 2025-08-01
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