Articles

Access the latest knowledge in applied science, electrical engineering, computer science and information technology, education, and health.

Advanced Search
Filter Icon

Filters article

Years

FAQ Arrow
Single Year
Range Year
0
0

Source Title

FAQ Arrow

Authors

FAQ Arrow

29,939 Article Results

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

Graduate competencies as predictors of the pre-service English teachers’ work-readiness

10.11591/ijere.v14i4.32609
Cristie Ann L. Jaca , Wilson D. Castañeda Jr.
This study examines the competencies that predict work readiness among the pioneering cohort of English graduates from a newly implemented curriculum. By evaluating graduates’ perceived competencies and work-readiness over the curriculum’s initial four years, the research addresses its relevance with the current demands of the teaching profession. Employing a descriptive-survey quantitative research design and regression analysis, the study evaluated all 43 graduates of bachelor of secondary education (BSEd) major in English. Respondents were assessed on work readiness and core competencies in content, pedagogy, and essential 21st-century skills, including 4Cs (communication, collaboration, critical thinking, and creativity). Findings revealed that, while graduates demonstrate confidence in pedagogy, creativity, and collaboration, there remains a need for a more balanced skill set, particularly in content knowledge and critical thinking. Regression analysis identified that pedagogy, communication, and critical thinking are key predictors of work-readiness, highlighting that these skills significantly enhance graduates’ preparedness for a dynamic workplace. These insights emphasize the need to refine program objectives to support future cohorts better, underscoring the importance of analyzing graduate competencies to improve curriculum design. This study contributes to adapting educational programs and preparing future English teaching professionals to meet the complexities of modern education and evolving workforce demands.
Volume: 14
Issue: 4
Page: 3211-3223
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

Artificial intelligence competencies of vocational teachers using for the design of learning activities

10.11591/ijere.v14i4.32334
Raweewarn Rattanakha , Kanitta Hinon , Panita Wannapiroon , Naphong Wannapiroon , Jira Jitsupa , Nipone Sookpreedee
Currently, information technology used in teaching and learning management is constantly evolving. Therefore, the development of vocational teachers’ artificial intelligence competencies (AIC) of vocational teachers using artificial intelligence (AI) for the design of learning activities using questions is to develop the ability to use information technology in teaching and learning management with an emphasis on the use of AI for education. Teachers in the college received practical training on the application of AI in teaching and learning management. In using AI, which creates knowledge and understanding for teachers, it can be applied in the design of learning activities. From allowing teachers to practice, this has a positive effect on the increase in AI skills of teachers from before attending the training. Overall, vocational teachers have a great level of AIC; the average score is 21.72 points and from the assessment of overall satisfaction at the highest level. The training content is suitable for the current situation. The knowledge gained can be used to benefit in organizing teaching activities. The speakers have interesting teaching techniques.
Volume: 14
Issue: 4
Page: 3336-3344
Publish at: 2025-08-01

A systematic literature review of computational thinking study in physics learning

10.11591/ijere.v14i4.29632
Riwayani Riwayani , Edi Istiyono , Supahar Supahar , Riki Perdana , Jumadi Jumadi , Soeharto Soeharto
This systematic review aims to summarize the technological resources for teaching and learning about computational thinking (CT) in physics and provide suggestions to conduct new studies in future research. A total of 22 academic articles on CT in physical learning were reviewed from 2012 to 2022. The number of research participants was 3,269, with details of 2,752 college students, 439 high school students, 32 junior high school students, 20 elementary students, 21 teachers, and five librarians. This study confirmed that research on CT in physical learning has been dominated by two countries, the United States and Indonesia. Over the past 10 years, there has been an increase in physics courses focusing on topics in kinematics, force and motion, and electricity. The common method practices are quantitative and qualitative, with some developing learning. The implications of this research can inform education experts, educators, and technologists interested in the CT environment and technological development in physics learning. Computational skills in physics have the potential to improve cognitive, affective, and psychomotor outcomes, including students’ thinking abilities. Students can benefit from their experience learning physics using the concept of CT because they can solve technology-based problems and develop various competencies needed in learning physics.
Volume: 14
Issue: 4
Page: 2698-2709
Publish at: 2025-08-01

Learning disabilities teachers’ perceptions of employing artificial intelligence applications in teaching their students

10.11591/ijere.v14i4.32888
Mariam Alnaim , Ghada Al-Otaibi
This study explores the learning disabilities teachers’ perceptions of employing artificial intelligence (AI) applications in teaching their students in Saudi Arabia. A quantitative approach was utilized, distributing a questionnaire to 108 teachers of students with learning disabilities. Findings indicate a moderate level of AI application use, with tools like virtual reality (VR) and speech recognition being more commonly recognized and valued. However, other applications, such as Thinkster Math, remain underutilized, revealing gaps in effective AI integration. The study recommends targeted strategies to overcome barriers such as insufficient teacher training, lack of digital infrastructure, and the need for culturally responsive AI tools. Key solutions include developing professional development programs, improving access to technology, and providing financial incentives to encourage wider adoption. By addressing these challenges and implementing these recommendations, Saudi Arabia can enhance its special education landscape, enabling teachers to leverage AI as a transformative tool and fostering a more inclusive and adaptive learning environment for students with learning disabilities. This study underscores the need for continuous research and feedback to refine AI tools, ensuring they meet educational goals and improve student outcomes.
Volume: 14
Issue: 4
Page: 2732-2741
Publish at: 2025-08-01

Hope and grit: the driving forces behind student-athletes’ motivation in sports and academics

10.11591/ijere.v14i4.32916
Jet C. Longakit , Joseph Lobo , Teejay Panganiban , Jay Mark D. Sinag , Elvie F. Celestial , Janice D. Ballera
While the challenges student-athletes face in balancing academics and sports have garnered increasing attention, few studies have explored how factors like hope and grit contribute to this balance and enhance motivation. This study investigated the relationship between hope, grit, and motivation of academic and sports of student-athletes. A total of 247 student-athletes of Mindanao State University-Iligan Institute of Technology (MSU-IIT) answered a set of questionnaires assessing grit, dispositional hope, and student-athletes motivation towards sports and academics with the age range of 18-24 years old. Ethical approval was gained from the participants. The results showed that factors of hope (agency and pathways) and grit (consistency of interest or COI and perseverance of effort or POE) were significant predictors of motivation in sports and academics. This suggests that student-athletes with higher levels of hope and grit demonstrate increased motivation in both domains. These results could offer a more valuable insights for coaches, educators, and sports psychologist striving to support the long-term success and wellbeing of student-athletes.
Volume: 14
Issue: 4
Page: 2574-2583
Publish at: 2025-08-01

Study on parental involvement in Vietnamese primary students’ learning: insights from the era of educational reform

10.11591/ijere.v14i4.32897
Thi Hong Hanh Van , Xuan Quang Tran , Thi Phuong Vy Nguyen , Thai Hung Le
In light of Vietnam’s recent educational reforms emphasizing competency-based learning, this research explores how Vietnamese parents engage in their children’s education and the relationship between this involvement and students’ academic performance. Employing both quantitative (surveys) and qualitative (interviews) methods, the study focuses on three critical aspects of parenting and the family environment, based on Epstein’s theory: communication between parents and teachers, volunteering, and collaboration with the community. Quantitative data, analyzed using SPSS software, revealed the frequency of parental involvement activities, providing a comprehensive picture of both common and less frequent activities. Pearson correlation results confirmed a positive relationship between active parental involvement and student performance. The qualitative findings further highlight the challenges parents face when engaging in their children’s education and offer suggestions for improving parental participation. Overall, the paper provides valuable insights into the dynamics of parental involvement in Vietnamese schools and proposes practical, contextually appropriate solutions to enhance educational quality by strengthening cooperation between schools and parents.
Volume: 14
Issue: 4
Page: 2487-2499
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

Using Canva and Microsoft Teams to support students’ writing tasks

10.11591/ijere.v14i4.27985
Wan Zahidah Wan Sulaiman , zuraina ali , Zarina Mohd Ali , Shahid Hussain Shahid , Muhammad Ishtiaq , Norsuhaily Abu Bakar
Teachers and students face difficulties in remote learning. These difficulties can be greatly reduced by utilizing applications, such as Microsoft Teams (MS Teams) and Canva. This study investigates the effectiveness of using Canva and MS Teams as helpful resources for students assigned to write informative speech essays. Employing a sequential explanatory research design in a mixed-method approach, the study involved sixteen English majors from a private university located on Malaysia’s East Coast. Students used MS Teams to complete pre-and post-tests, and afterward, interviews were held to learn more about how they felt about using Canva. The pre and post-tests showed that students improved their writing abilities when using MS Teams since they had a chance to collaborate with their peers and teachers. Qualitative findings also revealed that online learning environments promoted interaction between students and teachers and between students and their peers. The results suggest that incorporating web tools like MS Teams and Canva could enhance students’ learning experience as they complete their writing projects. Overall, this study highlights the potential benefits of incorporating web technologies into the writing process and underscores the importance of seeking student feedback to improve the effectiveness of these tools.
Volume: 14
Issue: 4
Page: 3295-3303
Publish at: 2025-08-01

Driving school program to strengthening anti-corruption education within the integrity zone policy

10.11591/ijere.v14i4.28773
Suyadi Suyadi , Zalik Nuryana , Anom Wahyu Asmorojati , Anton Yudhana
For an extended period, education institutions have functioned independently, resulting in a notable disparity in educational quality. The Merdeka Belajar Kampus Merdeka (MBKM) promotes collaboration between educational institutions and schools, with the aim of serving as mentors for joint program development. This groundbreaking research delves deeply into the pivotal roles played by both lecturers and students within the MBKM program. They emerge as mentors in the crusade for implementing anti-corruption education within the dynamic context of Sekolah Penggerak, also known as the driving school program (DSP). Conducted as a qualitative descriptive study, this research draws its data from the collaborative efforts between higher education institutions and schools in developing anti-corruption education, leading to recognition from the Indonesian Corruption Eradication Commission (KPK-RI). The data collection process unfolds through a meticulously orchestrated combination of observations, in-depth interviews, and thorough documentation. The findings of this study are nothing short of transformative, as they underscore how the active involvement of MBKM’s lecturers and students in anti-corruption education serves as a potent catalyst, reinforcing the integrity zone policy within the DSP program. This seamless integration of anti-corruption education with Islamic education, encompassing profound concepts like riswah (bribery), ghulul (betrayal), and mukabarah-ghasab (seizing), represents a paradigm shift in pedagogical strategies.
Volume: 14
Issue: 4
Page: 2722-2731
Publish at: 2025-08-01

How digital platforms improve teaching: comparing teacher performance across Peru

10.11591/ijere.v14i4.32562
Yurfa Carolina Medina-Bedón , Liliana Asuncion Sumarriva-Bustinza , Mery Jesús Arias Huánuco , Hugo Augusto Carlos-Yangali , Gladys Margarita Espinoza-Herrera , Luis Donato Araujo-Reyes , Maura Natalia Alfaro-Saavedra , Yeni Yauri-Huiza , Zaida Olinda Pumacayo-Sanchez , Karina Eddmy Madrid-Gómez
This study addresses the challenge of enhancing pedagogical content knowledge (PCK) performance among primary education teachers in Peru, particularly in the context of increasing reliance on digital platforms. With significant regional and demographic disparities in access to digital resources, this research aims to evaluate the effectiveness of digital platforms in supporting teaching practices. Using a quantitative, cross-sectional design, the study analyzed data from the 2022 national unique test (PUN), which assesses cognitive and pedagogical skills among teachers, and a digital platform integration questionnaire (DPIQ) administered to 2,000 teachers. The findings revealed a positive correlation between digital platform usage and PCK performance, with younger and female teachers demonstrating higher scores. Urban teachers also outperformed their rural counterparts, highlighting regional disparities in digital access. The study concludes that integrating digital platforms into teaching practices can enhance PCK performance, but there is a need for targeted professional development and investment in digital infrastructure, particularly in underserved areas. Addressing these disparities is crucial to ensuring that all teachers can benefit from digital advancements, ultimately improving educational outcomes.
Volume: 14
Issue: 4
Page: 2966-2978
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

Exploring ICT competency and communication preferences in higher education: insights from Croatia

10.11591/ijere.v14i4.33513
Hrvoje Budić , Marko Šostar , Arnaldo Ryngelblum
The digital transformation of education underscores the need for effective integration of information and communication technologies (ICT) in higher education. This study examines differences in ICT usage between teaching staff and students across various types of higher education institutions in Croatia, focusing on the impact of institution type and academic programs on ICT usage levels, digital competencies, and communication preferences. A quantitative research approach was employed, with data collected via a survey distributed to 70 teaching staff and 472 students using random sampling from public universities, public polytechnics, and private higher education institutions. The results reveal significant disparities in digital competencies, with students in private institutions demonstrating higher ICT usage compared to public institutions. Additionally, both groups favor synchronous communication (SC), although students display a stronger preference. These findings highlight a digital divide within academia and the need for targeted ICT training, particularly in public institutions. The study proposes measures to enhance ICT infrastructure and develop digital competencies through systematic workshops and training sessions. This research emphasizes the importance of addressing digital inequalities and improving the quality of education by integrating advanced technological solutions in higher education.
Volume: 14
Issue: 4
Page: 2931-2944
Publish at: 2025-08-01

Formation of key skills of the XXI century in the educational practice of a teacher

10.11591/ijere.v14i4.32968
Saltanat Beissembayeva , Zhanar Oshakbayeva , Gulfairuz Yerkibayeva , Karlygash Babayeva , Selime Chakanova
This study addresses the pressing need to develop key XXI century skills among teachers to effectively navigate the contemporary educational challenges that they are facing. Through interviews with 86 educators from Kazakh pedagogical universities, we identified several essential competencies, including digital literacy, critical thinking and collaboration, as being fundamental for successful teaching in modern contexts. The research proposes a multifaceted approach, employing innovative strategies such as active learning, project-based learning, and collaborative techniques, to seamlessly integrate these skills into the curriculum. The findings indicate that these methods not only enhance students’ practical experiences but also foster a supportive learning environment conducive to creativity and effective problem-solving. The study concludes by emphasizing the vital role of continuous professional development for teachers, ensuring they can adapt their pedagogical practices in response to the rapidly evolving demands of education today.
Volume: 14
Issue: 4
Page: 3125-3134
Publish at: 2025-08-01
1 2 3
...
1995 1996
Show 160 of 1996

Discover Our Library

Embark on a journey through our expansive collection of articles and let curiosity lead your path to innovation.

Explore Now
Library 3D Ilustration