eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-01-22 25 .i iv 5709 article Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 25, 2026 http://www.informingscience.org/Publications/5709 information technology education JITE innovations in practice table of contents eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-01-26 25 5692 article Mona Abdelfattah mona.abdelfattah@mcbs.edu.om Ahmed Al Mata'ni mubarak@mcbs.edu.om Jennifer Ymbong Paquibut jennifer.y@mcbs.edu.om Hazar Hedi Ayadi hazar@mcbs.edu.om Aim/Purpose: This study aimed to explore how Microsoft Teams’ Speaker Progress, an AI-powered feedback tool, can enhance oral presentation skills, reduce anxiety, and increase self-confidence among undergraduate students in Oman. The research sought to determine learners’ perceptions of the tool’s real-time and post-session feedback, as well as its impact on self-regulated learning and communication performance. Background: Public speaking and oral presentations are vital competencies in higher education. Yet, learners, especially in Gulf contexts, often face heightened anxiety and limited rehearsal opportunities due to cultural and linguistic barriers. Artificial intelligence (AI) feedback systems offer individualized, private, and immediate feedback that can scaffold learner reflection, reduce apprehension, and promote autonomous skill development. While research supports AI-assisted speaking practice globally, little is known about its effectiveness in conservative higher education environments. Methodology: This mixed-methods pilot case study involved 120 undergraduate students across business writing, public speaking, and biology courses at a private Omani college over an eight-week period. Quantitative data were collected through a validated 35-item questionnaire (Cronbach’s α = 0.84–0.89) and analysed using descriptive statistics. Qualitative reflections were examined using VADER sentiment analysis to identify emotional valence and perception trends. Contribution: The study integrates the Technology Acceptance Model (TAM) with Self-Regulated Learning (SRL) theory to present a dual-mode AI feedback framework. This framework demonstrates how real-time and delayed feedback cycles promote reflection, performance monitoring, and adaptive learning in oral communication. It contributes to the growing field of AI-mediated learning analytics in higher education, especially in culturally sensitive contexts. Findings: Results revealed notable gains in confidence (M = 3.67), performance (M = 3.79), and anxiety reduction (M = 3.60). Approximately 95% of participants reported reduced stress, and 88% felt more confident presenting after using Speaker Progress. Sentiment analysis showed 67% positive and 24% neutral reflections, confirming high acceptance and perceived usefulness. Students valued the immediacy, privacy, and constructiveness of AI feedback, although many requested additional rehearsal attempts and more specific, example-based guidance. Recommendations for Practitioners: Instructors should integrate AI feedback tools as formative rehearsal aids, enabling students to practice privately before graded tasks. Embedding dual-mode AI feedback early in communication-based courses helps develop self-monitoring and confidence. Educators should align AI metrics with existing rubrics to ensure coherence and provide brief guided debriefings to contextualize AI feedback for learners. Recommendation for Researchers: Future research should employ control and longitudinal designs to evaluate the causal effects of AI feedback on oral proficiency and affective change. Comparative studies across disciplines and cultural contexts would enhance generalizability. Combining AI analytics with observational and interview data can offer deeper insights into learner motivation and metacognitive development. Impact on Society: This study demonstrates how AI-driven, culturally responsive feedback mechanisms can democratize access to communication training and reduce performance anxiety. By enabling students to rehearse autonomously in psychologically safe environments, AI fosters confidence, employability, and lifelong learning – key graduate attributes in the digital era. Future Research: Further research should examine adaptive AI models that deliver more personalized, multimodal feedback – combining visual, textual, and video exemplars – and track progress over multiple semesters. Investigations into faculty perceptions and institutional integration strategies will also support the adoption of sustainable, ethical, and scalable AI in higher education. http://www.informingscience.org/Publications/5692 artificial intelligence (AI) oral presentation skills anxiety and confidence higher education in the Gulf AI-powered feedback critical thinking self-regulated learning autonomous learning learning analytics eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-01-27 25 5704 article Omar Baissane baissaneomar@gmail.com Aim/Purpose: To investigate the effectiveness of game-based learning (GBL) using Kahoot! on vocabulary achievement and engagement among Moroccan young EFL learners. Background: This study addresses the limited research on the impact of digital GBL tools in Moroccan EFL classrooms, particularly among young learners. It also offers novel evidence from a Moroccan context and demonstrates a connection between GBL and young learners’ vocabulary development. Methodology: Quasi-experimental design with 60 intermediate EFL learners divided into experimental and control groups; data analyzed using descriptive statistics, Wilcoxon Signed-Rank, Mann–Whitney U, and Spearman correlation tests. Contribution: Provides empirical evidence on the benefits and limitations of GBL in vocabulary instruction and highlights the complex relationship between engagement and learning outcomes. Findings: The experimental group showed significantly improved vocabulary scores after the GBL intervention using Kahoot! (Md = 6 vs. Md = 5; Z = –6.726, p < .001), while the control group showed no significant gain (Z = –0.421, p = .674). A Mann–Whitney U test confirmed a significant difference between groups (U = 168.50, p < .001). However, a surprising non-significant negative correlation was found between engagement and post-test performance (ρ = –0.12, p = .373, n = 60). Recommendations for Practitioners: Future research should consider incorporating digital games like Kahoot! to enhance vocabulary learning and increase student motivation. Recommendation for Researchers: Further research is needed to explore the role of engagement as a variable influencing vocabulary learning outcomes. Impact on Society: Enhancing the use of GBL could improve language learning by promoting more interactive, learner-centered practices in Moroccan EFL classrooms and by supporting the quality of language instruction. Future Research: Further studies should investigate the long-term impacts of GBL, its effects on other language domains, and comparative studies across different learner demographics, as well as examine contextual factors such as the classroom environment and teacher digital readiness. http://www.informingscience.org/Publications/5704 digital game-based learning engagement Kahoot! perceptions vocabulary learning eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-01-29 25 5702 article hang Shi shihangshukm@163.com Aidah Abdul Karim eda@ukm.edu.my HAZRATI HUSNIN hazrati@ukm.edu.my xiang Hua 15252951037@163.com Aim/Purpose: This project focuses on blending AR technology with painting, with specific emphasis on one of the most basic concepts in art education: light and shadow. Background: The instructional materials based on AR help convert two-dimensional, abstract information in traditional education into three-dimensional, interactive materials. Methodology: This research has been conducted on AR tools, the concepts of light and shadow in the field of art, and applications such as Unity and Vuforia. Contribution: The application of 3D models and various gaming techniques has helped students gain a hands-on learning experience. Findings: Through this approach, an improvement is brought about in the engagement of students and their overall learning experience. AR brings together scientific tools with elements of art. It evolves with technological advances, making education more accessible to students from different corners of the world. Recommendations for Practitioners: Educators can integrate the AR module into studio-based lessons to visualize and manipulate light effects on 3D objects. Recommendation for Researchers: Future research should entail systematic empirical testing through pre–post assessments. Impact on Society: One can also witness a transformation in the traditional methods of imparting education. Future Research: Future research should entail systematic empirical testing through pre–post assessments. http://www.informingscience.org/Publications/5702 augmented reality unity light and shadow art augmented reality instruction eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-01-30 25 5697 article Nuriye Sancar nuriye.sancar@neu.edu.tr Abdiwahab Abdillahi 20236436@std.neu.edu.tr Nadire Cavus nadire.cavus@neu.edu.tr Charles Zulu Yonmah 20243761@std.neu.edu.tr Ghufran Sabah Fareed 20236225@std.neu.edu.tr Aim/Purpose: The purpose of this study is to determine Somali university students’ self-assurance in their ability to use the internet securely, as well as their perceptions of safe internet use across the following four areas: computer security, malicious software, web security, social engineering, and social media. Background: While universities globally have rapidly adopted internet technologies as a valuable tool for enhancing student learning, students in vulnerable areas like Somalia are left behind, unable to use them safely and effectively due to limited digital literacy initiatives and a lack of college or university cybersecurity policies. This leaves many Somali university students vulnerable to additional risk of harm or exploitation when they engage with others online. Methodology: A quantitative, cross-sectional survey design was used, and data were collected via convenience sampling from 388 students across the academic levels and faculties of Somali universities. Nonparametric tests (Mann-Whitney U and Kruskal-Wallis) were used to evaluate differences in students’ self-efficacy and perceptions of the internet by gender, age, and level of education. Contribution: The results of this study provide empirical evidence regarding Somali university students’ digital self-efficacy and perceptions of internet safety. The results indicate that these students differ in demographics, self-efficacy, and perceptions of internet safety regarding social media. Therefore, this study will inform and develop specifically tailored cybersecurity education and digital literacy policies in Somali higher education. Findings: This research found that Somali university students demonstrated a very high degree of self-confidence across all four areas studied. There were also slightly higher levels of awareness of web security and social engineering than of computer security and malicious software (M = 3.39) and social networking sites (M = 3.38), compared with computer security (M = 3.25) and malicious software (M = 3.28). Significant group differences were observed. Male students reported higher self-efficacy across all domains than females (p < .001; WSS p = .014), older age groups (27-30 and 30+) demonstrated significantly higher levels than younger groups (p ≤ .002), and undergraduate students reported higher self-efficacy than postgraduates (p < .001). Recommendations for Practitioners: To improve academic performance and encourage safer online behaviour, Somali universities should offer students structured cybersecurity and internet safety courses, as well as additional tools to protect their personal information and detect online threats. Increasing the availability of these courses will also help reduce differences in access to cybersecurity and digital literacy among students from different demographic groups. Recommendation for Researchers: Future research should evaluate how the implementation of structured cybersecurity interventions influences students’ behaviours and attitudes regarding their online activities, and use mixed-methods research to capture the ongoing impact of these interventions on students’ digital practices. Impact on Society: As Somalia continues to develop, strengthening digital literacy and internet safety among Somali university students will encourage greater academic performance and contribute to improving national educational quality and technological advancement. Future Research: Further studies should evaluate the sustainability of cybersecurity awareness programmes over time and explore cross-country comparisons within East Africa to identify trends and best practices regarding the provision of cybersecurity education and awareness among students in fragile higher education contexts. It is important to establish a foundation for the continued growth and development of technology in the region. http://www.informingscience.org/Publications/5697 internet self-efficacy cybersecurity awareness digital literacy Somalia higher education safe internet use eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-02-05 25 5712 article Elizar Elizar elizar@usk.ac.id Bintang Zaura zaurabintang@usk.ac.id Ayu Mastura ayu.mastura@usk.ac.id Azbar Tanjung azbar.tanjung@usk.ac.id Rahmah Johar rahmah.johar@usk.ac.id Mukhlis Hidayat mukhlishidayat.nt@fkip.usk.ac.id Aim/Purpose: This study examined the effects of gamified learning using Fraction Heroes, an educational game developed with the ADDIE model, on students’ understanding of fractions. Additionally, the research explored gender differences and the interaction between the game and students’ initial ability levels. Background: Understanding fractions is essential for mastering advanced mathematics and real-life problem-solving, yet students often struggle due to misconceptions and ineffective teaching methods. Gamified learning, rooted in constructivist theories, can enhance engagement and motivation, but its effectiveness depends on balancing competition, fostering collaboration, and promoting intrinsic motivation, warranting continued investigation. Methodology: The study employed a one-group pre-test and post-test experimental design involving Year 7 students from three public junior high schools in Banda Aceh, Indonesia. Participants engaged with Fraction Heroes as part of their learning activities. Data collected through pre- and post-tests were analyzed using one-sample t-tests and gain scores to measure performance improvement. Subsequently, a paired-samples t-test was conducted to examine gender differences in learning outcomes. We also used a two-way ANOVA to determine whether there is an interaction between the developed educational games and students’ mathematical understanding of fractions, with initial ability level as a covariate. Contribution: This research contributes to the field of gamified learning by demonstrating that carefully designed game-based instruction improves students’ understanding of fractions, while considering variations in prior knowledge and gender. These findings support promoting more equitable and meaningful mathematics learning. Findings: Results revealed a statistically significant improvement in students’ understanding of fractions after using the game. Additionally, there was no significant difference in students’ performance across genders. We also found no interaction between the developed educational games and students’ mathematical understanding of fractions. Recommendations for Practitioners: Based on the study’s findings, we recommend that teachers try this innovation in their classrooms. Teachers can use diagnostic assessments to identify students’ starting points and provide targeted support, maximizing the benefits of gamified learning interventions. Additionally, local contexts should be considered when implementing gamified tools like Fraction Heroes. Recommendation for Researchers: Although this study found no significant gender differences in learning outcomes, we recommend that future researchers delve deeper into how boys and girls engage with different game elements (e.g., competition, storytelling, rewards) to fine-tune game design for maximum appeal and effectiveness. Impact on Society: The findings highlight the potential of theory-driven gamified learning environments to guide the development of effective, inclusive, and engaging mathematics instruction in secondary education. Future Research: Future research should investigate the long-term retention of fraction concepts learned through Fraction Heroes and its adaptability to other mathematical domains and learner populations. http://www.informingscience.org/Publications/5712 educational game online game understanding fractions students’ mastery of fractions eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-02-09 25 5715 article Wiwik Rahayu wiwikrahayu@ft.unp.ac.id Herlin Setyawan herlinsetyawan@student.unp.ac.id Ganefri Ganefri ganefri@unp.ac.id Hansi Effendi hans_79@ft.unp.ac.id Aim/Purpose: The classroom learning model plays an important role in vocational education by making learning more effective and engaging and by increasing vocational students’ self-directed learning. However, no comprehensive assessment of the impact of the Flipped Classroom Model (FCM) on vocational education has been conducted at present. Background: This study examines trends in publications on the FCM in vocational education over the past decade. It also identifies researchers, the most productive institutions, and emerging themes and topics. Bibliometric analysis predicts future developments, benefits, and challenges of FCM. Methodology: This study uses bibliometric methods to identify trends, benefits, challenges, and future research directions for the application of the FCM in vocational education. The article searching process follows the PRISMA protocol through three screening stages: identification, screening, and inclusion. Articles were searched through the Scopus database and analyzed using the VOSviewer application. Contribution: This study contributes significantly to knowledge development, particularly regarding research trends, benefits, challenges, and future research to examine the impact of the FCM in vocational education. Findings: The research results showed an increase in publications, but this increase has not yet significantly impacted vocational education (R² = 0.1847). China contributed to this research at 41.23%, followed by Indonesia at 11.40% and Spain at 8.77%. The co-occurrence analysis identified three clusters in this topic: student learning outcomes and academic performance; the application of the FCM; and the application of educational technology and pedagogical innovation in vocational education. This learning model benefits vocational education in cognitive, psychomotor, and affective aspects and encourages teachers to design more engaging and compelling learning experiences. However, its implementation still faces challenges from the students, technology, pedagogy, and institutional perspectives. Recommendations for Practitioners: Based on the results of the study, it is clear that there are significant implications for vocational education, both for teachers and policymakers, regarding the importance of implementing the FCM in the learning process in order to improve student independent learning. This also greatly supports students’ lifelong learning skills, which are essential in the era of 21st-century technological development. Recommendation for Researchers: Based on the study’s results, researchers can also recommend examining the long-term impact of the FCM on student competence. In addition, technologies such as educational games and augmented reality can be integrated to improve students’ independent learning before attending classes. Impact on Society: The results of this study provide comprehensive knowledge about the impact of the FCM. In terms of students, it can improve knowledge, critical thinking skills, creativity, problem-solving, metacognition, practical skills, motivation, self-efficacy, and satisfaction. Students need all of this knowledge and these skills to enter the workforce. Additionally, there are positive effects on teachers as educators, including enhanced creativity, mastery of educational technology, and readiness to implement teaching methods. Future Research: It is hoped that future research can combine article search databases from Springer, IEEE, PubMed, Dimension, Frontiers, and other leading databases. In addition, researchers can conduct pure studies of the long-term impact of applying this model on student competence and integrate it with the latest technologies currently being developed (such as game education or augmented reality). http://www.informingscience.org/Publications/5715 flipped classroom model vocational education quality education learning bibliometric analysis eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-02-10 25 5699 article Ruba F Bataineh rubab@yu.edu.jo Salameh F. Obeiah researchnprogress@gmail.com Rula F. Bataineh rula@just.edu.jo Aim/Purpose: To evaluate whether a coordinated, multi-tool AI instructional design, chatbots, LingQ gamification, Google Speech-to-Text, and AI-driven virtual reality improve listening comprehension for Jordanian ninth-grade learners. Background: Listening is underdeveloped across many EFL primary and lower-secondary classrooms in the MENA region, where classrooms rarely sustain theory-informed, technology-rich scaffolding; this study responds by pairing Vandergrift’s metacognitive model and Vygotsky’s sociocultural lens with practicable AI tools. Methodology: A quasi-experimental comparison of two intact ninth-grade sections (experimental n = 24; control n = 24) contrasted AI-enhanced lessons with textbook activities; analyses used ANCOVA to control for pre-test differences while lesson logs and platform analytics monitored fidelity. Contribution: The study provides experimental evidence that an integrated, multi-tool AI design can produce meaningful listening gains and models how affective, cognitive, motivational, and situational scaffolds function together in classroom practice. Findings: The AI-enhanced group demonstrated higher adjusted post-test listening scores than the control group after controlling for pre-test performance, F(1, 45) = 42.39, p < .001, partial η² = .49. Adjusted means favored the experimental group (M = 16.56, SE = .29) over the control group (M = 13.94, SE = .29), indicating a substantial advantage for learners receiving coordinated, multi-tool AI instruction. These gains were observed within the B1 range of the assessment. Recommendations for Practitioners: Sequence and blend multiple affordable AI tools (e.g., chatbots, LingQ, automated transcription, short VR scenarios) in short in-class rotations, and use platform analytics to tailor difficulty and feedback rather than relying on a single app or textbook. Recommendation for Researchers: Replicate and scale the design across multiple schools and larger samples; use mixed methods to isolate which tool components drive gains; examine moderators (proficiency, digital literacy, teacher training); and, when possible, apply formal standard-setting to link outcomes to CEFR levels. Impact on Society: Effective, cost-sensitive AI scaffolding can broaden access to international media, higher education, and employment for secondary learners in under-resourced MENA settings, thereby supporting educational inclusion and social mobility. Future Research: Pursue longitudinal, multi-site trials to test durability and transfer to spontaneous spoken interaction, compare single-tool versus multi-tool architectures, evaluate teacher professional development needs, and assess cost-effectiveness across diverse Jordanian and regional contexts. http://www.informingscience.org/Publications/5699 AI tools EFL listening multi-tool integration metacognitive strategies sociocultural theory eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-03-04 25 5713 article Timothy J Pattiasina timothy.john.2305349@students.um.ac.id Hartarto Junaedi aikawa@stts.edu Edwin Meinardi Trianto edwin@ikado.ac.id Raymond Sutjiadi raymond.sutjiadi.2305349@students.um.ac.id I Gede Wiarta Sena dedek@ikado.ac.id David S.O. Soedargo david@ikado.ac.id Harits Ar Rosyid harits.ar.ft@um.ac.id Anik Nur Handayani aniknur.ft@um.ac.id Aim/Purpose: This study aims to design and evaluate the usability and user experience of a portable Virtual Reality-based Serious Game (VRSG) informed by Cognitive Behavioral Therapy (CBT) principles to support exposure-oriented practice for adolescents with Social Anxiety Disorder (SAD). Background: Adolescents with SAD often face barriers to accessing conventional mental health services, including stigma, limited availability of therapists, and low engagement with traditional treatment formats. While digital mental health interventions and Virtual Reality Exposure Therapy (VRET) have shown promise, many existing systems rely on non-portable hardware and provide limited integration between therapeutic structure and engagement-oriented design. There remains a need for accessible, portable, and user-centered VR solutions tailored to adolescent users. Methodology: A VR serious game prototype, named SAVIRE, was developed using a Rapid Game Development approach and deployed on untethered VR hardware. An early-stage evaluation was conducted in two phases. First, mental health professionals (n = 3) assessed user experience and perceived therapeutic alignment using the User Experience Questionnaire (UEQ). Second, adolescents clinically diagnosed with SAD (n = 20) participated in usability testing using the System Usability Scale (SUS). Qualitative feedback was also collected to explore perceptions related to engagement, comfort, and system design features. Contribution: This study contributes a design-focused and usability-oriented evaluation of a portable VR serious game informed by CBT principles for adolescent social anxiety. By foregrounding usability, user experience, and feasibility, the study provides foundational evidence to support further development and future efficacy-oriented research. Findings: Results indicate high levels of usability and acceptance. Expert reviewers reported positive user experience ratings (overall UEQ mean = 2.75), with particularly strong scores for ease of understanding. Usability testing with adolescents yielded an excellent mean SUS score of 80.38, suggesting that the system is user-friendly and appropriate for repeated use. Qualitative findings further highlighted design features that supported engagement and emotional comfort during simulated social exposure. Recommendations for Practitioners: Mental health practitioners may consider portable VR serious games as supplementary tools to support exposure-oriented activities, particularly in non-clinical or resource-limited settings, provided they are integrated into appropriate clinical frameworks. Recommendation for Researchers: Future research should extend this work through controlled clinical studies to evaluate therapeutic outcomes and explore adaptive system features that personalize exposure scenarios. Impact on Society: By demonstrating the feasibility of a portable, engaging VR-based system, this research highlights the potential of immersive technologies to expand access to mental health support for adolescents, especially in underserved contexts. Future Research: Future studies may build on this work by conducting larger-scale, longitudinal investigations to examine clinical outcomes and sustain user engagement. The design framework applied in this study, integrating CBT-informed exposure with social learning theory and Bloom’s revised taxonomy, may also be adapted for the development of similar VR-based serious games in other adolescent mental health contexts. http://www.informingscience.org/Publications/5713 social anxiety disorder virtual reality serious games cognitive behavioral therapy usability evaluation adolescents eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-03-07 25 5718 article Rabya Sha’ban Aljawarneh rabya.shaaban55@gmail.com Dina AbdulHameed Al-Jamal deena.j@yu.edu.jo Majedah F. Abu Al Rub Majedah@yu.edu.jo Aim/Purpose: This study aims to investigate the effectiveness of Voscreen, a digital nudging tool, in enhancing reading comprehension and writing performance among first-year Jordanian EFL university students. Specifically, it examines whether Voscreen-based instruction leads to significant improvements in reading at literal, inferential, and critical levels, and in writing in terms of task achievement, coherence, lexical resources, and grammatical accuracy, compared to traditional instructional approaches. Background: Despite sustained EFL instruction in Jordanian universities, many first-year students continue to demonstrate weaknesses in reading comprehension and academic writing, particularly at inferential and critical levels. These difficulties are commonly attributed to teacher-centered practices and limited exposure to authentic English input. While mobile-assisted language learning (MALL) has expanded opportunities for learner engagement, most applications focus on vocabulary or listening and provide limited evidence for improving integrated literacy skills, especially writing. Voscreen, a mobile-based platform that uses short, authentic video clips and digital nudging mechanisms, offers a theoretically grounded approach aligned with multimedia learning and cognitive load principles. Methodology: A quasi-experimental pre-test–post-test design was employed with 60 first-year Jordanian EFL students assigned to an experimental group (Voscreen-based instruction, n = 30) and a control group (traditional instruction, n = 30). Reading and writing pre-/post-tests and classroom observations were administered over an eight-week intervention, and group differences were analyzed using ANCOVA and MANCOVA Contribution: Provides first controlled evidence of Voscreen’s effectiveness on both reading and writing, expanding MALL research to include digital nudging’s role in EFL literacy development. Findings: Integrating Voscreen into EFL classes significantly improved students’ reading and writing skills compared to traditional instruction. After eight weeks, the experimental group showed large gains in literal, inferential, and critical reading, as well as writing coherence, vocabulary, grammar, and task achievement. Voscreen explained nearly 60% of the improvement in reading and 43% in writing, demonstrating its strong effectiveness as a low-cost, scalable digital nudging tool for enhancing literacy skills among university-level EFL learners. Recommendations for Practitioners: Integrate Voscreen to enhance reading and writing outcomes in EFL classrooms through low-cost, scalable digital tools. Recommendation for Researchers: Explore long-term effects, broader learner levels, and comparisons with other digital tools in diverse educational contexts. Impact on Society: Demonstrates that affordable, technology-driven solutions can enhance literacy skills in under-resourced educational systems. Future Research: Replicate in varied contexts, including speaking/listening skills, and explore the impacts of learner autonomy and motivation. http://www.informingscience.org/Publications/5718 Voscreen digital nudging EFL reading comprehension writing performance microlearning eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-03-18 25 5714 article MariaSofia Georgopoulou mgeorgopoulou@uniwa.gr Christos Troussas ctrouss@uniwa.gr Akrivi Krouska akrouska@uniwa.gr Cleo Sgouropoulou csgouro@uniwa.gr Aim/Purpose: This study aims to present and evaluate a hybrid framework that was designed to bridge formal and informal learning contexts in secondary education. It addresses the ongoing challenge of effectively integrating social technologies into pedagogical practice to promote digital competence, social interaction, and critical thinking. Background: Despite the potential of social technologies to enhance learning, many systems lack cohesive pedagogical grounding. Thus, this study responds to that gap by proposing an integrated social learning hub grounded in social constructivism, connectivism, and communities of practice. Methodology: Conducted with a cohort of 72 sixteen-year-old students, the research employed a mixed-methods design, combining quantitative data from social learning hub interactions and questionnaires alongside qualitative insights from the teacher interview. Contribution: The study contributes an empirically tested framework that unites technological, social, and pedagogical dimensions within a single environment, demonstrating how learning design, combined with the social functionality of technology, can enhance both engagement and digital skills development. Findings: The findings indicate that the framework had a positive impact on student engagement, promoting social learning and digital socialization, yet reveal challenges, including limited incentives and adaptation difficulties. Recommendations for Practitioners: Educators should integrate social learning hubs (structured yet flexible) into curricula that combine intentional learning goals with authentic peer interaction. Providing continuous guidance and clear incentives can strengthen the learning experience and, consequently, learning outcomes. For this purpose, teacher training is vital for bridging formal and informal contexts and promoting open, collaborative, and stimulating learning environments. Recommendation for Researchers: Future studies should explore the longitudinal effects of social learning hubs on digital competencies, incorporating samples of diverse educational levels and advanced metrics to validate the framework across different contexts. Impact on Society: By promoting independent, collaborative, and open learning behaviors through the combination of formal and informal learning contexts, the proposed framework supports the cultivation of digitally literate and socially responsible citizens, aligning with Area 2 of the European DigComp Framework. Future Research: Longitudinal research tracking long-term digital competency gains, comparative analyses across cultures, and scalability tests of the hub in varied educational settings are recommended to refine the hub’s adaptive components, with a focus on how it may foster a deeper pedagogical transformation in formal educational systems. http://www.informingscience.org/Publications/5714 formal and informal learning social learning hub hybrid learning framework formal and informal learning digital tools learning theories eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-03-24 25 5742 article Wen Hung Chao nosir.tw@gmail.com Aim/Purpose: This study aims to investigate the impact of an augmented reality (AR)-based mathematics application on the spatial abilities, academic performance, and learning motivation of 5th-grade primary school pupils. Background: Elementary students often struggle to understand 3D geometric shapes and spatial concepts due to limited instructional tools. This paper addresses this problem by implementing an AR-based mathematics application that allows students to interact with virtual 3D shapes to enhance their learning experience. Methodology: The study employed a quasi-experimental pre-test–post-test design to compare the effects of using the AR application with using only traditional physical blocks. The study involved 51 fifth-grade students in Taiwan, divided into an AR experimental group (N=25) and a control group (N=26), with balanced gender representation. Contribution: This paper contributes to the body of knowledge by demonstrating that AR can significantly enhance elementary students’ spatial ability, mathematical achievement, and motivation compared to traditional methods, serving as an equitable pedagogical tool for both genders. Findings: The results demonstrate that the AR group significantly outperformed the control group in learning achievement (adjusted mean: 90.14 vs. 74.13, ηp2 = 0.26) and motivation. Regarding gender, both groups showed improvements, suggesting AR provides equitable spatial learning support rather than solely bridging the gender gap. Recommendations for Practitioners: Practitioners are encouraged to integrate AR tools to transform abstract geometric concepts into tangible experiences. However, adequate teacher training and a hybrid curriculum combining AR with physical manipulatives are recommended for optimal implementation. Recommendation for Researchers: The paper recommends that researchers conduct longitudinal studies to examine the long-term retention of learning gains and the “novelty effect.” Additionally, investigating the integration of AR with adaptive learning systems for personalized scaffolding is suggested. Impact on Society: Integrating AR into education can democratize access to high-quality spatial training. This supports equity in STEM pathways, fosters inclusive learning environments, and contributes to a more technologically skilled future workforce. Future Research: Future research should explore the long-term effects of AR on students’ learning retention, its impact across different age groups, and how personalized AR experiences can further enhance learning outcomes. http://www.informingscience.org/Publications/5742 spatial ability mathematics augmented reality physical blocks digital learning materials eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-03-28 25 5731 article Mahmoud Fawzy Mohamed Melsaid0218@com.dmu.edu.eg Anfal Adel Rayan anfal.adel@ejust.edu.eg Ahmed Yehia Ebeid ayhebeid@imamu.edu.sa Aim/Purpose: This paper investigates how academics in Egyptian higher education adopt and engage with generative AI tools, addressing the limited understanding of faculty perceptions and the role of technophobia in influencing adoption. Background: Existing research on generative AI adoption primarily focuses on a single tool (e.g., ChatGPT) and overlooks broader organizational and psychological factors. This study extends the Technology Acceptance Model (TAM) to include technophobia and organizational innovative culture, providing a comprehensive explanation of adoption behaviors in the Egyptian higher education context. Methodology: A mixed-methods design was employed. Quantitative data were collected from 195 academics via a structured survey measuring TAM constructs, technophobia, and organizational culture. Qualitative data were obtained through semi-structured interviews to capture experiences, perceived benefits, and concerns regarding generative AI tools. Contribution: The study refines TAM by demonstrating that technophobia indirectly affects adoption through perceived usefulness and perceived ease of use, while organizational innovative culture does not moderate adoption relationships. It offers both theoretical insights and practical guidance for the responsible use of generative AI in higher education. Findings: Perceived usefulness was the strongest predictor of adoption intention, whereas perceived ease of use was not significant. Technophobia reduced perceived usefulness and ease of use but did not directly affect adoption intention. Organizational innovative culture did not moderate relationships. Interviews highlighted efficiency benefits of generative AI alongside concerns about ethics, originality, and policy gaps. Recommendations for Practitioners: Universities should establish clear policies for the use of generative AI in teaching, assessment, and research, and provide regular training and awareness programs to support responsible adoption. Institutions should encourage critical and purposeful use rather than dependence on generative AI. Recommendation for Researchers: Future studies may expand TAM by including constructs such as trust, perceived risk, and institutional policy support, explore discipline-specific adoption patterns, and examine long-term impacts on teaching and learning. Impact on Society: Generative AI has the potential to enhance academic productivity while raising ethical and integrity concerns. Balanced and responsible implementation can maintain the educational and social mission of universities. Future Research: Further research should involve a wider range of institutions, consider moderators such as digital literacy and organizational readiness, and develop ethical and pedagogical frameworks for the constructive use of AI in higher education. http://www.informingscience.org/Publications/5731 generative AI technology acceptance model TAM higher education technophobia organizational culture eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-03-31 25 5746 article Dian Pertiwi Rasmi dianrasmi@unja.ac.id Menza Hendri menzahendri@unja.ac.id Sofnidar Sofnidar sofnidar@unja.ac.id Aim/Purpose: Contemporary higher education faces critical challenges in simultaneously developing science process skills and digital competency within rapidly evolving technological contexts. This study aims to investigate the effectiveness of Arduino-IoT integrated 3C-STEMLAB (Creative, Collaborative, Communicative STEM Laboratory) environments in enhancing dual competency development among undergraduate physics education students. Background: Despite growing evidence supporting the effectiveness of Arduino and IoT separately in STEM education, limited research examines how integrated Arduino-IoT environments can simultaneously develop science process skills and digital competency through structured pedagogical frameworks, particularly in resource-constrained university contexts in emerging economies. Methodology: A 16-week cluster-randomized controlled trial with a convergent-parallel mixed-methods design was conducted involving 60 undergraduate physics education students from four Indonesian public universities in Jambi Province. The experimental group (n=30) engaged with Arduino microcontrollers and Firebase cloud connectivity within a six-phase 3C-STEMLAB framework, while the control group (n=30) received conventional laboratory instruction. Quantitative data were collected using validated Science Process Skills Assessment (α=0.92), Digital Competency Scale (α=0.94), and 3C-STEMLAB Integrated Competency Scale (α=.94). Qualitative data were gathered through semi-structured interviews, classroom observations, and student artifact analysis. Contribution: This research provides comprehensive empirical evidence for the development of dual competencies through technology-enhanced collaborative learning environments, offering a validated pedagogical framework for integrating Arduino-IoT technologies with systematic instruction in scientific process skills in resource-constrained higher education settings. Findings: ANCOVA results revealed that experimental participants demonstrated significantly superior performance with large effect sizes across all primary outcomes: science process skills (d=1.31, p<0.001), digital competency (d=1.28, p<0.001), 3C integrated competency (d=1.28), and Arduino-IoT collaboration proficiency (d=1.18, p<0.001). Qualitative analysis identified five interconnected themes: authentic technological mediation of scientific learning, enhanced peer collaboration through IoT connectivity, digital identity formation in STEM research contexts, persistent cloud-based research communities, and integrated mastery through creative problem-solving. Recommendations for Practitioners: University educators should implement the systematic, six-phase 3C-STEMLAB progression, emphasizing creative foundation-building, collaborative planning, and communicative implementation, while ensuring adequate faculty preparation, technical infrastructure, and institutional support for dual competency development in undergraduate laboratory courses. Recommendation for Researchers: Future research should investigate cross-disciplinary 3C-STEMLAB extensions, equity and access considerations across diverse institutional contexts, and the integration of industry partnerships while examining optimal technology integration models for different educational settings and learner populations. Impact on Society: This research demonstrates that Arduino-IoT-integrated 3C-STEMLAB environments can effectively transform undergraduate science laboratory instruction, preparing students for contemporary STEM careers requiring both technological competency and scientific inquiry skills while addressing critical workforce development needs in emerging economies. Future Research: Priority directions include cross-cultural replication studies, longitudinal investigations of competency retention, optimization of teacher preparation, and assessment of scalable implementation models across diverse resource contexts. http://www.informingscience.org/Publications/5746 science process skills digital competency Arduino IoT integration 3C-STEMLAB STEM education mixed-methods research technology-enhanced learning Indonesia eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-04-03 25 5727 article Jing Zha fannyzha@hotmail.com Azita Binti Ali azita@uthm.edu.my Yan Tan 30758087@wtc.edu.cn Yuting Wang zifeng1023@sina.com Aim/Purpose: This mixed-methods study investigates the effect of a technology-enhanced, learning-oriented assessment (LOA) intervention on the language proficiency of Technical and Vocational Education and Training (TVET) students in China. It seeks to uncover LOA strategies that could effectively enhance students’ language learning outcomes in flipped classroom instruction, with special focus on the role of technology in mediating LOA practices. By synthesizing quantitative and qualitative data, this study aims to furnish substantial empirical evidence to validate LOA practices in the specific context of language teaching in TEVT and offer valuable insights into the optimization of technology-enhanced assessment practices within the flipped classroom contexts. Background: Learning-oriented assessment prioritizes learning and demonstrates great potential in enhancing learning outcomes and fostering self-directedness. However, concerns have been raised about the practicality of the LOA and its claimed benefits across various contexts owing to reported implementation challenges and inconsistent evidence of its effectiveness in improving learning outcomes. These challenges can be addressed by improving the design of LOA interventions and enhancing the effectiveness of technological support. Methodology: A pretest–posttest between-group quasi-experimental design, complemented by focus group discussions and classroom observations, was employed to examine the effects of LOA on language proficiency and to identify effective implementation strategies. The LOA intervention was developed based on Carless’s (2007) LOA principles and Jones et al.’s (2016) LOA cycle. Four intact classes were randomly assigned to either the experimental or control group. The modified PRETCO-A test, which had been verified for reliability prior to the intervention, was administered to both groups before and after the 12-week treatment period. Paired-sample and independent-sample t-tests were conducted using the Statistical Package for the Social Sciences (SPSS) to compare the mean scores of overall language proficiency and individual sub-skills within and between groups. Data from the focus groups and classroom observations were analyzed using content and descriptive analyses. Contribution: This study contributes empirical evidence on the validity of LOA practice by revealing its positive effects on the specific language skills of TEVT students in an exam-oriented educational setting. By identifying the language skills most strongly enhanced by the LOA intervention and elucidating the challenges encountered and the practical strategies adopted in a flipped classroom, the findings offer valuable insights for researchers and educators seeking to optimize LOA implementation and technology-mediated assessment practices within a flipped classroom context. Particularly, this study advances the understanding of the role of technology in enhancing the LOA process by illustrating how digital tools can integrate assessment, instruction, and learning; enable an action-oriented feedback loop; support more effective assessment task design; and promote rubric-driven peer assessment. Furthermore, it expands the discussion on how the affordance of technology can be leveraged to bolster LOA without compromising academic honesty and fostering student disengagement. Findings: Although the independent-samples T tests demonstrated no statistically significant overall gains in TEVT students’ language learning outcomes following the LOA intervention, a considerable post-test difference emerged in writing skills (writing, p=0.039), with a small effect size (η2=0.0363), and no corresponding pre-test difference. Qualitative evidence from focus group discussions and classroom observations indicated that effective LOA strategies prioritized rubric-driven peer assessment, an action-oriented feedback loop integrating individualized e-feedback and teacher guidance, and protocol-based self-assessment and self-reflection. While technology has enhanced the effectiveness and efficiency of the LOA procedure, teachers should remain alert to the risks of academic dishonesty and disengagement associated with technological use. Recommendations for Practitioners: When designing LOA tasks, teachers should align them with TVET students’ prior knowledge, desired learning outcomes, and future professional needs, ensuring appropriate challenges and relevance. Prior to peer or self-assessment, students should receive training on how to provide effective feedback and this practice needs to be supported by incentives to foster engagement. Well-structured, rubric-driven peer-assessment and protocol-based self-assessment and reflection protocols are recommended to reduce cognitive load and enhance participation. Additionally, instant diagnostic feedback and scaffolding should be provided to students to foster a growth mindset and diminish a grade-oriented mindset. Moreover, despite technological affordances, consistent teacher guidance remains crucial throughout the LOA process. Recommendation for Researchers: The research suggests that the impact of LOA may be limited in scope and may vary across dimensions of language proficiency and among diverse learner types. Researchers are recommended to investigate the impact of prolonged interventions across different learner types and diverse pedagogical settings. Although the current study provides valuable quantitative insights, the discussion remains limited in pedagogical scope. More studies are needed to broaden the understanding of technology-enhanced LOA strategies by incorporating learners’ perspectives to provide a more comprehensive view of the mediating effects of students’ LOA literacy and prior learning experiences on learning outcomes. Moreover, given the growing concerns over academic integrity and student disengagement in technology-mediated assessment observed in this study, researchers are encouraged to explore the strategies that leverage technology to support LOA while simultaneously addressing these issues. Impact on Society: The findings provide robust evidence for the validity and practicality of the LOA, particularly the effectiveness of rubric-driven peer assessment, feedback loops, and protocol-based self-assessment and reflection in enhancing language proficiency. This study offers educators valuable insights to optimize LOA implementation, foster pedagogical innovation, and contribute to the broader assessment reform promoted by national educational authorities. It also highlights the potential tensions in technology-mediated assessment, emphasizing the need to balance its benefits with safeguards that ensure academic integrity. Future Research: Future research should focus on developing systematic strategies for implementing LOA by further testing its validity and effectiveness across different learner groups and in diverse pedagogical contexts. In addition, the integration of emerging technologies in LOA warrants thorough investigation, particularly regarding their pedagogical affordances and associated ethical considerations. http://www.informingscience.org/Publications/5727 learning-oriented assessment technology-enhanced language proficiency technical and vocational education and training (TVET) eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-04-04 25 5745 article Khanh Nguyen-Huu khanhnh@dlu.edu.vn Dung Thi Thuy Vo dungvtt_nv@dlu.edu.vn Luong Nguyen Thi luongnt@dlu.edu.vn Thuan Kieu Phan thuanpk@dlu.edu.vn Ninh Duong-Bao ninhdb@dlu.edu.vn Aim/Purpose: This study designs and implements a virtual reality (VR)-enhanced learning system accessible via web and mobile platforms. The system aims to support and improve the teaching and learning of the Local Education (LE) subject, specifically targeting Grade 10 students in Lamdong province, Vietnam. Background: LE is a new subject that has recently been added to the K-12 curriculum in Vietnam to provide the students with regional identity, cultural awareness, and understanding of local geography. However, the subject lacks interactive learning materials and sufficient teaching experience among teachers, leading to passive teaching methods. To address these issues, this study explores how advanced technologies can be leveraged to enrich teaching and learning experiences for LE. Methodology: We developed a technology-enhanced learning system comprising VR, web, and mobile components that feature 360-degree tours of local landmarks, cultural videos, interactive quizzes, and self-assessment tools. The system was evaluated based on surveys with more than 7,700 participants, involving teachers and Grade 10 students. Quantitative analysis was conducted to assess engagement and user perceptions. Contribution: This study presents one of the first large-scale implementations of educational technology for the LE subject in Vietnam, particularly in Lamdong province. First, we provide a platform for LE’s content presentation using VR technology and mobile/web applications. Next, various content related to the LE subject is presented in different ways to support and engage students in their studies. Lastly, the positive efficiency of the proposed platform is proven empirically when deploying to high schools in Lamdong province. Findings: After using the proposed learning system, most students found that the new approach made studying the LE subject more interesting and relevant. Through the VR-based activities, the students better understood local culture, history, and geography. Moreover, the teachers reported improvements in instructional confidence, flexibility, and student participation. The teachers expressed willingness to continue using and extending the system to other grades and subjects. Recommendations for Practitioners: The integration of the latest technologies, e.g., VR and web/mobile applications, into the LE subject can boost students’ learning motivation. To teach the subject efficiently, the teachers should be trained for digital content curation and interactive lesson design. Recommendation for Researchers: The researchers can investigate the impacts of the latest technologies on LE subject and learning outcomes. The effectiveness of the new learning system across different provinces in Vietnam should also be investigated. Impact on Society: LE subject is important in connecting the students with their cultural, historical, and geographic heritage. The proposed learning system contributes to preserving regional identity and providing a model for the digital transformation of public education in Vietnam. Future Research: The proposed learning system will be expanded to other subjects, such as History or Literature. Moreover, the system should be expanded and evaluated not only in Lamdong province, but also in other provinces in Vietnam. http://www.informingscience.org/Publications/5745 local education technology-enhanced learning virtual reality web/mobile applications high school education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-04-14 25 5725 article Suma Bindu Pothuri spothuri@gitam.in Aim/Purpose: To evaluate and explore the advantages of using voice recognition tools (VRT) to enhance pronunciation, motivation, and learner confidence in English as a Foreign Language (EFL) classroom among the first-year undergraduates at Osmania University. It specifically focuses on assessing the pedagogical and psychological impact of integrating voice recognition technology (VRT). Background: The use of information and communication technology (ICT) in EFL instruction has expanded to a greater extent. The study explores the impact of VRT, which has emerged as an effective aid for improving pronunciation and speaking skills. By offering real-time feedback and interactive practice, these tools enhance students’ motivation, confidence, and oral proficiency. Methodology: An experimental study was conducted for undergraduates, specifically within an undergraduate college in Hyderabad, India. The research adopts a quasi-experimental design involving a control group (traditional teaching methods) and an experimental group employing the voice recognition tool Google Speech Software for pronunciation and a customized mini version of Gardner’s Attitude/Motivation Test Battery (AMTB) for motivation and confidence. Statistical methods were used to analyze the data and compare results between the two groups. Contribution: This study contributes to the field of EFL instruction by providing empirical evidence for integrating VRT for pronunciation enhancement and Gardner’s Attitude/Motivation Test Battery (AMTB) for motivation and confidence. It highlights the potential of technology-driven language teaching to foster better oral proficiency and increase learner motivation and confidence. Findings: The findings indicate that using VRT significantly improves pronunciation accuracy, motivation, and confidence compared to conventional teaching methods. The paired sample t-tests and Mann–Whitney U tests showed statistically significant gains (p < 0.05) in all three domains, with large effect sizes observed for pronunciation (d = 1.14), motivation (d = 1.37), and confidence (d = 1.48). The overall motivation levels among the learners rose from a mean score of 47.80 (pre-test) to 50.84 (post-test), with an improvement of 6.36%. Recommendations for Practitioners: Experts should consider integrating VRT into their EFL curriculum to support pronunciation training, motivation, and confidence-building. Various classroom activities, such as pronunciation drills, interactive voice exercises, and peer feedback using technology, can help learners become more confident and accurate in spoken English. Recommendation for Researchers: More work with diverse learners is needed to examine long-term effects on pronunciation, motivation, and confidence, and using both qualitative and quantitative methods will give a fuller picture of student progress and engagement. Impact on Society: It highlights the positive impact of VRT on pronunciation, student motivation, and confidence, promoting more interactive and effective learning in EFL classrooms. Future Research: Future studies should focus on exploring the long-term effects of VRT across diverse learner groups and on examining how teacher training and classroom practices influence its effectiveness in EFL settings. http://www.informingscience.org/Publications/5725 ICT speech recognition tools pronunciation motivation confidence digital pedagogy eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-04-20 25 5756 article Ai Peng Chong apchong83@gmail.com Kung-Teck Wong thomas@fpm.upsi.edu.my Vestly Liang Soon Kong vestly@fpm.upsi.edu.my Suresh Kumar Kuppusamy p20241000234@siswa.upsi.edu.my Aim/Purpose: Despite growing interest in metaverse-based education, empirical research on its accessibility and effectiveness for deaf and hard-of-hearing (DHH) learners remains virtually absent. This study addresses this critical gap by providing an empirical examination of how DHH students experience engagement, multi-modal interaction, and social presence in a metaverse-based geometry learning environment. Background: Guided by self-determination theory, multimodal learning principles, and embodied social presence theory, this study examines how metaverse affordances align with DHH learners’ visual-spatial strengths and communicative needs in geometry education. Methodology: This research adopted an explanatory sequential mixed-methods design involving ten Malaysian DHH secondary students who participated in four metaverse-based geometry lessons. Quantitative data were collected through questionnaires measuring engagement, visual-interactive features, and social presence. Qualitative follow-up interviews were conducted with five students. Contribution: This study provides novel empirical evidence that metaverse environments, when designed with visual-gestural affordances, can effectively support inclusive STEM learning for DHH students, a population often underrepresented in educational technology research. Practical design principles for accessible metaverse instruction are discussed. Findings: Students reported high engagement (M = 4.62), positive perceptions of visual-interactive features (M = 4.51), and strong social presence (M = 4.58). They valued 3D object manipulation, avatar customization, and spatial exploration, reporting that these features enhanced engagement and interest. A comparatively lower score for sustained attention (M = 4.10) indicated that visually rich environments require careful scaffolding to manage cognitive load. Recommendations for Practitioners: Accessibility should be embedded from the outset. Interactive features such as 3D objects and avatars should serve clear pedagogical purposes. Collaborative tools should be intentionally structured with explicit task guidance. Teachers should provide explicit guidance, model navigation strategies, and introduce tools gradually. Recommendation for Researchers: Future work should incorporate comparison conditions, longitudinal designs, and achievement-based measures. Researchers should investigate individual differences such as prior technology experience, working memory capacity, and communication preferences. Impact on Society: The findings demonstrate potential for metaverse-based learning to support both conceptual understanding and social inclusion for DHH learners, contributing to more equitable and rigorous STEM education. Future Research: Future studies should include larger, more diverse cohorts across schools and contexts, examine how avatar customization shapes motivation and identity, and evaluate advanced accessibility supports such as AI-supported signing avatars, gesture recognition, and adaptive captioning. http://www.informingscience.org/Publications/5756 metaverse deaf and hard-of-hearing embodied social presence multimodal learning geometry education inclusive design eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2026-04-20 25 5750 article Ainur Palymbetova palymbetova79@bk.ru Ruslan Akhmetov ruslanaxmetov@list.ru Sarash Konyrbayeva sarash.konyrbayeva@mail.ru Aim/Purpose: This study examines how a culturally embedded, gamified digital audio quiz platform can improve student engagement and learning in higher education music teaching. Background: Although gamified learning is increasingly adopted in universities, its pedagogical value when based on national musical heritage and auditory learning traditions remains underexplored, particularly in non-Western contexts. Methodology: A mixed-methods approach was employed with 78 undergraduate students. Quantitative survey data were analysed using SPSS 29, complemented by qualitative classroom observations and student reflections. Contribution: The study offers a culturally responsive model of gamification that incorporates authentic audio materials into quiz-based learning, expanding digital gamification research from general engagement to heritage-focused pedagogy. Findings: Findings indicate increased student motivation, sustained attention, and strong student perceptions of improved knowledge retention, and deeper emotional and cultural connection with traditional music content. Although minor technical issues were noted, the platform effectively supported active listening and culturally meaningful learning. Recommendations for Practitioners: Higher education educators are encouraged to incorporate culturally relevant, audio-based digital tools to enhance engagement and facilitate the transmission of national musical heritage. Recommendation for Researchers: Future research should explore long-term learning effects, compare different cultural contexts, and develop broader gamification designs that include interpretive and creative activities. Impact on Society: The findings emphasise the potential of digital gamification to aid in preserving intangible cultural heritage and to strengthen cultural identity among university students. Future Research: Future research should investigate cross-institutional implementation, long-term outcomes, and culturally adaptable gamification frameworks. http://www.informingscience.org/Publications/5750 gamification in higher education quiz-based learning traditional music pedagogy Kazakh folk music & kui culturally responsive teaching digital heritage education mixed-methods study music engagement and motivation eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-01-18 24 .i v 5440 article Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 24, 2025 http://www.informingscience.org/Publications/5440 information technology education JITE innovations in practice table of contents eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-01-18 24 5432 article Mohammad Nazir Ahmad mnazir@ukm.edu.my Ely Salwana elysalwana@ukm.edu.my Ahadi Haji Mohd Nasir p127430@siswa.ukm.edu.my Aim/Purpose: This paper addresses the lack of a standardized approach to information dashboard design and the absence of integrated Information Governance (IG) principles in this context. Background: This study addresses the critical role of IG principles in ensuring dashboards are reliable, secure, and effective. By integrating IG principles into the work-in-progress Information Dashboard Design Ontology (IDDO), the study aims to enhance the systematic development of dashboards, addressing real-world issues such as data governance failures in Healthcare.gov, security breaches in CRM systems and risk reporting gaps in the JPMorgan Chase “London Whale” incident. Methodology: A narrative literature review (NLR) method was employed to synthesize insights from three established IG models and prior studies. NLR was chosen for its flexibility in exploring emerging topics, such as the integration of IG with dashboard design, where existing literature is scarce. The study acknowledges the limitations of NLR, including potential selection bias, while emphasizing its value in identifying foundational insights and aligning IG principles with dashboard design needs. Contribution: This study bridges the gap between IG and information dashboard design by proposing eight relevant IG principles for integration into the work-in-progress IDDO, providing a novel framework for governance-driven dashboard design. Findings: The study derived eight IG principles aligned with common design principles: Quality, Security, Compliance, Integrity, Availability, Transparency, Accountability, and Effectiveness. Recommendations for Practitioners: Practitioners should incorporate these IG principles into their dashboard design processes to enhance data quality, compliance, user trust, and decision-making support. Recommendation for Researchers: Researchers should explore the practical application of these IG principles across various organizational contexts and assess their impact on dashboard effectiveness and user experience. Impact on Society: This approach offers a potential solution to data quality, compliance, and user trust issues in enterprise information systems, which could lead to improved organizational decision-making and enhanced end-user experiences. Future Research: Future studies should focus on the practical integration of the identified IG principles into the IDDO framework, including empirical testing and validation in real-world scenarios. http://www.informingscience.org/Publications/5432 information governance (IG) information dashboard design method (IDDO) design principles foundational governance eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-01-18 24 5433 article Jussi S. Jauhiainen jusaja@utu.fi Agustin Bernardo Garagorry Guerra abgagu@utu.fi Aim/Purpose: This article investigates the process of identifying and correcting hallucinations in ChatGPT-4’s recall of student-written responses as well as its evaluation of these responses, and provision of feedback. Effective prompting is examined to enhance the pre-evaluation, evaluation, and post-evaluation stages. Background: Advanced Large Language Models (LLMs), such as ChatGPT-4, have gained significant traction in educational contexts. However, as of early 2025, systematic empirical studies on their application for evaluating students’ essays and open-ended written exam responses remain limited. It is important to consider pre-evaluation, evaluation and post-evaluation stages when using LLMs. Methodology: In this study, ChatGPT-4 recalled 10 times 54 open-ended responses submitted by university students, making together almost 50,000 words, and assessing and offering feedback on each response. Contribution: The findings emphasize the critical importance of pre-evaluation, evaluation, and post-evaluation stages, and in particular prompting and recalling when utilizing LLMs for educational assessments. Findings: Using systematic prompting techniques, such as Chain of Thought (CoT), ChatGPT-4 can be effectively prepared to accurately recall, evaluate, and provide meaningful, individualized feedback on students’ written responses, following specific instructional guidelines. Recommendations for Practitioners: Proper implementation of pre-evaluation, evaluation and post-evaluation stages and testing of recall accuracy are important when using ChatGPT-4 for evaluating students’ open-ended responses and providing feedback. Recommendation for Researchers: Recall accuracy needs to be tested, and the prompting process carefully revealed when using and researching LLMs like ChatGPT-4 for educational evaluations. Impact on Society: As LLMs continue to evolve, they are expected to become valuable tools for assessing student essays and open-ended responses, offering potential time and resource savings for educators and educational institutions. Future Research: Future research should explore the use of various LLMs across different academic fields and topics to better understand their potential and limitations in educational evaluation. http://www.informingscience.org/Publications/5433 ChatGPT-4 education recalling LLM evaluation eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-01-20 24 5435 article Gustavo Gutierrez Carreon gustavo.gutierrez@umich.mx Aim/Purpose: The need for this paper arises from the lack of comprehensive studies comparing the impact of cloud-based versus local database systems on student learning outcomes. Specifically, there is a need to understand how these different approaches affect usability and cognitive load in educational settings, which are critical factors for effective learning in database courses. Background: This paper addresses the problem by conducting a comparative study that evaluates student satisfaction, usability, and cognitive load when using cloud-based versus local database systems in a controlled educational environment. By analyzing these factors, the study provides evidence on which approach better supports student learning in database courses. Methodology: The paper employs a quantitative research design, utilizing surveys to assess usability and cognitive load among students. The research sample consists of 100 undergraduate students enrolled in a Database Systems course, divided equally into a control group using local database installations and an experimental group using cloud-based services. Both groups completed the same set of tasks, and their experiences were measured and compared using standardized questionnaires. Contribution: This paper contributes to the body of knowledge by empirically demonstrating how cloud-based database systems can significantly improve usability and reduce cognitive load for students compared to traditional local installations. It fills a research gap by directly comparing these two approaches within an educational context. It provides actionable insights that can influence how technology is integrated into database education to enhance learning outcomes. Findings: The paper’s major findings reveal that students using cloud-based database services experienced significantly higher usability and lower cognitive load compared to those using local installations. These results suggest that cloud-based systems provide a more effective and user-friendly learning environment for students in database courses. Recommendations for Practitioners: Practitioners are recommended to integrate cloud-based database services into their courses to enhance student learning outcomes, as these platforms have been shown to improve usability and reduce cognitive load. By adopting cloud technologies, educators can provide students with more accessible, efficient, and user-friendly tools that better support their learning process. Additionally, it is advisable to offer guidance and support during the transition to cloud-based systems to ensure that all students can fully leverage the benefits of this technology. Recommendation for Researchers: For researchers, this paper recommends further investigation into the long-term impacts of cloud-based database systems on student learning outcomes, particularly in diverse educational contexts and with varying levels of student expertise. Additionally, future studies should explore the integration of other emerging technologies with cloud services to determine their combined effects on cognitive load and usability. Researchers are also encouraged to conduct qualitative studies to gain deeper insights into student experiences and identify potential challenges and opportunities in adopting cloud-based systems in education. Impact on Society: The larger implications of the paper’s findings suggest that the adoption of cloud-based database systems in education could lead to a broader transformation in how technical courses are taught, making them more accessible and efficient for students. As cloud technologies reduce cognitive load and enhance usability, they have the potential to improve learning outcomes across various disciplines, not just in database courses. This shift could drive a wider acceptance of cloud-based tools in educational institutions, promoting a more flexible and scalable approach to learning that can better meet the needs of a diverse student population in an increasingly digital world. Future Research: Following the advancements made by this paper, future research should focus on exploring the impact of cloud-based database systems on long-term academic performance and retention of knowledge. Additionally, studies should examine how these systems can be effectively integrated into other areas of the curriculum beyond database courses and whether similar benefits are observed. Researchers should also investigate the scalability of these findings across different educational institutions, including those in resource-constrained environments, to determine the broader applicability of cloud-based technologies in education. Finally, it would be valuable to explore student perceptions and experiences with hybrid models that combine local and cloud-based resources to identify the optimal balance for enhancing learning outcomes. http://www.informingscience.org/Publications/5435 cloud computing database systems cognitive load usability higher education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-01-21 24 5427 article Khairul Anwar mathanwar@unja.ac.id Jufrida Jufrida jufrida@unja.ac.id Kamid Kamid mathanwar89@gmail.com Wawan Kurniawan kurniawan_wawan@unja.ac.id cicyn riantoni cicynriantoni@unja.ac.Id Aim/Purpose: This study aims to implement and evaluate a personalized digital learning environment (PDLE) that delivers differentiated instruction for enhancing computational thinking competencies through robotics education. Background: The background emphasizes the growing demand for computational thinking skills in the modern workforce and the need for flexible learning approaches that accommodate diverse student needs. Methodology: A mixed-methods research approach was employed, utilizing a pre-experimental design with One-Group Pretest-Posttest assessments to evaluate students’ computational thinking development, complemented by classroom observations and instructor feedback to provide deeper insights into the learning process within the PDLE system. Contribution: The key contribution of this study is the integration of PDLE with DI to provide personalized learning pathways that promote deeper engagement and skill development in computational thinking. Findings: Findings suggest that the PDLE significantly enhances students’ computational thinking abilities, particularly in problem-solving and algorithmic thinking, while also improving abstraction, pattern recognition, and fostering greater student independence through self-regulated learning. Recommendations for Practitioners: Recommendations for practitioners include adopting personalized and differentiated learning environments to accommodate diverse learners. Recommendation for Researchers: Recommendations for researchers suggest further exploration of adaptive learning technologies in robotics education. Impact on Society: The impact on society lies in equipping students with essential computational skills that are crucial for success in the digital economy. Future Research: Should explore the scalability of PDLE in other STEM disciplines and investigate long-term impacts on students’ cognitive and career development. http://www.informingscience.org/Publications/5427 personalized digital learning environment differentiated instruction computational thinking robotics education mathematics education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-03-05 24 5450 article Wendy Ven Ye Teh wendy_1213@live.com Nurul Ashikin Izhar ashikinizhar@usm.my Anita Adnan anita@megabase.com.my Aim/Purpose: This study investigates the key factors influencing the adoption and use of artificial intelligence (AI) applications among researchers, focusing on effort expectancy, satisfaction, perceived ease of use, and perceived usefulness, which shaped attitudes and drove AI adoption as a research assistant. Background: AI tools have rapidly become game-changers in academic research, transforming tasks such as literature retrieval, writing, editing, and data analysis. Despite their potential, barriers like high effort expectancy, inconsistent user satisfaction, and ethical concerns regarding over-reliance and plagiarism continue to hinder widespread adoption. A pressing gap exists in understanding how AI impacts the efficiency and integrity of academic research workflows. Methodology: A quantitative approach using structural equation modeling (SEM) was employed. Data was collected from 120 active researchers who use AI tools for academic tasks, including literature reviews, writing support, and data visualization. Contribution: This study contributes to the understanding of how key factors, such as effort expectancy and satisfaction, affect AI adoption in academic research. It emphasizes the importance of reducing cognitive load and improving user satisfaction to promote widespread AI adoption. It also underscores the importance of intuitive AI design and institutional support in shaping researchers’ engagement with AI tools, which could enhance productivity and research outcomes. Findings: The findings reveal that effort expectancy, satisfaction, perceived ease of use, and perceived usefulness significantly influence attitude and actual use of AI tools, with attitude serving as a key mediator. The model demonstrated moderate to high explanatory power (R² = 0.409 to 0.459) and predictive relevance (Q² = 0.171 to 0.409), highlighting the substantial role of effort expectancy and satisfaction in shaping perceived ease of use and usefulness. These findings emphasize the importance of reducing cognitive load and improving user satisfaction to encourage the adoption of AI tools in research. Recommendations for Practitioners: Institutions and AI developers should focus on reducing the learning curve of AI tools by enhancing their intuitiveness and providing targeted training and technical support. Ethical AI use should also be promoted to address concerns about over-reliance and plagiarism. Institutions should foster a culture that normalizes AI integration in research practices. Recommendation for Researchers: Researchers should be informed of the long-term effects of AI adoption on research quality and integrity and how institutional support can foster positive attitudes toward AI tools in academic research. Impact on Society: The broader adoption of AI tools in academic research could enhance productivity and efficiency, leading to more breakthroughs in various fields and benefiting society by accelerating research and innovation. Additionally, AI can democratize access to research resources, particularly for underfunded institutions and early-career researchers, by enabling broader participation in cutting-edge research and fostering equity and diversity in academic contributions. Future Research: Future studies should focus on the role of user experience in AI adoption, particularly how different user groups interact with AI tools. Longitudinal studies could provide insights into how attitudes toward AI change as users become more familiar with the tools. http://www.informingscience.org/Publications/5450 artificial intelligence research assistance AI adoption effort expectancy perceived ease of use satisfaction academic research technology acceptance eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-03-17 24 5471 article Aizhan Sapargaliyeva sapargaliyevaaizhan@gmail.com Nazira Naimanova naz.naima21@outlook.com Assem Mamekova as.mamek1@hotmail.com Bibigul Almukhambetova bibigul.almuk@outlook.com Aim/Purpose: The purpose of the study was to determine the methods of training future teachers to use information and virtual tools to work with younger students with intellectual disabilities. Background: The relevance of training future teachers to work with students with intellectual disabilities is quite high today. This is explained by the fact that the educational environment is developing based on the principles of equality and accessibility. Therefore, it assumes the provision of educational services to all categories of schoolchildren. In this context, the introduction of digital technologies into the process of interaction between a teacher and a child with intellectual disabilities is relevant. Methodology: This study explores the use of digital learning tools to improve the education of primary school children with intellectual disabilities. A quasi-experimental design was used with 30 students divided into an experimental group (n=15) using digital tools and a control group (n=15) using traditional methods. Over one month, the experimental group showed significant improvements, with 86% correct answers in test tasks compared to 66% in the control group. Additionally, 80% of the experimental group achieved “good” grades for written tasks versus 53% in the control group. Tools like PearDeck, Kahoot, and ZOOM enhanced cognitive, emotional, and social skills. Contribution: The study demonstrates that integrating digital tools into the education of children with intellectual disabilities significantly improves learning outcomes, highlighting the potential for technology to foster both academic and social development in this population. Findings: It was found that working with younger students with intellectual disabilities involves some features that teachers must consider when planning a training session. It is proved that special educational needs in younger schoolchildren affect emotional, volitional, and cognitive areas of activity. The study drew attention to these features and revealed the ways of their development based on digital technologies. Recommendations for Practitioners: The findings can be used in the preparation of teachers for classes with younger students with intellectual disability and in the development of curricula for this category of students. Recommendation for Researchers: The paper presented various approaches that can be used both in the course of full-time and distance learning. It is established that the involvement of digital tools in educational and correctional activities presupposes the mandatory availability of teachers’ skills to use them effectively. Impact on Society: The findings suggest that incorporating digital technologies in special education teacher training could significantly improve educational outcomes for students with intellectual disabilities across the global education system. Future Research: Future research should examine the long-term effectiveness of digital teaching tools for students with intellectual disabilities across different cultural contexts, age groups, and disability levels, ideally with larger sample sizes and more diverse digital technologies. http://www.informingscience.org/Publications/5471 special educational needs information and communication methods computer correctional and developmental work virtual tools eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-03-31 24 5480 article María del Mar Montoya Rodríguez maria.montoya@ucu.edu.uy Francisco J. Molina Cobos fjcobos@ual.es Vanesa Martínez-Valderrey vanesa.martinez@uva.es Pablo Molina Moreno pmm143@ual.es Julieta Feris julieta.ferissilva@ucu.edu.uy Valentina Compá valecompa@hotmail.com Vanessa A. de Souza vanessa.augustad@gmail.com Sofía Pizzarossa sofia.pizzarossaf@ucu.edu.uy Aim/Purpose: This study explores the effectiveness of a virtual reality (VR) application designed to teach Theory of Mind (ToM) skills to children aged 5-6, addressing the gap in research on the use of VR for typically developing children. Background: ToM is a critical skill for social interaction and understanding others’ perspectives. Despite the potential of VR to simulate real-life scenarios for ToM development, prior research has primarily focused on clinical populations. This study aims to investigate its application in neurotypical children. Methodology: A pilot study was conducted with seven children from private educational institutions, divided into experimental and control conditions. ToM skills were assessed pre- and post-intervention using validated tests. The VR intervention involved interactive scenarios designed to enhance perspective-taking and understanding intentions. Contribution: This paper demonstrates the feasibility and efficacy of using immersive VR technology to improve ToM skills in typically developing children, bridging the gap in the existing literature while also highlighting the novelty of applying VR beyond therapeutic contexts to educational settings. Findings: Children in the experimental condition exhibited improvements in ToM assessments compared to the control group. These results highlight the potential of VR as an engaging and effective tool for teaching social cognitive skills. While the small sample size warrants cautious interpretation, the findings provide promising preliminary evidence supporting the effectiveness of VR-based interventions. Recommendations for Practitioners: Educators and psychologists can incorporate VR-based interventions to foster ToM development in early childhood, leveraging its immersive nature to simulate complex social scenarios. Recommendation for Researchers: Future research should replicate these findings with larger samples and explore the long-term impact of VR-based ToM training on real-life social interactions and relationships. Impact on Society: Enhancing ToM skills in children could improve classroom dynamics, peer relationships, and overall social adaptation, contributing to healthier social environments in educational settings. Future Research: Further studies should focus on evaluating the transfer of VR-acquired ToM skills to everyday social contexts and assessing their effectiveness across diverse populations and age groups. http://www.informingscience.org/Publications/5480 virtual reality children theory of mind eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-05-05 24 5472 article Jaflah hassan Alammary jalammari@uob.edu.bh Sara E Ghanem sara.egy@gmail.com Aim/Purpose: The purpose of this initiative is to create a Smart Education Index (SEI) for higher education institutions in the Kingdom of Bahrain. The index will facilitate a comprehensive assessment of various components of smart education, such as learning, teaching, assessment approaches (pedagogy), digital and physical infrastructure (campus), learners, instructors, and governance. Background: The process of digitalization is advancing in higher education globally, although not equitably. In recent years, there has been a significant rise in research focused on smart education, leading to the development of frameworks and models encompassing several aspects of education, including smart pedagogy, learners, teachers, learning environments, and campus. However, no set of comprehensive indicators is currently available to allow higher education institutions to monitor their progress in implementing smart education. Methodology: The index was assessed by subject matter experts using a structured interview method to verify their relevance and suitability for their intended purpose. Contribution: The proposed index will provide significant insight into the Bahraini higher education system and facilitate the achievement of the government’s digital transformation strategy. Moreover, being the first in the Arab region, the proposed index possesses the capacity to elevate higher education in Arab countries, serving as a mechanism for assessment and comparison. The next stage of this project will involve normalization, allocating weights to the indicators, and conducting a pilot of the index. Findings: Educational experts in the Kingdom of Bahrain have stated that higher education institutions are implementing digital transformation and facilitating smart education. However, the rate of adoption varies depending on the institutions’ capabilities. Furthermore, there is a lack of effective mechanisms to monitor their development and advancement. The proposed index can potentially elevate the Bahraini higher education system significantly. It aligns with the government’s Digital Transformation Strategy. However, since there are currently no mechanisms or tools for monitoring and facilitating digitalization and the implementation of smart education locally or regionally, this index is a significant initiative. Recommendations for Practitioners: Utilizing the established index, a standardized index throughout the Gulf Cooperation Council (GCC) countries can be constructed to guarantee uniformity and ensure that higher education is continually advanced and elevated throughout the GCC. In terms of quality assurance of higher education, the identified set of indicators and their sub-indicators can be integrated into the quality assurance standards to advance higher education in collaboration with the Education and Training Quality Authority (BQA), locally, and the Arab Network for Quality Assurance in Higher Education, regionally. Recommendation for Researchers: Researchers might utilize the developed index as a framework to examine the degree to which HEIs have the necessary infrastructure, resources, and competencies to support smart education. The identified measuring items of SEI can serve as a foundation for examining the barriers that may hinder HEIs from adopting smart education and the pedagogical competencies necessary for smart teachers. Impact on Society: Establishing a robust SEI in the Kingdom of Bahrain could facilitate the assessment of its competitive standing in the global education sector and enhance its competitive advantage in the global economy. SEI, conversely, might facilitate the establishment of continuous learning environments and encourage lifelong learning. The index would foster a societal and cultural emphasis on education beyond conventional schooling, which is crucial in an age where workforce skills are perpetually changing. Future Research: Numerous countries worldwide have initiated digital transformation efforts; hence, performing a comparative analysis will facilitate the identification of the positive and negative aspects of these projects and highlight gaps and potential areas for improvement. Another research field is to assess the impact of such initiatives on the education sector. Exploring how smart education may assist students with disabilities and promote inclusivity, together with the impact of such support concerning the SDGs, constitutes another important study topic. http://www.informingscience.org/Publications/5472 smart education composite indicators higher education evaluation SDG4 sustainability eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-05-10 24 5496 article Alma S Espartinez alma.espartinez@benilde.edu.ph Aim/Purpose: The purpose of this paper is to explore the integration of Design Thinking (DT) into a philosophy course and its impact on student learning and engagement. The problem addressed is the traditional approach to philosophical education, which often lacks practical relevance and fails to engage students in meaningful ways. Background: This paper addresses the problem by introducing DT as a pedagogical tool in philosophy education, aiming to bridge the gap between abstract philosophical concepts and practical applications. It explores how DT can transform traditional philosophical inquiry into an experiential learning process that is engaging and relevant to contemporary challenges. Methodology: The study employs a hybrid methodology combining case study research and narrative inquiry. It focuses on a philosophy course at a Manila higher education institution involving eight students who experienced the DT-integrated curriculum. Data were collected through surveys, in-depth interviews, and analysis of course documents. Contribution: This paper contributes to the body of knowledge by providing qualitative evidence on the effectiveness of DT in enhancing philosophical education. It highlights the potential of DT to foster empathy, enhance creative and critical thinking, promote collaborative learning, and address practical challenges in educational settings. Findings: DT fosters empathy-driven engagement with philosophical problems. It enhances students’ creative and critical thinking abilities. DT promotes collaborative and interdisciplinary learning. The study identifies implementation pathways and necessary adaptations for educational transformation. Recommendations for Practitioners: Practitioners are advised to adopt a phased approach to implementing DT in educational settings, develop comprehensive faculty training programs, and establish partnerships with industries to provide students with real-world challenges. Recommendation for Researchers: Researchers should explore the broader applicability of DT across different academic disciplines and investigate the long-term impacts of DT on student learning outcomes and skill development. Impact on Society: The integration of DT in philosophy education can prepare students to address complex societal issues, fostering a generation of innovative problem-solvers. This approach can contribute to societal well-being by promoting empathetic and inclusive solutions to real-world challenges. Future Research: Future research should focus on the scalability of DT integration across various educational contexts and its impact on diverse student populations. Studies could also explore the integration of DT with digital technologies to enhance remote learning experiences. http://www.informingscience.org/Publications/5496 design thinking philosophy education narrative case study educational innovation student engagement higher education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-06-15 24 5521 article JESSICA M VELEZ LOOR jessica.velez@utm.edu.ec Jesús Conde Jiménez jconde6@us.es ELISA Pérez Gracia m82pegre@uco.es Aim/Purpose: This study aims to design and validate an evaluation instrument for a didactic strategy based on gamification, specifically adapted to e-learning contexts in higher education. It addresses the ongoing challenge of enhancing student motivation, engagement, and retention in virtual learning environments. Background: With the sustained growth of online education, higher education institutions need to develop and evaluate coherent pedagogical strategies that promote active learning. Although gamification has shown the potential to increase student participation, there is a lack of validated instruments to measure its effectiveness. This study responds to that need by proposing a validated framework for evaluating a gamified instructional model. Methodology: A non-experimental, descriptive, cross-sectional design with a mixed-methods approach was used. The Delphi method was applied, involving 33 experts who evaluated the validity and reliability of the proposed strategy. Content validity was assessed using the Content Validity Coefficient (CVC), and reliability was confirmed through Cronbach’s alpha. Contribution: This study provides an empirically validated instrument for implementing and evaluating gamification-based strategies in e-learning environments. It offers a structured and reliable tool for enhancing instructional planning and student engagement in virtual settings. Findings: Experts showed high levels of agreement regarding the structure, clarity, and pedagogical coherence of the strategy’s components. The instrument demonstrated strong reliability and validity, confirming its suitability for evaluating gamified instructional models. The proposed framework is expected to inform future research and serve as a practical guide for educators integrating gamification into online learning. Recommendations for Practitioners: Educators and instructional designers should consider integrating gamification elements such as narratives, levels, and rewards to enhance student motivation and participation in e-learning environments. Recommendation for Researchers: Future research should explore the long-term effects of gamification on academic performance and assess its adaptability across different disciplines and educational levels. Impact on Society: The validated gamification strategy can improve online education accessibility and effectiveness, reduce dropout rates, and foster more engaging and interactive learning experiences. Future Research: Further studies should investigate how different game mechanics influence student engagement and learning outcomes in diverse cultural and academic settings. http://www.informingscience.org/Publications/5521 gamification e-learning higher education instructional strategy student motivation eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-06-15 24 5526 article Alma S Espartinez alma.espartinez@benilde.edu.ph Aim/Purpose: This paper investigates the integration of ChatGPT in Philippine higher education institutions (HEIs). It explores whether ChatGPT bridges or deepens educational divides, particularly in the context of the urban-rural gap, ethical concerns, and cultural resistance to technological change. Background: Focusing on Philippine HEIs, the research addresses the problem by exploring the adoption patterns, faculty preparedness, and the impact of cultural and socioeconomic factors on ChatGPT integration in Philippine HEIs, using a mixed-methods approach combining Q-Methodology and Narrative Inquiry. Methodology: The study employs a mixed-methods approach, combining Q-Methodology to identify shared viewpoints among stakeholders and Narrative Inquiry to provide rich contextual insights. The research sample includes 27 participants (15 students and 12 faculty members) from both urban and rural Philippine HEIs. Contribution: This research develops a culturally sensitive framework for ChatGPT integration. It advances understanding of how local factors shape academic integrity, pedagogy, and institutional adoption. This study pioneers a Q-Narrative hybrid approach to reveal how AI adoption barriers are statistically patterned and experientially lived. Findings: This study explores how Philippine universities adopted ChatGPT’s free version (GPT-3.5) in September 2023. It revealed three distinct approaches among educators and students: (1) Ethical Tech Advocates who emphasized responsible AI use, (2) Balanced Learning Integrators who blended ChatGPT with traditional teaching methods, and (3) Pragmatic Efficiency Seekers who focused on overcoming resource limitations through AI tools. ChatGPT can enhance inclusivity but may exacerbate inequalities when digital literacy and infrastructure disparities exist. Ethical concerns, such as academic integrity and over-reliance on AI, significantly influence technology acceptance. The urban-rural divide creates significant barriers to equitable access and effective implementation of ChatGPT. Recommendations for Practitioners: Adopt context-sensitive ChatGPT guidelines, promote digital literacy, and address infrastructure gaps to ensure equitable access. Encourage ethical AI use through transparent discussions and balanced assessments. Recommendation for Researchers: Prioritize longitudinal studies, cross-context comparisons, and solutions for the urban-rural divide. Validate tools to assess AI-enhanced learning. Impact on Society: The findings highlight the dual potential of ChatGPT to either bridge or deepen educational divides, emphasizing the need for equitable access, ethical guidelines, and culturally sensitive integration strategies. Future Research: Future studies should focus on longitudinal impacts, comparative analyses across educational contexts, and the development of ethical frameworks and assessment methods for AI integration. http://www.informingscience.org/Publications/5526 ChatGPT Q-methodology artificial intelligence higher education urban-rural divide cultural sensitivity academic integrity eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-06-22 24 5522 article Guillermo Jr Bautista gpbautista1@up.edu.ph Musa Saimon bromusa40@gmail.com Wahid Yunianto yunianto.wah@gmail.com Houssam Sami El-Kasti helkasti@qu.edu.qa Zsolt Lavicza lavicza@gmail.com Kristof Fenyvesi fenyvesi.kristof@gmail.com Aim/Purpose: This study explored the limited research on the challenges and opportunities faced by students when creating function art using GeoGebra, addressing a gap in the literature that focuses on student outputs and engagement. It addressed the need to understand how students engage with function art and the difficulties they encounter in this process. Background: Function art is a mathematical art form in which graphs of mathematical functions are used to create artistic designs. This study investigated the experiences of students in using GeoGebra for function art. Methodology: The research employed a qualitative case study approach, analyzing survey responses from 111 Grade 11 students. The study focused on their experiences, challenges, and insights while creating function art using GeoGebra. Contribution: This paper contributes to the understanding of how students interact with function art. It highlights the challenges students encounter in creating function art. Findings: Students faced difficulties related to mathematical knowledge, hardware limitations, software accessibility, and internet connectivity. Despite challenges, students expressed appreciation for the creative integration of mathematics and art. GeoGebra was found to be an effective tool for engaging students in mathematical explorations through artistic representations. Some students exhibited increased motivation and interest in mathematics due to the artistic nature of the task. Recommendations for Practitioners: Educators should provide additional support materials and training for students using GeoGebra. Schools should consider improving access to technology in order to facilitate better learning experiences. Integrating function art into the curriculum can foster student engagement and interdisciplinary learning. Recommendation for Researchers: Further studies should explore the long-term impact of function art on students’ mathematical understanding. Comparative studies on different digital tools for creating function art could provide deeper insights into their effectiveness. Research on teacher perspectives and professional development for integrating function art into classrooms should be conducted. Impact on Society: By demonstrating how function art can enhance mathematical learning and creativity, this study supports innovative educational approaches. It also highlights the need for better technological infrastructure in educational institutions. Future Research: Future research should focus on expanding the study to different educational settings, examining the role of cultural influences in function art, and exploring the potential of functions in 3D in enhancing function-based artistic expressions. http://www.informingscience.org/Publications/5522 function art challenges and opportunities STEAM education digital literacy educational technology eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-07-03 24 5520 article Wawan Kurniawan kurniawan_wawan@unja.ac.id Jufrida Jufrida jufrida@unja.ac.id Hebat Shidow Falah hebatshidowfalah@unja.ac.id Khairul Anwar mathanwar@unja.ac.id Cicyn Riantoni cicynriantoni@unja.ac.Id M Furqon mfurqon@unja.ac.id Aim/Purpose: This study aims to explore the innovative integration of machine learning techniques into project-based learning rooted in Malay ethnoscience in Jambi, Indonesia. The research introduces a novel framework that utilizes educational data mining to personalize culturally responsive STEM education in under-resourced public schools. Background: Ethnoscience, particularly ethnophysics, provides a culturally relevant context for learning, connecting scientific principles to traditional practices. In Jambi, rich traditions such as the construction of stilt houses and the preparation of local cuisine reflect underlying principles of physics and sustainability. Integrating these practices into education is crucial for enhancing students’ critical thinking and contextual understanding. Methodology: This research adopts a mixed-methods approach, combining qualitative analysis of Malay ethnoscience practices with data mining techniques to extract patterns and correlations from educational data. Project-based learning modules were designed based on insights derived from data mining algorithms applied to student performance and engagement metrics. Contribution: The study contributes a unique model combining cultural heritage with predictive analytics to optimize learning design. Unlike existing AI-driven systems, this model embeds local wisdom as a predictive variable, enabling contextualized learning recommendations grounded in students’ sociocultural identities. Findings: Key findings include a 25% increase in student engagement and a 15–20% improvement in understanding physics concepts among students engaged in culturally embedded hands-on projects. Machine learning algorithms (Random Forest and Naïve Bayes) achieved up to 85% accuracy in predicting student success, identifying prior cultural familiarity and level of active engagement as the most influential predictors. Recommendations for Practitioners: Educators are encouraged to use data mining tools to personalize learning and incorporate local wisdom into curricula. Culturally rooted project-based learning has proven effective in enhancing student engagement. Recommendation for Researchers: Further studies are needed to expand the application of data mining in ethnoscience education across other cultural contexts. Researchers should explore the scalability of such frameworks and the integration of additional machine learning algorithms to enhance prediction accuracy. Impact on Society: By bridging traditional knowledge with modern AI, this study offers a scalable model for culturally inclusive education. It demonstrates how local wisdom can be leveraged through machine learning to promote both academic excellence and cultural preservation, particularly in public education systems facing resource constraints. Future Research: Future work should focus on the development of interactive tools and digital resources to support project-based ethnoscience learning. Studies should also investigate the long-term impact of integrating ethnoscience into formal education on cultural preservation and academic performance. http://www.informingscience.org/Publications/5520 educational data mining project-based learning ethnoscience Malay culture Jambi machine learning cultural heritage educational technology eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-07-12 24 5595 article Radhika Kulkarni radhikavikaskulkarni@gmail.com Gauri Choudhari gauri.choudhari21@vit.edu Manasi Bhavik manasi.bhavik21@vit.edu Rishita Bura rishita.bura21@vit.edu Vaibhavi Bhosale vaibhavi.bhosale211@vit.edu Aim/Purpose: This paper aims to address the increasing demand for creative methods in childhood education by integrating technologies like artificial intelligence (AI) and game-based learning. To make arithmetic learning more interesting, the project focuses on creating an AI game and investigates its acceptability and efficacy. Background: This study shows how traditional math education may be transformed by combining AI-driven tools with game-based learning to increase student engagement and enhance learning outcomes. Methodology: The study included the development of a new AI math learning game and used qualitative feedback and quantitative analysis through pre-assessments and post-assessments to gauge the tool’s efficacy. Contribution: The study presents a new AI game for math learning and offers empirical support for the efficacy of the same. Findings: Students’ test scores increased by an average of 6.03 points (SD = 2.2), indicating a considerable improvement in their math abilities. Instructors noted that the game successfully kept students’ attention and enhanced their ability to concentrate on mathematical ideas. Recommendations for Practitioners: Incorporating game-based learning tools into the curriculum and the use of AI are recommended to cater to diverse skill levels and learning speeds. Recommendation for Researchers: Conducting studies to assess the long-term impact of AI-powered learning and the integration of game-based learning in higher education is recommended. Impact on Society: The study throws light on the transformative potential of game-based learning and AI in modernizing traditional teaching methods. These tools can contribute to higher engagement and betterment in the learning experience for students. Future Research: In the future, research toward expansion into subjects such as science and language arts and the incorporation of virtual and augmented reality can further enhance the learning experience. http://www.informingscience.org/Publications/5595 artificial intelligence game-based learning primary education interactive learning arithmetic learning eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-07-30 24 5580 article Philip G Neufeld neufeld.philip@gmail.com Sarojani S Mohammed saro@edresearchworks.com Chad Vidden cvidden@uwlax.edu Aim/Purpose: This study sought to understand variations in student experiences of technologically mediated learning in the Fresno Unified School District, facilitated by its personalized learning and innovations program (PLI) and large-scale data models. Background: While evidence supports the intentional use of information and communication technology (ICT) in learning, the focus often neglects students’ social conditions, situatedness, and self-determination. Methodology: A growth mixture model explored students’ learning and revealed four distinct learning patterns: accelerating, decelerating, languishing, and thriving. Contribution: During pandemic-era remote and hybrid teaching, this study applied Growth Mixture Modeling to identify learning trajectories among 15,135 Grade 4–6 students in a large urban school district. The research revealed how social conditions, situatedness, and self-determination shaped learning outcomes by integrating real-time digital engagement data, assessment results, and student demographics. The findings offer practical insights for educators to personalize instruction using timely data signals and highlight how educational systems can build analytics capacity to understand better what works, for whom, and in which contexts. This work advances both research and practice by combining rigorous methodology with actionable strategies for equity-focused teaching and future-ready learning. Findings: Data suggest the shift to remote teaching was harder for those most adept with blended instructional models, while increased support for special education and English language learners facilitated learning. Recommendations for Practitioners: Educators can use near-real-time data to inform teaching practices that personalize student support and learning experiences while cultivating students’ self-determination. Such data includes formative assessments, checks for understanding, observing writing in process, and real-time signals from interactive learning platforms, allowing students, their peers, and educators to provide appropriate and effective supports. Educational leaders can determine what interventions work better for various student groups and focus investments on high-impact programmatic interventions. Recommendation for Researchers: Leverage the use of traditional data combined with novel signals of students’ learning experiences to explore what works better for various student groups, social conditions, and situatedness. “Situatedness” reflects how technological acceptance and use are situated within the social context, social interactions, across academic content areas, and grounded in space. “Social conditions” include socio-economic status, family systems, neighborhoods, as well as classroom and school cultures. Impact on Society: The use of near-real-time data signals from students’ learning experiences supports differentiated and engaging instruction, personalized learning, and enables educators to better support students’ growth in self-determination. These teacher practices better prepare students with the knowledge, skills, values, and attitudes to be ready for their futures. As demonstrated herein, education analytics can support faster improvement cycles within educational systems. Future Research: Future research might include: (1) qualitative methods to gather students’ perspectives on their learning experiences, and (2) exploration of the relationship between the quality of students’ internet access and its effects on student learning experiences. http://www.informingscience.org/Publications/5580 personalized learning large-scale analytics self-determination teaching practices improvement science eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-08-30 24 5606 article Kistantia Elok Mumpuni kistantiaelok@staff.uns.ac.id Samsul Hadi samsul_hd@uny.ac.id Slamet Suyanto slamet_suyanto@uny.ac.id Aim/Purpose: This meta-analysis aims to examine the effect size of various interventions in technology-facilitated peer assessment on learning performance. Furthermore, it pursues to identify and recommend effective peer assessment interventions that highlight opportunities for the enhancing peer assessment platforms and support the strategic implementation of interventions to optimize learning outcomes. Background: Peer assessment is a pivotal pedagogical tool, fostering students’ critical judgment and self-assessment skills and providing educators with a valuable understanding of individual progress. However, concerns among teachers and students persist regarding the effectiveness of peer assessment. These challenges can be addressed through intervention settings and technological facilities. Methodology: This meta-analysis examines how different intervention settings influence learning outcomes in technology-facilitated peer assessment. Using the PRISMA framework, 24 eligible studies comprising 79 data sets were systematically identified based on predefined inclusion and exclusion criteria. Extracted data were organized into four principal categories: (1) participant characteristics, (2) intervention moderators, (3) research outcomes, and (4) study records. A random-effects model was employed to synthesize the findings. All analyses were conducted in R, primarily using the {meta} package, with additional support from {dmetar} and {metafor} for outlier detection and visualization. Contribution: This study offers a synthesized overview of current research on technology-facilitated peer assessment, contributing to a clearer understanding of its setting and implementation. By identifying relevant trends and effective intervention areas, the findings provide useful guidance for researchers and educators in developing more informed and context-appropriate peer assessment strategies. The review also highlights how technology-facilitated peer assessment can be used for student learning and teacher facilitation through more efficient monitoring and feedback delivery. Findings: The analysis revealed an effect size of 0.31 [95% CI: 0.230–0.413], confirming the positive impact of well-designed interventions in technology-facilitated peer assessment compared to alternative or minimal intervention. These interventions enhance key elements such as rubric comprehension, feedback quality, evaluative autonomy, and self-reflection, leading to improved learning outcomes. Effective settings prioritize process-oriented strategies, reciprocal roles, individually allocated feedback, and input from a single peer, while allowing for adaptation based on the characteristics of students, instructors, school contexts, and instructional content. Recommendations for Practitioners: Teachers should first determine whether the peer assessment targets written work, products, or performance, ensuring alignment with learning objectives. Subsequently, the setting of the PA intervention should include clear specifications regarding the type of feedback, assessment procedures, and the roles of participants. Providing structured training for both assessors and assessees is essential to enhance feedback quality. Additional factors warranting consideration include the level of anonymity in the assessment process, the duration of the assessment period, student characteristics, and the potential for friendship bias. Recommendation for Researchers: While peer assessment has demonstrated validity and reliability across various educational contexts, researchers should continue to explore the conditions under which it most effectively supports learning. Future studies should investigate strategies to minimize potential social challenges, such as peer conflict or bias, through careful group formation and facilitation. The selection of technology should prioritize usability and minimize additional burden for both teachers and students. Additionally, research should consider the impact of voluntary versus mandatory participation, as fostering intrinsic motivation may enhance the quality and acceptance of peer assessment practices. Impact on Society: The findings underscore that, while peer assessment holds potential for enhancing learning, many students initially struggle to provide meaningful feedback, and teachers may question the credibility of peer-generated evaluations. These challenges point to a broader need for structured interventions, such as training, scaffolding with rubrics, and thoughtful feedback design, to build students’ confidence and competence in assessing peers. For educators and policymakers, this suggests that investing in supportive structures and technologies for peer assessment can lead to more engaging and effective classroom practices. Future Research: Future research should focus on developing peer assessment platforms to meet the needs of educational contexts. Beyond refining the intervention setting, further studies should explore the integration of peer and teacher feedback for more robust empirical findings. Expanding research across diverse subjects and educational levels is also essential. http://www.informingscience.org/Publications/5606 peer assessment intervention technology-facilitated learning performance meta-analysis eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-09-07 24 5608 article Ellen F Monk monke@udel.edu William Cantor wpc2@psu.edu Elizabeth E Park eep5330@psu.edu Yvonne L Antonucci yantonucci@widener.edu Aim/Purpose: Research has shown that students using virtual reality (VR) have improved engagement, but most work has focused primarily on STEM curricula. This research assesses the implementation of VR within business courses to identify whether student engagement and team dynamics are associated and whether VR differs from in-person interaction. Background: VR utilization has increased in recent years to improve educational endeavors. Businesses are also adopting immersive technologies, and current business students will likely encounter this VR technology. Methodology: Students from two universities, with inter-university teams, played an enterprise simulation game using VR headsets, thus pulling together VR technology and business simulation. Contribution: Statistical analysis of survey responses indicates a positive association between engagement and team dynamics using VR. Findings: The study’s results indicate that VR use in inter-university teams has significantly higher perceived student engagement and team dynamics than in-person non-VR utilization. Recommendations for Practitioners: This study found that students were more engaged with improved teamwork using VR headsets, indicating a more captivating involvement than students in-person (non-VR). This has broader implications for business and education concerning engagement and collaboration for in-person and remote active learning experiences. Recommendation for Researchers: VR has the potential to enhance learning environments and create improved experiences for remote learners, making it an imperative research stream. Future research needs to validate that VR is appropriately integrated for improved learning experiences. Impact on Society: While businesses’ adoption of VR is gaining popularity, universities need to investigate VR utilization in their curricula to remain competitive. Future Research: Future research plans are to collect data from a larger pool of students and include measuring learning objectives when using VR. In addition, plans include investigating the impact of VR utilization differences for students in an in-person class and those in an online class. Specifically, will online students obtain the same or improved VR experience compared to being online without VR? http://www.informingscience.org/Publications/5608 virtual reality team dynamics engagement simulation gamification eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-09-21 24 5618 article Guijie Zhang zhangguijie@hrbeu.edu.cn Donghe Li donghelii@163.com Xiaowen Liu liuxw122@nenu.edu.cn Aim/Purpose: This study aims to investigate the decision-making mechanisms underlying Chinese undergraduate students’ purchase intentions toward artificial intelligence generation tools (AIGT) educational products by integrating three theoretical frameworks: the Theory of Planned Behavior (TPB), the Technology Acceptance Model (TAM), and the Value-based Adoption Model (VAM). Background: With the popularization of AIGT in the education field, its acceptance and demand are becoming increasingly prominent. While AIGT demonstrates substantial potential in enhancing pedagogical outcomes and personalizing learning experiences, its market penetration, particularly in adoption rates among university student populations, remains contingent upon multifactorial determinants, which are of interest to our community of practice. Methodology: This study integrates the TPB, the TAM, and the VAM to construct a theoretical framework for the purchase intention of AIGT education products. Thereafter, an online survey was conducted among 523 undergraduate students from different regions of China, and a structural equation model was used to analyze the obtained data. Contribution: This study bridges theoretical gaps by integrating TPB, TAM, and VAM into a novel framework, offering a holistic understanding of the adoption of AIGT educational products and providing empirical evidence for understanding the purchase intention of undergraduates towards AIGT educational products. Findings: The results show that while brand perception has no direct significant impact on purchase intention, the rest of the investigated factors all have significant impacts on purchase intention to varying degrees, and there are also strong correlations among the investigated factors. Among them, the perceived fee was the most critical factor with a significant negative impact. However, perceived usefulness could increase consumers’ threshold regarding perceived fee, exerting a significant positive impact on it. Brand perception did not directly affect perceived value; it influenced the latter indirectly via the mediating variable of enjoyment. Recommendations for Practitioners: Educational technology firms should prioritize enhancing product functionality and adopt tiered pricing strategies, while universities should integrate AIGT into curricula and foster industry partnerships to align products with pedagogical needs. Recommendation for Researchers: Future studies should expand sampling to diverse populations, incorporate cultural or policy variables, and employ mixed-method methodologies to deepen insights into AIGT adoption dynamics. Impact on Society: AIGT adoption could democratize access to personalized education and bridge learning gaps, but equitable pricing and ethical AI deployment are critical to prevent socioeconomic disparities. Future Research: Validate the framework in cross-cultural contexts, investigate AI ethics and cultural adaptability, and assess long-term educational outcomes of AIGT integration through longitudinal studies. http://www.informingscience.org/Publications/5618 AIGT education product purchase intention technology acceptance model theory of planned behavior value-based adoption model eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-10-06 24 5627 article Saltanat Dzhaparova dzhaparovasaltanat54@gmail.com Sabira Mukambetova s.mukambetova@outlook.com Elmira Madanbekova e_madanbekova@hotmail.com Aigul Nazaralieva a-nazaralieva@outlook.com Suiumkan Makeeva smakeeva42@outlook.com Aim/Purpose: The aim of this study was to identify the advantages and disadvantages of using interactive technologies in teaching mathematics to 6th-grade students. Background: This paper addresses the problem of low student engagement and difficulty understanding complex mathematical concepts by evaluating how interactive educational programmes can enhance the teaching and learning of rational numbers in 6th grade. Methodology: The methodology included research methods, such as surveys of teachers and students, as well as a SWOT analysis to identify the strengths and weaknesses of using these programmes. The study involved 45 mathematics teachers and 60 6th-grade students from three secondary schools in the Issyk-Kul region of Kyrgyzstan, selected through random sampling. Contribution: This paper shows how interactive programmes enhance 6th-grade students’ learning of rational numbers, improving engagement and understanding. Findings: The results showed that teachers consider interactive programmes useful for facilitating learning complex mathematical concepts. It was found that teachers regard the use of educational programmes as an effective tool for improving their teaching quality. It was determined that educational programmes significantly increase students’ interest in the learning process, contribute to the development of critical thinking, and improve mathematical problem-solving skills. The use of such programmes enables teachers to more effectively monitor students’ progress, identify individual needs, and adjust the learning process. Recommendations for Practitioners: Practitioners should integrate interactive programmes to personalise instruction, enhance visual learning, and effectively monitor students’ mathematics progress. Recommendation for Researchers: Researchers should explore how interactive programming influences sustained mathematical understanding and supports inclusive, differentiated learning. Impact on Society: The study supports improved maths education through digital tools, fostering critical thinking and digital literacy among students. Future Research: Future research should examine the long-term effectiveness of interactive educational programmes, their impact on various student populations, and their integration in inclusive and adaptive learning environments. http://www.informingscience.org/Publications/5627 digital resources learning platform critical thinking personalised learning educational technologies eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-10-13 24 5630 article wenny pinta litna tarigan wennypintalitnatarigan@uny.ac.id Paidi Paidi paidi@uny.ac.id Antuni Wiyarsi antuni_w@uny.ac.id Suhartini - Suhartini suhartini@uny.ac.id Aim/Purpose: This study aims to develop and assess the effectiveness of the Project-Based Learning with Technology Integration and Science Reconstruction (PROLE TISRE) learning model, an innovative project-based approach that integrates technology and ecology courses with local wisdom, to foster creativity among college students in ecology courses. Background: Creativity is a vital competence in higher education, facilitating innovative thinking in addressing complex societal issues. Existing project-focused learning activities have not provided sufficient opportunities for college students to engage in real-world problem-solving and integrate local wisdom in the learning stages. The PROLE TISRE model seeks to address these limitations by incorporating local wisdom and technological resources, thus promoting more meaningful and contextually relevant learning experiences. Methodology: This study employed a research and development (R&D) design, based on Borg and Gall’s model, which comprises ten stages ranging from preliminary investigation to dissemination. The study involved 500 colleges across four universities, alongside five expert validators and nine practitioners. A quasi-experimental research design with pre-test and post-test assessments was employed to evaluate the model’s effectiveness. Aiken’s V was used for content validation, confirming the instruments’ high reliability and validity. The Likert-scale creativity data were transformed into an interval scale using the Method of Successive Intervals (MSI) before being analyzed with a t-test for main field testing and a MANOVA for operational field testing to assess the impact of model on creativity. Contribution: This research contributes to the educational field by providing the PROLE TISRE model, which offers a structured, technology-integrated framework grounded in local ecological knowledge. It develops essential educational tools, including a model book, a lecturer’s guide, instructional modules, and student worksheets, to improve students’ creativity and other relevant nurturing effects in college. The study further demonstrates the model’s efficacy in enhancing college students’ learning outcomes, offering a novel approach to ecological education that integrates cultural and scientific perspectives. Findings: The PROLE TISRE model yielded significant improvements in student creativity, with an effect size of 0.895, outperforming the Project-Based Learning (PjBL) and Direct Instruction (DI) models, which showed effect sizes of 0.769 and 0.687, respectively. The findings from field testing validated the model’s feasibility and practicality, revealing an enhancement in creativity among college students. Recommendations for Practitioners: It is recommended that educators incorporate technology into each phase of the learning process to maximize creativity and student engagement. A structured project cycle, spanning at least two sessions, should be implemented to facilitate the comprehensive development and evaluation of student projects. The integration of local wisdom and technology in ecological education is crucial for fostering authentic, context-specific learning experiences. Recommendation for Researchers: Future research should explore the broader applicability and scalability of the PROLE TISRE model across various disciplines. Longitudinal studies are recommended to examine the long-term impact of this model on students’ problem-solving skills and career development. Additionally, the role of cultural and contextual factors in enhancing creativity within educational frameworks warrants further investigation. Impact on Society: The PROLE TISRE model promotes the preservation and application of local ecological knowledge, including the practices of mina surjan, mina padi, and sawah surjan, thereby fostering environmental awareness and sustainable practices. By enhancing student creativity, the model prepares college students to address real-world ecological challenges and contribute to community-based solutions. Future Research: Future studies should assess the adaptability of the PROLE TISRE model in non-ecology subjects, particularly focusing on how it can be expanded across diverse educational contexts. Research should also investigate the potential integration of emerging technologies such as Artificial Intelligence (AI) and virtual reality into the learning model. Additionally, future research should explore the model’s impact on diverse student populations to ensure inclusivity and equitable access. http://www.informingscience.org/Publications/5630 creativity local wisdom project science reconstruction technology eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-10-15 24 5634 article Raquel Montes Díez raquel.montes@urjc.es Oriol Borras-Gene oriol.borras@urjc.es Aim/Purpose: This paper addresses the problem of low student engagement, motivation, and deep learning in traditional university teaching methods. It explores how integrating flipped classroom strategies and gamification through digital badges can effectively overcome some of these limitations. Background: With the consolidation of active methodologies in higher education, supported by blended learning environments and innovative tools, the flipped classroom and gamification have gained prominence as strategies to enhance participation and self-regulated learning. Yet, their joint application in teacher training programs remains underexplored, particularly regarding their impact on digital competence development. Methodology: The study employed a quantitative research approach, analyzing student performance data (grades, tasks completed, video viewing) and survey responses on perceptions of the teaching methods used. The research sample consisted of 63 first-year university students enrolled in an Early Childhood Education bachelor’s degree at Universidad Rey Juan Carlos. Contribution: This paper contributes to the literature by providing empirical evidence on the effectiveness of combining flipped classroom methodologies with gamification elements, specifically digital badges, in enhancing student motivation, engagement, and academic performance. It highlights how structured integration of technology-supported active learning strategies can successfully address challenges commonly associated with traditional educational methods. Findings: Students who participated in the flipped classroom model and earned digital badges demonstrated significantly higher academic performance compared to those who did not complete the full intervention. The flipped classroom methodology was highly accepted by students, who perceived pre-class video viewing as more effective than traditional lectures. Digital badges effectively increased student motivation and provided a clear visualization of their learning progress, encouraging higher engagement and course completion rates. Recommendations for Practitioners: Practitioners should integrate flipped classroom approaches with gamification techniques, such as digital badges, to boost student engagement, motivation, and academic performance. Additionally, they are encouraged to develop interactive multimedia content that clearly communicates learning progress and outcomes, thereby enhancing students’ active participation. Recommendation for Researchers: Researchers are encouraged to investigate further the integration of gamification strategies, such as digital badges, within flipped classroom models to enhance student engagement and learning outcomes. Impact on Society: The wider implications are that adopting active, technology-supported methodologies, such as flipped classrooms and gamification, in higher education can significantly improve student engagement, motivation, and learning outcomes, ultimately fostering essential digital skills among future educators and positively influencing teaching practices in broader educational contexts. Future Research: The future goal is to develop a more comprehensive badge system designed to engage students from the outset, particularly targeting those at risk of dropping out, by assigning badges to incremental achievements, such as completing individual lessons. http://www.informingscience.org/Publications/5634 higher education learning methods activity learning educational technology computer-assisted instruction eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-11-01 24 5638 article Sung J Shim sung.shim@shu.edu Aim/Purpose: This study addresses the gap in understanding how students’ perceptions of the SAP ERP system - specifically system playfulness and system anxiety - evolve as they gain experience. The study seeks to determine how these perceptions influence user engagement and system adoption in academic environments, where ERP systems are increasingly integrated into curricula. Background: Despite the widespread use of SAP ERP in education, little research has examined the dynamic nature of students’ positive (playfulness) and negative (anxiety) perceptions as they interact with the system over time. This paper explores how increased experience with SAP ERP affects these key perceptual factors, offering insights relevant to both theory and practice. Methodology: A pre-post test survey was conducted with 56 upper-level undergraduate business students enrolled in a course utilizing SAP ERP. Students’ perceptions of system playfulness and system anxiety were measured using validated scales at two points during the semester: early (after initial exposure) and late (after extensive hands-on experience). Factor analysis confirmed the validity of the constructs, and paired t-tests assessed changes in perceptions over time. Contribution: This study contributes to the literature by empirically demonstrating how user experience shapes both positive and negative perceptions of ERP systems in an educational setting. It provides evidence that system anxiety decreases and system playfulness increases with experience, informing strategies for improving ERP training and adoption. Findings: System playfulness and system anxiety are valid, distinct constructs influencing user perceptions of SAP ERP. As students gain more experience with SAP ERP, system anxiety significantly decreases, while system playfulness moderately increases. Despite increased experience, overall perceptions of playfulness remain neutral, suggesting that SAP ERP is not inherently engaging for students. The reduction in anxiety is more pronounced than the increase in playfulness, indicating that familiarity primarily alleviates negative perceptions rather than enhancing positive ones. Recommendations for Practitioners: Training programs should prioritize reducing system anxiety through early, supportive, and hands-on exposure to ERP systems. Efforts to make ERP systems more engaging should be incorporated, but reducing apprehension may yield greater improvements in user satisfaction and adoption. Recommendation for Researchers: Future studies should explore additional factors influencing playfulness and anxiety, such as instructional design, interface usability, and peer support. Research should examine whether similar perceptual changes occur in professional or non-academic contexts and with other ERP platforms. Impact on Society: Improving the user experience of ERP systems in educational settings can better prepare students for digital workplaces, increase technology adoption rates, and reduce barriers to learning complex enterprise software. Future Research: Future research should investigate interventions that explicitly target playfulness to enhance engagement, extending such studies across diverse populations and organizational settings to improve the generalizability of findings. Additionally, longitudinal designs that go beyond a single semester are needed to examine the lasting impacts of these experiences on individuals’ perceptions over time. http://www.informingscience.org/Publications/5638 SAP ERP system playfulness system anxiety user experience educational technology eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-11-02 24 5639 article Jasmin Nizar jasminnizar.nizar@gmail.com SHARMILA R sharmi.saravanan0521@gmail.com Aim/Purpose: Skill assessment of students is a critical process that evaluates their proficiency, ranging from novice to mastery, in various domains. This paper aims to develop a framework for predicting students’ multi-skillsets effectively. Background: The global IT industry recognizes that for computer science students to excel, they must acquire and demonstrate proficiency in Soft Skills, Life Skills, and Technical Skills. This study addresses the need for skill-based education in software engineering to bridge the gap between academic learning and industry requirements. Methodology: The study employs the Bidirectional Encoder Representations from Transformers (BERT) model to predict students’ competencies in Soft, Life, and Technical skills. The effectiveness of the model is evaluated using key performance indicators, including precision, accuracy, F1-score, recall, and the area under the curve (AUC), as discussed in the paper. Contribution: The paper introduces a multi-skillset framework that leverages AI techniques to predict students’ skill levels, ensuring better alignment between academic training and industry expectations. Findings: The proposed BERT model achieves a superior prediction accuracy of 96.25%, outperforming conventional machine learning baselines. Recommendations for Practitioners: Educators and institutions should integrate AI-driven skill assessment models to personalize learning pathways and enhance students’ industry readiness. Recommendation for Researchers: Further exploration of deep learning techniques can refine skill prediction models, leading to more robust assessment frameworks. Impact on Society: By improving the accuracy of skill assessments, this study contributes to producing future-ready software engineering professionals, ultimately enhancing workforce competency in the IT industry. Future Research: Future research can focus on integrating BERT with hybrid deep learning models, such as BERT-GRU or BERT-CNN, to enhance the accuracy and robustness of predictions. Additionally, the model can be expanded to incorporate additional skill domains and be adapted for different educational disciplines. http://www.informingscience.org/Publications/5639 skill assessment software engineering BERT machine learning multi-skillset eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-11-06 24 5611 article Shreya Barsude shreya.barsude221@vit.edu Bhushan Bachewar bhushan.bachewar221@vit.edu Rakhi Bharadwaj rakhi.bharadwaj@vit.edu Snehal Darade snehal.darade22@vit.edu Harsh Badagandi harsh.badagandi22@vit.edu Aim/Purpose: This paper presents a proof-of-concept device designed to create an affordable, real-time vision assistance tool for visually impaired individuals. The device detects obstacles, estimates their distance, provides an audio alert, and informs caretakers of the user’s live location. It addresses the lack of portable, low-cost, and connected navigation aids for blind users. Background: This paper addresses the problem by combining computer vision, distance estimation, audio alerts, and real-time caregiver notification through a mobile app, offering a smart solution to enhance safety and independence for visually impaired individuals. Methodology: The system uses a Raspberry Pi with a camera module running a YOLOv8 object detection model for real-time object recognition, an ultrasonic sensor (or camera depth estimation) for distance measurement, and a Flutter-based mobile app to send live GPS coordinates to caretakers. Testing was done in controlled indoor and outdoor environments. Contribution: This project contributes a multi-functional assistive tool that not only alerts visually impaired users about nearby obstacles with distance information but also keeps caretakers informed, combining safety, mobility, and communication in a single solution. Findings: The paper’s major findings demonstrate the achievement of real-time object detection with approximately 20-25% mean average precision (mAP) and reliable distance measurements. Audio feedback about both object type and distance significantly improved user navigation. The Flutter app successfully updated caretakers with the user’s live location, enhancing safety. The system is portable, battery-operated, and user-friendly. Recommendations for Practitioners: Calibrate distance sensors carefully for different environments (indoor vs outdoor). Customize audio feedback to include critical distances (e.g., warn more urgently when obstacles are very close). Ensure Flutter app notifications are lightweight and battery-optimized. Recommendation for Researchers: Explore integrating AI-based path planning alongside object detection. Investigate methods to improve GPS accuracy in indoor environments. Research multi-sensor fusion (camera + ultrasonic + inertial sensors) for better obstacle detection. Impact on Society: This tool not only increases mobility for visually impaired individuals but also reassures families and caretakers by providing live location tracking, leading to greater independence, confidence, and peace of mind for users and their loved ones. Future Research: Future work could involve adding features such as automatic emergency alerts if the user remains stationary for too long, voice-command-based control of the device, and integrating AI-driven adaptive navigation suggestions based on user movement patterns. Additionally, adding face recognition helps individuals recognize the person in front of them. http://www.informingscience.org/Publications/5611 vision assistance object detection Raspberry Pi GPS tracking SSDlite MobileNet V2 model Flutter app eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-11-25 24 5646 article Wikanengsih Wikanengsih wikanengsih@ikipsiliwangi.ac.id Ryan Dwi Dwi Puspita ryan.dwi@ikipsiliwangi.ac.id Duhita Savira Wardani duhita@ikipsiliwangi.ac.id Idawati Binti Moid idawati@iptho.edu.my Enung Nurhayati enung@ikipsiliwangi.ac.id Aim/Purpose: This study aims to investigate the role of ChatGPT and Quillbot in improving students’ scientific writing abilities within a project-based learning (PjBL) framework. Background: A preliminary study found that many students struggled with clarity, analytical precision, and organization in academic writing. These challenges reflect broader literacy issues in Indonesia, which are shaped by limited exposure to structured writing, an emphasis on rote learning, and the predominance of non-English discourse. AI tools, such as ChatGPT and Quillbot, can support improvements in coherence and structure; however, their use should be balanced to avoid overreliance and to foster independent thinking and writing skills. Methodology: A mixed-methods approach with an explanatory design model was employed. Participants were undergraduate students from the guidance and counseling study program, all enrolled in the same scientific writing course, drawn from three private universities in West Java, Indonesia. The sample consisted of four experimental and four control classes, totaling 160 students (20 per class). Data collection involved both test and non-test instruments. Non-test data were obtained through interviews and Likert-scale questionnaires to assess students’ experiences, while academic writing ability was evaluated through final project assessments. Contribution: This study expands the body of knowledge by demonstrating how integrating ChatGPT and Quillbot within a PjBL framework enhances students’ academic writing skills, improves engagement, and highlights both the benefits and challenges of AI-assisted learning. Findings: The study findings revealed a significant difference in academic writing scores between the experimental and control groups. These results indicate that PjBL, supported by ChatGPT and Quillbot, significantly enhances students’ ability to report on structured mini-research and improve their academic writing. Recommendations for Practitioners: Practitioners should integrate AI tools like ChatGPT and Quillbot within a structured PjBL framework to enhance students’ academic writing skills while emphasizing critical evaluation to address concerns about credibility and over-reliance on AI tools. Recommendation for Researchers: Future researchers should examine how AI-assisted writing tools impact students’ ability to develop research frameworks and conduct literature reviews over extended periods, as well as investigate strategies to enhance students’ critical evaluation of AI-generated content to address credibility concerns. Impact on Society: This study suggests that integrating AI-assisted tools in education can enhance academic writing proficiency, promote digital literacy, and improve accessibility, ultimately preparing students for a technologically evolving society. Future Research: Future research should investigate the long-term impact of AI-assisted writing tools on students’ critical thinking, originality, and independent writing across diverse academic disciplines. http://www.informingscience.org/Publications/5646 higher education scientific writing AI-based tools ChatGPT Quillbot eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-11-26 24 5649 article Jasmine Choi jchoi746@gatech.edu Abeera P Rehmat arehmat3@gatech.edu Jessica D Gale jessica.gale@ceismc.gatech.edu Meltem Alemdar meltem.alemdar@ceismc.gatech.edu Aim/Purpose: The development of web-based platforms and curriculum resources, as well as the assessment of user interactions with these platforms, is critical to ensuring an optimal user experience. This study examines the redesign of a middle school engineering digital curriculum repository within the broader framework of curriculum implementation, with a specific focus on how teachers interact with and utilize its resources. Background: The redesign was in response to a scale-up implementation of a prior 4-year study, to accommodate a wide range of teacher users. The redesign process prioritized accessibility by embedding universal design principles into both the repository’s structure and accompanying teacher resources. These principles were used to create an adaptable and inclusive platform that meets the needs of a diverse user base. This paper outlines the key design considerations that informed the redevelopment, highlights improvements made in response to teacher feedback and examines how the repository supported instructional practices. Methodology: A qualitative user study was conducted with four middle school engineering teachers who used the redesigned repository for lesson implementation. Contribution: The study aims to provide insights into the practical application of universal design principles, addressing gaps in existing research on designing tools that accommodate varied learning needs. Findings: Findings revealed that integrating universal design principles reduced cognitive load by streamlining navigation and improving access to curriculum materials. Teachers reported that the redesign provided significant support for lesson preparation, thereby enhancing their ability to implement the curriculum in their classrooms effectively. Recommendations for Practitioners: These findings highlight the benefits of applying universal design principles to design web-based curriculum resources and platforms, thereby ensuring their accessibility and usability for all users. Recommendation for Researchers: Continuing to explore how web-based curriculum resources and platforms, designed based on the universal design principles, may improve inclusion among diverse populations and ensure the sustainability of their use. Impact on Society: This study underscores the potential of such designs to promote inclusion among diverse populations and discusses the implications for the long-term sustainability of websites developed with these principles. Future Research: Future research will continue to explore how universally designed web-based curriculum resources can enhance user experiences and foster equitable access to educational resources. http://www.informingscience.org/Publications/5649 universal design universal design principles digital curriculum K-12 engineering education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-12-04 24 5666 article Roshanak Basty bastyrk@mail.uc.edu Jess Kropczynski kropczjn@ucmail.uc.edu Shane Halse halsese@ucmail.uc.edu Aim/Purpose: This study empirically analyzes how a tailored AI literacy initiative can empower higher education faculty in creative and cultural-focused disciplines to adopt AI image generators into their courses. It achieves that by first identifying the foundational components required for developing an AI literacy initiative for integrating AI image generators into creative and cultural courses (RQ1) and then assessing how an AI literacy workshop designed around these components influences faculty’s perceived confidence, understanding, and readiness to adopt AI image generators (RQ2). Background: The proliferation of AI image generators has disrupted the Creative and Cultural Industries (CCI), creating both opportunities and challenges for educators. Faculty face barriers such as limited technical skills, ethical concerns, and a lack of pedagogical strategies. Despite growing interest, few AI literacy initiatives are tailored to the unique needs of creative and culturally-focused faculty. Our study is presented against such a backdrop. Methodology: A two-phase mixed-methods approach was conducted. Phase One involved focus group interviews (Activity 1) with faculty in CCI-focused disciplines (e.g., arts, design, architecture, marketing, music, fashion, film, IT, and the like) to identify key components for designing an AI literacy initiative. In Phase Two, the designed workshop (Activity 2) was delivered to 51 CCI faculty from a midwestern university. Data was collected through pre- and post-workshop surveys, as well as live polls to assess changes in participants’ perception around AI image generators’ adoption into their courses. Contribution: This study offers multiple contributions. The systematic data collection and analysis of participants’ data (empirical contribution) through a mixed-methods approach, which combines statistical analysis and human-AI thematic analysis (methodological contribution), informed the design and development of an AI literacy workshop (artifactual contribution) tailored for higher education faculty in CCI disciplines. Additionally, it contributes to the underexplored area of adopting image generators ethically and via pedagogical best practices into creative and cultural education. Findings: In Activity 1, the key components for designing an AI literacy initiative tailored for CCI faculty include technical skills, ethical awareness, and pedagogical strategies combined with practical applications and continuous AI Literacy support/resources. In Activity 2, faculty showed a positive attitudinal shift. They reported increased confidence, pedagogical and ethical awareness, access to institutional resources, and practical applications post-workshop. They expressed appreciation for image generators as complementary tools and readiness to integrate them into their teaching. Recommendations for Practitioners: Institutions should support faculty development through accessible AI tools, discipline-based literacy resources, hands-on training, and ongoing learning opportunities tailored to them. Interdisciplinary collaboration and developing ethical guidelines are essential for responsible GenAI adoption. Recommendation for Researchers: Future research should examine the long-term impacts of AI literacy initiatives on teaching and learning outcomes, exploring other multimodal GenAIs, and include broader stakeholders (e.g., students, administrators, and even technologists). Impact on Society: Equipping higher education faculty with AI literacy around GenAIs fosters responsible technology adoption and use, enhances teaching practices and learning outcomes, and prepares students to thrive in an AI-driven workforce, where humans and AIs can co-exist, collaborate, and co-create. Future Research: Future research should include longitudinal studies to assess faculty engagement and student outcomes. Expanding future research across institutions and academic levels (e.g., K-12) will help develop scalable, discipline-specific AI literacy resources, initiatives, and frameworks. http://www.informingscience.org/Publications/5666 AI literacy generative AI higher education faculty professional development responsible AI pedagogical innovation creative and cultural industries eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-12-10 24 5673 article Soukaina Gouraguine soukainagoura@gmail.com Mohammed Qbadou qbmedn7@gmail.com Khalifa Mansouri khalifa.mansouri@enset-media.ac.ma Aim/Purpose: This study aims to design, develop, and implement a novel autonomous diagnostic framework embedded in the NAO humanoid robot, enabling it to perform real-time identification and classification of dysgraphia in children. This extension of robot-assisted therapy provides a truly autonomous diagnosis, performed without human supervision. Background: Dysgraphia is a handwriting disorder affecting the automation of graphic gestures and the formal presentation of written text. Traditional diagnostic methods require human experts and are often time-consuming. There is a pressing need for intelligent, autonomous tools capable of identifying dysgraphia in educational contexts. Real-time diagnosis is essential because it enables teachers and therapists to respond immediately to signs of difficulty, adapt teaching activities, and prevent the disorder from progressing. Existing approaches rely mainly on delayed assessments, which limit their effectiveness in dynamic school environments. Methodology: We developed a client/server-based architecture where the NAO robot acts as a client, autonomously guiding students through handwriting tasks, capturing data, and sending it to a server for processing. Machine learning models hosted on the server analyze handwriting samples for two main purposes: (1) identifying whether the student is affected by dysgraphia, and (2) recognizing and classifying specific signs and severity levels of the disorder. The dataset includes approximately 3,000 handwriting captures for dysgraphia identification and approximately 2,426 samples for sign recognition. Contribution: This research presents an original and intelligent diagnostic framework, implemented in the NAO humanoid robot, that enables the robot to detect and classify dysgraphia in real-time autonomously. Going beyond traditional approaches to robot-assisted therapy, our system gives the robot independent ability to perform analysis, providing immediate and relevant diagnosis for educational support. The framework is based on a multi-level classification model that categorizes severity and symptom types, and builds upon a set of original handwriting data collected from learners of different age groups. Findings: Our dysgraphia identification model achieved an accuracy rate of 99%, while the sign recognition model achieved an accuracy rate of 78%. This difference is due to the complexity of the task and the nature of the data: identifying dysgraphia is a binary classification process (affected, non-affected), while the recognition of signs is a multi-class classification process, as each image may contain several varied and subtle signs (Crooked, Broken, Overlapping, Reversed, Poorly Formed, Too Small, Too Large). However, the results obtained enable the severity level to be estimated based on the number of signs detected. An interactive scenario was designed and tested in real educational settings, showing positive and effective outcomes. Recommendations for Practitioners: Educators and therapists can utilize the robot to support early dysgraphia detection in classrooms, enabling timely intervention and personalized learning support. Recommendation for Researchers: Further investigations could explore cross-linguistic handwriting variations, extend the datasets, and integrate emotional feedback mechanisms to enhance the quality of robot-student interaction. Impact on Society: This research advances the field of inclusive education by introducing a scalable and fully autonomous technological solution for the early diagnosis of dysgraphia. By enabling timely identification and classification of handwriting disorders, the proposed framework fosters equitable access to tailored educational support, thereby mitigating long-term academic challenges and reducing the potential for social stigmatization among affected learners. Future Research: Future work will focus on extending the framework to support multi-language handwriting analysis, real-time progress tracking over multiple sessions, and integration with personalized therapy plans. http://www.informingscience.org/Publications/5673 dysgraphia NAO robot handwriting diagnosis autonomous agent educational robotics deep learning machine learning child-computer interaction inclusive education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2025-12-22 24 5665 article Aigerim Mendekenova aikadm_95@mail.ru Zauresh Aukhadieva z.aukhadieva@atu.edu.kz Dinara Zhanikeyeva d.zhanikeyeva@kbtu.kz Aim/Purpose: This study aims to identify the most effective digital technology for foreign language education by comparing artificial intelligence (AI), virtual and augmented reality (VR/AR), and gamification, using a mixed-methods design and drawing systematic parallels with existing literature. Background: Although emerging technologies are often promoted for their pedagogical potential, there is limited evidence on whether teachers’ real-world experiences confirm or challenge these theoretical claims. Methodology: A convergent mixed-methods survey was conducted with 154 in-service English and foreign language teachers from 37 countries. Questionnaire data were analyzed using descriptive statistics, composite indices, and item-level measures, while qualitative responses were thematically coded. Both strands were integrated and compared with prior research to assess convergence or divergence between theory and practice. Contribution: The study provides an evidence-based comparison of teachers’ perceptions with theoretical expectations, clarifying which technologies deliver proven pedagogical value and which remain primarily motivational or experimental. Findings: AI was the most widely adopted (88.3%) and consistently rated highest for skill development, learner autonomy, and workload reduction. Gamification (72.1%) was valued for motivation and engagement, while VR/AR (16.9%) was praised for immersion yet limited by financial and infrastructural barriers. Open-ended responses reinforced these patterns and emphasized AI’s role as a “pedagogical assistant”. Recommendations for Practitioners: Teachers and institutions should prioritize AI adoption for scalable, adaptive, and feedback-rich instruction, while employing gamification and VR/AR as supplementary tools for motivation and immersion. Recommendation for Researchers: Future research should test AI’s long-term impact on competence development through experimental and longitudinal designs, and develop sustainable models for VR/AR integration. Impact on Society: Findings highlight AI as the most pedagogically effective and scalable technology, informing decisions on teacher training, institutional investment, and digital education policy. Future Research: Future research should address ethical concerns surrounding AI, such as plagiarism, over-reliance, and bias, and examine contextual factors that influence adoption across regions and levels of teaching experience. http://www.informingscience.org/Publications/5665 artificial intelligence virtual and augmented reality gamification platforms digital technology foreign language education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-03-14 23 .i iv 5267 article Tian Luo tluo4work@gmail.com Kathryn MacCallum kathryn.maccallum@gmail.com Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 23, 2024 http://www.informingscience.org/Publications/5267 information technology education JITE innovations in practice table of contents eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-03-14 23 5260 article Avinash Rana dr.avinash_rana@cms.ac.in Vishal Soodan dr.vishalsoodan@cms.ac.in Anurag Jain anuragjain@cms.ac.in Deeksha Sharma deekshu969@gmail.com Aim/Purpose: This mixed-methods study aims to examine factors influencing academicians’ intentions to continue using AI-based chatbots by integrating the Task-Technology Fit (TTF) model and social network characteristics. Background: AI-powered chatbots are gaining popularity across industries, including academia. However, empirical research on academicians’ adoption behavior is limited. This study proposes an integrated model incorporating TTF factors and social network characteristics like density, homophily, and connectedness to understand academics’ continuance intentions. Methodology: A qualitative study involving 31 interviews of academics from India examined attitudes and the potential role of social network characteristics like density, homophily, and connectedness in adoption. Results showed positive sentiment towards chatbots and themes on how peer groups accelerate diffusion. In the second phase, a survey of 448 faculty members from prominent Indian universities was conducted to test the proposed research model. Contribution: The study proposes and validates an integrated model of TTF and social network factors that influence academics’ continued usage intentions toward AI chatbots. It highlights the nuanced role of peer networks in shaping adoption. Findings: Task and technology characteristics positively affected academics’ intentions to continue AI chatbot usage. Among network factors, density showed the strongest effect on TTF and perceived usefulness, while homophily and connectedness had partial effects. The study provides insights into designing appropriate AI tools for the academic context. Recommendations for Practitioners: AI chatbot designers should focus on aligning features to academics’ task needs and preferences. Compatibility with academic work culture is critical. Given peer network influences, training and demonstrations to user groups can enhance adoption. Platforms should have capabilities for collaborative use. Targeted messaging customized to disciplines can resonate better with academic subgroups. Multidisciplinary influencers should be engaged. Concerns like plagiarism risks, privacy, and job impacts should be transparently addressed. Recommendation for Researchers: More studies are needed across academic subfields to understand nuanced requirements and barriers. Further studies are recommended to investigate differences across disciplines and demographics, relative effects of specific network factors like size, proximity, and frequency of interaction, the role of academic leadership and institutional policies in enabling chatbot adoption, and how AI training biases impact usefulness perceptions and ethical issues. Impact on Society: Increased productivity in academia through the appropriate and ethical use of AI can enhance quality, access, and equity in education. AI can assist in mundane tasks, freeing academics’ time for higher-order objectives like critical thinking development. Responsible AI design and policies considering socio-cultural aspects will benefit sustainable growth. With careful implementation, it can make positive impacts on student engagement, learning support, and research efficiency. Future Research: Conduct longitudinal studies to examine the long-term impacts of AI chatbot usage in academia. Track usage behaviors over time as familiarity develops. Investigate differences across academic disciplines and roles. Requirements may vary for humanities versus STEM faculty or undergraduate versus graduate students. Assess user trust in AI and how it evolves with repeated usage, and examine trust-building strategies. Develop frameworks to assess pedagogical effectiveness and ethical risks of conversational agents in academic contexts. http://www.informingscience.org/Publications/5260 artificial intelligence chatbots network homophily TTF eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-04-02 23 5263 article Monica Cárdenas monica.cardenas@pucv.cl Daniela Rocio Ramirez Orellana ramirezdaniela.ro@gmail.com Aim/Purpose: This exploratory qualitative case study examines the perceptions of high-school learners of English regarding a pedagogical intervention involving progressive reduction of captions (full, sentence-level, keyword captions, and no-captions) in enhancing language learning. Background: Recognizing the limitations of caption usage in fostering independent listening comprehension in non-captioned environments, this research builds upon and extends the foundational work of Vanderplank (2016), who highlighted the necessity of a comprehensive blend of tasks, strategies, focused viewing, and the need to actively engage language learners in watching captioned materials. Methodology: Using a qualitative research design, the participants were exposed to authentic video texts in a five-week listening course. Participants completed an entry survey, and upon interaction with each captioning type, they wrote individual reflections and participated in focus group sessions. This methodological approach allowed for an in-depth exploration of learners’ experiences across different captioning scenarios, providing a nuanced understanding of the pedagogical intervention’s impact on their perceived language development process. Contribution: By bridging the research-practice gap, our study offers valuable insights into designing pedagogical interventions that reduce caption dependence, thereby preparing language learners for success in real-world, caption-free listening scenarios. Findings: Our findings show that learners not only appreciate the varied captioning approaches for their role in supporting text comprehension, vocabulary acquisition, pronunciation, and on-task focus but also for facilitating the integration of new linguistic knowledge with existing background knowledge. Crucially, our study uncovers a positive reception towards the gradual shift from fully captioned to uncaptioned materials, highlighting a stepwise reduction of caption dependence as instrumental in boosting learners’ confidence and sense of achievement in mastering L2 listening skills. Recommendations for Practitioners: The implications of our findings are threefold: addressing input selection, task design orchestration, and reflective practices. We advocate for a deliberate selection of input that resonates with learners’ interests and contextual realities alongside task designs that progressively reduce caption reliance and encourage active learner engagement and collaborative learning opportunities. Furthermore, our study underscores the importance of reflective practices in enabling learners to articulate their learning preferences and strategies, thereby fostering a more personalized and effective language learning experience. Recommendation for Researchers: Listening comprehension is a complex process that can be clearly influenced by the input, the task, and/or the learner characteristics. Comparative studies may struggle to control and account for all these variables, making it challenging to attribute observed differences solely to caption reduction. Impact on Society: This research responds to the call for innovative teaching practices in language education. It sets the stage for future inquiries into the nuanced dynamics of caption usage in language learning, advocating for a more learner-centered and adaptive approach. Future Research: Longitudinal quantitative studies that measure comprehension as captions support is gradually reduced (full, partial, and keyword) are strongly needed. Other studies could examine a range of individual differences (working memory capacity, age, levels of engagement, and language background) when reducing caption support. Future research could also examine captions with students with learning difficulties and/or disabilities. http://www.informingscience.org/Publications/5263 caption reliance pedagogical innovation listening comprehension language learning Chile eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-04-22 23 5272 article Stavroula Kalogeras stavroulakalogeras@gmail.com Pedro Coelhoso pedro.coelhoso@mtu.ie Aim/Purpose: The digital ecosystem has contributed to the acceleration of digital and mobile educational tools across institutions worldwide. The research displays educators’ perspectives on web applications on mobile devices that can be used to engage and challenge students while impacting their learning. Background: Explored are elements of technology in education and challenges and successes reported by instructors to shift learning from static to dynamic. Methodology: Insights for this study were gained through questionnaires and focus groups with university educators in the United Arab Emirates. Key questions addressed are (1) challenges/benefits, (2) types of mobile technology applications used by educators, and (3) strategies educators use to support student learning through apps. The research is assisted by focus groups and a sample of 42 completed questionnaires. Contribution: The work contributes to web/mobile strategic considerations in the classroom that can support student learning and outcomes. Findings: The results reported showcase apps that were successfully implemented in classrooms and provide a perspective for today’s learning environment that could be useful for instructors, course developers, or any educational institutions. Recommendations for Practitioners: Academics can integrate suggested tools and explore engagement and positive associations with tools and technologies. Recommendation for Researchers: Researchers can consider new learning applications, mobile devices, course design, learning strategies, and student engagement practices for future studies. Impact on Society: Digitization and global trends are changing how educators teach, and students learn; therefore, gaps need to be continually filled to keep up with the pace of ever-evolving digital technologies that can engage student learning. Future Research: Future research may focus on interactive approaches toward mobile devices in higher education learning and shorter learning activities to engage students. http://www.informingscience.org/Publications/5272 mobile instructional technology mobile devices higher education apps in education mobile learning eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-04-22 23 5273 article Kanyarat Sriwisathiyakun kanyarat.sr@kmitl.ac.th Aim/Purpose: To conduct a needs assessment and subsequently create micro-storytelling media aimed at enhancing the Digital Intelligence Quotient (DQ) skills of young individuals. Background: In today's digital society, DQ has emerged as a vital skill that elevates individuals in all aspects of life, from daily living to education. To empower Thai youth, this study seeks to innovate DQ content by adapting it into a digital format known as micro-storytelling. This unique approach combines the art of storytelling with digital elements, creating engaging and effective micro-learning media Methodology: The methodology comprises three phases: 1) assessing the need for digital micro-storytelling development; 2) developing digital micro-storytelling; and 3) evaluating the DQ skills among young individuals. The sample group consisted of 55 higher education learners for needs assessment and 30 learners in the experiment group. Data analysis involves PNI modified, mean, and standard deviation. Contribution: This research contributes by addressing the urgent need for DQ skills in the digital era and by providing a practical solution in the form of digital micro-storytelling, tailored to the preferences and needs of Thai youth. It serves as a valuable resource for educators and policymakers seeking to empower young learners with essential digital competencies. Findings: The findings demonstrate three significant outcomes: 1) The learners wanted to organize their own learning experience with self-paced learning in a digital landscape, and they preferred digital media in the form of video. They were most interested in developing DQ to enhance their understanding of digital safety, digital security, and digital literacy; 2) according to a consensus of experts, digital micro-storytelling has the greatest degree of quality in terms of its development, content, and utilization, with an overall average of 4.86; and 3) the overall findings of the assessment of DQ skills indicate a favorable level of proficiency. Recommendations for Practitioners: Align materials with micro-learning principles, keeping content concise for effective knowledge retention. Empower students to personalize their digital learning and promote self-paced exploration based on their interests. Recommendation for Researchers: Researchers should continuously assess and update digital learning materials to align with the evolving digital landscape and the changing needs of students and investigate the long-term effects of DQ improvement, especially in terms of online safety and digital literacy in students' future lives and careers. Impact on Society: This study's impact on society is centered around fostering a DQ, promoting innovative educational approaches, and elevating Thai youth with essential digital skills. It contributes to a safer, more informed, and digitally literate generation prepared for the challenges of the digital era. Future Research: Undertake comparative studies to analyze the effectiveness of different digital learning formats and methodologies. Comparing micro-storytelling with other approaches can help identify the most efficient and engaging methods for enhancing DQ. http://www.informingscience.org/Publications/5273 Digital Intelligence Quotient (DQ) Digital Micro Storytelling Needs Assessment Youth eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-05-20 23 5284 article Ronal Watrianthos ronal.watrianthos@gmail.com Mukhlidi Muskhir muskhir@ft.unp.ac.id Aprilla Fortuna aprillafortuna@student.unp.ac.id Agariadne Dwinggo Samala agariadne@ft.unp.ac.id Afdal Luthfi afdalluthfi02@gmail.com Usmeldi Usmeldi usmeldy@yahoo.co.id Aim/Purpose: This study explores the subject structure, social networks, research trends, and issues in the domain that have the potential to derive an overview of the development of virtual reality-based learning media in vocational education. Background: Notwithstanding the increasingly growing interest in the application of virtual reality in vocational learning, the existing research literature may still leave out some issues necessary for a comprehensive understanding. This study will point out such areas that need more exploration and a more comprehensive synthesis of the literature by conducting a bibliometric analysis. It will be interesting to keep track of the changing concepts and methodologies applied in the development of VR-based learning media in vocational education research. Methodology: This review was carried out using bibliometric methodology, which can highlight patterns of publication and research activity in this hitherto little studied area. The results of the study have the potential to lead to evidence-based priority in VR development, which will tailor work for vocational contexts and set the compass against the growing worldwide interest in this area. The study provides a descriptive analysis of publications, citations, and keyword data for 100 documents published between the years 2013 and 2022 from the Scopus database, which is conducted to illustrate the trends in the field. Contribution: This study also counts as a contribution to understanding the research hotspots of VR-based learning media in vocational education. Through bibliometric analysis, this study thoroughly summarized the relevant research and literature laying a knowledge foundation for researchers and policy makers. Additionally, this analysis identified knowledge gaps, recent trends, and directions for future research. Findings: The bibliometric analysis revealed the following key findings: 1. A growing publication trajectory, with output increasing from 7 articles in 2013 to 25 articles in 2022. 2. The United States led the contributions, followed by China, and Germany. 3. The most prominent authors are affiliated with American medical institutions. 4. Lecture proceedings include familiar sources that reflect this nascent domain. 5. Citation analysis identified highly influential work and researchers. 6. Keyword analysis exposed technology-oriented topics rather than learning-oriented terms. These findings present an emerging landscape with opportunities to address geographic and pedagogical research gaps. Recommendations for Practitioners: This study will be beneficial for designers and developers of VR-based learning programs because it aligns with the most discussed and influential VR technologies within the literature. Such an alignment of an approach with relevant research trends and focus can indeed be very useful for the effective application and use of VR-based learning media for quality improvements in vocational students' learning. Recommendation for Researchers: In fact, in this bibliometric review of VR integration within vocational classrooms, a future call for focused research is presented, especially on teaching methods, course design, and learning impact. This is a framework that seeks to establish its full potential with effective and integrated use of VR in the various vocational curricula and settings of learners. Impact on Society: From the findings of the bibliometric analysis, it is evident that virtual reality technologies (VR) have significantly led to transformation within educational media. There is no denying that the growing interest and investment in the integration of virtual reality into vocational education has been well manifested in the substantive increase in publications in the last decade. This shows what the innovation driving factor is in the United States. At the same time the rapid contributions from China signal worldwide recognition of the potential of VR to improve technical skills training. This study points the way for more research to bridge critical gaps, specifically how VR tools can be used in vocational high school classrooms. Furthermore, research should be aligned to meet specific needs of vocational learners and even promote international cross-border partnerships, pointing out the potential of virtual reality to be a universally beneficial tool in vocational education. The examination of highly cited articles provides evidence of the potential of VR to be an impactful pedagogical tool in vocational education. The findings suggest that researchers need to move forward looking at the trajectory of VR in vocational education and how promising it is in defining the future for innovative and effective learning methodologies. Future Research: This study is an exceptionally valuable contribution, a true landmark in the field of dynamic development, and one that denotes very meaningful implications for the future course of research in the dynamically developing field of bibliometric analysis of VR-based learning media for vocational education. The increase in the number of publications emanates from growing interests in the application of virtual reality (VR) technologies in vocational education. The high concentration of authorship from the USA, along with the ever increasing contributions from China, spotlights the increasing worldwide recognition of the impact of immersive technologies in the enhancement of training in technical skills. These are emerging trends that call for research to exemplify the diverse views and global teamwork opportunities presented by VR technologies. The study also highlights critical areas that need focused attention in future research endeavors. The fact that the embedding of VR tools into classrooms in vocational high schools has been poorly researched points to the major gap in pedagogical research within authentic educational settings. Therefore, further investigations should evaluate teaching methods in VR, lesson designs, and the impacts of VR in specific vocational trades. This supports the need for learner-centered frameworks that are tailor-made to the needs of vocational learners. This calls for more direct and focused investigations into identified research gaps noting a growing dominance in the field of health-related research with the most cited articles in this field, to integrate virtual reality into additional vocational education contexts. In this way, the gaps present an opportunity for researchers to make significant contributions to the development of interventions responsive to the unique needs of vocational learners; this will contribute to strengthening the evidence base for the worldwide implementation of VR within vocational education systems. This was recommended as the intention of such a bibliometric analysis: supporting the potential of VR as a pedagogical tool in vocational contexts and providing grounding for a strong and focused future research agenda within this burgeoning area of educational technology. http://www.informingscience.org/Publications/5284 virtual reality bibliometric vocational education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-05-20 23 5288 article Emmanuel Fokides fokides@aegean.gr Georgia Lagopati premnt21013@aegean.gr Aim/Purpose: This review’s main objective was to examine the existing literature on the use of 3D printers in primary education, covering students aged six to twelve across general, special, and inclusive educational environments. Background: A review of the literature indicated a significant oversight – prior reviews insufficiently distinguish the application of 3D printing in primary education from its utilization at higher educational tiers or focused on particular subject areas and learning domains. Considering the distinct nature and critical role of primary education in developing young students’ cognitive abilities and skills, it is essential to concentrate on this specific educational stage. Methodology: The scoping review was selected as the preferred research method. The methodological robustness was augmented through the utilization of the backward snowballing technique. Consequently, a total of 50 papers were identified and subjected to thorough analysis. Contribution: This review has methodically compiled and analyzed the literature on 3D printing use among elementary students, offering a substantial addition to academic conversations. It consolidated and organized research on 3D printers’ educational uses, applying robust and credible criteria. Findings: Many studies featured small sample sizes and limited research on inclusive and special education. The analysis revealed 82 distinct research goals and 13 educational fields, with STEM being the predominant focus. Scholars showed considerable interest in how 3D printers influence skills like creativity and problem-solving, as well as emotions such as engagement and motivation. The majority of studies indicated positive outcomes, enhancing academic achievement, engagement, collaboration, creativity, interest, and motivation. Nonetheless, challenges were noted, highlighting the necessity for teacher training, the expense of equipment, technical difficulties, and the complexities of blending new methods with traditional curricula. Recommendations for Practitioners: To capitalize on the benefits that 3D printers bring, curriculum planners are urged to weave them into their programs, ensuring alignment with educational standards and skill development. The critical role educators play in the effective implementation of this technology necessitates targeted professional development programs to equip them with the expertise for successful integration. Moreover, 3D printing presents a unique opportunity to advance inclusive education for students with disabilities, offering tailored learning experiences and aiding in creating assistive technologies. In recognizing the disparities in access to 3D printing, educational leaders must address the financial and logistical barriers highlighted in the literature. Strategic initiatives are essential to democratize 3D printing access, ensuring all students benefit from this educational tool. Recommendation for Researchers: Comparative studies are critical to elucidate the specific advantages and limitations of 3D printing technology due to the scarcity of research contrasting it with other tools. The variability in reporting durations of interventions and research environments underscores the necessity for uniform methodologies and benchmarks. Because research has predominantly focused on STEM/STEAM education, expanding into different educational areas could provide a comprehensive understanding of 3D printing’s capabilities. The existence of neutral and negative findings signals an opportunity for further investigation. Exploring the factors that impede the successful integration of 3D printing will inform the creation of superior pedagogical approaches and technological refinements. Future Research: As the review confirmed the significant promise of 3D printing technology in enriching education, especially in the context of primary education, the imperative for continued research to refine its application in primary education settings is highlighted. http://www.informingscience.org/Publications/5288 3D printers additive manufacturing educational technology primary education scoping review eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-06-18 23 5305 article Beatriz Ortega-Ruipérez beatriz.ortega@urjc.es Ana Pereles López ana.pereles@unir.net Miguel Lázaro miguel.lazaro@unir.net Aim/Purpose: The aim of the study is to test whether the perception of self-regulated learning during text reading in online teacher education is improved by using a digital tool for the use of metacognitive strategies for planning, monitoring, and self-assessment. Background: The use of self-regulated learning is important in reading skills, and for students to develop self-regulated learning, their teachers must master it. Therefore, teaching strategies for self-regulated learning in teacher education is essential. Methodology: The sample size was 252 participants with the tool used by 42% or the participants. A quasi-experimental design was used in a pre-post study. ARATEX-R, a text-based scale, was used to evaluate self-regulated learning. The 5-point Likert scale includes the evaluation of five dimensions: planning strategies, cognition management, motivation management, comprehension assessment and context management. A Generalized Linear Model was used to analyse the results. Contribution: Using the tool to self-regulate learning has led to an improvement during text reading, especially in the dimensions of motivation management, planning management and comprehension assessment, key dimensions for text comprehension and learning. Findings: Participants who use the app perceive greater improvement, especially in the dimensions of motivation management (22,3%), planning management (19.9%) and comprehension assessment (24,6%), which are fundamental dimensions for self-regulation in text reading. Recommendations for Practitioners: This tool should be included in teacher training to enable reflection during the reading of texts, because it helps to improve three key types of strategies in self-regulation: (1) planning through planning management, (2) monitoring through motivation management and comprehension assessment, and (3) self-assessment through comprehension assessment. Recommendation for Researchers: The success of the tool suggests further study for its application in other use cases: other student profiles in higher education, other teaching modalities, and other educational stages. These studies will help to identify adaptations that will extend the tool’s use in education. Impact on Society: The use of Metadig facilitates reflection during the reading of texts in order to improve comprehension and thus self-regulate the learning of content. This reflection is crucial for students’ knowledge construction. Future Research: Future research will focus on enhancing the digital tool by adding features to support the development of cognition and context management. It will also focus on how on adapting the tool to help other types of learners. http://www.informingscience.org/Publications/5305 self-regulated learning metacognition reading teacher education digital tool eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-07-22 23 5336 article Ruth Z Hauzel rhauzel@gitam.edu Tanuja Pattnaik tanuja.4294@gmail.com Ranjani Vara rvara@gitam.edu Surya Prabha Mandela smandela@gitam.in Aim/Purpose: Despite playing a critical role in shaping the future, 70% of undergraduate engineers report low levels of motivation. Student disengagement and a lack of ownership of their learning are significant challenges in higher education, specifically engineering students in the computer science department. This study investigates the various causes of these problems among first-year undergraduate engineers. Background: Student disengagement has become a significant problem, especially in higher education, leading to reduced academic performance, lower graduation rates, and less satisfaction with learning. The study intends to develop approaches that encourage a more interesting and learner-motivated educational environment. Methodology: This research uses a mixed methods approach by combining quantitative data from a survey-based questionnaire with qualitative insights from focus groups to explore intrinsic and extrinsic motivators, instructional practices, and student perceptions of relevance and application of course content. The aim of this method is to make an all-inclusive exploration into undergraduate engineering students’ perspectives on factors contributing to this disengagement and the need for more ownership. Contribution: Inculcating passion for engineering among learners seems demanding, with numerous educational programs struggling with issues such as a lack of interest by students and no personal investment in learning. Understanding the causes is of paramount importance. The study gives suggestions to help teachers or institutions create a more engaged and ownership-based learning environment for engineering students. Findings: The findings revealed a tangled web influencing monotonous teaching styles, limited opportunities and applications, and a perceived gap between theoretical knowledge and real-world engineering problems. It emphasized the need to implement more active learning strategies that could increase autonomy and a stronger sense of purpose in their learning journey. It also highlights the potential use of technology in promoting student engagement and ownership. Further research is needed to explore optimal implementation strategies for online simulations, interactive learning platforms, and gamification elements in the engineering curriculum. Recommendations for Practitioners: It highlights the complex interplay of intrinsic and extrinsic motivation factors and the need to re-look at instructional practice and emphasize faculty training to develop a more student-centered approach. It also stresses the need to look into the relevance and application of the course content. Recommendation for Researchers: More work needs to be done with a larger, more diverse sample population across multiple institutions and varied sociocultural and economic backgrounds. Impact on Society: Enhancing learners’ educational experience can result in creating a passionate and competent team of engineers who can face future obstacles fearlessly and reduce the production of half-baked graduates unprepared for the profession’s challenges. Future Research: Conduct long-term studies to assess the impact of active learning and technology use on student outcomes and career readiness. Investigate scaling up successful strategies across diverse engineering programs. See if promising practices work well everywhere. http://www.informingscience.org/Publications/5336 disengagement ownership of learning engineering education intrinsic motivation extrinsic motivation instructional practices eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-08-20 23 5362 article Christine Bakke christine.bakke@gcu.edu Andrew Millam a8yvbe6f@duck.com Aim/Purpose: This paper is part of a multi-case study that aims to test whether generative AI makes an effective coding assistant. Particularly, this work evaluates the ability of two AI chatbots (ChatGPT and Bing Chat) to generate concise computer code, considers ethical issues related to generative AI, and offers suggestions for how to improve the technology. Background: Since the release of ChatGPT in 2022, generative artificial intelligence has steadily gained wide use in software development. However, there is conflicting information on the extent to which AI helps developers be more productive in the long term. Also, whether using generated code violates copyright restrictions is a matter of debate. Methodology: ChatGPT and Bing Chat were asked the same question, their responses were recorded, and the percentage of each chatbot’s code that was extraneous was calculated. Also examined were qualitative factors, such as how often the generated code required modifications before it would run. Contribution: This paper adds to the limited body of research on how effective generative AI is at aiding software developers and how to practically address its shortcomings. Findings: Results of AI testing observed that 0.7% of lines and 1.4% of characters in ChatGPT’s responses were extraneous, while 0.7% of lines and 1.1% of characters in Bing Chat’s responses were extraneous. This was well below the 2% threshold, meaning both chatbots can generate concise code. However, code from both chatbots frequently had to be modified before it would work; ChatGPT’s code needed major modifications 30% of the time and minor ones 50% of the time, while Bing Chat’s code needed major modifications 10% of the time and minor ones 70% of the time. Recommendations for Practitioners: Companies building generative AI solutions are encouraged to use this study’s findings to improve their models, specifically by decreasing error rates, adding more training data for programming languages with less public documentation, and implementing a mechanism that checks code for syntactical errors. Developers can use the findings to increase their productivity, learning how to reap generative AI’s full potential while being aware of its limitations. Recommendation for Researchers: Researchers are encouraged to continue where this paper left off, exploring more programming languages and prompting styles than the scope of this study allowed. Impact on Society: As artificial intelligence touches more areas of society than ever, it is crucial to make AI models as accurate and dependable as possible. If practitioners and researchers use the findings of this paper to improve coders’ experience with generative AI, it will make millions of developers more productive, saving their companies money and time. Future Research: The results of this study can be strengthened (or refuted) by a future study with a large, diverse dataset that more fully represents the programming languages and prompting styles developers tend to use. Moreover, further research can examine the reasons generative AI fails to deliver working code, which will yield valuable insights into improving these models. http://www.informingscience.org/Publications/5362 artificial intelligence Bing Chat ChatGPT code modifications concise code ethics programming assistants eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-08-25 23 5351 article Rajat Harne rajat.harne20@vit.edu Radhika Kulkarni radhikavikaskulkarni@gmail.com Aim/Purpose: The study seeks to utilize Augmented Reality (AR) in creating virtual laboratories for engineering education, focusing on enhancing teaching methodologies to facilitate student understanding of intricate and theoretical engineering principles while also assessing engineering students’ acceptance of such laboratories. Background: AR, a part of next-generation technology, has enhanced the perception of reality by overlaying virtual elements in the physical environment. The utilization of AR is prevalent across different disciplines, yet its efficacy in facilitating Science, Technology, Engineering, and Mathematics (STEM) education is limited. Engineering studies, a part of STEM learning, involves complex and abstract concepts like machine simulation, structural analysis, and design optimization; these things would be easy to grasp with the help of AR. This restriction can be attributed to their innovative characteristics and disparities. Therefore, providing a comprehensive analysis of the factors influencing the acceptance of these technologies by students - the primary target demographic – and examining the impact of these factors is essential to maximize the advantages of AR while refining the implementation processes. Methodology: The primary objective of this research is to develop and evaluate a tool that enriches the educational experience within engineering laboratories. Utilizing Unity game engine libraries, digital content is meticulously crafted for this tool and subsequently integrated with geo-location functionalities. The tool’s user-friendly interface allows both faculty and non-faculty members of the academic institution to establish effortlessly the virtual laboratory. Subsequently, an assessment of the tool is conducted through the application of the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, involving the administration of surveys to university students to gauge their level of adaptability. Contribution: The utilization of interactive augmented learning in laboratory settings enables educational establishments to realize notable savings in time and resources, thereby achieving sustainable educational outcomes. The study is of great importance due to its utilization of student behavioral intentions as the underlying framework for developing an AR tool and illustrating the impact of learner experience on various objectives and the acceptance of AR in Engineering studies. Furthermore, the research results enable educational institutions to implement AR-based virtual laboratories to improve student experiences strategically, align with learner objectives, and ultimately boost the adaptability of AR technologies. Findings: Drawing on practice-based research, the authors showcase work samples and a digital project of AR-based Virtual labs to illustrate the evaluation of the adaptability of AR technology. Adaptability is calculated by conducting a survey of 300 undergraduate university students from different engineering departments and applying an adaptability method to determine the behavioral intentions of students. Recommendations for Practitioners: Engineering institutions could leverage research findings in the implementation of AR to enhance the effectiveness of AR technology in practical education settings. Recommendation for Researchers: The authors implement a pragmatic research framework aimed at integrating AR technology into virtual AR-based labs for engineering education. This study delves into a unique perspective within the realm of engineering studies, considering students’ perspectives and discerning their behavioral intentions by drawing upon previous research on technology utilization. The research employs various objectives and learner experiences to assess their influence on students’ acceptance of AR technology. Impact on Society: The use of AR in engineering institutions, especially in laboratory practicals, has a significant impact on society, supported by the UTAUT2 model. UTAUT2 model assesses factors like performance, effort expectancy, social influence, and conditions, showing that AR in education is feasible and adaptable. This adaptability helps students and educators incorporate AR tools effectively for better educational results. AR-based labs allow students to interact with complex engineering concepts in immersive settings, enhancing understanding and knowledge retention. This interactive augmented learning for laboratories saves educational institutions significant time and resources, attaining sustainable learning. Future Research: Further research can employ a more comprehensive acceptance model to examine learners’ adaptability to AR technology and try comparing different adaptability models to determine which is more effective for engineering students. http://www.informingscience.org/Publications/5351 augmented reality engineering studies next-generation technology virtual laboratory eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-09-02 23 5365 article Wahid Yunianto yunianto.wah@gmail.com Houssam Sami El-Kasti helkasti@qu.edu.qa Rully Charitas Indra Prahmana rully.indra@mpmat.uad.ac.id Zsolt Lavicza lavicza@gmail.com Aim/Purpose: This study presents some activities that integrate computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning. Background: CT activities in the Indonesian curriculum are dominated by worked examples with less plugged-mode activities that might hinder students from acquiring CT skills. Therefore, we developed mathematics and CT (math+CT) lessons to promote students’ constructionist key behaviors while learning. Methodology: The researchers utilized an educational design research (EDR) to guide the lesson’s development. The lesson featured 11 applets and 22 short questions developed in GeoGebra. To improve the lesson, it was sent to eight mathematics teachers and an expert in educational technology for feedback, and the lesson was improved accordingly. The improved lessons were then piloted with 17 students, during which the collaborating mathematics teachers taught the lessons. Data were collected through the students’ work on GeoGebra, screen recording when they approached the activities, and interviews. We used content analysis to analyze the qualitative data and presented descriptive statistics to quantitative data. Contribution: This study provided an example and insight into how CT can be enhanced in mathematics lessons in a constructionist manner. Findings: Students were active in learning mathematics and CT, especially when they were engaged in programming and debugging tasks. Recommendations for Practitioners: Educators are recommended to use familiar mathematics software such as GeoGebra to support students’ CT skills while learning mathematics. Additionally, our applets are better run on big-screen devices to optimize students’ CT programming and debugging skills. Moreover, it is recommended that students work collaboratively to benefit from peer feedback and discussion. Recommendation for Researchers: Collaboration with teachers will help researchers better understand the situation in the classroom and how the students will respond to the activities. Additionally, it is important to provide more time for students to get familiar with GeoGebra and start with fewer errors to debug. Future Research: Further research can explore more mathematics topics when integrating CT utilizing GeoGebra or other mathematics software or implement the lessons with a larger classroom size to provide a more generalizable result and deeper understanding. http://www.informingscience.org/Publications/5365 computational thinking mathematics constructionist GeoGebra eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-09-24 23 5374 article Catherine Higgins catherine.higgins@tudublin.ie Barry J. Ryan barry.ryan@tudublin.ie Ciaran O'Leary ciaran.oleary@TUDublin.ie Claire McAvinia claire.mcavinia@tcd.ie Aim/Purpose: The teaching of appropriate problem-solving techniques to novice learners in undergraduate software development education is often poorly defined when compared to the delivery of programming techniques. Given the global need for qualified designers of information technology, the purpose of this research is to produce a foundational template for an educational software development methodology grounded in the established literature. This template can be used by third-level educators and researchers to develop robust educational methodologies to cultivate structured problem solving and software development habits in their students while systematically teaching the intricacies of software creation. Background: While software development methodologies are a standard approach to structured and traceable problem solving in commercial software development, educational methodologies for inexperienced learners remain a neglected area of research due to their assumption of prior programming knowledge. This research aims to address this deficit by conducting an integrative review to produce a template for such a methodology. Methodology: An integrative review was conducted on the key components of Teaching Software Development Education, Problem Solving, Threshold Concepts, and Computational Thinking. Systematic reviews were conducted on Computational Thinking and Software Development Education by employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) process. Narrative reviews were conducted on Problem Solving and Threshold Concepts. Contribution: This research provides a comprehensive analysis of problem solving, software development education, computational thinking, and threshold concepts in computing in the context of undergraduate software development education. It also synthesizes review findings from these four areas and combines them to form a research-based foundational template methodology for use by educators and researchers interested in software development undergraduate education. Findings: This review identifies seven skills and four concepts required by novice learners. The skills include the ability to perform abstraction, data representation, decomposition, evaluation, mental modeling, pattern recognition, and writing algorithms. The concepts include state and sequential flow, non-sequential flow control, modularity, and object interaction. The teaching of these skills and concepts is combined into a spiral learning framework and is joined by four development stages to guide software problem solving: understanding the problem, breaking into tasks, designing, coding, testing, and integrating, and final evaluation and reflection. This produces the principal finding, which is a research-based foundational template for educational software development methodologies. Recommendations for Practitioners: Focusing introductory undergraduate computing courses on a programming syllabus without giving adequate support to problem solving may hinder students in their attainment of development skills. Therefore, providing a structured methodology is necessary as it equips students with essential problem-solving skills and ensures they develop good development practices from the start, which is crucial to ensuring undergraduate success in their studies and beyond. Recommendation for Researchers: The creation of educational software development methodologies with tool support is an under-researched area in undergraduate education. The template produced by this research can serve as a foundational conceptual model for researchers to create concrete tools to better support computing undergraduates. Impact on Society: Improving the educational value and experience of software development undergraduates is crucial for society once they graduate. They drive innovation and economic growth by creating new technologies, improving efficiency in various industries, and solving complex problems. Future Research: Future research should concentrate on using the template produced by this research to create a concrete educational methodology adapted to suit a specific programming paradigm, with an associated learning tool that can be used with first-year computing undergraduates. http://www.informingscience.org/Publications/5374 computing education research educational software development methodology computational thinking CS1 education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-10-27 23 5387 article Sam Maesschalck s.maesschalck@nexovagroup.eu Aim/Purpose: This paper explores the potential value of critical thinking in computer science education and discusses strategies for its integration across the curriculum. Background: As technology rapidly evolves and becomes increasingly integrated into society, there is a growing need for computer science graduates who can think critically about the ethical, societal, and technical implications of their work. Methodology: This study employs a conceptual analysis approach, reviewing existing literature on critical thinking in computer science education and synthesising insights from various sources. The analysis focuses on identifying challenges in implementing critical thinking instruction and proposing practical solutions. Contribution: This paper provides an overview of the current discourse on integrating critical thinking into computer science curricula. It explores the distinction between critical thinking and computational thinking, discusses various pedagogical approaches, and offers insights into potential challenges of implementation. Findings: The paper identifies six key challenges in embedding critical thinking into computer science education. It proposes initial steps to address these challenges, including curriculum redesign, innovative assessment methods, and faculty development strategies. Recommendations for Practitioners: Educators should adopt a balanced approach that complements technical education with critical thinking exercises, using diverse teaching methods such as dialogue-based teaching and authentic instruction. Recommendation for Researchers: Future research should focus on empirical studies to assess the effectiveness of the proposed solutions and develop standardised tools for evaluating critical thinking skills in computer science. Impact on Society: By enhancing critical thinking skills in computer science education, we can produce graduates who are better equipped to address complex technological challenges and their societal implications. Future Research: Further investigation is needed into the most effective pedagogical approaches for teaching critical thinking in computer science, with a focus on multidisciplinary perspectives. http://www.informingscience.org/Publications/5387 computer science education critical thinking curriculum development higher education professional skills eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-11-12 23 5385 article Laura Hosman laura.hosman@asu.edu Libbie Farrell lfarrel4@asu.edu Rachel Nova rnova@asu.edu Cassandra Barrett cbarre38@asu.edu Aim/Purpose: This article explores the critical need for adaptable educational models in times of crisis, focusing on strategies to overcome infrastructural and digital inequalities exacerbated by the COVID-19 pandemic. Background: By examining a case study of an offline digital library project implemented in South Sudan, this paper seeks to examine the impact of an offline digital educational solution for low-resource and crisis situations. Methodology: The authors utilize a mixed-methods approach, integrating both qualitative interviews and quantitative data analysis, to evaluate the use and impact of the SolarSPELL Initiative’s offline digital libraries in South Sudan. Contribution: This study contributes to our understanding of digital and information literacy within crisis contexts, highlighting the vital role of localized, offline content. Findings: The findings demonstrate that offline digital solutions can effectively mitigate educational disruptions by providing an accessible means to continue education during emergencies. Recommendations for Practitioners: Recommendations for practitioners include the adoption of robust offline digital learning solutions to promote educational continuity. Recommendation for Researchers: The authors recommend that researchers continue investigating the potential of offline digital educational solutions for low-resource and crisis situations. Impact on Society: Ultimately, this article finds that offline digital libraries, when paired with skill-building, are a viable means to lessen digital disparities and promote educational continuity in times of crisis and beyond. Future Research: The study suggests further exploration into the long-term impacts of such interventions on learning outcomes. http://www.informingscience.org/Publications/5385 digital literacy information literacy COVID-19 digital inequality education in emergencies capacity building ICT4D libraries eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-11-14 23 5393 article Khuraisah Mohd Nasir khuraisah@gapps.kptm.edu.my Fariza Khalid fariza.khalid@ukm.edu.my Andrew Browne andrew.browne@dbs.ie Aim/Purpose: The aims of this study are to assess the current information literacy skills of students undertaking Capstone projects, identify the gaps in students’ ability to find and evaluate literature material, and prove the need for developing scaffolded online instructional materials to support students’ research activities in Capstone projects. Background: Students today are digital natives who are expected to use information technology naturally. However, this digital literacy does not necessarily reflect their ability to conduct effective academic searches. This study addresses the gap between students’ general digital literacy and their ability to perform advanced search techniques. Methodology: A single case study approach was employed, using a survey with structured questionnaires. This study employed purposive, non-probability sampling techniques where 218 students who were enrolled in the Capstone project were the target respondents. Contribution: This study contributes by confirming, through a focused case study approach, that students’ general proficiency in information technology does not extend to advanced academic search skills. The study’s findings underscore the importance of developing instructional modules tailored to bridge these skill gaps. Findings: This research finds that, even though students are generally proficient in information technology, their fluency does not extend to advanced academic search skills essential for the Capstone project. Specific deficiencies include limited ability to conduct effective literature searches, insufficient proficiency with Boolean expressions, low familiarity with specialized academic databases, and a tendency to rely on general search engines over academic tools. These findings underscore the urgent need for targeted instructional interventions to equip students with the skills necessary for efficient and comprehensive literature searches, ultimately enhancing their academic performance. Recommendations for Practitioners: The research suggests implementing online modules and scaffolding learning strategies within Capstone courses to enhance students’ search skills and effectively use academic resources. Recommendation for Researchers: Future research should explore the development and effectiveness of specific instructional interventions in improving information literacy and search strategy proficiency. Impact on Society: Addressing these gaps in information literacy is crucial for better preparing students for rigorous research, professional practice, and lifelong learning, ultimately contributing to a more informed and competent workforce. Future Research: Future research could consider extending a single case study into a longitudinal study by administering the same survey across different student intakes. Repeating the survey with new intakes increases data reliability and helps confirm that the findings are not unique to a single cohort but are representative over time. This would allow the researcher to make broader generalizations, especially if the student demographics remain similar across cohorts. http://www.informingscience.org/Publications/5393 information literacy search strategy Boolean operators capstone eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-12-01 23 5396 article Radwan Ali rali@kennesaw.edu Dominic Thomas dthom310@kennesaw.edu Aim/Purpose: The purpose of this paper is to illustrate the integration of emerging technology (ET) integration in the information systems (IS) curriculum. Background: Modernizing the IS curriculum is consistently needed to meet the demands of the workplace. The IS2020 curriculum model recommends adding emerging technology learning into the IS curriculum. It presents recommendations for IS programs based on demands from education and the workplace. Methodology: We designed, implemented, and improved a 3D printing assignment that was delivered to sophomore-level and junior-level IS courses with multiple sections. The data was collected over seven semesters. The students were required to complete a survey after completing the printing task. Contribution: The paper has two contributions: (1) it provides IS educators with a recipe to integrate ET skills and knowledge into their pedagogy, and (2) it opens research opportunities for emerging technology to fill the gap in the IS literature. Findings: There was a high completion percentage of printing 3D objects. The student learning was enhanced by user engagement and constructivist knowledge creation. Recommendations for Practitioners: We need to create experiences that can drive deeper thinking about the role of emerging technology. That will grant learners opportunities for reflection on effective organizational use of such technologies. Recommendation for Researchers: Future research can benefit from assessing technology integrations through comparative studies. We suggest focusing on assessing success and failure factors and focusing on learner motivation. Impact on Society: College graduates can benefit from acquiring knowledge and skills in emerging technologies. These graduates can help their employer organizations improve their processes and advance their strategies. Future Research: Research on assessing technology integration in the IS curriculum should be explored. In addition, researchers should investigate the impact of integration on other disciplines outside of IS. http://www.informingscience.org/Publications/5396 3D printing emerging technology IS curriculum integration eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-12-14 23 5407 article Wejdan Mohammad Zghoul weewebas@gmail.com Ruba F Bataineh rubab@yu.edu.jo Aim/Purpose: This study investigated the effect of using Flipgrid, an application through which teachers gather learners in virtual classrooms to allow interaction through video and audio sharing, on Jordanian EFL seventh-grade students’ speaking performance (along with the features of fluency, pronunciation, grammar, and vocabulary). Background: Speaking is a fundamental skill in language acquisition, yet it constitutes a challenge to many EFL learners due to limited opportunities for practice. With the integration of digital tools in language teaching and learning, platforms, of which Flipgrid is one, have emerged as innovative conduits for self-paced learning, active engagement, personalized feedback, and a low-pressure environment for practice. Methodology: A quasi-experimental design was used, as two intact seventh-grade sections of 25 students each were drawn from Al Morooj Secondary School for Girls (Amman, Jordan) in the first semester of the academic year 2023/2024. The speaking activities of Modules 1, 2, and 3 of the prescribed textbook, Action Pack 7, were redesigned into a 10-week Flipgrid-based instructional program to teach the experimental group, whereas the control group was taught following the guidelines of the Teacher’s Book of Action Pack 7. The instrument used was a speaking pre-/ post-test. Contribution: The study provides empirical evidence that Flipgrid significantly improves EFL learners’ speaking performance in terms of fluency, vocabulary, pronunciation, and grammar. By providing evidence for the effectiveness of a structured, technology-based instructional program, this study demonstrates how digital tools can transform traditional language instruction into more interactive, engaging, and learner-centered. Findings: The results revealed that the Flipgrid-instructed group outperformed the control group in speaking overall and along the features of fluency, pronunciation, grammar, and vocabulary. Recommendations for Practitioners: Language instructors should consider integrating Flipgrid (and similar digital platforms) into their instruction to create an environment conducive to engaging speaking practice. Flipgrid can also be used to conduct formative self- and peer-assessment, which fosters both autonomy and a sense of community. Curriculum designers are called upon to integrate digital platforms into language materials to develop speaking in an interactive and student-centered manner and promote reflective practice and ownership among learners. Policymakers are also called upon to allocate resources to ensure equitable access to digital tools in classrooms to address infrastructure challenges and reduce the digital divide, not to mention support technology-based teacher training initiatives for innovative teaching practice. Recommendation for Researchers: Researchers may compare the effectiveness of Flipgrid with other digital tools (e.g., Padlet, Edmodo, Seesaw, Voki, Loom, Kahoot!) in speaking and other language skills (viz., listening, reading, and writing). Impact on Society: This research underscores the transformative potential of integrating digital tools into language education, allowing for more effective and equitable learning experiences that benefit both the individual learner and the community at large. Future Research: Future research may investigate the long-term effects of Flipgrid on learners’ speaking performance or its effectiveness across diverse age groups, proficiency levels, or cultural contexts. http://www.informingscience.org/Publications/5407 EFL Flipgrid fluency grammar Jordan pronunciation speaking vocabulary eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2024-12-26 23 5404 article Jyoti Wadmare jyoti@somaiya.edu Dakshita Kolte d.kolte@somaiya.edu Kapil Bhatia kapil.bhatia@somaiya.edu Palak Desai palak.pd@somaiya.edu Ganesh Wadmare gwadmare@somaiya.edu Aim/Purpose: This paper highlights an innovative and impactful online operating system algorithms e-learning tool in engineering education. Background: Common teaching methodologies make it difficult to teach complex algorithms of operating systems. This paper presents a solution to this problem by providing simulations of different complex algorithms to enable students to visualize and perform hands-on experiments. Developing these simulations offered different hurdles, which included step-by-step precise computations, managing edge circumstances, creation of dynamic representations like Gantt charts and disk scheduling graphs, strong input validation, user-friendly customization, and real-time performance. The developed simulations also observed some limitations, like the Process Scheduling simulator, which can be improved from the aspect of context switching overheads. Disk Scheduling simulators can include different evaluation parameters, such as fairness and starvation avoidance. Banker’s Algorithm can address circumstances such as invalid resource requests, resource deadlock, and resource exhaustion to model real-world system behavior. Methodology: The study focuses on the development of an e-learning tool that consists of the simulation of 13 different operating system algorithms, such as Process Scheduling, Disk Scheduling, and Banker’s Algorithm. Contribution: This paper contributes to the body of knowledge by providing an innovative educational tool that bridges the gap between theory and practice in operating system algorithms, thus enhancing student engagement and understanding. Findings: The findings of the work comprise the analysis of 276 student feedbacks demonstrating a significant favorable influence on students’ learning and engagement with operating system algorithms through the use of the built-in e-learning tool. Recommendations for Practitioners: It is advised that educators integrate this e-learning tool into their curriculum to boost student understanding and engagement in operating system courses. Recommendation for Researchers: Future studies should aim to broaden the range of algorithms contained in the tool and analyze its potential for applicability in other areas of computer science education. Impact on Society: Operating system algorithms have a profound societal impact by enabling the development of efficient, reliable, and secure software systems that power everything from personal devices to critical infrastructure. Through engineering education, students learn these foundational principles, allowing them to innovate and create software solutions that enhance productivity, security, and connectivity in daily life. This knowledge contributes to the advancement of technology, fostering societal progress in areas like healthcare, communication, and automation while promoting digital security and accessibility. Future Research: Future research should focus on the development of different e-learning tools for different disciplines of engineering education and evaluate their efficiency in different ways of learning. http://www.informingscience.org/Publications/5404 simulation process scheduling disk scheduling banker’s algorithm resource allocation eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-12-17 22 .i iii 5061 article Tian Luo tluo4work@gmail.com Kathryn MacCallum kathryn.maccallum@gmail.com Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 22, 2023 http://www.informingscience.org/Publications/5061 information technology education JITE innovations in practice table of contents eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-04-29 22 001 048 5105 article Osama Sohaib osama.sohaib@aurak.ac.ae Mamdouh Qahl MamdouhSalemA.Qahl@student.uts.edu.au Aim/Purpose: This research explores the influence of organizational-level and individual-level creativity and innovation and the technology acceptance model toward the higher education creative environment that consists of research creativity and teaching creativity. Background: Creativity and innovation are essential pillars for higher education institutions (HEIs). The two terms are interconnected, where creativity is referring to finding better ideas to do the work, while innovation is referring to how to do and implement these creative ideas. Choosing the optimal creative process and the organizational support needed to develop it is an important goal in achieving a creative and inventive environment. For the success of the creative environment to ensure the improvement of higher education institutions, information technology as social networking sites plays a crucial part in the creative process within universities. However, assessing the creativity and innovation of Saudi higher education institutions has not been well recognized. Universities today serve as knowledge-based institutions because they are at the forefront of cutting-edge R&D and scientific innovations. Creating such a productive research environment in universities, however, necessitates a work culture that encourages employees to be more creative while also encouraging the creation of new ideas and innovations. Methodology: A survey instrument was utilized as a quantitative method for this research to gather data from the study sample on the influencing variables employed in the research framework. Respondent data were analyzed using a disjoint two-stage method using PLS-SEM path modelling. Contribution: The results of this research contribute to the theoretical and scientific literature by offering a model of creativity and innovation in higher education institutions. The model proposes an optimal blend of organizational, individual, and technology variables that contribute to the development of the Higher Education Creative Environment in HEIs via creativity in teaching and research and a culture of innovation. In another way, the proposed framework especially helps to comprehend the challenges regulating establishing teaching and research creativity in HEIs via the adoption of organizational, individual, and technology enablers identified as part of this study. Findings: According to the results, organizational factors such as organizational encouragement, freedom, and challenging work have a positive relationship with the higher education creative environment. However, realistic work pressure, a lack of organizational impediments, managerial encouragement, and work group support is insufficient to affect the creative environment in higher education in Saudi Arabia. Individual variables (creative thinking skills and expertise, for example) also have a positive impact on the higher education creative environment. In the higher education creative environment, however, the influence of intrinsic motivation is insignificant. Finally, technology factors such as social networking site adoption intention, perceived usefulness, and perceived ease of use have the potential to influence the higher education creative environment. Recommendations for Practitioners: On the practical front, the obvious recommendation of this research is that it enables top leadership in Saudi HEIs to rethink the norms of creativity and innovation in their institutions, thereby instilling a mindset guided by a flourishing culture of creativity in the HEI environment with a specific focus on creativity practices in research and teaching domains. Furthermore, to promote the environment’s creativity within Saudi Arabian HEIs, university leaders must consider the suggested Organizational, Individual, and Technology factors as key enablers of creativity and innovation, which will guide them in revisiting their strategic actions in terms of further augmenting the creative performance of their academic’s staff, thereby sustaining a culture of Higher Education Creative Environment (HECE). Recommendation for Researchers: This study addressed many organizational, individual, and technology variables that facilitate Saudi Arabian HECE accomplishment in the form of research and teaching creativity. Furthermore, fresh insights for Saudi public HEIs are revealed when the success aspects of the creative environment are considered. If academic leadership at Saudi HEIs is to encourage the creative environment in general and creativity in teaching and research, it would be suitable for them to highlight individual, organizational, and technology success elements. As a result, their HEIs will be able to produce more innovative research, products, and services that can support and meaningfully achieve national transformation initiatives, opening the path for a transition into a knowledge-based economy. Impact on Society: In fact, this research is based on a quantitative research method, and the findings were also significant especially considering the current global crises. It is clearly understood by this process that includes organizational, individual, and technology factors as key enablers of the creative performance of academic staff, thereby sustaining a culture of HECE. Future Research: While providing the research model, it is probable that this study overlooked any other crucial aspects influencing creativity and innovation. As a result, future research should look at additional variables that may impact HECE in Saudi Arabian HEIs. Furthermore, while this study focused on deriving HECE with a particular emphasis on research and teaching creativity as results, future research might look at deriving other creativity outcomes (e.g., entrepreneurial creativity) within the investigated HECE dimension. http://www.informingscience.org/Publications/5105 organizational factors individual factors technology factors creativity innovation technology acceptance Saudi Arabian higher educational institutions eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-05-03 22 049 065 5104 article Cristiane S Damasceno csdamasc@uncg.edu Aim/Purpose: The emergence of massive open online courses (MOOCs) has fostered the creation of co-located learning communities; however, there is limited research on the types of interactions unfolding in these spaces. Background: This study explores Peer 2 Peer University’s Learning Circles, a project that allows individuals to take MOOCs together at the library. I investigated the patterns that emerged from the interactions between facilitators, learners, course materials, and digital media in the pilot round of these Learning Circles. Methodology: This study employs an ethnography of hybrid spaces (online/offline participant observations, in-depth interviews, and artifact collection) of face-to-face study groups taking place at library branches in a Midwest metropolitan area. Data analysis employs the constant comparison method. Contribution: Interactions taking place in the Learning Circles increased individuals’ agency as learners and subverted the MOOC model through processes of technological appropriation. Findings: The findings reveal that interactions within Learning Circles created a dynamic negotiation of roles, produced tension points, enabled a distributed model of knowledge, and structured study routines. The pilot round of Learning Circles attracted diverse participants beyond the typical digitally literate MOOC student. Many of them had no previous experience taking online courses and, in some cases, no Internet connection at home. This paper argues that Learning Circles favored the appropriation of artifacts (technologies) and increased participants’ agency as learners in the Internet age. Recommendations for Practitioners: Practitioners can use the Learning Circles model to benefit disenfranchised individuals by providing them with access to materials resources and a network of peers that can help increase their agency as learners. Recommendation for Researchers: This study suggests that it is fundamental to pay attention to learning initiatives that are unfolding outside the scope of traditional and formal education. Impact on Society: Open educational resources and public libraries are opening new pathways for learning beyond traditional higher education institutions. Future Research: Future research can explore how the learning circles are adapted in cultural contexts outside the United States. http://www.informingscience.org/Publications/5104 massive open online course (MOOC) e-learning face-to-face technological appropriation agency digital literacy Peer 2 Peer University eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-06-05 22 067 090 5121 article Zi Siang See zisiang@gmail.com Susan Ledger susan.ledger@newcastle.edu.au Benjamin Matthews ben.matthews@newcastle.edu.au Lizbeth L Goodman lizbeth.goodman@ucd.ie Donovan Jones donojones@csu.edu.au Shanna Fealy sfealy@csu.edu.au Wooi Har Ooi haireena.ooi.wooihar@inclusivexrcollaboratory.com Manisha Amin manisha.amin@cfid.org.au Aim/Purpose: This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning. Background: This work is made possible via the model’s focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications. Methodology: Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level. Contribution: An argument is also presented for the utility of this model for upskilling Pre-service Teachers’ (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings. Findings: Supported by practice-based research, work samples and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in examples; the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided. Recommendations for Practitioners: We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge. Recommendation for Researchers: The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR. Impact on Society: We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore ‘what is possible’ through digital technologies for social good and inclusivity. Future Research: The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement. http://www.informingscience.org/Publications/5121 augmented reality virtual reality user experience study extended realities interactive media human-computer interaction simulation learning serious games digital media higher education virtual learning education technologies inclusive design ethical design digital technologies design and technologies digital literacy technologies education transdisciplinary multidisciplinary science technology engineering and mathematics (STEM) humanities and social sciences (HASS) eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-07-04 22 091 107 5156 article Kwang M Cham ckwang@unimelb.edu.au Tiffany Chan tiffanyc2@student.unimelb.edu.au Rita Abou-Issa rabou@student.unimelb.edu.au Nicholas Karol Kruger nkkr@student.unimelb.edu.au Daniel Wong wondw@student.unimelb.edu.au Min Kyu Zu minkyuz@student.unimelb.edu.au Jairus B Bowne bownej@unimelb.edu.au Keenan J H Hellyer keenan.hellyer@unimelb.edu.au Andrew Huhtanen andrew.huhtanen@unimelb.edu.au Gyeongdong Kim gyeongdongk@student.unimelb.edu.au Aim/Purpose: This study aims to explore the value of utilizing non-immersive virtual reality (VR) to create virtual learning environments (VLEs) to support and prepare optometry students in their transition into preclinical and clinical teaching spaces. Background: Digital education is widely integrated into university curricula with the use of online simulators, immersive VR, and other digital technologies to support student learning. This study focuses on non-immersive VR as an accessible and low-friction means of accessing VLEs to reduce students’ learning burden. Methodology: Current optometry students were invited to explore 360° 3D panoramic virtual learning environments of preclinical and clinical teaching spaces. Students were recruited to participate in an online Qualtrics survey and individual semi-structured interviews. Quantitative data was analyzed, and thematic analysis was conducted on qualitative data from students’ responses to identify key takeaways on the accessibility and impact of VLEs on students’ learning. Contribution: Non-immersive VR has utility in alleviating student stress and helping transition students into practicum. The VLEs have the means to supplement the curriculum to provide support to students entering the preclinical and clinical teaching spaces. Findings: Students engaged voluntarily with the novel VLEs and utilized the resources to help familiarize themselves with the preclinical and clinical teaching spaces. The open-access resource supported students in their preparation for practical learning and helped to reduce self-reported stress and build confidence prior to entering practical classes. Many of the students enjoyed the experience of navigating through the spaces, which helped to appease their curiosity and reduce the learning curve associated with entering new spaces. The VLEs did not replace attending practical spaces but rather were supportive learning resources that aided students due to limited face-to-face contact hours. For students with existing familiarity with the spaces, through their in-person attendance in pre-clinical and clinical teaching sessions prior to accessing the VLEs, the digital resources were not as beneficial compared to students who were still transitioning into practicum. Recommendations for Practitioners: Introductory digital resources like non-immersive VR are accessible platforms that help to orient and familiarize students with new environments. VLEs can potentially help to relieve student stress and reduce the learning load associated with entering practicum or new learning spaces. Recommendation for Researchers: More work needs to be done on how student preparation can translate to feeling less stressed and more confident in relation to transitioning from traditional learning environments to practical learning spaces. Impact on Society: A broader application of non-immersive VR can be implemented as an introductory learning preparation tool across different disciplines to alleviate student stress and maximize the limited time in practicum to allow focus on learning outcomes and practical skills. Future Research: Future studies should consider different cohorts to study, with a focus on objective measures of engagement with VLEs. The effect of VLEs on students’ cognitive load should be assessed and assessment of self-perceived stress can be evaluated with instruments such as Cohen’s Perceived Stress Scale. http://www.informingscience.org/Publications/5156 optometric education non-immersive VR digital learning student stress student confidence eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-07-24 22 109 132 5174 article Delali Kwasi Dake dkdake@uew.edu.gh Godwin Kudjo Bada gkbada@uew.edu.gh Aim/Purpose: The study focused on learner sentiments and experiences after using the Moodle assessment module and trained a machine learning classifier for future sentiment predictions. Background: Learner assessment is one of the standard methods instructors use to measure students’ performance and ascertain successful teaching objectives. In pedagogical design, assessment planning is vital in lesson content planning to the extent that curriculum designers and instructors primarily think like assessors. Assessment aids students in redefining their understanding of a subject and serves as the basis for more profound research in that particular subject. Positive results from an evaluation also motivate learners and provide employment directions to the students. Assessment results guide not just the students but also the instructor. Methodology: A modified methodology was used for carrying out the study. The revised methodology is divided into two major parts: the text-processing phase and the classification model phase. The text-processing phase consists of stages including cleaning, tokenization, and stop words removal, while the classification model phase consists of dataset training using a sentiment analyser, a polarity classification model and a prediction validation model. The text-processing phase of the referenced methodology did not utilise tokenization and stop words. In addition, the classification model did not include a sentiment analyser. Contribution: The reviewed literature reveals two major omissions: sentiment responses on using the Moodle for online assessment, particularly in developing countries with unstable internet connectivity, have not been investigated, and variations of the k-fold cross-validation technique in detecting overfitting and developing a reliable classifier have been largely neglected. In this study we built a Sentiment Analyser for Learner Emotion Management using the Moodle for assessment with data collected from a Ghanaian tertiary institution and developed a classification model for future sentiment predictions by evaluating the 10-fold and the 5-fold techniques on prediction accuracy. Findings: After training and testing, the RF algorithm emerged as the best classifier using the 5-fold cross-validation technique with an accuracy of 64.9%. Recommendations for Practitioners: Instead of a closed-ended questionnaire for learner feedback assessment, the open-ended mechanism should be utilised since learners can freely express their emotions devoid of restrictions. Recommendation for Researchers: Feature selection for sentiment analysis does not always improve the overall accuracy for the classification model. The traditional machine learning algorithms should always be compared to either the ensemble or the deep learning algorithms Impact on Society: Understanding learners’ emotions without restriction is important in the educational process. The pedagogical implementation of lessons and assessment should focus on machine learning integration Future Research: To compare ensemble and deep learning algorithms http://www.informingscience.org/Publications/5174 sentiment analysis machine learning random forest algorithm online learning Moodle eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-07-27 22 133 158 5171 article Sodiq Onaolapo sodetunji@gmail.com Olawale Oyewole oyewolebaba01@yahoo.com Aim/Purpose: This study examines the use of the Emergency Remote Teaching (ERT) platform by undergraduates of the University of Ibadan, Nigeria, during the COVID-19 pandemic using the constructs of the UTAUT2 model. Five constructs of the UTAUT2 model were adopted to investigate the use of the ERT platform by undergraduates of the university. Background: The Coronavirus (COVID-19) outbreak disrupted academic activities in educational institutions, leading to an unprecedented school closure globally. In response to the pandemic, higher educational institutions adopted different initiatives aimed at ensuring the uninterrupted flow of their teaching and learning activities. However, there is little research on the use of ERT platforms by undergraduates in Nigerian universities. Methodology: The descriptive survey research design was adopted for the study. The multi-stage random sampling technique was used to select 334 undergraduates at the University of Ibadan, Nigeria, while a questionnaire was used to collect data from 271 students. Quantitative data were collected and analyzed using frequency counts, percentages, mean and standard deviation, Pearson Product Moment Correlation, and regression analysis. Contribution: The study contributes to understanding ERT use in the educational institutions of Nigeria – Africa’s most populous country. Furthermore, the study adds to the existing body of knowledge on how the UTAUT2 Model could explain the use of information technologies in different settings. Findings: Findings revealed that there was a positive significant relationship between habit, hedonic motivation, price value, and social influence on the use of ERT platforms by undergraduates. Hedonic motivation strongly predicted the use of ERT platforms by most undergraduates. Recommendations for Practitioners: As a provisional intervention in times of emergencies, the user interface, navigation, customization, and other aesthetic features of ERT platforms should be more appealing and enjoyable to ensure their optimum utilization by students. Recommendation for Researchers: More qualitative research is required on users’ satisfaction, concerns, and support systems for ERT platforms in educational institutions. Future studies could consider the use of ERT by students in different countries and contexts such as students participating in English as a Foreign Language (EFL) and the English for Speakers of other languages (ESOL) programs. Impact on Society: As society faces increased uncertainties of the next global pandemic, this article reiterates the crucial roles of information technology in enriching teaching and learning activities in educational institutions. Future Research: Future research should focus on how different technology theories and models could explain the use of ERT platforms at different educational institutions in other geographical settings and contexts. http://www.informingscience.org/Publications/5171 COVID-19 pandemic emergency remote teaching platforms UTAUT2 model undergraduates University of Ibadan Nigeria eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-08-04 22 159 177 5179 article Rolando B Magat Jr rbmagat@rtu.edu.ph Aim/Purpose: The study examined how the developed mobile courseware can be used as instructional material to improve senior high school statistics and probability learning, particularly during distance learning caused by the COVID-19 pandemic. The study also aims to assess the gamified mobile courseware’s engagement, functionality, aesthetics, and information quality using the Mobile App Rating Scale (MARS) and a researcher-made Gamified Mobile Courseware Assessment Tool (GMCET). Background: The need to investigate the effectiveness of incorporating game-based elements into mathematics courses through innovative instructional materials inspired the study. The COVID-19 pandemic has made distance learning a necessity, and gamified mobile courseware is a potential solution to improve learning outcomes and engagement in mathematics courses. Methodology: The study employed a descriptive-evaluative method with quantitative and qualitative data to achieve its objectives. Five IT practitioners assessed the developed courseware using the MARS regarding engagement, functionality, aesthetics, and information. A researcher-made GMCET was also used to evaluate the app’s content quality, learning objectives, content presentation, learning assessment, and usability. Five math experts and 12 math teachers rated the app using the GMCET. The study used weighted mean to analyze the quantitative data and content analysis for the qualitative data. Contribution: The study provides insights into the strengths and weaknesses of gamified mobile courseware from the perspective of IT practitioners, math experts, and math teachers. The study’s findings can inform improvements in future iterations of courseware, and the study provides a valuable guide for practitioners looking to develop gamified mobile courseware for mathematics courses. Findings: The quantitative results based on the weighted mean indicate that the IT practitioners had a moderately positive perception of the developed courseware across all categories. At the same time, the math teachers and math experts showed highly positive perceptions of the gamified mobile courseware in Statistics and Probability, rating it highly across all categories. The qualitative data analysis through content analysis highlights the need for improving the user interface, usability, user experience design, user control, flexibility in interaction, data quality, reliability, and user privacy of the developed app. Recommendations for Practitioners: Practitioners can use the study’s findings to improve the design of gamified mobile courseware for mathematics courses and other content areas. The study recommends that practitioners focus on improving the user interface, usability, user experience design, user control, flexibility in interaction, data quality, reliability, and user privacy of gamified mobile courseware. Recommendation for Researchers: Future research can build on this study’s findings by exploring the use of gamified mobile courseware in other mathematical courses and other subject areas. Further research can also examine how gamified mobile courseware can improve learning outcomes for students with different learning needs. Impact on Society: The study’s findings could improve the effectiveness of gamified mobile courseware in enhancing student learning outcomes in mathematics courses. This can lead to better student performance, improved engagement, and increased interest in mathematics courses, positively impacting society. Future Research: Future research can explore using gamified mobile courseware in other mathematics courses and other subject areas. Additionally, future studies can examine how gamified mobile courseware can improve learning outcomes for students with different learning needs. Further research can also investigate the impact of gamified mobile courseware on student motivation, interest, and performance in mathematics courses. http://www.informingscience.org/Publications/5179 game-based learning gamification mobile courseware statistics and probability eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-08-22 22 179 200 5180 article Sachin Srivastava sachinlko2019@gmail.com Narender Singh Bhati narendersingh.bhati@jaipur.manipal.edu Jaivardhan Singh Rathore jaivardhan.rathore@jaipur.manipal.edu Aim/Purpose: The study aims to supplement existing knowledge of information systems by presenting empirical data on the factors influencing the intentions of doctoral students to learn through online platforms. Background: E-learning platforms have become popular among students and professionals over the past decade. However, the intentions of the doctoral students are not yet known. They are an important source of knowledge production in academics by way of teaching and research. Methodology: The researchers collected data from universities in the Delhi National Capital Region (NCR) using a survey method from doctoral students using a convenience sampling method. The model studied was the Technology Readiness and Acceptance Model (TRAM), an integration of the Technology Readiness Index (TRI) and Technology Acceptance Model (TAM). Contribution: TRAM provides empirical evidence that it positively predicts behavioral intentions to learn from online platforms. Hence, the study validated the model among doctoral students from the perspective of a developing nation. Findings: The model variables predicted 49% of the variance in doctoral students’ intent. The TRAM model identified motivating constructs such as optimism and innovativeness as influencing TAM predictors. Finally, doctoral students have positive opinions about the usefulness and ease of use of online learning platforms. Recommendations for Practitioners: Academic leaders motivate scholars to use online platforms, and application developers to incorporate features that facilitate ease of use. Recommendation for Researchers: Researchers can explore the applicability of TRAM in other developing countries and examine the role of cultural and social factors in the intent to adopt online learning. Future Research: The influence of demographic variables on intentions can lead to additional insights. http://www.informingscience.org/Publications/5180 e-learning doctoral students technology acceptance model technology readiness index structural equation modeling online intentions TRAM model eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-08-25 22 201 214 5184 article Kanyarat Sriwisathiyakun kanyarat.sr@kmitl.ac.th Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy. http://www.informingscience.org/Publications/5184 design thinking digital self-directed learning digital media digital literacy eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-11-06 22 215 234 5208 article Bektas Bostanov bostanovbektas91@gmail.com Zinagul Suranchiyeva zinagulsuranchiyeva@outlook.com Serik Kenesbayev S.Kenesbayev@proton.me Salamat Idrissov salamat_idrissov@hotmail.com Kuralay Turganbay Kuralay.Turganbay@proton.me Aim/Purpose: This study seeks to present a learning model of discrete mathematics elements, elucidate the content of teaching, and validate the effectiveness of this learning in a digital education context. Background: Teaching discrete mathematics in the realm of digital education poses challenges, particularly in crafting the optimal model, content, tools, and methods tailored for aspiring computer science teachers. The study draws from both a comprehensive review of relevant literature and the synthesis of the authors’ pedagogical experiences. Methodology: The research utilized a system-activity approach and aligned with the State Educational Standard. It further integrated the theory of continuous education as its psychological and pedagogical foundation. Contribution: A unique model for instructing discrete mathematics elements to future computer science educators has been proposed. This model is underpinned by informative, technological, and personal competencies, intertwined with the mathematical bedrock of computer science. Findings: The study revealed the importance of holistic teaching of discrete mathematics elements for computer science teacher aspirants in line with the Informatics educational programs. An elective course, “Elements of Discrete Mathematics in Computer Science”, comprising three modules, was outlined. Practical examples spotlighting elements of mathematical logic and graph theory of discrete mathematics in programming and computer science were showcased. Recommendations for Practitioners: Future computer science educators should deeply integrate discrete mathematics elements in their teaching methodologies, especially when aligning with professional disciplines of the Informatics educational program. Recommendation for Researchers: Further exploration is recommended on the seamless integration of discrete mathematics elements in diverse computer science curricula, optimizing for varied learning outcomes and student profiles. Impact on Society: Enhancing the quality of teaching discrete mathematics to future computer science teachers can lead to better-educated professionals, driving advancements in the tech industry and contributing to societal progress. Future Research: There is scope to explore the wider applications of the discrete mathematics elements model in varied computer science sub-disciplines, and its adaptability across different educational frameworks. http://www.informingscience.org/Publications/5208 digital education discrete math informatics integration professional competence eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2023-12-09 22 235 253 5221 article Ronal Watrianthos ronal.watrianthos@gmail.com Mukhlidi Muskhir muskhir@ft.unp.ac.id Selamat Triono Ahmad striono.ahmad@gmail.com Aim/Purpose: The purpose of this article is to provide an overview and analysis of the emerging research landscape surrounding the integration of ChatGPT into education. The main problem appears to be that this is a new, rapidly developing research area for which there is no comprehensive synthesis of the current literature. The aim of the article is to fill this gap by conducting a timely bibliometric study to map publication trends, influential works, themes, and opportunities, thus representing the growth and structure of ChatGPT educational research. Background: This article addresses the issue of the lack of a comprehensive synthesis of the new research on ChatGPT in education by conducting a bibliometric analysis. Specifically, the authors use statistical and network analysis techniques to examine the patterns of publication, citation, and keywords and map the growth, contributions, themes, structure, and opportunities in this evolving field. The bibliometric approach provides a comprehensive, evidence-based overview of the current state of the literature to uncover trends and gaps and help researchers improve their understanding of appropriate and effective applications of ChatGPT in educational contexts. Methodology: The authors used bibliometric analysis as the primary method to summarize the new research on ChatGPT in education. We searched the database of the Web of Science Core Collection to find 51 relevant documents from 2023 that included ChatGPT in the title and were classified as ‘educational research.’ The sample consisted of these 51 documents, including articles, early access articles, editorials, reviews, and letters. Statistical techniques examined publication, citation, and keyword patterns. Network analysis visualized citation and co-occurrence networks to reveal intellectual structure. The multifaceted bibliometric approach allowed a comprehensive study of the sample from a productive, conceptual, and intellectual perspective. Contribution: This article conducts comprehensive bibliometric analysis of this emerging research area and synthesizes publication, citation, and keyword data to map the growth and structure of the literature. The results reveal important trends, such as the rapid growth of publications since the release of ChatGPT, initial authorship patterns, the focus on higher education applications, and distinct research clusters around pedagogical, ethical, and assessment issues. Visualizing citation networks identifies seminal studies while mapping co-occurrence clarifies conceptual relationships between topics. The comparative analysis highlights the differences between document types, topics, and time periods. Knowledge mapping highlights gaps in the literature, such as lack of focus on K-12 contexts, and highlights opportunities for further research. Findings: Key findings from this bibliometric analysis of the emerging research land-scape surrounding ChatGPT integration in education include the following: • Since ChatGPT was released in late 2022, the number of releases has increased significantly, indicating rapid growth in this emerging space. • The most cited authors initially came primarily from Anthropic, but over time, the citations spread throughout the research community. • The topics focused primarily on higher education applications, with a clear focus on pedagogical strategies, ethical risks, and implications for assessment. • Citation networks visualized seminal studies, while the co-occurrence of keywords clarified conceptual connections. • Gaps such as applications in the K-12 context were uncovered, and opportunities for further research were highlighted. • The literature is rapidly evolving and requires ongoing monitoring of the development of this field. In general, the analysis presents the productivity, contributors, themes, struc-ture, and opportunities in this emerging area around the integration of ChatGPT in education based on current scientific evidence. The key findings focus on the growing early interest, gaps and developments that can provide insight for researchers and educators. Recommendations for Practitioners: Practitioners should carefully integrate ChatGPT into education based on new evidence, carefully assess contextual applicability, and proactively develop guidelines for ethical and equitable implementation. Ongoing advice, impact monitoring, and research partnerships are crucial to informing best practices. Educators must be vigilant for risks such as privacy, student well-being, and competence impairment while staying abreast of advances in knowledge to dynamically adapt integration strategies. The introduction should empower diverse learners through measured, integrative approaches based on continuous contextual analysis and ethical principles. Recommendation for Researchers: This article recommends that researchers conduct more studies in under-researched contexts, use multiple methods to capture nuanced impacts, increase focus on responsible integration strategies, develop tailored assessments, conduct interdisciplinary collaborations, monitor long-term adoption, mix with interactive explain and publish open access technologies, help guide adoption pathways through actionable studies, and synthesize the exponentially growing literature through updated systematic reviews. Impact on Society: The rapid publication growth and prevailing optimism suggest that the integration of ChatGPT into education will accelerate, increasing the need for rigorous research that guides ethical, responsible innovations that avoid risks and improve outcomes in all educational contexts. The findings have broader implications for guiding adoption trajectories through ongoing evidence synthesis and expanded investigations in under-researched areas to address knowledge gaps. Ultimately, continued monitoring and updated guidance are critical to ensure that ChatGPT’s educational penetration progresses carefully by maximizing benefits and minimizing harms in rapidly evolving AI-powered learning ecosystems. Future Research: Based on the basic mapping provided by this paper, recommended research directions include longitudinal impact studies, research tailored to under-researched contexts such as K-12, qualitative research to capture stakeholder perspectives, development and testing of AI-calibrated assessments as well as explorations that combine conversational and interactive learning technologies, updated systematic reviews, and co-designed implementation research that explain pedagogical strategies that ethically unlock learning potential while mitigating risks in diverse educational environments. Such multilayered tracking can provide critical insights to guide context-specific, responsible ChatGPT integration and monitor impact within rapidly evolving AI-powered education ecosystems. http://www.informingscience.org/Publications/5221 artificial intelligence bibliometric ChatGPT education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-01-17 21 .i iii 4910 article Christopher Cheong christopher.cheong@rmit.edu.au Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 21, 2022 http://www.informingscience.org/Publications/4910 information technology education JITE innovations in practice table of contents eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-01-17 21 001 023 4903 article Alanah Mitchell alanah.mitchell@drake.edu Amy Grace Vaughan amy.vaughan@drake.edu Aim/Purpose: The complexity of today’s organizational databases highlights the importance of hard technical skills as well as soft skills including teamwork, communication, and problem-solving. Therefore, when teaching students about databases it follows that using a team approach would be useful. Background: Team-based learning (TBL) has been developed and tested as an instructional strategy that leverages learning in small groups in order to achieve increased overall effectiveness. This research studies the impact of utilizing team-based learning strategies in an undergraduate Database Management course in order to determine if the methodology is effective for student learning related to database technology concepts in addition to student preparation for working in database teams. Methodology: In this study, a team-based learning strategy is implemented in an undergraduate Database Management course over the course of two semesters. Students were assessed both individually and in teams in order to see if students were able to effectively learn and apply course concepts on their own and in collaboration with their team. Quantitative and qualitative data was collected and analyzed in order to determine if the team approach improved learning effectiveness and allowed for soft skills development. The results from this study are compared to previous semesters when team-based learning was not adopted. Additionally, student perceptions and feedback are captured. Contribution: This research contributes to the literature on database education and team-based learning and presents a team-based learning process for faculty looking to adopt this methodology in their database courses. This research contributes by showing how the collaborative assessment aspect of team-based learning can provide a solution for the conceptual and collaborative needs of database education. Findings: Findings related to student learning and perceptions are presented illustrating that team-based learning can lead to improvements in performance and provides a solution for the conceptual and collaborative needs of database education. Specifically, the findings do show that team scores were significantly higher than individual scores when completing class assessments. Student perceptions of both their team members and the team-based learning process were overall positive with a notable difference related to the perception of team preparedness based on gender. Recommendations for Practitioners: Educational implications highlight the challenges of team-based learning for assessment (e.g., gender differences in perceptions of team preparedness), as well as the benefits (e.g., development of soft skills including teamwork and communication). Recommendation for Researchers: This study provides research implications supporting the study of team assessment techniques for learning and engagement in the context of database education. Impact on Society: Faculty looking to develop student skills in relation to database concepts and application as well as in relation to teamwork and communication may find value in this approach, ultimately benefiting students, employers, and society. Future Research: Future research may examine the methodology from this study in different contexts as well as explore different strategies for group assignments, room layout, and the impact of an online environment. http://www.informingscience.org/Publications/4903 team-based learning collaborative learning database technology database management information technology education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-06-20 21 025 060 4988 article Christine Bakke cbakke@umn.edu Rena Sakai sakai017@crk.umn.edu Aim/Purpose: This research aims to describe layering of career-like experiences over existing curriculum to improve perceived educational value. Background: Feedback from students and regional businesses showed a clear need to increase student’s exposure to career-like software development projects. The initial goal was to develop an instructor-optional project that could be used in a single mid-level programming course; however, the pilot quickly morphed into a multi-year study examining the feasibility of agile projects in a variety of settings. Methodology: Over the course of four years, an agile project was honed through repeated Design Based Research (DBR) cycles of design, implementation, testing, communication, and reflective analysis. As is common with DBR, this study did not follow single methodology design; instead, analysis of data coupled with review of literature led to exploration and testing of a variety of methodologies. The review phase of each cycle included examination of best practices and methodologies as determined by analysis of oral and written comments, weekly journals, instructor feedback, and surveys. As a result of participant feedback, the original project was expanded to a second project, which was tested in another Software Engineering (SE) course. The project included review and testing of many academic and professional methodologies, such as Student Ownership of Learning, Flipped Classroom, active learning, waterfall, agile, Scrum, and Kanban. The study was homogenous and quasi-experimental as the population consisted solely of software engineering majors taking required courses; as based on validity of homogenous studies, class sizes were small, ranging from 8 to 20 students. Close interactions between respondents and the instructor provided interview-like settings and immersive data capture in a natural environment. Further, the iterative development practices of DBR cycles, along with the inclusion of participants as active and valued stakeholders, was seen to align well with software development practitioner practices broadly known as agile. Contribution: This study is among the first to examine layering a career-like software development project on top of a course through alteration of traditional delivery, agile development, and without supplanting existing material. Findings: In response to industry recommendations for additional career-like experiences, a standalone agile capstone-like project was designed that could be layered over an existing course. Pilot data reflected positive perceptions of the project, although students did not have enough time to develop a working prototype in addition to completing existing course materials. Participant feedback led to simultaneous development of a second, similar project. DBR examination of both projects resulted in a simplified design and the ability to develop a working prototype, if and only if the instructor was willing to make adjustments to delivery. After four years, a solution was developed that is both stable and flexible. The solution met the original charge in that it required course delivery, not course material, to be adjusted. It is critical to note that when a working prototype is desired, a portion of the lecture should be flipped allowing more time for guided instruction through project-focused active learning and study group requirements. The results support agile for standalone software development projects, as long as passive delivery methods are correspondingly reduced. Recommendations for Practitioners: Based on the findings, implementation of a career-like software development project can be well received as long as active learning components are also developed. Multiple cycles of DBR are recommended if future researchers wish to customize instructional delivery and develop complex software development projects. Programming instructors are recommended to explore hybrid delivery to support development of agile career-like experiences. Small class sizes allowed the researchers to maintain an interview-like setting throughout the study and future studies with larger classes are recommended to include additional subject matter experts such as graduate students as interaction with a subject matter expert was highly valued by students. Recommendation for Researchers: Researchers are recommended to further examine career-like software development experiences that combine active learning with agile methods; more studies following agile and active learning are needed to address the challenges faced when complex software development is taught in academic settings. Further testing of standalone agile project development has now occurred in medium sized in person classes, online classes, independent studies, and creative works research settings; however, further research is needed. Future research should also examine the implementation of agile projects in larger class sizes. Increasing class size should be coupled with additional subject matter experts such as graduate students. Impact on Society: This study addresses professional recommendations for development of agile career-like experiences at the undergraduate level. This study provides empirical evidence of programming projects that can be layered over existing curriculum, with no additional cost to the students. Initial feedback from local businesses and graduates, regarding agile projects with active learning, has been positive. The area business that refused to hire our underprepared SE graduates has now hired several. Future Research: Future research should explore layering agile projects over a broader range of software development courses. Feedback from hiring professionals and former students has been positive. It is also recommended that DBR be used to develop career-like experiences for online programming courses. http://www.informingscience.org/Publications/4988 Agile Scrum software development programming Student Ownership of Learning active learning iterative development information technology software engineering eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-07-07 21 061 075 4997 article Yessine Hadj Kacem yessinehajkacem@gmail.com Safa Alshehri 441800148@kku.edu.sa Tala Qaid talal.qaid69@gmail.com Aim/Purpose: This paper presents a machine learning approach for analyzing Course Learning Outcomes (CLOs). The aim of this study is to find a model that can check whether a CLO is well written or not. Background: The use of machine learning algorithms has been, since many years, a prominent solution to predict learner performance in Outcome Based Education. However, the CLOs definition is still presenting a big handicap for faculties. There is a lack of supported tools and models that permit to predict whether a CLO is well written or not. Consequently, educators need an expert in quality and education to validate the outcomes of their courses. Methodology: A novel method named CLOCML (Course Learning Outcome Classification using Machine Learning) is proposed in this paper to develop predictive models for CLOs paraphrasing. A new dataset entitled CLOC (Course Learning Outcomes Classes) for that purpose has been collected and then undergone a pre-processing phase. We compared the performance of 4 models for predicting a CLO classification. Those models are Support Vector Machine (SVM), Random Forest, Naive Bayes and XGBoost. Contribution: The application of CLOCML may help faculties to make well-defined CLOs and then correct CLOs' measures in order to improve the quality of education addressed to their students. Findings: The best classification model was SVM. It was able to detect the CLO class with an accuracy of 83%. Recommendations for Practitioners: We would recommend both faculties’ members and quality reviewers to make an informed decision about the nature of a given course outcome. Recommendation for Researchers: We would highly endorse that the researchers apply more machine learning models for CLOs of various disciplines and compare between them. We would also recommend that future studies investigate on the importance of the definition of CLOs and its impact on the credibility of Key Performance Indicators (KPIs) values during accreditation process. Impact on Society: The findings of this study confirm the results of several other researchers who use machine learning in outcome-based education. The definition of right CLOs will help the student to get an idea about the performances that will be measured at the end of a course. Moreover, each faculty can take appropriate actions and suggest suitable recommendations after right performance measures in order to improve the quality of his course. Future Research: Future research can be improved by using a larger dataset. It could also be improved with deep learning models to reach more accurate results. Indeed, a strategy for checking CLOs overlaps could be integrated. http://www.informingscience.org/Publications/4997 course learning outcomes paraphrasing machine learning classification out-come based education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-08-05 21 077 094 5005 article Orit Avidov Ungar oritav@openu.ac.il Merav Hayak meravper22@gmail.com Aim/Purpose: The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the integration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and consequently, the aim of the present study is to fill this lacuna. Background: In Israel, senior academic staff in colleges of education play a particularly important role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology: This qualitative study conducted semi-structured interviews with 25 senior academic staff from 13 academic colleges of education in Israel. Contribution: The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innovation and transformation during the Covid-19 pandemic. Findings: The findings obtained from content analysis of the interviews reveals a central concept: “On both sides of the divide”, and points of intersection in the perceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) between innovation and conservation, and (3) between crisis and growth. The findings indicate that in times of crisis, the polarity surrounding issues essential to the organisation’s operation is reduced, and a blend is formed to create a new reality in which the various dichotomies merge. Recommendations for Practitioners: The study has practical implications for the scope of discussions on the implementation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should consider the perceptions of policymakers. Recommendation for Researchers: The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research: An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should examine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel). http://www.informingscience.org/Publications/5005 Covid-19 pandemic senior academic staff; the new institutional theory online learning colleges of education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-08-23 21 095 114 5006 article Nitin Kumar nitin.14652@lpu.co.in Anuj jain a1978jain@gmail.com Aim/Purpose: This paper proposes a new approach to developing a deep learning-based prototyping wearable model which can assist blind and visually disabled people to recognize their environments and navigate through them. As a result, visually impaired people will be able to manage day-to-day activities and navigate through the world around them more easily. Background: In recent decades, the development of navigational devices has posed challenges for researchers to design smart guidance systems for visually impaired and blind individuals in navigating through known or unknown environments. Efforts need to be made to analyze the existing research from a historical perspective. Early studies of electronic travel aids should be integrated with the use of assistive technology-based artificial vision models for visually impaired persons. Methodology: This paper is an advancement of our previous research work, where we performed a sensor-based navigation system. In this research, the navigation of the visually disabled person is carried out with a vision-based 3D-designed wearable model and a vision-based smart stick. The wearable model used a neural network-based You Only Look Once (YOLO) algorithm to detect the course of the navigational path which is augmented by a GPS-based smart Stick. Over 100 images of each of the three classes, namely straight path, left path and right path, are being trained using supervised learning. The model accurately predicts a straight path with 79% mean average precision (mAP), the right path with 83% mAP, and the left path with 85% mAP. The average accuracy of the wearable model is 82.33% and that of the smart stick is 96.14% which combined gives an overall accuracy of 89.24%. Contribution: This research contributes to the design of a low-cost navigational standalone system that will be handy to use and help people to navigate safely in real-time scenarios. The challenging self-built dataset of various paths is generated and transfer learning is performed on the YOLO-v5 model after augmentation and manual annotation. To analyze and evaluate the model, various metrics, such as model losses, recall value, precision, and maP, are used. Findings: These were the main findings of the study: • To detect objects, the deep learning model uses a higher version of YOLO, i.e., a YOLOv5 detector, that may help those with visual im-pairments to improve their quality of navigational mobilities in known or unknown environments. • The developed standalone model has an option to be integrated into any other assistive applications like Electronic Travel Aids (ETAs) • It is the single neural network technology that allows the model to achieve high levels of detection accuracy of around 0.823 mAP with a custom dataset as compared to 0.895 with the COCO dataset. Due to its lightning-speed of 45 FPS object detection technology, it has become popular. Recommendations for Practitioners: Practitioners can help the model’s efficiency by increasing the sample size and classes used in training the model. Recommendation for Researchers: To detect objects in an image or live cam, there are various algorithms, e.g., R-CNN, Retina Net, Single Shot Detector (SSD), YOLO. Researchers can choose to use the YOLO version owing to its superior performance. Moreover, one of the YOLO versions, YOLOv5, outperforms its other versions such as YOLOv3 and YOLOv4 in terms of speed and accuracy. Impact on Society: We discuss new low-cost technologies that enable visually impaired people to navigate effectively in indoor environments. Future Research: The future of deep learning could incorporate recurrent neural networks on a larger set of data with special AI-based processors to avoid latency. http://www.informingscience.org/Publications/5006 visually impaired handheld assistive technology assistive technology wearable devices blind navigation object detection eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-09-14 21 115 133 5016 article Jonathan M Bryce Jonathan.bryce@newinti.edu.my Rajermani Thinakaran rajermani.thina@newinti.edu.my Zairul Amri Zakaria zairul@nilai.edu.my Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos. http://www.informingscience.org/Publications/5016 knowledge management English as a second language asynchronous online instructional videos internalizing language eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-12-06 21 135 153 5038 article Amal Khalifa Alkhalifa akalkalifh@pnu.edu.sa Mona Alkhattabi mkhattabi@imamu.edu.sa Marie Devlin marie.devlin@ncl.ac.uk Aim/Purpose: To encourage students’ engagement in peer assessments and provide students with better-quality feedback, this paper describes a technique for author-reviewer matching in peer assessment systems – a Balanced Allocation algorithm. Background: Peer assessment concerns evaluating the work of colleagues and providing feedback on their work. This process is widely applied as a learning method to involve students in the progress of their learning. However, as students have different ability levels, the efficacy of the peer feedback differs from case to case. Thus, peer assessment may not provide satisfactory results for students. In order to mitigate this issue, this paper explains and evaluates an algorithm that matches the author to a set of reviewers. The technique matches authors and reviewers based on how difficult the authors perceived the assignment to be, and the algorithm then matches the selected author to a group of reviewers who may meet the author’s needs in regard to the selected assignment. Methodology: This study used the Multiple Criteria Decision-Making methodology (MCDM) to determine a set of reviewers from among the many available options. The weighted sum method was used because the data that have been collected in user profiles are expressed in the same unit. This study produced an experimental result, examining the algorithm with a real collected dataset and mock-up dataset. In total, there were 240 students in the real dataset, and it contained self-assessment scores, peer scores, and instructor scores for the same assignment. The mock-up dataset created 1000 records for self-assessment scores. The algorithm was evaluated using focus group discussions with 29 programming students and interviews with seven programming instructors. Contribution: This paper contributes to the field in the following two ways. First, an algorithm using a MCDM methodology was proposed to match authors and reviewers in order to facilitate the peer assessment process. In addition, the algorithm used self-assessment as an initial data source to match users, rather than randomly creating reviewer – author pairs. Findings: The findings show the accurate results of the algorithm in matching three reviewers for each author. Furthermore, the algorithm was evaluated based on students’ and instructors’ perspectives. The results are very promising, as they depict a high level of satisfaction for the Balanced Allocation algorithm. Recommendations for Practitioners: We recommend instructors to consider using the Balanced Allocation algorithm to match students in peer assessments, and consequently to benefit from personalizing peer assessment based on students' needs. Recommendation for Researchers: Several MCDM methods could be expanded upon, such as the analytic hierarchy process (AHP) if different attributes are collected, or the artificial neural network (ANN) if fuzzy data is available in the user profile. Each method is suitable for special cases depending on the data available for decision-making. Impact on Society: Suitable pairing in peer assessment would increase the credibility of the peer assessment process and encourage students’ engagement in peer assessments. Future Research: The Balanced Allocation algorithm could be applied using a single group, and a peer assessment with random matching with another group may also be conducted, followed by performing a t-test to determine the impact of matching on students’ performances in the peer assessment activity. http://www.informingscience.org/Publications/5038 peer assessment peer review matching peers adaptive peer assessment eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2022-12-12 21 155 173 5040 article Priyanka Gupta Priyanka pjain2004@gmail.com Deepti Mehrotra mehdeepti@gmail.com Aim/Purpose: This paper focuses on designing and implementing the rubric for objective JAVA programming assessments. An unsupervised learning approach was used to group learners based on their performance in the results obtained from the rubric, reflecting their learning ability. Background: Students' learning outcomes have been evaluated subjectively using a rubric for years. Subjective assessments are simple to construct yet inconsistent and biased to evaluate. Objective assessments are stable, reliable, and easy to conduct. However, they usually lack rubrics. Methodology: In this study, a Top-Down assessment approach is followed, i.e., a rubric focused on the learning outcome of the subject is designed, and the proficiency of learners is judged by their performance in conducting the task given. A JAVA rubric is proposed based on the learning outcomes like syntactical, logical, conceptual, and advanced JAVA skills. A JAVA objective quiz (with multiple correct options) is prepared based on the rubric criteria, comprising five questions per criterion. The examination was conducted for 209 students (100 from the MCA course and 109 from B.Tech. course). The suggested rubric was used to compute the results. K-means clustering was applied to the results to classify the students according to their learning preferences and abilities. Contribution: This work contributes to the field of rubric designing by creating an objective programming assessment and analyzing the learners’ performance using machine learning techniques. It also facilitates a reliable feedback approach offering various possibilities in student learning analytics. Findings: The designed rubric, partial scoring, and cluster analysis of the results help us to provide individual feedback and also, group the students based on their learning skills. Like on average, learners are good at remembering the syntax and concepts, mediocre in logical and critical thinking, and need more practice in code optimization and designing applications. Recommendations for Practitioners: The practical implications of this work include rubric designing for objective assessments and building an informative feedback process. Faculty can use this approach as an alternative assessment measure. They are the strong pillars of e-assessments and virtual learning platforms. Recommendation for Researchers: This research presents a novel approach to rubric-based objective assessments. Thus, it provides a fresh perspective to the researchers promising enough opportunities in the current era of digital education. Impact on Society: In order to accomplish the shared objective of reflective learning, the grading rubric and its accompanying analysis can be utilized by both instructors and students. As an instructional assessment tool, the rubric helps instructors to align their pedagogies with the students’ learning levels and assists students in updating their learning paths based on the informative topic-wise scores generated with the help of the rubric. Future Research: The designed rubric in this study can be extended to other programming languages and subjects. Further, an adaptable weighted rubric can be created to execute a flexible and reflective learning process. In addition, outcome-based learning can be achieved by measuring and analyzing student improvements after rubric evaluation. http://www.informingscience.org/Publications/5040 rubric JAVA programming objective assessments subjective assessments rubric based evaluation eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2021-01-28 20 .i iii 4696 article Christopher Cheong christopher.cheong@rmit.edu.au Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 20, 2021 http://www.informingscience.org/Publications/4696 information technology education JITE innovations in practice table of contents eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2021-01-29 20 001 019 4694 article Benjamin Larson blarson@troy.edu Jeffrey A Bohler jbohler@troy.edu Anand Krishnamoorthy akrishnamoorthy@troy.edu Aim/Purpose: Business analytics is a cross-functional field that is important to implement for a college and has emerged as a critically important core component of the business curriculum. It is a difficult task due to scheduling concerns and limits to faculty and student resources. This paper describes the process of creating a central video repository to serve as a platform for just in time teaching and the impact on student learning outcomes. Background: Industry demand for employees with analytical knowledge, skills, and abilities requires additional analytical content throughout the college of business curriculum. This demand needs other content to be added to ensure that students have the prerequisite skills to complete assignments. Two pedagogical approaches to address this issue are Just-in-Time Teaching (JiTT) and scaffolding, grounded in the Vygoskian concept of “Zone of Proximal Development. Methodology: This paper presents a case study that applies scaffolding and JiTT teaching to create a video repository to add business analytics instruction to a curriculum. The California Critical Thinking Skills Test (CCTST) and Major Field Test (MFT) scores were analyzed to assess learning outcomes. Student and faculty comments were considered to inform the results of the review. Contribution: This paper demonstrates a practical application of scaffolding and JiTT theory by outlining the process of using a video library to provide valuable instructional resources that support meaningful learning, promote student academic achievement, and improve program flexibility. Findings: A centrally created library is a simple and inexpensive way to provide business analytics course content, augmenting standard content delivery. Assessment of learning scores showed an improvement, and a summary of lessons learned is provided to guide implications. Recommendations for Practitioners: Pedagogical implications of this research include the observation that producing a central library of instructor created videos and assignments can help address knowledge and skills gaps, augment the learning of business analytics content, and provide a valuable educational resource throughout the college of business curriculum. Recommendation for Researchers: This paper examines the use of scaffolding and JiTT theories. Additional examination of these theories may improve the understanding and limits of these concepts as higher education evolves due to the combination of market forces changing the execution of course delivery. Impact on Society: Universities are tasked with providing new and increasing skills to students while controlling the costs. A centrally created library of instructional videos provides a means of delivering meaningful content while controlling costs. Future Research: Future research may examine student success, including the immediate impact of videos and longitudinally using video repositories throughout the curriculum. Studies examining the approach across multiple institutions may help to evaluate the success of video repositories. Faculty acceptance of centrally created video libraries and assignments should be considered for the value of faculty recruiting and use in the classroom. The economic impact on both the university and students should be evaluated. http://www.informingscience.org/Publications/4694 information systems data analytics expanding analytical instruction needs videos curriculum implementation scaffolding reusable learning objects just-in-time-teaching business curriculum zone of proximal development eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2021-03-18 20 021 035 4723 article U. Yeliz Eseryel yeliz@eseryel.com Dan Jiang jiangd17@ecu.edu Deniz Eseryel deserye@ncsu.edu Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students’ learning satisfaction and performance. Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today’s students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today’s instructors and learning management system interface designers should take into account multitasking with mobile technologies. Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups. Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students’ learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond. Findings: Our study showed that multitasking involving IT texting does not decrease students’ performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students’ learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance. Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results. Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance. Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study. http://www.informingscience.org/Publications/4723 Multitasking undergraduate students learning success learning performance learning satisfaction quasi-experiment eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2021-05-30 20 037 057 4758 article Martina Holenko Dlab mholenko@inf.uniri.hr Sanja Candrlic sanjac@inf.uniri.hr Mile Pavlic mile.pavlic@ris.hr Aim/Purpose: During the education of future engineers and experts in the field of computer science and information communication technology, the achievement of learning outcomes related to different levels of cognitive ability and knowledge dimensions can be a challenge. Background: Teachers need to design an appropriate set of activities for students and combine theory-based knowledge acquisition with practical training in technical skills. Including various activities for formative assessment during the course can positively affect students’ motivation for learning and ensure appropriate and timely feedback that will guide students in further learning. Methodology: The aim of the research presented in this paper is to propose an approach for course delivery in the field of software engineering and to determine whether the use of the approach increases student’s academic achievement. Using the proposed approach, the course Process Modeling for undergraduate students was redesigned and experimental study was conducted. Course results of the students (N=82) who took the new version of the course (experimental group) were compared to the results of the students from the control group (N=66). Contribution: An approach for a blended learning course in the field of software engineering was developed. This approach is based on the formative assessment activities that promote collaboration and the use of digital tools. Newly designed activities are used to encourage a greater level of acquired theoretical content and enhance the acquisition of subject-specific skills needed for practical tasks. Findings: The results showed that students who participated in the formative assessment activities achieved significantly better results. They had significantly higher scores in the main components of assessment compared to the students from the control group. In addition, students from the experimental group expressed positive views about the effectiveness of the used approach. Recommendations for Practitioners: The proposed approach has potential to increase students’ motivation and academic achievements so practitioners should consider to apply it in their own context. Recommendation for Researchers: Researchers are encouraged to conduct additional studies to explore the effectiveness of the approach with different courses and participants as well as to provide further insights regarding its applicability and acceptance by students. Impact on Society: The paper provides an approach and an example of good practice that may be beneficial for the university teachers in the field of computer science, information-communication technology, and engineering. Future Research: In the future, face-to-face activities will be adapted for performance in an online environment. Future work will also include a research on the possibilities of personalization of activities in accordance with the students’ characteristics. http://www.informingscience.org/Publications/4758 assessment collaborative learning course design digital tools process modeling eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2021-07-12 20 059 079 4812 article John R. Drake drakejo@ecu.edu Ravi Paul paulr@ecu.edu Aim/Purpose: The purpose of this paper is to develop and evaluate a debiasing-based approach to assessing the learning materials in problem-based learning (PBL) environments. Background: Research in cognitive debiasing suggests nine debiasing strategies improve decision-making. Given the large number of decisions made in semester-long, problem-based learning projects, multiple tools and techniques help students make decisions. However, instructors may struggle to identify the specific tools or techniques that could be modified to best improve students’ decision-making in the project. Furthermore, a structured approach for identifying these modifications is lacking. Such an approach would match the debiasing strategies with the tools and techniques. Methodology: This debiasing framework for the PBL environment is developed through a study of debiasing literature and applied within an e-commerce course using the Model for Improvement, continuous improvement process, as an illustrative case to show its potential. In addition, a survey of the students, archival information, and participant observation provided feedback on the debiasing framework and its ability to assess the tools and techniques within the PBL environment. Contribution: This paper demonstrates how debiasing theory can be used within a continuous improvement process for PBL courses. By focusing on a cognitive debiasing-based approach, this debiasing framework helps instructors 1) identify what tools and techniques to change in an PBL environment, and 2) assess which tools and techniques failed to debias the students adequately, providing potential changes for future cycles. Findings: Using the debiasing framework in an e-commerce course with significant PBL elements provides evidence that this framework can be used within IS courses and more broadly. In this particular case, the change identified in a prior cycle proved effective and additional issues were identified for improvement. Recommendations for Practitioners: With the growing usage of semester-long PBL projects in business schools, instructors need to ensure that their design of the projects incorporates techniques that improve student learning and decision making. This approach provides a means for assessing the quality of that design. Recommendation for Researchers: This study uses debiasing theory to improve course techniques. Researchers interested in assessment, course improvement, and program improvement should incorporate debiasing theory within PBL environments or other types of decision-making scenarios. Impact on Society: Increased awareness of cognitive biases can help instructors, students, and professionals make better decisions and recommendations. By developing a framework for evaluating cognitive debiasing strategies, we help instructors improve projects that prepare students for complex and multifaceted real-world projects. Future Research: The approach could be applied to multiple contexts, within other courses, and more widely within information systems to extend this research. The framework might also be refined to make it more concise, integrated with assessment, or usable in more contexts. http://www.informingscience.org/Publications/4812 cognitive biases problem-based learning e-commerce debiasing PDSA continuous improvement eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2021-07-12 20 081 092 4782 article Irene Govender govenderi4@ukzn.ac.za Aim/Purpose: This study seeks to understand the various ways information systems (IS) students experience introductory programming to inform IS educators on effective pedagogical approaches to teaching programming. Background: Many students who choose to major in information systems (IS), enter university with little or no experience of learning programming. Few studies have dealt with students’ learning to program in the business faculty, who do not necessarily have the computer science goal of programming. It has been shown that undergraduate IS students struggle with programming. Methodology: The qualitative approach was used in this study to determine students’ notions of learning to program and to determine their cognitive processes while learning to program in higher education. A cohort of 47 students, who were majoring in Information Systems within the Bachelor of Commerce degree programme were part of the study. Reflective journals were used to allow students to record their experiences and to study in-depth their insights and experiences of learning to program during the course. Using phenomenographic methods, categories of description that uniquely characterises the various ways IS students experience learning to program were determined. Contribution: This paper provides educators with empirical evidence on IS students’ experiences of learning to program, which play a crucial role in informing IS educators on how they can lend support and modify their pedagogical approach to teach programming to students who do not necessarily need to have the computer science goal of programming. This study contributes additional evidence that suggests more categories of description for IS students within a business degree. It provides valuable pedagogical insights for IS educators, thus contributing to the body of knowledge Findings: The findings of this study reveal six ways in which IS students’ experience the phenomenon, learning to program. These ways, referred to categories of description, formed an outcome space. Recommendations for Practitioners: Use the experiences of students identified in this study to determine approach to teaching and tasks or assessments assigned Recommendation for Researchers: Using phenomenographic methods researchers in IS or IT may determine pedagogical content knowledge in teaching specific aspects of IT or IS. Impact on Society: More business students would be able to program and improve their logical thinking and coding skills. Future Research: Implement the recommendations for practice and evaluate the students’ performance. http://www.informingscience.org/Publications/4782 information systems introductory programming outcome space phenomenography eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2021-07-20 20 093 120 4822 article Nazire Burçin Hamutoğlu bhamutoglu@sakarya.edu.tr Emine N Ünveren-Bilgiç enurunbil@gmail.com Hurşit Cem Salar csalar@pau.edu.tr Yusuf L Şahin ylsahin@anadolu.edu.tr Aim/Purpose: This study aimed to reveal the effect of the previous Internet-based education (IBE) experiences of the students’ readiness, attitude, and self-control / self-management variables towards the e-learning process, and also to determine their opinions. Background: The institutions have made efforts to ensure the continuity of education through their learning management systems and the necessity of addressing the e-learning process from the perspective of students once again showed itself as an undeniable fact. Accordingly, the necessity to consider holistically the variables of readiness, attitude, and self-control/self-management, which affect students’ adaptation to e-learning process, has once again emerged based on the relevant literature. Methodology: This research based on the simultaneous mixed method considering the previous IBE experiences of 75 Computer Education and Instructional Technology (CEIT) students taking part in the study in Turkey. The quantitative results of the study were analyzed based on the single-group pretest-posttest weak experimental design. Qualitative results were obtained through the structured interview form and set an example for the case study. Contribution: The results showed that regardless of students’ previous Internet-based education (IBE) experience, it is seen that increasing and continuous experience has a significant effect on the readiness, attitude and self-control / self-management variables towards the e-learning process. The main contribution of experimental results showed that IBE experience is effective on individuals’ perceptions of internet self-efficacy, and has an impact on the self-learning skills of individuals. In addition to this, the e-learning experience has an impact on individuals’ self-evaluation. It is also seen that the certificate presented to learners in the e-learning environment has a positive effect on students’ attitudes towards e-learning processes. Finally, the experiences of e-learning processes, the methods used to transfer the content in the learning environment, the motivation and feedback provided to the learner also support the significant difference obtained in terms of readiness, attitude and self-control / self-management. Findings: After the findings were analyzed holistically in depth, it has been observed that; if the contents offered to students in e-learning environments support their professional development, in this case, their attitudes, readiness (excluding the sub-dimension of learner control), and self-control/self-management skills for these environments differ significantly in the posttest. It is also among the results that students having previous IBE experience have not higher awareness levels on online communication self-efficacy, technology use self-efficacy, readiness for e-learning, e-learning predisposition, self-reinforcement, self-control management, although significantly found. The findings regarding the effectiveness of the experimental process are as follows: Although it is possible for the students having previous IBE experience to use these experiences within the course for their personal development, it has been seen that the observed differences regarding students’ readiness, attitude, and self-control/self-management towards e-learning processes arise from the experimental operation. Recommendations for Practitioners: It is recommended for the policy-makers and practitioners that while e-learning platforms were designing, using different methods for delivering the content is as important as making the interaction meaningful and sustainable. In addition to this, to develop a positive attitude it is recommended that individuals’ participation of an e-learning platform should be supported with a certificate. Recommendation for Researchers: Researchers should test the obtained results by a well-structured e-learning platform with their recorded activities on the platform (e.g. in which section was used mostly by a learner etc.). Hence, the impact of IBE experiences might be discussed in an up level framework. Impact on Society: Actually, this study is based on a mix design and the results were also meaningful especially considering the implacable global pandemic. It is clearly understood by this process that e-learning is very important. In line with this, to support the e-learning process (e.g. with the method while delivering the content, well-structured feedback, motivation strategies etc.) and make it sustainable, the increasing of individual’s readiness, attitude, and self-control through the IBE would be indispensable. Future Research: Future studies might focus on the longitudinal methods. It is worth to find out how the students experiences affect the sustainability of the course content, and what should the program developer make to improve their course content in line with the findings of longitudinal studies. http://www.informingscience.org/Publications/4822 e-learning experience readiness attitude self-control / self-management mixed-method eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2021-07-23 20 121 137 4835 article Sarah Alturki sara-alturki@hotmail.com Nazik Alturki namalturki@pnu.edu.sa Aim/Purpose: One of the main objectives of higher education institutions is to provide a high-quality education to their students and reduce dropout rates. This can be achieved by predicting students’ academic achievement early using Educational Data Mining (EDM). This study aims to predict students’ final grades and identify honorary students at an early stage. Background: EDM research has emerged as an exciting research area, which can unfold valuable knowledge from educational databases for many purposes, such as identifying the dropouts and students who need special attention and discovering honorary students for allocating scholarships. Methodology: In this work, we have collected 300 undergraduate students’ records from three departments of a Computer and Information Science College at a university located in Saudi Arabia. We compared the performance of six data mining methods in predicting academic achievement. Those methods are C4.5, Simple CART, LADTree, Naïve Bayes, Bayes Net with ADTree, and Random Forest. Contribution: We tested the significance of correlation attribute predictors using four different methods. We found 9 out of 18 proposed features with a significant correlation for predicting students’ academic achievement after their 4th semester. Those features are student GPA during the first four semesters, the number of failed courses during the first four semesters, and the grades of three core courses, i.e., database fundamentals, programming language (1), and computer network fundamentals. Findings: The empirical results show the following: (i) the main features that can predict students’ academic achievement are the student GPA during the first four semesters, the number of failed courses during the first four semesters, and the grades of three core courses; (ii) Naïve Bayes classifier performed better than Tree-based Models in predicting students’ academic achievement in general, however, Random Forest outperformed Naïve Bayes in predicting honorary students; (iii) English language skills do not play an essential role in students’ success at the college of Computer and Information Sciences; and (iv) studying an orientation year does not contribute to students’ success. Recommendations for Practitioners: We would recommend instructors to consider using EDM in predicting students’ academic achievement and benefit from that in customizing students’ learning experience based on their different needs. Recommendation for Researchers: We would highly endorse that researchers apply more EDM studies across various universities and compare between them. For example, future research could investigate the effects of offering tutoring sessions for students who fail core courses in their first semesters, examine the role of language skills in social science programs, and examine the role of the orientation year in other programs. Impact on Society: The prediction of academic performance can help both teachers and students in many ways. It also enables the early discovery of honorary students. Thus, well-deserved opportunities can be offered; for example, scholarships, internships, and workshops. It can also help identify students who require special attention to take an appropriate intervention at the earliest stage possible. Moreover, instructors can be aware of each student’s capability and customize the teaching tasks based on students’ needs. Future Research: For future work, the experiment can be repeated with a larger dataset. It could also be extended with more distinctive attributes to reach more accurate results that are useful for improving the students’ learning outcomes. Moreover, experiments could be done using other data mining algorithms to get a broader approach and more valuable and accurate outputs. http://www.informingscience.org/Publications/4835 Educational Data Mining (EDM) prediction of academic achievement higher education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-01-24 19 .i iii 4495 article Christopher Cheong christopher.cheong@rmit.edu.au Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 19, 2020 http://www.informingscience.org/Publications/4495 information technology education JITE innovations in practice table of contents eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-01-24 19 001 029 4491 article Rosalina Babo babo@iscap.ipp.pt Jarkko T Suhonen jarkko.suhonen@uef.fi Lurdes V. Babo lbabo@iscap.ipp.pt Markku Tukiainen markku.tukiainen@uef.fi Aim/Purpose: The aim of this study is to understand student’s opinions and perceptions about e-assessment when the assessment process was changed from the traditional computer assisted method to a multiple-choice Moodle based method. Background: In order to implement continuous assessment to a large number of students, several shifts are necessary, which implies as many different tests as the number of shifts required. Consequently, it is difficult to ensure homogeneity through the different tests and a huge amount of grading time is needed. These problems related to the traditional assessment based on computer assisted tests, lead to a re-design of the assessment resulting in the use of multiple-choice Moodle tests. Methodology: A longitudinal, concurrent, mixed method study was implemented over a five-year period. A survey was developed and carried out by 815 undergraduate students who experienced the electronic multiple-choice questions (eMCQ) assessment in the courses of the IS department. Qualitative analyses included open-ended survey responses and interviews with repeating students in the first year. Contribution: This study provides a reflection tool on how to incorporate frequent moments of assessment in courses with a high number of students without overloading teachers with a huge workload. The research analysed the efficiency of assessing non-theoretical topics using eMCQ, while ensuring the homogeneity of assessment tests, which needs to be complemented with other assessment methods in order to assure that students develop and acquire the expected skills and competencies. Findings: The students involved in the study appreciate the online multiple-choice quiz assessment method and perceive it as fair but have a contradictory opinion regarding the preference of the assessment method, throughout the years. These changes in perception may be related to the improvement of the question bank and categorisation of questions according to difficulty level, which lead to the nullification of the ‘luck factor’. Other major findings are that although the online multiple-choice quizzes are used with success in the assessment of theoretical topics, the same is not in evidence regarding practical topics. Therefore, this assessment needs to be complemented with other methods in order to achieve the expected learning outcomes. Recommendations for Practitioners: In order to be able to evaluate the same expected learning outcomes in practical topics, particularly in technology and information systems subjects, the evaluator should complement the online multiple-choice quiz assessment with other approaches, such as a PBL method, homework assignments, and/or other tasks performed during the semester. Recommendation for Researchers: This study explores e-assessment with online multiple-choice quizzes in higher education. It provides a survey that can be applied in other institutions that are also using online multiple-choice quizzes to assess non-theorical topics. In order to better understand the students’ opinions on the development of skills and competencies with online multiple-choice quizzes and on the other hand with classical computer assisted assessment, it would be necessary to add questions concerning these aspects. It would then be interesting to compare the findings of this study with the results from other institutions. Impact on Society: The increasing number of students in higher education has led to a raised use of e-assessment activities, since it can provide a fast and efficient manner to assess a high number of students. Therefore, this research provides meaningful insight of the stakeholders’ perceptions of online multiple-choice quizzes about practical topics. Future Research: An interesting study, in the future, would be to obtain the opinions of a particular set of students on two tests, one of the tests using online multiple-choice quizzes and the other through a classical computer assisted assessment method. A natural extension of the present study is a comparative analysis regarding the grades obtained by students who performed one or another type of assessment (online multiple-choice quizzes vs. classical computer assisted assessment). http://www.informingscience.org/Publications/4491 multiple-choice question learning management system Moodle quiz e-assessment summative assessment eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-03-27 19 031 045 4527 article Christopher B Califf christopher.califf@wwu.edu Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education. http://www.informingscience.org/Publications/4527 kinesthetic learning learning structure drawing Moore’s Law STEM eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-07-06 19 047 074 4600 article Xihui "Paul" Zhang xzhang6@una.edu Ming Wang ming.wang@calstatela.edu Qiunan Zhang qzhang4@memphis.edu Colin G. Onita colin.onita@sjsu.edu M. Shane Banks mbanks@una.edu Aim/Purpose: In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background: This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology: We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students’ backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution: A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings: The paper’s major findings are embedded in a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners: Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendation for Researchers: It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society: The online course in this study prepares students for more efficiently and effectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research: We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course. http://www.informingscience.org/Publications/4600 course design and delivery information systems management course MBA program online education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-07-25 19 075 089 4609 article Rami Rashkovits ramir@yvc.ac.il Ilana Lavy ilanal@yvc.ac.il Aim/Purpose: Multi-threaded software design is considered to be difficult, especially to novice programmers. In this study, we explored how students cope with a task that its solution requires a multi-threaded architecture to achieve optimal runtime. Background: An efficient exploit of multicore processors architecture requires computer programs that use parallel programming techniques. However, parallel programming is difficult to understand and apply by novice programmers. Methodology: The students had to address a two-stage problem: (1) design an optimal runtime solution to a given problem with no additional instructions; and (2) provide an optimal runtime multi-threaded design to the same problem. Interviews were conducted with a representative group of students to understand the underlying causes of their provided designs. We used qualitative research methods to gain refined insights regarding the students’ decision making during the design process. To analyze the gained data, we used content analysis tools. Contribution: The case study presented in this paper will help the teacher to stress the merits and limitations of various parallel architectures and confront students with the consequences of their solutions via performances’ benchmark. Findings: Analysis of the student’s solutions to the first stage revealed that the majority of them did not provide a multi-threaded solution ignoring the optimal runtime requirement. At the second stage, seven various architectures were provided differing in the number of involved threads, the data structures used, and the synchronization mechanism employed. The majority of the solutions were sub-optimal and only a few students provided an optimal one. Recommendations for Practitioners: We recommend conducting class discussions that will follow a task similar to the one used in this study. Recommendation for Researchers: To be able to generalize the received results this research should be repeated with larger study participant groups from various academic institutions. Impact on Society: Understanding the difficulties of novice programmers may lead to quality software systems. Future Research: To be able to generalize the received results this research should be repeated with larger study participant groups from various academic institutions. http://www.informingscience.org/Publications/4609 multi-threading parallel programing novice programmers thread-synchronization eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-08-28 19 091 135 4618 article Cynthia L Corritore CynthiaCorritore@creighton.edu Betty Love blove@unomaha.edu Aim/Purpose: This study reports the outcome of how a first pilot semester introductory programming course was designed to provide tangible evidence in support of the concept of Student Ownership of Learning (SOL) and how the outcomes of this programming course facilitate effective student learning. Background: Many instructors want to create or redesign their courses to strengthen the relationship between teaching and learning; however, the researchers of this study believe that the concept of Student Ownership of Learning (SOL) connects to student engagement and achievement in the classroom setting. The researchers redesigned the introductory programming course to include valuable teaching methods to increase Student Ownership of Learning and constructive approaches such as making students design an authentic mobile app project as individuals, partners, or within teams. The high quality of students’ projects positioned them as consultants to the university IT department. Methodology: This paper employs a case study design to construct a qualitative research method as it relates to the phenomenon of the study’s goals and lived experiences of students in the redesigned introductory programming course. The redesigned course was marketed to students as a new course with detailed description and elements that were different from the traditional computer science introductory programming course requirement. The redesigned introductory programming course was offered in two sections: one section with 14 registered students and the other section with 15 registered students. One faculty member instructed both sections of the course. A total of 29 students signed up for the newly redesigned introductory programming course, more than in previous semesters, but two students dropped out within the first two weeks of the redesigned course making a total of 27 students. The redesigned coursework was divided into two parts of the semester. The first part of the semester detailed description and elements of the coursework including a redesigned approach with preparation for class, a quiz, and doing homework in class, which gives students control of decisions whenever possible; and working with each other, either with a partner or in a team. The second part of the semester focuses on students designing a non-trivial working mobile app and presenting their developing mobile app at a significant public competition at the end of the semester. Students developed significantly complex mobile apps and incorporated more complex functionality in their apps. Both Management Information System (MIS) major students and Computer Science major students were in the same course despite the fact that MIS students had never taken a programming course before; however, the Computer Science students had taken at least one course of programming. Contribution: This study provides a practical guide for faculty members in Information Technology programs and other faculty members in non-Computer Science programs to create or redesign an introductory course that increases student engagement and achievement in the classroom based on the concept of Student Ownership of Learning (SOL). This study also deepens the discussion in curriculum and instruction on the value to explore issues that departments or programs should consider when establishing coursework or academic programs. Findings: This study found two goals evidently in support to increase Student Ownership of Learning (SOL). The first goal (Increase their ownership of learning SOL) showed that students found value in the course contents and took control of their learning; therefore, the faculty no longer had to point out how important different programming concepts were. The students recognized their own learning gap and were excited when shown a programming concept that addressed the gap. For example, student comments were met with “boy, we can really use this in our app” instead of comments about how complex they were. The coursework produced a desired outcome for students as they would get the knowledge needed to make the best app that they could. The second goal (Develop a positive attitude toward the course) showed positive results as students developed a more positive attitude towards the course. Student actions in the classroom strongly reflected a positive attitude. Attendance was almost 100% during the semester even though no points for attendance were given. Further evidence of Student Ownership of Learning and self-identity was students’ extensive use of the terminology and concept of the course when talking to others, especially during the public competition. Students were also incorporating their learning into their identities. For example, teams became known by their app such as the Game team, the Recipe team, and the Parking team. One team even made team t-shirts. Another exciting reflection of the Student Ownership of Learning which occurred was the learning students did by themselves. Recommendations for Practitioners: Practitioners can share best practices with faculty in different departments, programs, universities, and educational consultants to cultivate the best solution for Student Ownership of Learning based on student engagement and achievement in the classroom setting. Recommendation for Researchers: Researchers can explore different perspectives with scholars and practitioners in various disciplinary fields of study to create or redesign courses and programs to reflect Student Ownership of Learning (SOL). Impact on Society: Student Ownership of Learning is relevant for faculty and universities to incorporate in the creation or redesigning of coursework in academic programs. Readers can gain an understanding that student engagement and achievement are two important drivers of Student Ownership of Learning (SOL) in the classroom setting. Future Research: Practitioners and researchers could follow-up in the future with a study to provide more understanding and updated research information from different research samples and hypotheses on Student Ownership of Learning (SOL). http://www.informingscience.org/Publications/4618 SOL student engagement student achievement introductory program-ming redesigning computer science eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-08-30 19 137 155 4624 article Gustavo Gutiérrez-Carreón gagutc@umich.mx Josep Jorba jjorbae@uoc.edu Mary-Carmen Peña-Gomar mgomar@umich.mx Thanasis Daradoumis adaradoumis@uoc.edu Aim/Purpose: The current study was conducted to investigate the students’ perceived satisfaction with the use of a semantic-based online laboratory, which provides students with a search mechanism for laboratory resources, such as instruments and devices. Background: The increasing popularity of using online teaching labs, as an important element of experiential learning in STEM education, is because they represent a collection of integrated tools that allow students and teachers to interact and work collaboratively, whereas they provide an enriched learning content delivery mechanism. Moreover, several research studies have proposed various approaches for online teaching laboratories. However, there are hardly any studies that examine the student satisfaction provided by online laboratories based on students’ experiential learning. Methodology: To measure the effectiveness of the laboratory, we performed a case study in a Computer Fundamentals online course in which undergraduate students were able to manage devices and instruments remotely. Participants were a sample of 50 third semester students of Bachelor’s degree in Information Technology Administration who were divided in experimental and control groups (online laboratory vs. traditional manner). Given a laboratory assignment, students were able to carry out the management of devices and instruments through a LabView virtual environment and web services. The data of the experiment were collected through two questionnaires from both groups. The first is a system usability score (SUS) questionnaire concerning lab usability and the second one students’ cognitive load. Contribution: The results of the study showed a high correlation between usability and cognitive load-satisfaction of students who used the online teaching laboratory compared to the students who did not use it. Findings: On the one hand, the online laboratory provided students with an easy way to share and deploy instruments and devices, thus enhancing system usability. On the other hand, it offered important facilities which enabled students to customize the search for instruments and devices, which certainly had a positive impact on the relationship between cognitive load and satisfaction. Recommendations for Practitioners: In this work we propose an intuitive laboratory interface as well as easiness to use but challenging and capable of providing similar experiences to the traditional laboratory. Recommendation for Researchers: This study is one of the first to analyze the cognitive load-satisfaction relationship and compare it with usability scores. Impact on Society: Our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Future Research: Future work will also investigate other methodological aspects of instructional design with the aim to improve personalized learning and reinforce collaborative experiences, as well as to deal with problems related to laboratory access, such as authentication, scheduling, and interoperability. http://www.informingscience.org/Publications/4624 online labs student’s satisfaction cognitive load usability eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-09-21 19 157 184 4627 article Rosalina Babo babo@iscap.ipp.pt Jarkko T Suhonen jarkko.suhonen@uef.fi Markku Tukiainen markku.tukiainen@uef.fi Aim/Purpose: The purpose of this study is to develop an efficient methodology that can assist the evaluators in assessing a variable number of individuals that are working in groups and guarantee that the assessment is dependent on the group members’ performance and contribution to the work developed. Background: Collaborative work has been gaining more popularity in academic settings. However, group assessment needs to be performed according to each individual’s performance. The problem rests on the need to distinguish each member of the group in order to provide fair and unbiased assessments. Methodology: Design Science Research methodology supported the design of a framework able to provide the evaluator with the means to distinguish individuals in a workgroup and deliver fair results. Hevner’s DSR guidelines were fulfilled in order to describe WebAVALIA. To evaluate the framework, a quantitative study was performed and the first results are presented. Contribution: This paper provides a methodological solution regarding a fair evaluation of collaborative work through a tool that allows its users to perform their own assessment and peer assessment. These are made accordingly to the user’s perspectives on the performance of each group member throughout the work development. Findings: The first analysis of the results indicates that the developed method provides fairness in the assessment of group members, delivering a distinction amongst individuals. Therefore, each group member obtains a mark that corresponds to their specific contribution to the workgroup. Recommendations for Practitioners: For those who intend to apply this workgroup assessment method, it is relevant to raise student awareness about the methodology that is going to be used. That is, all the functionalities and steps in WebAVALIA have to be thoroughly explained before beginning of the project. Then, the evaluators have to decide about the students’ intermediate voting, namely if the evaluator chooses or not to publish student results throughout the project’s development. If there is the decision to display these intermediate results, the evaluator must try to encourage collaboration among workgroup members, instead of competition. Recommendation for Researchers: This study explores the design and development of an e-assessment tool – WebAVALIA. In order to assess its feasibility, its use in other institutions or contexts is recommended. The gathering of user opinions is suggested as well. It would then be interesting to compare the findings of this study with the results from other experimentations Impact on Society: Sometimes, people develop a rejection of collaborative work because they feel exploited due to the biased evaluation results. However, the group members assessment distinction, according to each one’s performance, may give each individual a sense of fairness and reward, leading to an openness/willingness towards collaborative work. Future Research: As future work, there are plans to implement the method in other group assessment contexts – such as sports and business environments, other higher education institutions, technical training students – in other cultures and countries. From this myriad of contexts, satisfaction results would be compared. Other future plans are to further explore the mathematical formulations and the respective WebAVALIA supporting algorithms. http://www.informingscience.org/Publications/4627 WebAVALIA software tools evaluation tools self and peer assessment higher education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-10-18 19 185 201 4650 article Noa Ragonis noarag@beitberl.ac.il Orit Hazzan OritHa@techunix.technion.ac.il Gadi Har-Shai gadi.harshai@gmail.com Aim/Purpose: This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background: Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well recognized by employers alongside standard qualifications. Therefore, high importance is attributed to soft skills in computer science and software engineering education. Methodology: Content analysis was applied to interpret, categorize and code statements from students’ course assignment answers. Data analysis was performed gradually at the three main stages of the course and by the two students’ study populations. Contribution: The paper highlights the variety of (a) soft skills that can be learnt in one course, both on the individual level and on the team level and (b) assignments that can be given to students to increase their awareness and motivation to practice and learn soft skills. Findings: Data analysis revealed the following: (a) five individual soft skills categories, with 95 skills, and five team-related soft skills categories, with 52 skills (in total, the students mentioned 147 soft skills); (b) course assignments and particularly team-based activities elicited student awareness of their individual soft skills, both as strengths and weaknesses; (c) students developed their reflection skills, particularly with respect to team-related soft skills; and (d) significant differences exist between the two groups of students in several categories. Recommendations for Practitioners: It is important to provide undergraduate students with opportunities to integrate soft skills during their training. Establishing a meaningful learning process, such as project-based learning, enables students to apply and develop soft skills when accompanied by reflective thought processes. Recommendation for Researchers: A similar course can be taught and be accompanied by similar analysis of students’ learning outcomes, to examine the influence of local culture on the characteristics of soft skills. Impact on Society: Increased awareness of soft skills in scientists and engineers’ undergraduate education. University graduates who will strengthen their variety of soft skills in their academic training process and will be more meaningful employees in the workplace and in society. Future Research: Our future research aims (a) to explore additional innovative ways to increase students’ learning processes, awareness and practices in relation to soft skills and (b) to research how students’ soft skills are developed during the entire undergraduate studies both on the individual level and the team level. http://www.informingscience.org/Publications/4650 computer science education software engineering education soft skills indi-vidual soft skills team-related soft skills eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2020-11-14 19 203 227 4666 article Daisuke Saito d.saito@fuji.waseda.jp Hironori Washizaki washizaki@waseda.jp Shota Kaieda skaieda@fuji.waseda.jp Yoshiaki Fukazawa fukazawa@waseda.jp Aim/Purpose: Although many computer science measures have been proposed, visualizing individual students’ capabilities is difficult, as those measures often rely on specific tools and methods or are not graded. To solve these problems, we propose a rubric for measuring and visualizing the effects of learning computer programming for elementary school students enrolled in computer science education (CSE), which is independent of the programming language being used. Background: In this research, we proposed a rubric based on existing CSE standards and criteria having a programming education-learning goal. We then applied this rubric to actual lessons to visualize the educational effects. Methodology: The proposed new rubric for teaching computer programming, based on existing standards and criteria, was applied to fourth- and sixth-grade students in Japan. We assessed which skills were cultivated through quizzes before and after the teaching. Contribution: This paper contributes on how to make and utilize a rubric for programming education in computer science. We evaluated and visualized the proposed rubric’s learning effects on children and found that our proposed rubrics are independent of any particular method or tool. Findings: The results of this survey are twofold: (1) we proposed a rubric of programming education in computer science, independent of the programming tools used and (2) we succeeded in visualizing students’ learning stages by applying the proposed rubric to programming education conducted in a Japanese elementary school. Recommendations for Practitioners: Evaluating educational effects in CSE is important. In particular, graded assessments of learner abilities can reveal individual characteristics. This research is useful for assessing CSE because it focuses specifically on programming education. Recommendation for Researchers: The rubric’s suggestions and quality improvements in CSE help learners assess their learning progress and will clarify the cultivated computer science skills. Impact on Society: This research evaluates CSE based on a rubric in the programming education field. Future Research: Future work is needed to improve the proposed rubric’s quality and relevance. Also, this rubric should be applied to many classes to increase the number of evaluations and analyses. http://www.informingscience.org/Publications/4666 computer science education programming education rubric eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-01-28 18 . i iii 4194 article Christopher Cheong christopher.cheong@rmit.edu.au Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 18, 2019 http://www.informingscience.org/Publications/4194 information technology education JITE innovations in practice eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-01-28 18 001 028 4190 article Claire McGuinness claire.mcguinness@ucd.ie Crystal Fulton crystal.fulton@ucd.ie Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts. http://www.informingscience.org/Publications/4190 blended learning digital literacy e-learning e-tutorials higher education online learning online tutorials eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-02-12 18 029 047 4200 article Pairin Katerattanakul p.katerattanakul@wmich.edu Hwee-Joo Kam hkam@ut.edu Aim/Purpose: In this study, the researchers investigated whether the out-of-class learning approach could help the students to attain any valuable learning outcomes for cybersecurity learning and could enhance the perceived value of cybersecurity education among the students. Background: Cybersecurity learning poses challenges for its students to learn a complicated subject matter and the students may be intimidated by the challenging courses in cybersecurity programs. Therefore, it is essential for the faculty members to devise some mechanisms to promote cybersecurity learning to increase its student retention. The mechanism suggested by this study was the out-of-class learning approach. Methodology: The researchers in this study employed a content analysis and adopted a semiotic method to analyze qualitative data. The researchers also conducted crosstabulation analyses using chi-square tests to detect the significant differences in the emerging learning outcomes from the two different out-of-class learning activities investigated in this study. Contribution: This study addressed the difficulty of cybersecurity education and proposed a viable mechanism to promote the student learning in such a complicated subject matter. Findings: For cybersecurity education, the out-of-class learning approach is a viable pedagogical mechanism that could lead the students to several learning outcomes, including connecting them to the real-life scenarios related to the cybersecurity profession, guiding them to their career choices and development, stimulating their intellectual growth, creating their justification of learning, and raising their cybersecurity awareness. Recommendations for Practitioners: The instructors of any cybersecurity programs should incorporate some out-of-class learning activities into the courses in their programs, especially the introductory-level courses. Additionally, it is important to coordinate the out-of-class learning activities with the in-class lessons to enable the students to justify what they have learned in their classrooms and motivate them to learn more. Recommendation for Researchers: Researchers could look beyond in-class learning and laboratory learning to investigate the impacts of out-of-class learning activities on cybersecurity education to help the students to attain better learning outcomes. Impact on Society: By promoting cybersecurity education, universities and colleges could attain a higher retention rate of the students in their cybersecurity programs. The higher retention rate of the students in cybersecurity programs would help to ease the critical shortage of cybersecurity talent. Future Research: Future research could explore the impacts of other out-of-class learning activities on cybersecurity learning; for example: job shadowing, attending cybersecurity conferences, internship, developing cybersecurity systems or tools for actual customers, working on cybersecurity research with faculty members. Additionally, future studies could investigate the effects of the out-of-class learning approach on promoting other academic programs that are characterized by intensely complex and technical nature, similar to cybersecurity programs. http://www.informingscience.org/Publications/4200 cybersecurity education out-of-class learning learning outcomes eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-05-22 18 049 059 4322 article Philip Olu Jegede pojegede@gmail.com Isaac Oluwafemi Elesemoyo ielesemoyo@gmail.com Emmanuel A. Olajubu emmolajubu@oauife.edu.ng Adekunle Olugbenga Ejidokun gbengskul@gmail.com Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free. http://www.informingscience.org/Publications/4322 concept Java achievement level error analysis programming eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-08-04 18 061 085 4405 article Noga Magen- Nagar nogamagen@gmail.com Hanna Shachar hannashachar@gmail.com Osnat Argaman oargaman@gordon.ac.il Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted. http://www.informingscience.org/Publications/4405 collaboration digital games 21st-century skills teacher training professional development intrinsic motivation resistance to change eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-08-21 18 087 111 4418 article Pınar Nuhoğlu Kibar pinarnuhoglu@gmail.com Kevin Sullivan kevin@bridge21.ie Buket Akkoyunlu buket@cankaya.edu.tr Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding. http://www.informingscience.org/Publications/4418 creating infographics knowledge visualization infographic design model Bridge21 learning model eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-10-01 18 113 138 4437 article Amanda Sullivan Amanda.Sullivan@tufts.edu Marina Umashi Bers Marina.Bers@tufts.edu Aim/Purpose: This paper aims to explore whether having state Computer Science standards in place will increase young children’s exposure to coding and powerful ideas from computer science in the early years. Background: Computer science education in the K-2 educational segment is receiving a growing amount of attention as national and state educational frameworks are emerging. By focusing on the app ScratchJr, the most popular free introductory block-based programming language for early childhood, this paper explores if there is a relationship between the presence of state frameworks and ScratchJr’s frequency of use. Methodology: This paper analyzes quantitative non-identifying data from Google Analytics on users of the ScratchJr programming app. Google Analytics is a free tool that allows access to user activity as it happens in real time on the app, as well as audience demographics and behavior. An analysis of trends by state, time of year, type of in-app activities completed, and more are analyzed with a specific focus on comparing states with K-12 Computer Science in place versus those without. Contribution: Results demonstrate the importance of having state standards in place to increase young children’s exposure to coding and powerful ideas from computer science in the early years. Moreover, we see preliminary evidence that states with Computer Science standards in place support skills like perseverance and debugging through ScratchJr. Findings: Findings show that in the case of ScratchJr, app usage decreases during the summer months and on weekends, which may indicate that coding with ScratchJr is more often happening in school than at home. Results also show that states with Computer Science standards have more ScratchJr users on average and have more total sessions with the app on average. Results also show preliminary evidence that states with Computer Science standards in place have longer average session duration as well as a higher average number of users returning to edit an existing project. Recommendations for Practitioners: Successful early childhood computer science education programs must teach powerful ideas from the discipline of computer science in a developmentally appropriate way, provide means for self-expression, prompt debugging and problem solving, and offer a low-floor/high-ceiling interface for both novices and experts. Practitioners should be aware in drops in computer science learning during the summer months when school is not in session. Recommendation for Researchers: Researchers should consider the impact of state and national frameworks on computer science learning and skills mastered during the early childhood years. Researchers should look for ways to continue engaging students in computer science education during times when school is not in session. Impact on Society: Results demonstrate the importance of having state CS standards in place to increase young children’s exposure to coding and powerful ideas from computer science in the early years. Moreover, we see preliminary evidence that states with Computer Science standards in place support skills like perseverance and debugging through ScratchJr. Future Research: Future research should continue collecting Google Analytics from the ScratchJr app and track changes in usage. Future research should also collect analytics from a wide range of programming applications for young children to see if the trends identified here are consistent across different apps. http://www.informingscience.org/Publications/4437 early childhood computer science coding STEM policies frameworks eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-10-06 18 139 152 4442 article Francesc M Esteve-Mon festeve@uji.es Jordi Adell-Segura jordi@uji.es María Ángeles Llopis Nebot mallopis@uji.es Gracia Valdeolivas Novella valdeoli@uji.es Julio Pacheco Aparicio pacheco@uji.es Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students. http://www.informingscience.org/Publications/4442 computational thinking educational robotics digital competence student teachers eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-12-26 18 153 170 4479 article Joana Martinho Costa joana.martinho.costa@iscte-iul.pt Sérgio Moro sergio.moro@iscte-iul.pt Pedro Ramos pedro.ramos@iscte-iul.pt Yolanda Belo yobelo97@gmail.com António Martins sigforma@gmail.com Joaquim Esmerado joaquim.esmerado@iscte-iul.pt Aim/Purpose: This paper presents a data mining approach for analyzing responses to advanced declarative programming questions. The goal of this research is to find a model that can explain the results obtained by students when they perform exams with Constructed Response questions and with equivalent Multiple-Choice Questions. Background: The assessment of acquired knowledge is a fundamental role in the teaching-learning process. It helps to identify the factors that can contribute to the teacher in the developing of pedagogical methods and evaluation tools and it also contributes to the self-regulation process of learning. However, better format of questions to assess declarative programming knowledge is still a subject of ongoing debate. While some research advocates the use of constructed responses, others emphasize the potential of multiple-choice questions. Methodology: A sensitivity analysis was applied to extract useful knowledge from the relevance of the characteristics (i.e., the input variables) used for the data mining process to compute the score. Contribution: Such knowledge helps the teachers to decide which format they must consider with respect to the objectives and expected students results. Findings: The results shown a set of factors that influence the discrepancy between answers in both formats. Recommendations for Practitioners: Teachers can make an informed decision about whether to choose multiple-choice questions or constructed-response taking into account the results of this study. Recommendation for Researchers: In this study a block of exams with CR questions is verified to complement the area of learning, returning greater performance in the evaluation of students and improving the teaching-learning process. Impact on Society: The results of this research confirm the findings of several other researchers that the use of ICT and the application of MCQ is an added value in the evaluation process. In most cases the student is more likely to succeed with MCQ, however if the teacher prefers to evaluate with CR other research approaches are needed. Future Research: Future research must include other question formats. http://www.informingscience.org/Publications/4479 constructed response multiple-choice questions educational data mining support vector machine neural networks eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-02-05 17 . i iii 3952 article Christopher Cheong christopher.cheong@rmit.edu.au Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 17, 2018 http://www.informingscience.org/Publications/3952 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-02-05 17 001 021 3937 article Johanna Prince johanna.prince@maine.edu Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices. http://www.informingscience.org/Publications/3937 English Language Learners; 1:1 iPads pedagogy eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-02-21 17 023 035 3963 article Manoj Lall lallm@tut.ac.za Heimo J. Jeske JeskeHJ@tut.ac.za Okuthe P. Kogeda KogedaPO@tut.ac.za Aim/Purpose: The aim of this article is to develop a tool to detect plagiarism in real time amongst students being evaluated for learning in a computer-based assessment setting. Background: Cheating or copying all or part of source code of a program is a serious concern to academic institutions. Many academic institutions apply a combination of policy driven and plagiarism detection approaches. These mechanisms are either proactive or reactive and focus on identifying, catching, and punishing those found to have cheated or plagiarized. To be more effective against plagiarism, mechanisms that detect cheating or colluding in real-time are desirable. Methodology: In the development of a tool for real-time plagiarism prevention, literature review and prototyping was used. The prototype was implemented in Delphi programming language using Indy components. Contribution: A real-time plagiarism detection tool suitable for use in a computer-based assessment setting is developed. This tool can be used to complement other existing mechanisms. Findings: The developed tool was tested in an environment with 55 personal computers and found to be effective in detecting unauthorized access to internet, intranet, and USB ports on the personal computers. Recommendations for Practitioners: The developed tool is suitable for use in any environment where computer-based evaluation may be conducted. Recommendation for Researchers: This work provides a set of criteria for developing a real-time plagiarism prevention tool for use in a computer-based assessment. Impact on Society: The developed tool prevents academic dishonesty during an assessment process, consequently, inculcating confidence in the assessment processes and respectability of the education system in the society. Future Research: As future work, we propose a comparison between our tool and other such tools for its performance and its features. In addition, we want to extend our work to include testing for scalability of the tool to larger settings. http://www.informingscience.org/Publications/3963 plagiarism detection plagiarism detection tools computer-based assessment quality education dishonesty eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-03-02 17 037 054 3974 article Tian Luo tluo4work@gmail.com Aim/Purpose: This study investigates the variations in student participation patterns across different types of instructional activities, learning modes, and with different instructional guidance approaches. In the current study, different variables, modes of learning (guided versus unguided), and types of guidance (social versus cognitive) were manipulated in a series of microblogging-supported collaborative learning tasks to examine to what extent and in which aspects instructional guidance affects the effectiveness and student perception of microblogging-supported learning. Background: Despite the overwhelming agreement on the importance of instructional guidance in microblogging-supported learning environments, very few studies have been done to examine the specificity of guidance, such as how to structure and support microblogging activities, as well as what types of guidance are appropriate in what learning contexts. Methodology: This semester-long study utilized a case-study research design via a multi-dimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study. Contribution: In response to the call to improve social media learning environments under-scored in contemporary education, the current case study took an initial step aiming at deepening the understanding of the role of instructional guidance in microblogging-supported learning environments. Findings: This study showcases that with instructor facilitation, students succeeded in being engaged in a highly participatory and interactive learning experience across a variety of tasks and activities. This study indicates that students’ perspectives of social media tools rely heavily on what instructors do with the tool and how the instructional activities are structured and supported. Instructors’ scaffolding and support is instrumental in keeping students on task and engaging students with meaningful events, thus ensuring the success of microblogging-based learning activities. Meanwhile, students’ perception of usefulness of instructional guidance is closely related to their own pre-perception and experience. Recommendations for Practitioners: When incorporating social media tools, it is important to examine learner’s prior knowledge and comfort level with these tools and tailor the design of instructional activities to their attributes. It is also vital to monitor student progress, adjust the type and amount of guidance and scaffolding provided as they progress, and eventually remove the scaffolding until students can demonstrate that they can perform the task successfully without assistance. Recommendation for Researchers: Due to many other potential factors in place that could potentially influence student learning, no conclusive remarks can be made regarding the superiority of either one type of guidance approach. Future researchers should continue to develop robust research methodologies to seek ways to better operationalize this variable and strive to understand its effect. Future Research: Future replication studies in other settings, with a larger sample size, and different populations will certainly provide further insights on the effects of instructional guidance in microblogging-based learning. Alternative coding methods may also shed light on differences in student interaction in terms of content diversity and depth of learning when analyzing the tweets. Advanced data collection techniques may be explored to ascertain the completeness of data collection. http://www.informingscience.org/Publications/3974 instructional guidance social media microblogging Twitter eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-03-09 17 055 081 3976 article Amanda Strawhacker amanda.strawhacker@tufts.edu Marina Umashi Bers Marina.Bers@tufts.edu Clarissa Verish cverish@wellesley.edu Amanda Sullivan Amanda.Sullivan@tufts.edu Orit Shaer oshaer@wellesley.edu Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors. Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging with the BacToMars game and curriculum intervention. Methodology: This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning intervention, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same content. Pre- and post-surveys and interview data were collected from both groups. Contribution: This paper contributes to education research on children’s ability to meaningfully engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educational technology for introducing bioengineering content to elementary school children. Findings: Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger performance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts. Recommendations for Practitioners: Practitioners should consider bioengineering as a domain for meaningful, interdisciplinary learning in elementary education.. Recommendation for Researchers: Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children’s imaginations and problem-solving skills. Education researchers should further investigate developmentally appropriate ways to introduce bioengineering in elementary education. Impact on Society: BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research: Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times. http://www.informingscience.org/Publications/3976 biological engineering elementary school videogames eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-05-29 17 083 112 4056 article Christian J Ángel Rueda cangel01@alumnos.uaq.mx Juan C Valdés Godínes humanidadesdigitalesciidet@gmail.com Paul D Rudman mail@paulrudman.net Aim/Purpose: This paper provides a general-purpose categorization scheme for assessing the utility of new and emerging three-dimensional interactive digital environments (3D-IDEs), along with specific pedagogic approaches that are known to work. It argues for the use of 3D-IDEs on the basis of their ludic appeal and ability to provide intrinsic motivation to the learner, and their openness that allows the learner to gain a more holistic understanding of a topic. Background: Researchers have investigated the affordances, benefits, and drawbacks of individual 3D-IDEs, such as virtual worlds, but teachers lack a general-purpose approach to assessing new 3D-IDEs as they appear and applying them to teaching practice. Methodology: The categorization scheme is based on the analysis, reflection, and comprehension of the research on limitations, challenges, and opportunities for teaching in virtual environments by Angel Rueda, Valdes Godines and Guzmán Flores; the scheme is discussed in terms of an experiment to trial virtual genetics labs in Second Life. Contribution: The paper describes a general-purpose approach to applying existing and new 3D virtual spaces to education, shows a worked example of the use of the categories, and describes six approaches to consider in applying these technologies. Findings: 3D-IDEs are categorized in terms of the way in which they interface with the user’s senses and their ability to provide ‘immersion’; two forms of immersion are examined: digital perceptual immersion – the generated sense of reality – and ludic narrative immersion – a less cognitive and more emotional engagement with the learning environment. Recommendations for Practitioners: Six specific forms of pedagogy appropriate for 3D-IDEs are examined and discussed, in terms of the affordances and technology required, as assessed by the categorization scheme. More broadly, the paper argues for a change in the assessment of new digital technologies from the technology’s features to its affordances and the pedagogies it can support. Recommendation for Researchers: The paper offers a practical approach to choosing and using 3D-IDEs for education, based upon previous work. The next step is to trial the scheme with teachers to ascertain its ease of use and effectiveness. Impact on Society: The paper argues strongly for a new approach to teaching, where the learner is encouraged to use 3D-IDEs in a ludic manner in order to generate internal motivation to learn, and to explore the topic according to their individual learning needs in addition to the teacher’s planned route through the learning material. Future Research: The categorization scheme is intended to be applied to new technologies as they are introduced. Future research is needed to assess its effectiveness and if necessary update the scheme. http://www.informingscience.org/Publications/4056 3D-IDE virtual environment immersion ludic intrinsic motivation eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-05-29 17 113 126 4058 article Gina Harden hardengm@sfasu.edu Robert M. Crocker rcrocker@sfasu.edu Kelly Noe noekelly@sfasu.edu Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace. http://www.informingscience.org/Publications/4058 curriculum design course development IS core course technology eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-06-03 17 127 152 4062 article Aileen Joan O Vicente aovicente@up.edu.ph Tiffany Adelaine G Tan tgtan@up.edu.ph Alvin Ray O Yu aoyu3@up.edu.ph Aim/Purpose: This study was aimed at enhancing students’ learning of software engineering methods. A collaboration between the Computer Science, Business Management, and Product Design programs was formed to work on actual projects with real clients. This interdisciplinary form of collaboration simulates the realities of a diverse Software Engineering team. Background: A collaborative approach implemented through projects has been the established pedagogy for introducing the Software Engineering course to undergraduate Computer Science students. The collaboration, however, is limited to collaboration among Computer Science students and their clients. This case study explored an enhancement to the collaborative approach to project development by integrating other related disciplines into the project development framework; hence, the Interdisciplinary Approach. Methodology: This study adopted the case method approach. An interdisciplinary service innovation activity was proposed to invite other disciplines in the learning process of the computer science students. The agile methodology Scrum was used as the software development approach during project development. Survey data were collected from the students to establish (a) their perception of the interdisciplinary approach to project development; (b) the factors that influenced success or failure of their team to deliver the project; and (c) the perceived skills or knowledge that they acquired from the interdisciplinary approach. Analysis of data followed a mixed method approach. Contribution: The study improved the current pedagogy for Software Engineering education by integrating other related disciplines into the software project development framework. Findings: Data collected showed that the students generally accepted the interdisciplinary approach to project development. Factors such as project relevance, teamwork, time and schedule, and administration support, among others, affect team performance towards project completion. In the case of the Computer Science students, results show that students have learned skills during the experience that, as literature reveal, can only be acquired or mastered in their future profession as software engineers. Recommendations for Practitioners: The active collaboration of the industry with the University and the involvement of the other related courses in teaching software engineering methods are critical to the development of the students, not only in learning the methodology but also as a working professional. Recommendation for Researchers: It is interesting to know and eventually understand the interactions between interdisciplinary team members in the conduct of Software Engineering practices while working on their projects. More specifically, what creative tensions arise and how do the interdisciplinary teams handle the discourse? Impact on Society: This study bridges the gap between how Software Engineering is taught in the university and how Software Engineering teams work in real life. Future Research: Future research is targeted at refining and elaborating the elements of the interdisciplinary framework presented in this paper towards an integrated course module for Software Engineering education. http://www.informingscience.org/Publications/4062 software engineering education interdisciplinary learning collaborative approach eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-07-03 17 153 162 4082 article Amanda Sullivan Amanda.Sullivan@tufts.edu Marina Umashi Bers Marina.Bers@tufts.edu Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work is to explore the impact of teacher gender on young children’s mastery of programming concepts after completing an introductory robotics program. Methodology: A sample of N=105 children from six classrooms (2 Kindergarten, 2 first grade, and 2 second grade classes) from a public school in Somerville, Massachusetts, participated in this research. Children were taught the same robotics curriculum by either an all-male or all-female teaching team. Upon completion of the curriculum, they completed programming knowledge assessments called Solve-Its. Comparisons between the performance of boys and girls in each of the teaching groups were made. Findings: This paper provides preliminary evidence that having a female instructor may positively impact girls’ performance on certain programming tasks and reduce the number of gender differences between boys and girls in their mastery of programming concepts. Recommendations for Practitioners: Practitioners should expose children to STEM role-models from a variety of backgrounds, genders, ethnicities, and experiences. Future Research: Researchers should conduct future studies with larger samples of teachers in order to replicate the findings here. Additionally, future research should focus on collecting data from teachers in the form of interviews and surveys in order to find out more about gender-based differences in teaching style and mentorship and the impact of this on girls' interest and performance in STEM. http://www.informingscience.org/Publications/4082 gender STEM robotics programming early childhood eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-08-06 17 163 179 4097 article Angelos Rodafinos arodafinos@gmail.com Filia Garivaldis filia.garivaldis@monash.edu Stephen Mckenzie stephen.mckenzie@monash.edu Aim/Purpose: This paper describes the context, development, implementation, and the potential transferability of an integrated online research environment that allows its users to conduct all aspects of research online. Background: While the content of most traditional courses can be delivered online and learning outcomes can be achieved by adopting equivalents to face-to-face pedagogic approaches, certain courses, such as those that require a substantial research component, present significant constraints for delivery online. To overcome these limitations, Australia’s largest university developed and implemented a Research Portal. Methodology: The development team conducted a functional requirements analysis, identified the components that would be necessary to meet user needs, and reviewed existing solutions. The Monash University Psychology Research Portal was designed, tested, developed, tested for user experience, implemented, and reviewed. The Research Portal is structured according to the usual research sequence and provides users with access to supporting information and integrated capacities including research supervision, participant acquisition, and data collection, analysis, and storage. Contribution: This integrated online research environment is equivalent to and, in some ways, superior to an on campus/non-online research capacity. Findings: The usage of the Research Portal has grown rapidly and has satisfied the requirements and met the research needs of students of an online course that includes a research project, providing a common, ubiquitously accessible, and integrated online research environment. Recommendations for Practitioners: Further refinement, personalization, and expanded implementation and dissemination of the Research Portal components are required. The formation of networks and working partnerships to operate, maintain, and promote Research Portal initiatives is recommended to reduce operational costs, increase access, and create an impact. Impact on Society: The Research Portal is an efficient resource that provides easy access to a standard interface at any time and from anywhere and can potentially be used by other online research courses, as well as by online and non-online researchers. http://www.informingscience.org/Publications/4097 online research virtual lab innovation eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-09-16 17 181 200 4116 article Jeevamol Joy Kochumarangolil jeeva.loy@gmail.com Renumol V G renumolvg@gmail.com Aim/Purpose: This paper presents the findings of an Activity-Oriented Teaching Strategy (AOTS) conducted for a postgraduate level Software Engineering (SE) course with the aim of imparting meaningful software development experience for the students. The research question is framed as whether the activity-oriented teaching strategy helps students to acquire practical knowledge of Software Engineering and thus bridge the gap between academia and software industry. Background: Software Engineering Education (SEE) in India is mainly focused on teaching theoretical concepts rather than emphasizing on practical knowledge in software development process. It has been noticed that many students of CS/IT background are struggling when they start their career in the software industry due to inadequate familiarity with the software development process. In the current context of SE education, there is a knowledge gap between the theory learned in the classroom and the actual requirement demanded by the software industry. Methodology: The methodology opted for in this study was action research since the teachers are trying to solve the practical problems and deficiencies encountered while teaching SE. There are four pedagogies in AOTS for fulfilling the requirements of the desired teaching strategy. They are flipped classroom, project role-play for developing project artifacts, teaching by example, and student seminars. The study was conducted among a set of Postgraduate students of the Software Engineering programme at Cochin University of Science and Technology, India. Contribution: AOTS can fulfil both academic and industrial requirements by actively engaging the students in the learning process and thus helping them develop their professional skills. Findings: AOTS can be molded as a promising teaching strategy for learning Software Engineering. It focuses on the essential skill sets demanded by the software industry such as communication, problem-solving, teamwork, and understanding of the software development processes. Impact on Society: Activity-oriented teaching strategies can fulfil both academic and industrial requirements by actively engaging the students in the SE learning process and thus helping them in developing their professional skills. Future Research: AOTS can be refined by adding/modifying pedagogies and including different features like an online evaluation system, virtual classroom etc. http://www.informingscience.org/Publications/4116 software engineering education activity oriented teaching learning environ-ment flipped classroom eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2018-11-24 17 201 223 4150 article Janet Liebenberg janet.liebenberg@nwu.ac.za Vreda Pieterse vpieterse@cs.up.ac.za Aim/Purpose: The aims of this study were to investigate the feasibility of automatic assessment of programming tasks and to compare manual assessment with automatic assessment in terms of the effect of the different assessment methods on the marks of the students. Background: Manual assessment of programs written by students can be tedious. The assistance of automatic assessment methods might possibly assist in reducing the assessment burden, but there may be drawbacks diminishing the benefits of applying automatic assessment. The paper reports on the experience of a lecturer trying to introduce automated grading. Students’ solutions to a practical Java programming test were assessed both manually and automatically and the lecturer tied the experience to the unified theory of acceptance and use of technology (UTAUT). Methodology: The participants were 226 first-year students registered for a Java programming course. Of the tests the participants submitted, 214 were assessed both manually and automatically. Various statistical methods were used to compare the manual assessment of student’s solutions with the automatic assessment of the same solutions. A detailed investigation of reasons for differences was also carried out. A further data collection method was the lecturer’s reflection on the feasibility of automatic assessment of programming tasks based on the UTAUT. Contribution: This study enhances the knowledge regarding benefits and drawbacks of automatic assessment of students’ programming tasks. The research contributes to the UTAUT by applying it in a context where it has hardly been used. Furthermore, the study is a confirmation of previous work stating that automatic assessment may be less reliable for students with lower marks, but more trustworthy for the high achieving students. Findings: An automatic assessment tool verifying functional correctness might be feasible for assessment of programs written during practical lab sessions but could be less useful for practical tests and exams where functional, conceptual and structural correctness should be evaluated. In addition, the researchers found that automatic assessment seemed to be more suitable for assessing high achieving students. Recommendations for Practitioners: This paper makes it clear that lecturers should know what assessment goals they want to achieve. The appropriate method of assessment should be chosen wisely. In addition, practitioners should be aware of the drawbacks of automatic assessment before choosing it. Recommendation for Researchers: This work serves as an example of how researchers can apply the UTAUT theory when conducting qualitative research in different contexts. Impact on Society: The study would be of interest to lecturers considering automated assessment. The two assessments used in the study are typical of the way grading takes place in practice and may help lecturers understand what could happen if they switch from manual to automatic assessment. Future Research: Investigate the feasibility of automatic assessment of students’ programming tasks in a practical lab environment while accounting for structural, functional and conceptual assessment goals. http://www.informingscience.org/Publications/4150 assessment of programs automatic assessment UTAUT assessment goals eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2019-01-17 17 225 239 4165 article Daphne Robson daphne.robson@ara.ac.nz Britta Basse britta.basse@ara.ac.nz Aim/Purpose: To identify positive and negative aspects for learning of interactive tablet technology learning activities that promote student engagement and learning. Background: Engaging students in mathematics classes is an on-going challenge for teachers. In 2008 we were offered the opportunity to run interactive activities with a class set of tablet PCs that had just been released on to the market. Since then, we have run these interactive activities continuously with mathematics classes for computing students, albeit with two changes in hardware. Methodology: In the interactive activities, students submit full worked solutions to various problem types (classified as table, text, open or multi-choice) which can then be displayed to the class anonymously, discussed and annotated by the teacher. We surveyed student and staff perceptions and monitored academic performance. Contribution: We have over 10 years of results, observations, and experience from 2008, when tablet technologies were new and expensive, to the current time, when modern tablets with styli are now affordable. Findings: There was a significant increase in higher grades although pass rates did not increase significantly. Over the ten year period of the study, perceptions of students and staff about how this technology impacted on student learning were consistently positive. The majority of students found all problem types useful for learning even those they rated “too hard” or “too easy”. Benefits included increased feedback, peer learning and engagement. Recommendations for Practitioners: We recommend using tablet learning activities to engage students and teachers and to contribute to learning. Impact on Society: This study shows how using tablet technologies for interactive classroom activities can enable and enhance known pedagogies of feedback, peer instruction, and student engagement for mathematics classes. Future Research: We recommend extending this study to include larger classes, and other technical subjects that use symbols and diagrams. In addition, we suggest considering control groups. http://www.informingscience.org/Publications/4165 interactive engagement achievement digital ink feedback eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-01-09 16 i iii 3638 article Lynn Jeffrey l.m.jeffrey@massey.ac.nz Table of Contents of Volume 16 of the Journal of Information Technology Education: Innovations in Practice, 2017. http://www.informingscience.org/Publications/3638 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-01-09 16 001 020 3635 article Chi Cheung Ruby Yang rccyang@friends.eduhk.hk Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experiences to studying other subjects? (5) Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society : Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research: More classes should be involved and a longer period of time should be spent on trial teaching in which a flipped classroom can be implemented in different lesson topics, not only teaching grammar. Teachers also need to determine if students can use the target language item in a task. http://www.informingscience.org/Publications/3635 flipped classroom English language pedagogy secondary Hong Kong eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-01-19 16 021 046 3643 article Alanah Mitchell alanah.mitchell@drake.edu Stacie Petter stacie_petter@baylor.edu Al Harris harrisal@appstate.edu Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners : This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful list of exercises that encourage active learning both inside and outside of the IS classroom. Future Research: In relation to future research, this study highlights a number of opportunities for IS faculty in regards to new active learning activities or trends to study further. http://www.informingscience.org/Publications/3643 active learning critical thinking information systems IS curriculum eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-02-27 16 047 068 3667 article Minh Q. Huynh minh.huynh@selu.edu Prashant Ghimire Prashant.Ghimire@selu.edu Aim/Purpose: As smartphones proliferate, many different platforms begin to emerge. The challenge to developers as well as IS educators and students is how to learn the skills to design and develop apps to run on cross-platforms. Background: For developers, the purpose of this paper is to describe an alternative to the complex native app development. For IS educators and students, the paper provides a feasible way to learn and develop fully functional mobile apps without technical burdens. Methodology: The methods used in the development of browser-based apps is prototyping. Our proposed approach is browser-based, supports cross-platforms, uses open-source standards, and takes advantage of “write-once-and-run-anywhere” (WORA) concept. Contribution: The paper illustrates the application of the browser-based approach to create a series of browser apps without high learning curve. Findings: The results show the potentials for using browser app approach to teach as well as to create new apps. Recommendations for Practitioners : Our proposed browser app development approach and example would be useful to mobile app developers/IS educators and non-technical students because the source code as well as documentations in this project are available for downloading. Future Research: For further work, we discuss the use of hybrid development framework to enhance browser apps. http://www.informingscience.org/Publications/3667 browser-based apps mobile app usage app development cross-platform web app store-retrieve-display app WORA hybrid development framework eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-03-15 16 069 090 3674 article Te-Shun Chou chout@ecu.edu Aaron Vanderbye aaron.vanderbye@gmail.com Aim/Purpose: To prepare students with both theoretical knowledge and practical skills in the field of wireless communications. Background: Teaching wireless communications and networking is not an easy task because it involves broad subjects and abstract content. Methodology: A pedagogical method that combined lectures, labs, assignments, exams, and readings was applied in a course of wireless communications. Contribution: Five wireless networking labs, related to wireless local networks, wireless security, and wireless sensor networks, were developed for students to complete all of the required hands-on lab activities. Findings: Both development and implementation of the labs achieved a successful outcome and provided students with a very effective learning experience. Students expressed that they had a better understanding of different wireless network technologies after finishing the labs. Recommendations for Practitioners: Detailed instructional lab manuals should be developed so that students can carry out hands-on activities in a step-by-step fashion. Recommendation for Researchers: Hands-on lab exercises can not only help students understand the abstract technical terms in a meaningful way, but also provide them with hands-on learning experience in terms of wireless network configuration, implementation, and evaluation. Impact on Society: With the help of a wireless network simulator, students have successfully enhanced their practical skills and it would benefit them should they decide to pursue a career in wireless network design or implementation. Future Research: Continuous revision of the labs will be made according to the feedback from students. Based on the experience, more wireless networking labs and network issues could be studied in the future. http://www.informingscience.org/Publications/3674 wireless communications wireless simulation wireless network wireless security course design eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-03-29 16 091 106 3691 article Chiung-Hui Chiu cchui@ntnu.edu.tw Cheng-Huan Chen ch.chen@ntnu.edu.tw Chia-Ping Lin 699080138@ntnu.edu.tw Ying-Chun Chou 80208003e@ntnu.edu.tw Aim/Purpose: The present study investigated and compared students’ attention in terms of time-on-task and number of distractors between using a touchscreen and a pen tablet in mathematical problem-solving activities with virtual manipulatives. Background: Although there is an increasing use of these input devices in educational practice, little research has focused on assessing student attention while using touchscreens or pen tablets in a mathematics classroom. Methodology: A qualitative exploration was conducted in a public elementary school in New Taipei, Taiwan. Six fifth-grade students participated in the activities. Video recordings of the activities and the students’ actions were analyzed. Findings: The results showed that students in the activity using touchscreens maintained greater attention and, thus, had more time-on-task and fewer distractors than those in the activity using pen tablets. Recommendations for Practitioners: School teachers could employ touchscreens in mathematics classrooms to support activities that focus on students’ manipulations in relation to the attention paid to the learning content. Recommendation for Researchers: The findings enhance our understanding of the input devices used in educational practice and provide a basis for further research. Impact on Society: The findings may also shed light on the human-technology interaction process involved in using pen and touch technology conditions. Future Research: Activities similar to those reported here should be conducted using more participants. In addition, it is important to understand how students with different levels of mathematics achievement use the devices in the activities. http://www.informingscience.org/Publications/3691 attention touchscreen pen tablet mathematical problem solving virtual manipulatives human-technology interaction eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-04-12 16 107 125 3705 article Andrew E. Fluck Andrew.Fluck@utas.edu.au Olawale Surajudeen Adebayo waleadebayo@futminna.edu.ng Shafi'i Muhammad Abdulhamid shafii.abdulhamid@futminna.edu.ng Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment. http://www.informingscience.org/Publications/3705 e-examination e-Learning public-private relationships open-source software accreditation authorities post-paper assessment eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-04-26 16 127 169 3726 article Kristen A Gilbert kgilbertenator@gmail.com Aim/Purpose: Improving public schools is a focus of federal legislation in the United States with much of the burden placed on principals. However, preparing principals for this task has proven elusive despite many changes in programming by institutions of higher learning. Emerging technologies that rely on augmented and virtual realities are posited to be powerful pedagogical tools for closing this gap. Background: This study investigated the effects of immersive simulation technologies on principals’ self-efficacy after treatment and the perceived significance of the design of the immersive simulation experience as an effective tool for adult learners. Methodology: The investigator employed a multiple-methods study that relied on a purposive sample of graduate students enrolled in educational leadership programs at two small universities in the southeastern United States. Participants completed a two-hour module of immersive simulation designed to facilitate transfer of knowledge to skills thereby increasing their self-efficacy. Contribution: This paper contributes to a small body of literature that examines the use of immersive simulation to prepare aspiring principals. Findings: The findings indicate moderate effect sizes in changes in self-efficacy, positive attitudes toward immersive simulation as a pedagogical tool, and significance in the design of immersive simulation modules. This suggests that immersive simulation, when properly designed, aids principals in taking action to improve schools. Recommendations for Practitioners: Educational leadership programs might consider the use of immersive simulations to enhance principals’ ability to meet the complex demands of leading in the 21st century. Impact on Society: Principals may be more adept at improving schools if preparation programs provided consistent opportunities to engage in immersive simulations. Future Research: Future research should be conducted with larger sample sizes and longitudinally to determine the effectiveness of this treatment. http://www.informingscience.org/Publications/3726 immersive simulation principals self-efficacy school improvement action review cycle situated learning critical pedagogy eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-07-03 16 171 193 3768 article Amanda Sullivan Amanda.Sullivan@tufts.edu Marina Umashi Bers Marina.Bers@tufts.edu Alex Pugnali alex.pugnali@tufts.edu Aim/Purpose: Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This paper examines the role that user interfaces have on children’s mastery of computational thinking concepts and positive interpersonal behaviors. Background: There is a growing pressure to begin teaching computational thinking at a young age. This study explores the affordances of two very different programming interfaces for teaching computational thinking: a graphical coding application on the iPad (ScratchJr) and tangible programmable robotics kit (KIBO). Methodology : This study used a mixed-method approach to explore the learning experiences that young children have with tangible and graphical coding interfaces. A sample of children ages four to seven (N = 28) participated. Findings: Results suggest that type of user interface does have an impact on children’s learning, but is only one of many factors that affect positive academic and socio-emotional experiences. Tangible and graphical interfaces each have qualities that foster different types of learning http://www.informingscience.org/Publications/3768 robotics coding early childhood user interfaces collaboration computational thinking eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-07-28 16 195 214 3791 article Jerry C Schnepp schnepp@bgsu.edu Christian B Rogers rogerscb@iupui.edu Aim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education through Application-Supported Experiential Learning), a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by doing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what they learn and why it is important, which is vital in helping them to understand the relevance of the experience. A just-in-time tool (EASEL) was needed to facilitate this. Methodology: To inform the development of a mobile application that facilitates real-time guided reflection and to determine the relevant feature set, we conducted a needs analysis with both students and faculty members. Data collected during this stage of the evaluation helped guide the creation of a prototype. The user experience of the prototype and interface interactions were evaluated during the usability phase of the evaluation study. Contribution: Both the needs analysis and usability assessment provided justification for continued development of EASEL as well as insight that guides current development. Findings: The interaction design of EASEL is understandable and usable. Both students and teachers value an application that facilitates real-time guided reflection. Recommendations for Practitioners: The use of a system such as EASEL can leverage time and location-based services to support students in field experiences. This technology aligns with evidence that guided reflection provides opportunities for metacognition. Recommendation for Researchers: Iterative prototyping, testing, and refinement can lead to a deliberate and effective app development process. Impact on Society: The EASEL platform leverages inherent functionality of mobile devices, such as GPS and persistent network connectivity, to adapt reflection tasks based on lo-cation or time. Students using EASEL will engage in guided reflection, which leads to metacognition and can help instructors scaffold learning Future Research: We will continue to advance the application through iterative testing and development. When ready, the application will be vetted in larger studies across varied disciplines and contexts. http://www.informingscience.org/Publications/3791 experiential learning mobile devices smartphones technology application supported learning reflection metacognition eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-08-11 16 215 231 3795 article Jason H. Sharp jsharp@tarleton.edu Laurie A. Sharp lsharp@wtamu.edu Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future Research: Increase the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history. http://www.informingscience.org/Publications/3795 flipped instructional approach online instructional approach traditional instructional approach C# programming student performance information technology education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-10-01 16 233 251 3861 article Margarida M. Marques margmmarq@gmail.com Jose Azevedo jmpazevedo@gmail.com Aim/Purpose: From an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants’ enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors’ aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background: A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology: This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the ‘As alterações climáticas nos média escolares - Clima@EduMedia’ course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change Contribution: By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings: This work major finding is a literature-based and empirically-refined MOOC success factors analysis framework. Recommendations for Practitioners: The proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for Researchers: This work’s relevance is also based on its contribution to increasing empirical research on MOOCs. Impact on Society: By providing a proposal of a framework on factors to make a MOOC successful, the authors hope to contribute to the quality of MOOCs. Future Research: Future work should refine further the proposed framework, by in testing it against data collected in other MOOCs. http://www.informingscience.org/Publications/3861 distance education lifelong learning Massive Open Online Courses (MOOCs) success factors framework content analysis climate change eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-10-24 16 253 275 3877 article Vaclav Dobias dobias@pf.jcu.cz Michal Šerý kyklop@pf.jcu.cz Václav Šimandl simandl@pf.jcu.cz Aim/Purpose: The traditional method of teaching e-safety by lecturing is not very effective. Despite learners often being equipped with the right knowledge, they reject the need to act accordingly. There is a need to improve the way digital e-safety is taught. Background: The study compares four different teaching styles, examining how each affected the way students perceive a range of e-safety keywords and consequently the way they approach this issue. Methodology: The semantic differential technique was used to carry out the research. Students completed a semantic differential questionnaire before and after lessons. A total of 405 first year undergraduates took part in the study. Contribution: The paper contributes to the debate on appropriate methods for teaching e-safety, with an aim to influence learners’ attitudes. Findings: Experience-based learning seems to be very effective, confronting students with an e-safety situation and providing them with a negative experience. This teaching method had the biggest influence on students who were deceived by the prepared e-safety risk situation. Recommendations for Practitioners: E-safety instruction can be enhanced by ensuring that lessons provide students with a personal experience. Recommendation for Researchers: The semantic differential technique can be used to measure changes in learners’ attitudes during the teaching process. Impact on Society: Our findings may bring improvements to the way e-safety topics are taught, which could, in turn, evoke in learners a more positive e-safety attitude and a desire to improve their e-safety behavior. Future Research: More research needs to be carried out to examine how the experiential learning method affects the attitudes of younger learners (primary, middle, and high school students). http://www.informingscience.org/Publications/3877 e-safety teaching methods experience-based learning lecture expert’s talk group learning semantic differential eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2017-12-13 16 277 290 3904 article Esmael A. Salman esmael@arabcol.ac.il Aim/Purpose: This study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents’ percentage, reliability and the amount of verbal comments written by students. Background: The quality of teaching is an important component of academic work. There are various methods for testing the quality of teaching; one of these methods is through students’ feedback. Methodology: This study used a quantitative approach, including the quantification of qualitative verbal data collected through an open question in the questionnaire. A sample of 180 courses was randomly chosen, 90 courses were evaluated manually and 90 were evaluated online. The number of students ranges from 7 to 60 students per course. In total 4678 students participated in the study. Contribution: The findings show that there is almost an identical pattern of feedback of manual and online course teaching evaluation. These findings encourage a continued use of this evaluation method. Findings: No significant differences were found between manual feedback and online feedback in the students’ evaluation of the lecturer/course. The percentage of respondents was significantly higher in the manual feedback than in the online feedback. The number of qualitative comments was significantly greater in the online feedback than in the manual feedback. Impact on Society: The findings of this study refute the claims with regard to the unreliability of an online teaching evaluation. These findings reflect the advantages of using online feedback, such as cost savings, granting more time to students in order to provide feedback, and reducing disturbance during lectures. Future Research: The gender aspect was not taken into account in the study. Therefore, we recommend conducting a follow-up study that will examine gender differences in directions of- difference between male and female lecturers, and differences between male and female students in teaching evaluation. http://www.informingscience.org/Publications/3904 teaching quality manual teaching evaluation online teaching evaluation eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-12-27 15 i iii 2343 article Lynn Jeffrey l.m.jeffrey@massey.ac.nz http://www.informingscience.org/Publications/2343 table of contents JITE IT education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-12-27 15 001 017 2330 article Svetlana Peltsverger speltsve@kennesaw.edu Guangzhi Zheng gzheng@kennesaw.edu The paper describes the development of four learning modules that focus on technical details of how a person’s privacy might be compromised in real-world scenarios. The paper shows how students benefited from the addition of hands-on learning experiences of privacy and data protection to the existing information technology courses. These learning modules raised students’ awareness of potential breaches of privacy as a user as well as a developer. The demonstration of a privacy breach in action helped students to design, configure, and implement technical solutions to prevent privacy violations. The assessment results demonstrate the strength of the technical approach. http://www.informingscience.org/Publications/2330 Privacy Education Curriculum Information Security Information Assurance eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-01-26 15 019 034 3395 article Larysa V Lysenko larysa.lysenko@education.concordia.ca Steven Rosenfield rosenfield.steven@gmail.com Helena Dedic helena.dedic@gmail.com Annie Savard annie.savard@mcgill.ca Einat Idan einat.idan@education.concordia.ca Philip C. Abrami abrami@education.concordia.ca Anne Wade anne.wade@education.concordia.ca Nadia Naffi nadia.naffi@education.concordia.ca The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, Number Concept, was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total, 234 grade one students from 12 classes participated in the two-group post-test study that lasted about seven weeks and for which students in the experimental group used ELM for about 30 minutes weekly. The results for the final sample of 186 students showed that ELM students scored higher on the standardized math test (Canadian Achievement Test, 2008) and reported less boredom and lower anxiety as measured on the Academic Emotions Questionnaire than their peers in the control group. This short duration pilot study of one ELM theme holds great promise for ELM’s continued development. http://www.informingscience.org/Publications/3395 Interactive online software early elementary mathematics instruction numeracy skills number concept dispositions towards mathematics two-group post-test design eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-02-16 15 035 052 3406 article Pontus Wärnestål pontus.warnestal@hh.se This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients. http://www.informingscience.org/Publications/3406 Education design studio learning Human-Computer Interaction user-centered design formation and transformation of knowledge eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-03-31 15 053 073 3421 article Hayden Wimmer hwimmer@georgiasouthern.edu Jie Du dujie@gvsu.edu Roy Rada rada@umbc.edu The Hour of Code is a one-hour introduction to computer science organized by Code.org, a non-profit dedicated to expanding participation in computer science. This study investigated the impact of the Hour of Code on students’ attitudes towards computer programming and their knowledge of programming. A sample of undergraduate students from two universities was selected to participate. Participants completed an Hour of Code tutorial as part of an undergraduate course. An electronic questionnaire was implemented in a pre-survey and post-survey format to gauge the change in student attitudes toward programming and their programming ability. The findings indicated the positive impact of the Hour of Code tutorial on students’ attitude toward programming. However, the students’ programming skills did not significantly change. The authors suggest that a deeper alignment of marketing, teaching, and content would help sustain the type of initiative exemplified by the Hour of Code. http://www.informingscience.org/Publications/3421 computer science education advocacy Hour of Code Code.org online tutorials in-troductory computer programming survey eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-06-20 15 075 098 3524 article Sharon W. Tabor stabor@boisestate.edu Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today’s smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A cross-disciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester and shared thoughts, ideas, resources, and examples, while experimenting with mobile learning activities in individual classes. This paper summarizes student perceptions and adoption intent for using mobile devices for learning, and discusses implementation issues for faculty in adding mobile learning to a college course. Outcomes reflect that mobile learning adoption is not a given, and students need help in using and understanding the value in using personal devices for learning activities. http://www.informingscience.org/Publications/3524 Mobile Learning GenM TAM Activity Theory Responsive Web Design eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-06-25 15 099 115 3526 article Emmanuel Fokides fokides@aegean.gr Immigrant students face a multitude of problems, among which are poor social adaptation and school integration. On the other hand, although digital narrations are widely used in education, they are rarely used for aiding students or for the resolution of complex problems. This study exploits the potential of digital narrations towards this end, by examining how the development and presentation of an autobiographical digital narration can assist immigrant students in overcoming their adaptation difficulties. For that matter, a female student presenting substantial problems was selected as the study’s subject. Data was collected from all the participating parties (subject, teacher, classmates) using a variety of tools, before, during, and after the intervention. It was found that through the digital narration she was able to externalize her thoughts and feelings and this, in turn, helped her in achieving a smoother integration in the school environment. In addition, the attitudes and perceptions of the other students for their foreign classmate were positively influenced. The intervention was short in duration and it did not require special settings. Hence, it can be easily applied and educators can consider using similar interventions. On the other hand, further research is recommended to establish the generalizability of the study’s findings. http://www.informingscience.org/Publications/3526 digital storytelling autobiographical narration school integration immigrant student intercultural education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-06-25 15 117 143 3527 article Todd Sloan Chener tcherner@coastal.edu Alex Fegely agfegely@coastal.edu Cheng-Yuan Lee clee@coastal.edu Lauren A Santaniello lsantaniello@rih.org Since the advent of the iPhone and rise of mobile technologies, educational apps represent one of the fastest growing markets, and both the mobile technology and educational app markets are predicted to continue experiencing growth into the foreseeable future. The irony, however, is that even with a booming market for educational apps, very little research regarding the quality of them has been conducted. Though some instruments have been developed to evaluate apps geared towards student learning, no such instrument has been created for teacher resource apps, which are designed to assist teachers in completing common tasks (e.g., taking attendance, communicating with parents, monitoring student learning and behavior, etc.). Moreover, when teachers visit the App Store or Google Play to learn about apps, the only ratings provided to them are generic, five-point evaluations, which do not provide qualifiers that explain why an app earned three, two, or five points. To address that gap, previously conducted research related to designing instructional technologies coupled with best practices for supporting teachers were first identified. That information was then used to construct a comprehensive rubric for assessing teacher re-source apps. In this article, a discussion that explains the need for such a rubric is offered before describing the process used to create it. The article then presents the rubric and discusses its different components and potential limitations and concludes with suggestions for future research based on the rubric. http://www.informingscience.org/Publications/3527 Instructional Technology Teacher Resources Educational Apps and Tablets eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-08-29 15 145 165 3547 article Amanda Sullivan Amanda.Sullivan@tufts.edu Marina Umashi Bers Marina.Bers@tufts.edu Prior work demonstrates the importance of introducing young children to programming and engineering content before gender stereotypes are fully developed and ingrained in later years. However, very little research on gender and early childhood technology interventions exist. This pilot study looks at N=45 children in kindergarten through second grade who completed an eight-week robotics and programming curriculum using the KIWI robotics kit. KIWI is a developmentally appropriate robotics construction set specifically designed for use with children ages 4 to 7 years old. Qualitative pre-interviews were administered to determine whether participating children had any gender-biased attitudes toward robotics and other engineering tools prior to using KIWI in their classrooms. Post-tests were administered upon completion of the curriculum to determine if any gender differences in achievement were present. Results showed that young children were beginning to form opinions about which technologies and tools would be better suited for boys and girls. While there were no significant differences between boys and girls on the robotics and simple programming tasks, boys performed significantly better than girls on the advanced programming tasks such as, using repeat loops with sensor parameters. Implications for the design of new technological tools and curriculum that are appealing to boys and girls are discussed. http://www.informingscience.org/Publications/3547 early childhood robotics programming gender eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-10-30 15 167 179 3587 article Jodi Oakman j.oakman@latrobe.edu.au The nexus between paid work and study is important. Developing opportunities to facilitate this link is a key part of good course design especially in postgraduate programs. Strong communities of practice can also assist with improving links between research and practice. The online study environment affords some challenges to achieving these goals. The current study proposes that offering formalised interaction points— synchronous or asynchronous— during online study, is critical to facilitating the link between work and study. Twenty-five graduates of a postgraduate program were interviewed to explore their experiences of an online program of study. Three key themes emerged and are described in this paper: engaging with study, building a new framework for my practice, and implementing changes to my practice. Online learning programs need to embed opportunities for interaction that are meaningful and allow for development of ideas and discussion, aiming to take learning beyond the program of study. http://www.informingscience.org/Publications/3587 distance education community of practice interactions online learning network eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-12-13 15 181 194 3624 article Rosemary Stockdale rstockdale@swin.edu.au Therese Keane tkeane@swin.edu.au This paper reports on the outcomes from a pilot study targeted at mothers of school children in Melbourne, Australia. The aim of the study was to engender a positive view of technology in the participants and to introduce the concept of Information Technology (IT) as a potential career. Mothers were given the opportunity to develop basic IT skills and learn about different IT career pathways for their children with an emphasis on their daughters’ choices. Mothers were offered an evening course over a four week period that was designed to introduce them to a range of social media and Web 2.0 tools. Their opinions were documented using both questionnaires and informal discussions. It explored whether their attitudes towards IT can be changed by up-skilling and introducing them to the technologies their children commonly use. The findings of the pilot study suggest that addressing this demographic has the potential to make the participants question their pre-conceptions about IT careers for women. http://www.informingscience.org/Publications/3624 gender and IT information technology professionals mothers parental influences eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-12-14 15 195 222 3617 article Kumar Yelamarthi yelam1k@cmich.edu Eron Drake drake1ee@cmich.edu Matthew Prewett prewe1ms@cmich.edu Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting. http://www.informingscience.org/Publications/3617 collaborative learning; interactive learning environments; flipped classroom; instructional design eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2016-12-16 15 223 239 3625 article April H. Reed reeda@ecu.edu Tendai A Dongo TendaiDongo@alumni.ecu.edu Margaret T. O'Hara oharam@ecu.edu Pair programming is a collaborative programming practice that places participants in dyads, working in tandem at one computer to complete programming assignments. Pair programming studies with Computer Science (CS) and Software Engineering (SE) majors have identified benefits such as technical productivity, program/design quality, academic performance, and increased satisfaction for their participants. In this paper, pair programming is studied with Management Information Systems (MIS) majors, who (unlike CS and SE majors taking several programming courses) typically take only one programming course and often struggle to develop advanced programming skills within that single course. The researchers conducted two pair programming experiments in an introductory software development course for MIS majors over three semesters to determine if pair programming could enhance learning for MIS students. The program results, researchers’ direct observations, and participants’ responses to a survey questionnaire were analyzed after each experiment. The results indicate that pair programming appears to be beneficial to MIS students’ technical productivity and program design quality, specifically the ability to create programs using high-level concepts. Additionally, results confirmed increased student satisfaction and reduced frustration, as the pairs worked collaboratively to produce a program while actively communicating and enjoying the process. http://www.informingscience.org/Publications/3625 pair programming collaborative learning MIS curriculum collaborative programming eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-01-22 14 i iii 2099 article Lynn Jeffrey l.m.jeffrey@massey.ac.nz http://www.informingscience.org/Publications/2099 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-01-22 14 001 016 2100 article Kenneth David Strang kenneth.strang@gmail.com An online Moodle Workshop was evaluated for peer assessment effectiveness. A quasi-experiment was designed using a Seminar in Professionalism course taught in face-to-face mode to undergraduate students across two campuses. The first goal was to determine if Moodle Workshop awarded a fair peer grader grade. The second objective was to estimate if students were consistent and reliable in performing their peer assessments. Statistical techniques were used to answer the research hypotheses. Although Workshop Moodle did not have a built-in measure for peer assessment validity, t-tests and reliability estimates were calculated to demonstrate that the grades were consistent with what faculty expected. Implications were asserted to improve teaching and recommendations were provided to enhance Moodle. http://www.informingscience.org/Publications/2100 Moodle Workshop learning management system peer assessment reliability eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-03-23 14 017 038 2158 article Dimitra Theodosiadou theodim@sch.gr Angelos Konstantinidis angelntini@gmail.com Electronic portfolios (e-portfolios) have a positive impact on the learning process in a broad range of educational sectors and on learners of all ages. Yet because most e-portfolio-related studies are about their implementation in higher education, this type of research is less usual in the early childhood context, and there is no available research for Greek schools. This study aims to investigate the impact of e-portfolios on learning in a Greek primary school and to provide a resource regarding the educational benefits of e-portfolio in primary education. To do that, it employs the qualitative naturalistic method to collect data, along with mixed methods which were used to achieve triangulation and strengthen confidence in the outcomes. Participants in the research were fourteen 8-year-old pupils, and one of the researchers was their regular teacher. Data evaluation revealed that the e-portfolio added value in pupils’ learning, acted as a medium to involve parents, promoted pupils’ self-esteem, and was acknowledged as a valuable assessment tool and a challenge for the school community. Based on the experience of the e-portfolio implementation, the authors provide some suggestions that would possibly help researchers and primary school teachers adopt and develop e-portfolio systems in their particular settings. http://www.informingscience.org/Publications/2158 e-portfolio Greek primary school learning PowerPoint qualitative method eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-03-27 14 039 062 2164 article Roger McHaney mchaney@ksu.edu Merrill Warkentin m.warkentin@msstate.edu David Sachs dsachs@pace.edu Michael Brian Pope mpope5678@gmail.com Dustin Ormond dustinormond@creighton.edu The ways people connect, interact, share, and communicate have changed due to recent developments in information technology. These developments, categorized as social media, have captured the attention of business executives, technologists, and education professionals alike, and have altered many business models. Additionally, the concept of social media impacts numerous sub-disciplines within business and has become an important issue with operational, tactical, and strategic considerations. Despite this interest, many business schools do not have courses involving social media technologies and applications. In those that do, the placement and focus of the course varies considerably. This article provides motivation and insight into the process of developing an approach for effectively teaching social media use in business. Additionally, it offers implementation examples of courses taught at three major universities. The article concludes with lessons-learned that will give instructors practical guidance and ensure that social media courses taught in a business school provide students with a solid basis for integrating social media into business practice. http://www.informingscience.org/Publications/2164 social media teaching higher education business education course development eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-04-14 14 063 083 2176 article Kevin Sullivan kevin@bridge21.ie Kevin Marshall kevmar@microsoft.com Brendan Tangney tangney@tcd.ie This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process. http://www.informingscience.org/Publications/2176 Collaborative Learning Technology Teamwork Peer learning Peer teaching Project-based Bridge21 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-04-20 14 085 099 2189 article Chengcheng Li chengcheng.li@uc.edu As both the frequency and the severity of network breaches have increased in recent years, it is essential that cybersecurity is incorporated into the core of business operations. Evidence from the U.S. Bureau of Labor Statistics (Bureau of Labor Statistics, 2012) indicates that there is, and will continue to be, a severe shortage of cybersecurity professionals nationwide throughout the next decade. To fill this job shortage we need a workforce with strong hands-on experience in the latest technologies and software tools to catch up with the rapid evolution of network technologies. It is vital that the IT professionals possess up-to-date technical skills and think and act one step ahead of the cyber criminals who are constantly probing and exploring system vulnerabilities. There is no perfect security mechanism that can defeat all the cyber-attacks; the traditional defensive security mechanism will eventually fail to the pervasive zero-day attacks. However, there are steps to follow to reduce an organization’s vulnerability to cyber-attacks and to mitigate damages. Active security tests of the network from a cyber-criminal’s perspective can identify system vulnerabilities that may lead to future breaches. “If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. But if you know the enemy and know yourself, you need not fear the result of hundred battles” (Sun, 2013). Penetration testing is a discipline within cybersecurity that focuses on identifying and exploiting the vulnerabilities of a network, eventually obtaining access to the critical business information. The pentesters, the security professionals who perform penetration testing, or ethical hackers, break the triad of information security - Confidentiality, Integrity, and Accountability (CIA) - as if they were a cyber-criminal. The purpose of ethical hacking or penetration testing is to know what the “enemy” can do and then generate a report for the management team to aid in strengthening the system, never to cause any real damages. This paper introduces the development of a penetration testing curriculum as a core class in an undergraduate cybersecurity track in Information Technology. The teaching modules are developed based on the professional penetration testing life cycle. The concepts taught in the class are enforced by hands-on lab exercises. This paper also shares the resources that are available to institutions looking for teaching materials and grant opportunities to support efforts when creating a similar curriculum in cybersecurity. http://www.informingscience.org/Publications/2189 Cybersecurity Curriculum Development Penetration Testing Ethical Hacking Computer Networking eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-04-28 14 101 124 2209 article Susan Zimlich susan.zimlich@selu.edu Technology skills are assumed to be a necessity for college and career success, but technology is constantly evolving. Thus, development of students’ technology skills is an on-going and persistent issue. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that help students adapt to changing working environments. These skills resemble the National Association for Gifted Children’s program and teacher preparation standards. Descriptive research about what is already occurring in classrooms has been done, but the information is frequently limited to a list of activities. A qualitative multi-case phenomenological study of six Alabama teachers of the gifted examined how they use and shape technology experiences with students, and promote student learning of 21st century skills. The teachers were chosen for the case study due to their reputation as teachers skilled in using technology with students. Lesson plans, interviews, and observations were used to discover themes between the teachers. Findings from the research indicate that educational technology use with students is shaped by factors such as teacher attitudes and expertise, available equipment and support, pedagogical decisions related to working with technology, and the particular student group participating in the technology use. http://www.informingscience.org/Publications/2209 Educational technology gifted qualitative study elementary education eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-05-22 14 125 143 2250 article John R. Drake drakejo@ecu.edu Margaret T. O'Hara oharam@mail.ecu.edu Elaine Seeman seemane@ecu.edu New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decisions made in its development. These decisions, when paired with the theoretical framework, suggest five principles – meaningful, engaging, measurable, accessible, and scalable – may be applicable to future MOOC development projects. http://www.informingscience.org/Publications/2250 Online education theory development instructional design MOOC case study eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-06-10 14 145 169 2252 article Minh Q. Huynh minh.huynh@selu.edu Prashant Ghimire Prashant.Ghimire@selu.edu As mobile devices become prevalent, there is always a need for apps.  How hard is it to develop an app especially a cross-platform app? The paper shares an experience in a project involved the development of a student services web app that can be run on cross-platform mobile devices.  The paper first describes the background of the project, the clients, and the proposed solution.  Then, it focuses on the step-by-step development processes and provides the illustration of written codes and techniques used.  The goal is for readers to gain an understanding on how to develop a mobile-friendly web app.  The paper concludes with teaching implications and offers thoughts for further development.   http://www.informingscience.org/Publications/2252 Web-app mobile-friendly web app open-source software web database cross platform app HTML5 PHP CSS JavaScript eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-06-13 14 171 189 2263 article Xihui "Paul" Zhang xzhang6@una.edu John D. Crabtree jcrabtree@una.edu Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We present a classic brain teaser that is used to communicate and demonstrate advanced software development concepts and techniques. Our results show that students with varied academic experiences and goals, assuming at least one procedural/structured programming pre-requisite, can benefit from and also be challenged by such an exercise. Although this problem has been used by others in the classroom, we believe that our use of this problem in imparting such a broad range of topics to a diverse student population is unique. http://www.informingscience.org/Publications/2263 Information technology education object-oriented programming software engineering design techniques algorithm complexity eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-06-17 14 191 215 2175 article Damian Bebell bebell@bc.edu Joseph Pedulla joseph.pedulla@bc.ed Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Although increasing students’ technology access may be associated with increased student achievement, there is little research directly investigating objective measures of student achievement. This study addresses the short-term and long-term quantitative impacts of one of the world’s first school efforts to provide Kindergarten through 3rd grade classrooms with 1:1 iPad access and a range of English Language Arts (ELA) and math Apps. This report summarizes two investigations conducted during this iPad implementation. First, a 9-week pre/post randomized control trial was conducted in which 8 Kindergarten classes used literacy and numeracy apps while another 8 Kindergarten classes used their traditional (non-iPad) resources. At the end of this short implementation period, slightly stronger literacy performance gains were observed in the iPad settings. In a second longitudinal study, three years of assessment data were explored before and after the 1:1 iPad implementation in grades K to 2. Results from the longitudinal study provide emerging evidence of potential increases in ELA achievement, but no consistent results in math achievement. This paper adds to the sparse literature in this area and provides a springboard for further research. http://www.informingscience.org/Publications/2175 tablet computers iPads early education Kindergarten student achievement randomized control trial early literacy 1:1 computing eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-09-07 14 217 235 2299 article Christina M Smith christina.smith@csuci.edu The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the “real-world” experience undertaken by students during the internship. Lower levels of satisfaction with the course’s academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course’s rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches. http://www.informingscience.org/Publications/2299 blended learning internship Communication assessment community eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-10-08 14 237 254 2304 article John English john.foreign@gmail.com Tammy English tammy.ros@gmail.com In this paper we discuss the use of automated assessment in a variety of computer science courses that have been taught at Israel Academic College by the authors. The course assignments were assessed entirely automatically using Checkpoint, a web-based automated assessment framework. The assignments all used free-text questions (where the students type in their own answers). Students were allowed to correct errors based on feedback provided by the system and resubmit their answers. A total of 141 students were surveyed to assess their opinions of this approach, and we analysed their responses. Analysis of the questionnaire showed a low correlation between questions, indicating the statistical independence of the individual questions. As a whole, student feedback on using Checkpoint was very positive, emphasizing the benefits of multiple attempts, impartial marking, and a quick turnaround time for submissions. Many students said that Checkpoint gave them confidence in learning and motivation to practise. Students also said that the detailed feedback that Checkpoint generated when their programs failed helped them understand their mistakes and how to correct them. http://www.informingscience.org/Publications/2304 automated assessment self-paced learning ‘little and often’ assessment feedback multiple attempts plagiarism survey analysis eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-12-04 14 255 265 2326 article Carl Weckerle weckerlec@macomb.edu Sarah A Dysart sdysart@luc.edu While many institutions provide centralized technology support for faculty, there is a lack of centralized professional development opportunities that focus on simultaneously developing instructors’ technological, pedagogical, and content knowledge (TPACK) in higher education. Additionally, there are few professional development opportunities for faculty that continue throughout the practice of teaching with technology. We propose a model of continuing professional development that provides instructors with the ability to meaningfully integrate technology into their teaching practices through centralized support for developing TPACK. In doing so, we draw upon several theoretical frameworks and evidence based practices. http://www.informingscience.org/Publications/2326 professional development higher education technology integration TPACK eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2014-01-01 13 i iii 1937 article http://www.informingscience.org/Publications/1937 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2014-01-01 13 001 011 1938 article Lorraine Staehr l.staehr@latrobe.edu.au Mary B. Martin m.martin@latrobe.edu.au Ka Ching Chan Ka.Chan@latrobe.edu.au http://www.informingscience.org/Publications/1938 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2014-01-01 13 013 024 1957 article Becky Sue Parton drbeckysue@gmail.com http://www.informingscience.org/Publications/1957 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2014-01-01 13 025 043 1964 article Damian Schofield schofield@cs.oswego.edu http://www.informingscience.org/Publications/1964 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2014-01-01 13 045 055 1972 article Patricia Tanner ptanner@oswego.edu Carly Karas Karas@oswego.edu Damian Schofield schofield@cs.oswego.edu http://www.informingscience.org/Publications/1972 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2014-01-01 13 057 067 1992 article Azad Ali Azad.Ali@IUP.edu David T Smith David.Smith@iup.edu http://www.informingscience.org/Publications/1992 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2014-01-01 13 069 088 2077 article Yanyan Sun ys162210@ohio.edu Fei Gao gaof@bgsu.edu http://www.informingscience.org/Publications/2077 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2014-12-22 13 089 109 2087 article Melisa Koorsse Melisa.Koorsse@nmmu.ac.za Werner Anton Olivier waolivier@nmmu.ac.za Jean Greyling Jean.Greyling@nmmu.ac.za http://www.informingscience.org/Publications/2087 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2014-12-22 13 111 127 2088 article Azad Ali Azad.Ali@IUP.edu David T Smith David.Smith@iup.edu http://www.informingscience.org/Publications/2088 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-01-08 13 129 152 2093 article Damian Bebell bebell@bc.edu Apryl Clarkson aprylclarkson@gmail.com James Burraston james.burraston@bc.edu http://www.informingscience.org/Publications/2093 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2015-01-08 13 153 169 2094 article Mollie Elkin mollie.elkin@tufts.edu Amanda Sullivan Amanda.Sullivan@tufts.edu Marina Umashi Bers Marina.Bers@tufts.edu http://www.informingscience.org/Publications/2094 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 i iii 1758 article http://www.informingscience.org/Publications/1758 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 001 011 1759 article Angelina Hill Angelina-Hill@redwoods.edu Bea Babbitt Bea.Babbitt@unlv.edu http://www.informingscience.org/Publications/1759 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 013 028 1764 article David Akopian david.akopian@utsa.edu Arsen Melkonyan arsen.melkonyan@utsa.edu Santosh C. Golgani bottachandana@gmail.com Timothy T. Yuen timothy.yuen@utsa.edu Can Saygin can.saygin@utsa.edu http://www.informingscience.org/Publications/1764 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 029 043 1768 article Kodai Kusano kusano.suu@gmail.com Sarah Frederiksen sarahfrederiksen@suumail.net LeAnne Jones leanne.jones3369@gmail.com Michiko Kobayashi kobayashi@suu.edu Yui Mukoyama pyui.m0506@gmail.com Taku Yamagishi yellowblockworm@gmail.com Kengo Sadaki greatkengo7@gmail.com Hiroki Ishizuka ishizuka0040@gmail.com http://www.informingscience.org/Publications/1768 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 045 058 1769 article Frederik Gerhardus Hattingh HattinghFG@tut.ac.za Albertus A. K. Buitendag BertieBuitendag@gmail.com Jacobus S. Van Der Walt vanderWaltJS@tut.ac.za http://www.informingscience.org/Publications/1769 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 059 071 1770 article Alexander Pasko apasko@bournemouth.ac.uk Valery Adzhiev vadzhiev@bournemouth.ac.uk Evgeniya Malikova malikova@sv-journal.com Victor Pilyugin pilyugin@sv-journal.com http://www.informingscience.org/Publications/1770 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 073 089 1774 article Oduronke Temitope Eyitayo eyitayoo@mopipi.ub.bw http://www.informingscience.org/Publications/1774 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 091 099 1775 article Anne Therese Venables Anne.Venables@vu.edu.au Grace Tan Grace.Tan@vu.edu.au Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au http://www.informingscience.org/Publications/1775 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 101 112 1782 article Donna M. Grant grantd@nccu.edu Alisha D. Malloy amalloy@nccu.edu Gail P. Hollowell ghollowell@nccu.edu http://www.informingscience.org/Publications/1782 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 113 127 1791 article Abdallah Tubaishat abdallah.tubaishat@zu.ac.ae Azzedine Lansari Azzedine1@yahoo.com http://www.informingscience.org/Publications/1791 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 129 146 1829 article Lily Wong lily.wong@vu.edu.au http://www.informingscience.org/Publications/1829 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 147 157 1857 article S. 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Kazakoff Elizabeth.Kazakoff@tufts.edu Marina Umashi Bers Marina.Bers@tufts.edu http://www.informingscience.org/Publications/1887 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 221 237 1889 article Recep Cakir recepcakir@gmail.com Soner Yildirim soner@metu.edu.tr http://www.informingscience.org/Publications/1889 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 239 251 1896 article David Tuffley d.tuffley@griffith.edu.au Amy Antonio amy.antonio@usq.edu.au http://www.informingscience.org/Publications/1896 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 253 286 1900 article Rochell R. McWhorter rmcwhorter@uttyler.edu Julie A. Delello jdelello@uttyler.edu Paul B. Roberts proberts@uttyler.edu Cindy M. Raisor c-raisor@tamu.edu Debra A. Fowler dfowler@tamu.edu http://www.informingscience.org/Publications/1900 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 287 298 1903 article George C. Philip philip@uwosh.edu Soo-Young Moon moon@uwosh.edu http://www.informingscience.org/Publications/1903 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2013-01-01 12 299 319 1920 article Zouheir Trabelsi trabelsi@uaeu.ac.ae Walid Ibrahim walidibr@uaeu.ac.ae http://www.informingscience.org/Publications/1920 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 i iv 1543 article http://www.informingscience.org/Publications/1543 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 001 024 1544 article Jan Recker j.recker@qut.edu.au Steven Alter alter@usfca.edu http://www.informingscience.org/Publications/1544 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 025 037 1545 article Xuesong (Sonya) Zhang szhang@csupomona.edu Bradley Dorn bdorn@csufresno.edu http://www.informingscience.org/Publications/1545 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 039 052 1546 article John R. Drake drakejo@ecu.edu http://www.informingscience.org/Publications/1546 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 053 070 1562 article Zlatko J. Kovacic Zlatko.Kovacic@openpolytechnic.ac.nz John Green John.Green@openpolytechnic.ac.nz http://www.informingscience.org/Publications/1562 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 071 084 1565 article Eugenia M. W. Ng Eugenia@ied.edu.hk Yiu Chi Lai yiuchi@ied.edu.hk http://www.informingscience.org/Publications/1565 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 085 096 1569 article Ramakrishna Ayyagari r.ayyagari@umb.edu Jonathan Tyks downtime6@gmail.com http://www.informingscience.org/Publications/1569 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 097 119 1582 article Christopher Cheong christopher.cheong@rmit.edu.au Vince Bruno vince.bruno@rmit.edu.au France Cheong france.cheong@rmit.edu.au http://www.informingscience.org/Publications/1582 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 121 137 1583 article Wanda Presthus prewan@nith.no Bendik Bygstad bygben@nith.no http://www.informingscience.org/Publications/1583 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 139 157 1586 article Ian Wayman ianjw1@gmail.com Michael Kyobe michael.kyobe@uct.ac.za http://www.informingscience.org/Publications/1586 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 159 177 1587 article France Cheong france.cheong@rmit.edu.au Christopher Cheong christopher.cheong@rmit.edu.au Ferry Jie ferry.jie@rmit.edu.au http://www.informingscience.org/Publications/1587 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 179 197 1687 article Brian Thoms Brian@BrianThoms.com http://www.informingscience.org/Publications/1687 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 199 211 1689 article Tian Luo tl303308@ohio.edu Fei Gao gaof@bgsu.edu http://www.informingscience.org/Publications/1689 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 213 226 1699 article Carmen Pérez-Sabater cperezs@idm.upv.es Begoña Montero-Fleta bmontero@idm.upv.es http://www.informingscience.org/Publications/1699 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 227 250 1712 article H. 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Grami ggrami@kau.edu.sa http://www.informingscience.org/Publications/1717 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 283 300 1719 article Anil Aggarwal aaggarwal@ubalt.edu Veena Adlakha vadlakha@ubalt.edu Terry Ross tross@ubalt.edu http://www.informingscience.org/Publications/1719 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 301 317 1720 article Colin F. Mang colinm@nipissingu.ca Leslie J. Wardley lesliew@nipissingu.ca http://www.informingscience.org/Publications/1720 eng Informing Science Institute Journal of Information Technology Education: Innovations in Practice (JITE:IIP) 2165-3151 2165-316X 2012-01-01 11 319 325 1722 article Richard G. 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