eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2026-01-16 25 .i iii 5703 article Table of Contents for JITE: Research, Volume 25, 2026 http://www.informingscience.org/Publications/5703 JITE IT education education research table of contents eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2026-01-16 25 5691 article Adi Nugroho Adi3748@gmail.com Smriti singh smritisinghiitp@gmail.com Aim/Purpose: This paper examines the effect of using Quizizz on students’ learning motivation and test anxiety in an EFL classroom in Indonesia, employing Keller’s ARCS model of motivation as the theoretical framework. Background: Engaging students in the learning process can be challenging, particularly in the current environment where many students rely heavily on digital devices outside the classroom. Therefore, the education sector faces a new challenge and needs to adapt to new demands, modifying programs to better meet the needs of learners. Recently, interest has increased in researching learning approaches that can motivate students to learn, such as gamification. Methodology: This study employed a quantitative approach, utilizing numerical values obtained from the survey to explain and clarify a particular phenomenon being observed – 62 EFL students who completed four learning sections incorporated with Quizizz as a gaming tool. After the final session, a questionnaire was distributed to all students to gauge their perspective on using Quizizz in the classroom. The data were analyzed using SEM-PLS with SmartPLS4 software. Contribution: This study contributes to several aspects in the educational field, such as the theory testing of the ARCS model by Keller in EFL, the effect of gamified assessment by Quizizz on students’ motivation and test anxiety, providing an insight into gamified assessment usage for language learning, as well as recommendations for stakeholders to integrate gamification with their teaching and learning activities. Findings: Two research questions and eight hypotheses were proposed to guide the direction of this study. The analysis showed that five out of eight hypotheses are supported. Confidence, relevance, and satisfaction were found to have a positive effect on students’ motivation, while test anxiety was influenced by students’ attention and confidence levels. Several factors may explain these findings, including students’ digital literacy and specific features of Quizizz, as well as the application’s competitive elements. Recommendations for Practitioners: The findings suggest that teachers can effectively incorporate Quizizz as an assessment tool in their classrooms, as it enhances student motivation. While gamification can enhance motivation, it may not always reduce anxiety, particularly if competitive elements heighten stress. Therefore, educators need to design gamification strategies carefully to maximize motivation while minimizing test anxiety. Recommendation for Researchers: Researchers in this area can focus on the qualitative approach to understanding external factors that may exist and affect their motivation and test anxiety. Instruments such as interviews can gain an in-depth understanding of students’ perceptions that numerical data alone cannot explain. Impact on Society: The study’s outcomes suggest that through gamification, students can benefit from enhanced engagement and motivation, leading to improved academic performance. This study offers empirical, model-based evidence that can help policymakers, curriculum designers, and institutional leaders understand how to implement gamified digital tools, such as Quizizz, to enhance learning experiences. Future Research: Future research should explore additional factors, such as self-regulation skills and coping mechanisms, and investigate familiarity to understand better how gamification interacts with students’ emotional experiences in learning settings. http://www.informingscience.org/Publications/5691 SEM Quizizz ARCS EFL students’ motivation test anxiety eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2026-01-26 25 5693 article Jameson Goto jgoto@uj.ac.za Katherine L Fourie katyfourie@gmail.com Geoffrey Lautenbach geoffl@uj.ac.za Aim/Purpose: The study investigates the factors influencing the acceptance and utilisation of large language models (LLMs) (predictor variables of LLM usage), such as ChatGPT, in Learning design by instructional designers and university-teaching academics from various countries. Background: Large language models (LLMs) have exploded onto the scene, transforming the landscape of learning design. Instructional designers and university teaching academics have been overburdened with content creation for their teaching programmes, and the arrival of LLM models will help in this regard by developing more interactive content that drives student engagement and, in turn, contributes to student success. Since LLMs are a relatively new phenomenon, little is known about the factors influencing their acceptance in learning design; therefore, this research is needed, as learning design principles are the bedrock of student engagement and success. Methodology: A cross-sectional correlational quantitative study was employed. Data was collected using an online questionnaire posted on social media, including LinkedIn, from 203 instructional designers and university teaching academics. Purposive and snowball sampling methods were used to target instructional designers and university teaching academics at colleges and universities worldwide. Participants were asked to share the survey link with fellow instructional designers and university-teaching academics in their communities. The factor structure of the data was determined using exploratory factor analysis. Nonetheless, the factor structure derived from the LLMs did not entirely reflect the original configuration of the Unified Theory of Acceptance and Use of Technology (UTAUT3), as certain predictors appeared to coalesce, indicating LLMs’ unique nature in learning design. Confirmatory factor analysis was used to verify the fit of the data on the measurement model. First-order and second-order structural modelling were used to identify the structural relationships among the variables. Contribution: The study determines significant factors for the acceptance of LLMs by instructional designers and academic teaching staff in learning design, enabling possible opportunities for best practices in the field through interventions to optimize LLM usage. The study applies the technology acceptance model to the emerging LLM technology and extends the technology acceptance model by adding the trust construct as a predictor variable. Findings: The structural analysis results indicated that the ingrained LLM practices, LLM peer-driven expectations, innovative propensity towards LLM adoption, reliability and provider trust in LLMs, and ease of use and support influenced perceived LLM benefits and usage, but community standards and infrastructure had no influence. The second-order structural equation modelling indicated that perceived LLM benefits and usage and ingrained LLM habits contributed most to the learning design. Recommendations for Practitioners: Teaching academics and instructional designers must use LLMs in designing content, assessments, and interactive learning activities, and attend LLM training workshops on prompting and best practices in integrating LLMs into learning and teaching to see their benefits; hence, regular use of LLMs will then lead to trust and innovation in LLMs usage, enhancing learning design and improving student learning outcomes. Recommendation for Researchers: Researchers must use mixed methods approaches to have a deeper understanding of the factors influencing LLMs. Since habit and perceived LLM benefits and usage contributed the most variance to learning design, researchers must investigate strategies that optimise these factors in learning design, such as effective intervention strategies that can help form positive LLM habits. In addition, the findings provide researchers with a starting point for future research. Further researchers must investigate interventions that optimise the influence of personal innovativeness and trust that contributed the least variance to learning design, hence unlocking the potential of LLMs in learning design through innovation, responsible, and ethical use. Impact on Society: The use of LLMs in learning design has a high possibility of transforming education, specifically the learning design landscape. Using LLMs will free up more time for teaching academics and instructional designers so that they spend more time on higher-order thinking skill demands. Consequently, the students will be exposed to more engaging and interactive content, resulting in improved learning outcomes. Future Research: Future research must include context-derived external variables in technology acceptance models, such as levels of prompting competencies, to provide a deeper understanding of LLMs. In addition, future research must be based on the application and impact of LLMs on student engagement and success, and their attainment of 21st-century skills. http://www.informingscience.org/Publications/5693 artificial intelligence large language models instructional design teaching academics learning design habit social influence eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2026-03-04 25 5717 article Lisana Lisana lisana@staff.ubaya.ac.id Agung Satria Susanto s164223500@student.ubaya.ac.id Aim/Purpose: This study examined the factors influencing students’ continued intention to use LLM-based AI chat systems in higher education, addressing the limited research on sustainable AI adoption in learning contexts. The model integrates the Information Systems Success Model (ISSM) within the Stimulus-Organism-Response (S-O-R) framework, with Information Quality, Service Quality, System Quality, and Time Saving as stimuli, Satisfaction and Trust as organism variables, and Intention to Reuse as the response. Background: Artificial Intelligence (AI) has become an integral part of higher education in the era of the Fourth Industrial Revolution, primarily through Large Language Model (LLM)-based chat tools such as ChatGPT, Gemini, and Microsoft Copilot. These tools can transform the way students learn. Indonesia ranks sixth among global users of ChatGPT, indicating a strong interest in AI-based learning technologies. However, despite this rapid adoption, maintaining students’ continued engagement and trust in AI chat systems remains a significant challenge. Existing studies have primarily focused on initial adoption, leaving a limited empirical understanding of the psychological and system-related factors that sustain continued usage in developing country contexts. Methodology: This study adopted a quantitative approach using an online survey distributed to university students across three Indonesian cities: Surabaya, Makassar, and Semarang. A total of 432 valid responses were analyzed after data screening for outliers using Z-scores. Validity and reliability were tested through confirmatory factor analysis, Cronbach’s alpha, and composite reliability in SPSS. Structural Equation Modeling (SEM) using AMOS was then applied to examine causal relationships among constructs and assess model fit. Contribution: This study extends the application of the Stimulus-Organism-Response (S-O-R) framework to the educational domain, specifically in the context of repeated use of LLM-based AI chat systems. The novelty of this research lies in the inclusion of System Quality and Time Saving as stimulus variables. The mediating role of Satisfaction and its influence on Trust and Intention to Reuse further supports and strengthens findings from previous studies. Findings: The findings revealed that all four stimuli, Information Quality, Service Quality, System Quality, and Time Saving, affected Satisfaction, which subsequently enhanced Trust and strengthened students’ intention to continue using LLM-based AI chat systems. Among the observed pathways, the effect of Trust on continued use was the strongest. These results underscore that both technical quality and the psychological dimensions of student satisfaction and trust served as critical foundations for sustaining the integration of LLM-based AI chat technologies in academic settings. Recommendations for Practitioners: Developers of LLM-based AI chat systems should ensure the provision of accurate, relevant, and easily comprehensible information that supports critical thinking skills. System quality must be enhanced through fast response times, user-friendly interfaces, and reliable access. Services should be personalized to align with students’ profiles and include time-saving features such as content summarization. Recommendation for Researchers: Researchers examining the application of LLM-based AI chat systems are encouraged to explore a broader range of variables across the stimulus, organism, and response dimensions. Incorporating alternative theoretical frameworks and potential moderating factors could further enrich the analysis, offering a more comprehensive understanding of the determinants of sustained usage intentions toward LLM-based AI chat platforms. Impact on Society: The utilization of LLM-based AI chat systems can enhance learning effectiveness, accelerate information access, and foster greater student independence. These benefits contribute to strengthening the quality of higher education and improving readiness for the demands of the digital era. Future Research: Future research is recommended to include a larger proportion of postgraduate students (Master’s and Doctoral levels) to enhance academic diversity, and to expand the study area using a longitudinal design to capture long-term trends. Additionally, exploring participants from professional certification programs may offer valuable insights for further investigation into the sustained intention to use LLM-based AI chat systems. http://www.informingscience.org/Publications/5717 intention to reuse Chat AI LLM S-O-R learning university student eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-01-01 24 .i v 5429 article Table of Contents for JITE: Research, Volume 24, 2025 http://www.informingscience.org/Publications/5429 JITE IT education education research table of contents eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-01-01 24 5382 article Anas Husain anasjh@aabu.edu.jo Mohammed Ahmed Kofahi m_kofahi@aabu.edu.jo Aim/Purpose: In this study, we propose an AI technology-based learning model using ChatGPT and investigate its effect on students’ higher-order thinking (HOT) ability in an operating systems (OS) course. Background: A critical requirement for IT and engineering students is supporting them in understanding advanced OS concepts and fostering their HOT. HOT involves analysis, evaluation, and creation of new understanding, which promotes deeper learning, improved outcomes, and enhanced student experience. An AI technology-based learning that supports OS instruction and focuses on HOT presents a solution. However, little is known about integrating such an emerging technology into pedagogical contexts, and further investigation is necessary to explore the best design and implementation and investigate its empirical effect. Pedagogical designs with appropriate theoretical foundations should be added to the literature on AI technology-based applications. In this study, we propose an AI technology-based learning model using ChatGPT and investigate its effect on students’ performance in handling HOT tasks. Constructivism theory suggests that knowledge is constructed through the individual interactive experiences of learners rather than being passively absorbed. The proposed learning model is inspired by constructivism, which grants students an active role in building their understanding during in-class instruction rather than passively receiving information from the instructor. ChatGPT activities are designed to provide learners with personalized and interactive instruction to build new knowledge about OS topics. Methodology: This study comprises 53 undergraduate students enrolled in an OS course offered by the College of Information Technology at AL al-Bayt University in Jordan. The participants were distributed into an experimental group that received AI technology-based instruction using ChatGPT activities and a control group that received traditional instruction. Students were randomly assigned to both groups, and both groups were taught by the same instructor during the academic year 2022–2023. The study was conducted with a quasi-experimental design using a HOT test to evaluate and compare the students’ responses to HOT OS problems. Contribution: This study is one of the few studies that investigates and measures the ability of ChatGPT to foster students’ HOT. This study offers a novel contribution to the literature by illustrating the importance of employing AI chatbots to improve students’ ability to handle HOT tasks. The effect reported in this study resulting from the use of ChatGPT provides empirical evidence and valuable insights for researchers, practitioners, and educators about the importance of using AI technology-based learning and its related issues. This can guide instructional designers to apply AI-based appropriately. Findings: The findings show that the proposed AI technology-based learning model using ChatGPT improved students’ performance and supported their proficiency in responding to HOT OS tasks that span analyzing, evaluating, and creating cognitive levels. The proposed AI technology-based learning model that employed ChatGPT as a complementary tool helped students analyze, evaluate, and create a new self-understanding of OS topics, which fostered their HOT by 8.9%. Recommendations for Practitioners: This study recommends that practitioners who utilize ChatGPT should combine other common in-class activities instead of replacing them. Thus, in-class activities become more attractive, increasing their students’ motivation. Recommendation for Researchers: Researchers need to understand how to design and implement ChatGPT activities and the factors enhancing their positive impact on students and learning. Impact on Society: AI technology-based learning using ChatGPT can help students improve their learning outcomes and help their instructors deliver content, leading to more efficient and effective higher education. Appropriate design and use of ChatGPT activities within traditional learning activities can promote and en-courage the use of such a technology. Future Research: Additional research should be conducted to explore and measure motivation, engagement, and students’ in-class interaction due to the use of AI technology-based learning. Further experiments on other courses with different environmental variables are highly recommended. http://www.informingscience.org/Publications/5382 operating systems higher-order thinking tasks ChatGPT constructivism theory eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-01-03 24 5422 article Apostolos Kostas apkostas@aegean.gr Maria Dimeli maridimeli@gmail.com Aim/Purpose: The purpose of this systematic review is to identify and analyze the current findings of empirical research on the use of ChatGPT in school and higher education. Background: As AI reshapes education, the adoption of ChatGPT has the potential to revolutionize teaching and learning in school and higher educational settings. Meanwhile, substantial ethical questions and practical challenges are raised by the implementation of such technology at these educational levels, which must be carefully considered. Methodology: To address the research questions, a systematic literature review (SLR) was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. As part of the SLR, articles published between January 2023 and January 2024 were sought. The search query consisted of the various Boolean operators and search terms. The search was conducted in Scopus, Web of Science, ProQuest, SSRN, ERIC and DOAJ, Science Direct, Springer Link, Taylor & Francis, and IEEEXplore. Additionally, a manual search was carried out in scientific journals focusing on the field of emerging technologies in education. Of the 1,653 articles identified, 77 were selected through the application of inclusion and exclusion criteria. After reviewing the abstracts of the selected studies, 50 articles were included in the review. Contribution: This SLR presents an innovative exploration of ChatGPT’s potential in both university and school education. By examining its performance, ethical implications, and impact on student outcomes, the review provides a valuable resource for educators and researchers. It not only updates existing knowledge but also provides new insights into educational practices and use cases. Findings: The study revealed that while ChatGPT can enhance students’ cognitive performance and critical thinking skills, its capacity for deep, creative, and complex problem-solving is limited. Additionally, ethical challenges such as academic integrity violations, copyright infringements, and the propagation of biased content were identified. Recommendations for Practitioners: Practitioners are encouraged to foster a culture of prompt engineering and AI literacy among educators and students, enabling the effective integration of AI conversational agents into educational settings while addressing potential limitations and ethical concerns. Recommendation for Researchers: Researchers should direct their efforts towards more empirical research evidence in the domain of K-12 education with a specific focus on both secondary and primary education. Impact on Society: ChatGPT and similar tools have the potential to revolutionize education. Their effective integration can create more engaging and effective learning experiences, preparing students for the future. Future Research: Further investigation is needed in terms of the use of advanced conversational AI models in the areas of primary education and ethical frameworks, which are underrepresented as well as in non-formal, informal, and special education settings. http://www.informingscience.org/Publications/5422 artificial intelligence chatbot ChatGPT formal education ethical issues institutional framework systematic literature review PRISMA eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-02-05 24 5428 article Shatha M Almalky smalmalky@iau.edu.sa Asmaa T Aldulaijan ataldulaijan@iau.edu.sa Aim/Purpose: This study aimed to investigate the impact of generative artificial intelligence (GenAI) tools on postgraduate students’ learning experiences. It examined how these students utilize GenAI tools, identified the perceived benefits of their use, and uncovered the challenges students face in their learning experiences with these tools. Background: Recent advancements in GenAI, particularly tools like ChatGPT, are transforming how postgraduate students engage with learning, offering new opportunities for academic endeavors. However, understanding how students interact with these tools remains unclear, especially relating to their engagement with activities designed to use GenAI tools as learning assistants. Methodology: This study employed a qualitative case study research design, including 11 female postgraduate students enrolled in an educational technology master’s program as the primary data collection method. The researchers only had access to female students because of the gender-segregated education system at most Saudi universities. The participants were interviewed after they engaged in a planned activity called Designing a Training Program with GPT Assistance (DTPGA) and unplanned activities involving other GenAI tools. DTPGA is an activity aimed at integrating innovations in training technologies by designing a training program with ChatGPT assistance. Eleven ChatGPT conversation logs and DTPGA activity answers were analyzed based on specific rubrics. The results of the DTPGA activity analysis support the thematic analysis of the interviews. Contribution: The key contributions of this study include the design and implementation of a planned activity (DTPGA) to understand how students interact with GenAI tools as learning assistants. Evaluating students’ work on a DTPGA activity offers educators a clear vision for assessing GenAI-assisted tasks. In terms of data collection and analysis, this study also offers a deep understanding of the participants’ perspectives and actual usage. The study identified two distinct usage patterns of GenAI among students, each classified with its characteristics and implications, shedding light on the diverse ways these tools are integrated into students’ learning experiences. Furthermore, the findings provide compelling evidence of the risks associated with misunderstandings that can emerge when students misuse GenAI tools. Findings: Students employ GenAI tools to have intellectual conversations, broaden their perspectives, and prototype and test their solutions. The research identified two distinct GenAI usage patterns – the intellectual partner and the information browser – each characterized by unique traits. The first pattern, intellectual partner, uses ChatGPT as a cognitive partner and interacts with it as if it were a real person. This usage tends to be dialogic, collaborative, selectively researching, persistent, and feedback-oriented. The second pattern, information browser, utilizes ChatGPT primarily as a search engine for ideas with the following usage traits: transactional use and illusory understanding. Regarding the perceived benefits, the students appreciated the importance of GenAI tools in enhancing academic skills development, such as academic writing, translation, and self-directed learning. They also acknowledged GenAI tools’ role in boosting productivity in routine tasks by optimizing efforts and enhancing efficiency. In creative tasks, they saved time, offered diverse and innovative ideas, and boosted motivation and confidence. However, the perceived drawbacks included concerns about ethical use, a lack of clear guidelines, limited capabilities, overreliance on GenAI, and potential skills erosion. Recommendations for Practitioners: These findings will help educators guide students in developing metacognitive awareness and refining their use of GenAI tools while addressing the potential risks. Emphasis should be placed on understanding the distinct patterns of GenAI use, which will enable practitioners to scaffold learners. Integration also requires developing innovative strategies through redesigning lessons and activities and carefully selecting adequate assessment methods that foster critical thinking. Additionally, it is important to enhance learners’ skills in effective intellectual communication through GenAI tools, to guide them in evaluating AI-generated content, and to provide ethical frameworks for responsible AI use. Recommendation for Researchers: Researchers need to explore more innovative strategies to integrate GenAI tools into higher education, in line with the nature of the various disciplines, to use GenAI tools as intellectual partners and not superficially. The field requires further studies to investigate how GenAI tools can be integrated to develop students’ intellectual skills, preparing them for future roles that demand advanced abilities and effective use of GenAI for personal and professional growth. Impact on Society: This study revealed that the use of GenAI tools has many benefits at the level of individuals in society when interacting with AI tools at an intellectual level. However, the superficial use of GenAI tools may contribute to spreading ignorance and an illusory sense of achievement, which may harm societies. Accordingly, it is necessary to warn users and take necessary measures to avoid superficial and harmful use of GenAI tools by raising individuals’ awareness about the effective ways of interacting with GenAI tools and the importance of avoiding overreliance on them without evaluating GenAI outputs. Future Research: As several drawbacks associated with GenAI tools have emerged, including superficial technology use and the potential erosion of skills, future studies should explore this aspect and its impact on learning in greater depth. Future studies could employ a mixed-methods study design with a larger sample encompassing both males and females to enhance the generalizability of the findings. http://www.informingscience.org/Publications/5428 generative AI postgraduate students learning experiences ChatGPT innovative learning activity learning technologies eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-02-16 24 5442 article Badriah Algarni bmh.1407@gmail.com Aim/Purpose: Flipped learning, in which students engage with instructional content before class and participate in active learning during class time, has emerged as an innovative teaching approach. While previous research has explored various aspects of flipped learning, its impact on student self-efficacy across different contexts remains understudied. Background: This systematic review addressed two key research questions: (1) How does the flipped classroom approach affect students’ self-efficacy? and (2) Does this effect vary by subject domain and student age? Methodology: Following PRISMA guidelines, we analyzed 44 peer-reviewed articles (published between 2015 and 2024) from four major databases, encompassing 5,434 participants across 17 countries. Contribution: This review uniquely contributes to the field by providing the first comprehensive analysis of the impact of flipped learning on self-efficacy across different educational contexts and age groups. Findings: The review revealed that flipped classrooms significantly enhanced self-efficacy across all age groups, from K-12 to adult learners, with particularly strong effects in traditionally challenging subjects like mathematics and science. Quantitative analysis showed that 41 out of 44 (93%) studies reported positive effects on student self-efficacy, while only 3 showed no significant impact. Unlike previous research suggesting the effectiveness of flipped learning was limited to technical subjects, our findings demonstrate its broader applicability across diverse disciplines, including language learning and arts education. The study identified key success factors, including pre-class video accessibility (reported by 85% of studies) and interactive in-class activities (implemented in 91% of studies). However, technical infrastructure challenges and increased teacher preparation time emerged as primary implementation barriers. Recommendations for Practitioners: These findings have important practical implications for educational institutions considering flipped learning implementation, suggesting the need for robust technical support systems and professional development resources for teachers. Recommendation for Researchers: Student’s psychological states are triggered during this learning wherein a positive learning experience increases self-efficacy whereas difficulty in understanding can make the student anxious and reduce self-efficacy. A positive learning experience can be created by active learning during regular class time increasing conceptual understanding. Thus, flipped classrooms are an ideal tool to increase students self-efficacy. Empowerment provided by this approach plays a pivotal role in strengthening students' belief in themselves and positively shaping their academic journeys. Impact on Society: This review demonstrates that flipped learning represents a powerful tool for enhancing student self-efficacy across diverse educational contexts, but its effectiveness depends heavily on thoughtful implementation and adequate support structures. Future Research: Future research could examine the optimal duration and intensity of flipped learning interventions and investigate how different types of pre-class content affect student self-efficacy outcomes. http://www.informingscience.org/Publications/5442 active learning flipped learning self-efficacy self-regulation eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-03-06 24 5456 article KE TING CHONG keting.phd@gmail.com NORAINI IBRAHIM noraini_ib@utm.my SHARIN HAZLIN HUSPI sharin@utm.my WAN MOHD NASIR WAN KADIR wnasir@utm.my MOHD ADHAM ISA mohdadham@utm.my Aim/Purpose: The purpose of this study is to review and categorize current trends in student engagement and performance prediction using machine learning techniques during online learning in higher education. The goal is to gain a better understanding of student engagement prediction research that is important for current educational planning and development. However, implementing machine learning approaches in student engagement studies is still very limited. Background: The rise of online learning during and after COVID-19 has created new difficulties for students’ engagement and academic achievements. Lecturers’ manual monitoring and supporting of students are inadequate online, leading to disengagement and performance challenges that may be very difficult to notice. Machine learning has great potential to provide an accurate prognosis of students’ engagement and outcomes to make early interventions possible. Nevertheless, the current knowledge deficit is in the systematic presentation of trends and insights concerning the utilization of these approaches in higher education online learning, especially with a focus on student engagement research. This research fills a crucial void by explaining and analyzing current trends in machine learning-based prediction models to enhance the quality and efficiency of an online learning system. Methodology: This research examines the existing literature on the application of machine learning, which allows computers to learn from data and improve their performance for early identification of student engagement and academic performance in higher education during online learning. The PICOC protocol was implemented to guide the search process and define the relevant keywords aligned with the research questions. Based on the PRISMA framework, a structured approach is adopted to identify and select studies to screen and extract the relevant papers from the database. Meta-analysis was adopted in data analysis whereby studies are combined and evaluated to provide insights into machine learning techniques’ effectiveness in student engagement and academic performance research. Contribution: This paper aims to present the current trends in predicting student engagement and academic achievement by applying machine learning approaches with a focus on their relevance in the context of online learning. It defines challenges that emerge with an interpretation of the extent of student engagement, which include the absence of consensus on levels of student engagement that hampers the use of explainable artificial intelligence – approaches that make training of machine learning models more logical, understandable and easily interpretable by lecturers. The finding points to the fact that through the prediction models, lecturers are enabled to recognize disengaged students early and foster their needs towards learning, providing direction toward more customized and effective online learning. Findings: A total of 96 primary studies have been identified and included in this systematic review. It is important to highlight the relevance of classification machine learning methods that are implemented in 88.60% of papers, while clustering methods are only employed in 15.19% of studies. Furthermore, the review shows that most research focuses on student performance prediction (82.28%) compared to student engagement level prediction (12.66%). Besides, student engagement datasets are used in 92.14% of studies, emphasizing student engagement’s popularity in educational prediction research. Moreover, classification machine learning methods are more prevalent in educational prediction research. In contrast, classification methods for student engagement research are still limited due to challenges in constructing consistent engagement levels. Recommendations for Practitioners: Lecturers need to occasionally assess student engagement levels during online learning to identify students who are left out and take immediate planning and action to encourage the student to engage during online learning. The syllabus designer should observe the students’ engagement level during online learning to plan the course content that can attract and engage the students. Students’ engagement during online learning can ensure their academic success and prevent them from dropping out. Recommendation for Researchers: Researchers should focus on defining the consensus on differentiating student engagement levels and implementing more explainable AI to enhance the interpretability and transparency of student engagement level predictive models. Researchers should enhance educational predictive models’ explainability, transparency, and accuracy by addressing issues brought about by feature selection, resampling techniques, and hyperparameter tuning. Impact on Society: The study highlights the growing importance of understanding student engagement through digital footprints, which can support personalized learning experiences and provide better educational outcomes. The efficient predictive models on student engagement can improve the effectiveness of higher education systems, benefiting students and institutions. Future Research: The challenges of current computational methods need to be overcome, including the need for more consistent approaches in differentiating engagement levels and enhancing the explainability and accuracy of educational predictive models through better feature selection, resampling techniques, and hyperparameter tuning. http://www.informingscience.org/Publications/5456 machine learning prediction student engagement student performance systematic literature review eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-03-06 24 5458 article Olga Arranz Garcia oarranzga@upsa.es Vidal Alonso-Secades valonsose@upsa.es María del Carmen Romero García mariadelcarmen.romero@unir.net Aim/Purpose: Evaluate teachers’ perceptions, strategies, and challenges in integrating artificial intelligence (AI) into K-12 education and identify patterns and trends in the data from the reviewed studies. Background: This systematic review examines a decade of innovation to explore the transformative impact of AI on education (2014–2024). Adhering to PRISMA 2020 guidelines, the study uncovers key trends, challenges, and breakthroughs in AI-driven teaching and learning, offering a comprehensive perspective on how AI reshapes educational practices and methodologies. Methodology: The study employs a systematic review to analyze the implementation of AI techniques and tools in primary education, following the PRISMA 2020 guidelines to ensure the reliability and effectiveness of the findings. To achieve this, an extensive search was conducted in academic databases such as Web of Science, Scopus, and ERIC, focusing on empirical studies and peer-reviewed articles published between 2014 and 2024. Only accessible, peer-reviewed articles classified under Education and Educational Research and published in English or Spanish were selected. The search strategy was structured into five categories aligned with the research questions to identify relevant studies accurately. The selection process was carried out in three phases – Identification, Screening, and Inclusion – applying predefined criteria to guarantee the quality and relevance of the selected studies. Of an initial total of 514,919 articles, 488,940 were excluded for not meeting the inclusion criteria. After removing duplicates and evaluating titles, abstracts, and full texts, a final set of 28 studies was included. Contribution: The study explores the integration of AI in primary education, revealing both teachers’ enthusiasm and the challenges they face. While AI is perceived as a tool to enhance critical thinking, problem-solving, and student engagement, its implementation is limited by insufficient training, resources, and institutional support. Despite these obstacles, teachers show confidence in designing AI-integrated curricula, though this is weakened by inadequate infrastructure and technical support, highlighting the need for continuous professional development. The study also stresses the importance of establishing a competency framework for AI literacy and adopting a systemic approach to AI education. Additionally, ensuring safe learning environments by addressing data privacy and AI biases remains a key challenge. Overcoming these issues is essential for the ethical and effective integration of AI, maximizing its benefits while safeguarding student equity and security. Findings: - Educators see the potential of AI to personalize learning. - Barriers are lack of training and resources for teachers. - Importance of continuous training in digital skills. - Need for policies that promote AI literacy. - Collaboration with experts to optimize AI in the classroom. Recommendations for Practitioners: Teachers are encouraged to collaborate in using AI tools to enhance educational outcomes, supported by continuous professional development programs, clear policies that safeguard privacy and promote equality, and a framework that preserves human autonomy in integrating AI technologies. Recommendation for Researchers: The lack of empirical research on AI interventions in education limits understanding of its true impact, highlighting the need for future studies to fill this gap and optimize its application for greater educational benefits. Impact on Society: The integration of AI in K-12 education is not just an opportunity; it is a necessity to prepare future generations for an increasingly digital world. While AI has the potential to revolutionize learning by fostering critical thinking, personalization, and engagement, its impact depends on how effectively it is implemented. To ensure its benefits, it is essential to empower educators and students with AI literacy, address issues like bias and data privacy, and establish robust legal frameworks for fair and transparent use. Without proactive policies, AI could widen educational inequalities instead of reducing them. A responsible, human-centered approach is needed to create an inclusive, ethical, and effective AI-powered education system. Future Research: The article highlights the urgency of future empirical research to better understand the real impact of AI in education, as the lack of intervention studies limits its optimal application. Analyzing how AI influences learning outcomes, teaching dynamics, equity, and accessibility is essential, along with investigating the pedagogical competencies and technological conditions that affect its adoption. To this end, expanding the scope of studies is recommended by incorporating multicultural and multilingual perspectives, exploring AI applications across various disciplines and educational levels, and promoting interdisciplinary approaches that address ethical, social, and pedagogical dimensions. http://www.informingscience.org/Publications/5458 artificial intelligence (AI) elementary education teaching professional development and ethics privacy eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-03-21 24 5460 article Sumanth P Desai desaisumanth123@gmail.com M M Munshi mmmunshi@rediffmail.com Sanjay V Hanji sanjay.hanji@mitvpu.ac.in Chakradhar Pabba pck2507@gmail.com Aim/Purpose: This study investigates the relationship between time of class and the academic performance of Master of Business Administration (MBA) students with ‘group engagement’ serving as the moderator. Notably, ‘group engagement’ is measured using a novel computer vision-based deep learning approach. Background: Generally, the first year of MBA programs is a critical phase for students, marked by academic and personal growth challenges. The timing of MBA classes, particularly morning sessions, can disrupt students’ circadian rhythms, leading to decreased engagement and academic performance. Existing literature highlights the potential benefits of active learning methods, such as blended learning and collaborative learning, in improving individual student engagement. However, there is a gap in understanding the impact of these methods on group engagement and how this, in turn, influences academic performance. Methodology: We collated video-recorded data from 54 first-semester MBA students when they were attending their morning and afternoon classes. Notably, we adopted blended and collaborative learning methods in the morning classes to check their impact. The study variables included time of class, group engagement, and academic performance. While we measured academic performance through proctored exams, group engagement was estimated using a vision-based system, whereby we analyzed facial expressions from the recorded videos, employing a Convolutional Neural Network (CNN) model. We trained the CNN model to measure group engagement by categorizing specific emotions (sleepy, bored, yawning, frustrated, confused, and focused). We used these emotions to assess group engagement levels (i.e., low, medium, and high). Contribution: This study establishes a definite link between morning classes with blended and collaborative learning methods, resulting in improved academic performance. Besides, through group engagement moderation, we get crucial insights into how high group engagement effectively enhances academic performance. Based on the findings, we propose strategies for educators to optimize their teaching methods and foster a conducive learning environment by leveraging insights from students’ affective states. Findings: Broadly, the results indicate that students performed better in morning classes in which both blended and collaborative learning methods were used. The average marks in morning classes increased to 18.74 compared to 15.39 in afternoon classes. There was a high level of group engagement in the mornings, significantly impacting the relationship between class time and academic performance. However, switching from morning to afternoon classes decreased the effect (academic performance) from 0.03 to -5.42. This shows that the use of blended and collaborative learning methods and the presence of high group engagement in morning classes are essential for better educational outcomes. Recommendations for Practitioners: We recommend integrating active learning methods, such as blended and collaborative learning, into morning MBA classes to optimize academic performance. Our results show that implementing technology-driven group engagement measurement tools enhances real-time insight into emotional states. Educators can use this information to tailor teaching approaches and foster a positive learning environment. Recommendation for Researchers: Additional research should explore the longitudinal impact of AI-based engagement measurement. Studies could also investigate the scalability and applicability of group-focused strategies across diverse educational settings. Impact on Society: This study highlights the need to improve teaching methods and group engagement in MBA education. It offers tools for active learning and AI-based engagement tracking. The findings would help both educators and policymakers create better learning experiences. Future Research: Future research should include more diverse samples to enhance external validity. Studies can explore various learning methods across different cultural contexts. Researchers can develop hybrid systems integrating physiological sensors with computer vision to provide more comprehensive results. http://www.informingscience.org/Publications/5460 class timing group engagement academic performance blended learning collaborative learning SOR Model computer vision artificial intelligence eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-03-23 24 5474 article IBNATUL JALILAH YUSOF ijalilah@utm.my Aim/Purpose: This paper examines the potential of ChatGPT-assisted retrieval practice to enhance students’ final exam performance. ChatGPT was utilized to generate questions and deliver timely feedback during retrieval practice, supporting learning in large class settings where providing personalized feedback is often challenging. Background: Students often excel in continuous assessments yet face significant challenges in final exams, largely due to the demanding nature of these exams that require the recall and application of accumulated knowledge. This persistent issue highlights a gap in traditional study practices and underscores the need for innovative strategies to support long-term memory retention. This study explores how ChatGPT can bridge this gap by supporting retrieval practice, an evidence-based strategy known to improve long-term memory retention. Methodology: This study adopts a retrospective cohort design, comparing final exam scores between previous cohorts who did not use ChatGPT for retrieval practice (control group) and current cohorts who did (experimental group). ChatGPT was used to generate objective questions for retrieval practice and provide immediate feedback to students. The primary sample consists of second-year education students enrolled in the Measurement and Evaluation in Education course, with 64 students randomly selected for each group. In addition to analyzing exam scores, the study incorporates complementary findings from students’ feedback collected at the end of the semester to gain a deeper understanding of their experiences with ChatGPT-assisted retrieval practice. Contribution: As higher education in Malaysia increasingly shifts towards alternative assessments, this study highlights a simple yet impactful retrieval practice as a learning strategy that integrates formative assessment with feedback. With the aid of generative AI such as ChatGPT, such strategies can be implemented easily and effectively by offering a practical solution that enhances exam performance while reducing the lecturer’s workload. Findings: The results of the study indicate that students who engaged in AI-assisted retrieval practice using ChatGPT performed significantly better on their final exams compared to those who did not. A Welch’s t-test revealed a significant difference in exam scores between the control group (students without ChatGPT-assisted practice) and the experimental group (students with ChatGPT-assisted practice). While the findings demonstrate the effectiveness of ChatGPT in enhancing academic performance, they also underscore the importance of complementing AI support with human feedback to address complex learning needs and provide deeper contextual understanding. Recommendations for Practitioners: Practitioners should consider using AI tools like ChatGPT to support retrieval practice by helping students generate questions and receive immediate feedback, particularly in large classes. AI feedback should be complemented with human input to address complex questions and provide deeper understanding. Providing students with guidance on using AI tools effectively can maximize their benefits while balancing group activities with individual tasks ensures both collaboration and personalized engagement. Regularly gathering student feedback and tracking performance can help refine the integration of AI tools to better meet learning goals. Recommendation for Researchers: Future studies should investigate the long-term impact of ChatGPT-assisted retrieval practice on memory retention and explore how different types of ChatGPT-generated feedback influence learning outcomes. Additionally, the research could examine how the integration of lecturer-generated or student-generated questions in ChatGPT-assisted retrieval practice affects learning and whether varying these approaches could further enhance memory retention and exam performance across different educational contexts and subjects. Impact on Society: ChatGPT-assisted retrieval practice, when effectively implemented, transforms retrieval practice from being just an assessment tool into a powerful learning strategy that enhances memory retention. With ChatGPT providing timely feedback and supporting educators and students, it can reduce the burden on educators in large classrooms while empowering students to take greater control of their learning. Future Research: Future research should explore the longer and more frequent use of ChatGPT-assisted retrieval practice to give students more opportunities for individual engagement. Studies could also focus on improving ChatGPT’s feedback for more complex questions and finding the best ways to combine AI feedback with human input. Expanding research into different subjects and tracking long-term effects on learning and performance would help better understand how ChatGPT can be effectively used in education. http://www.informingscience.org/Publications/5474 AI-assisted learning retrieval practice ChatGPT formative assessment final exams eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-03-31 24 5473 article Stefano Scippo stefano.scippo@unifi.it Serena Madiai serena.madiai@edu.unifi.it Stefano Cuomo stefano.cuomo@unifi.it Aim/Purpose: This study aims to assess the effectiveness of a tessellation-based instructional program supported by digital technologies for enhancing geometric learning in primary school pupils. Background: Digital education offers various benefits, including increased motivation and engagement, and has been shown to be effective in teaching geometry. Although tessellation activities have been shown to effectively support geometry learning at both secondary and primary school levels, in the current literature, their implementation in digital environments has been explored exclusively in secondary education. Methodology: A quasi-experimental research design was used, using 3D printers and GeoGebra software with an experimental group and a control group, including pre-tests and post-tests. The students were in Grade 4. The instructional activities were designed according to recent recommendations in geometry education, using real-life contexts, drawing, prediction and imagining shapes, and technological tools. Contribution: This paper makes two contributions to the field of primary geometry education and educational technology. First, it extends research on the effectiveness of tessellation activities in digital environments for learning geometry from secondary to primary school. Second, it provides new empirical evidence for the effectiveness of digital teaching in enhancing geometric learning outcomes at the primary level. Specifically, the study demonstrates how technological tools like 3D printers and GeoGebra software can be used effectively in primary education, positively impacting geometry learning and promoting high levels of student engagement. Findings: The results indicated that the experimental group showed significant improvements in post-test scores compared to the pre-test, while the control group did not. This supports the hypothesis that a tessellation-based program, implemented digitally, can enhance geometric learning in primary students. Additionally, a questionnaire revealed high satisfaction with the activities, particularly with the use of a 3D printer and GeoGebra software, suggesting that these tools increased student engagement. Recommendations for Practitioners: Primary school teachers should consider integrating digital tessellation activities into their geometry curriculum. Exploiting digital technologies like GeoGebra software can enhance students’ understanding of geometric concepts and increase engagement; moreover, 3D printing can provide tangible outcomes, reinforcing learning through hands-on experiences. Therefore, professional development in these technologies may be necessary. Recommendation for Researchers: Researchers could aim to isolate the specific effects of educational technologies, particularly 3D printers and GeoGebra software, on geometric learning outcomes. A design with multiple experimental groups would be beneficial: one with tessellation activities using technologies, one with tessellation activities without technologies, one with different activities aimed at achieving the same geometric learning outcomes, and a control group engaged in activities targeting different geometric learning outcomes. Impact on Society: The findings of this study could have broad implications for primary education and educational technology. They suggest a potential shift in how geometry is taught at the primary level, emphasizing the integration of digital tools and manipulative approaches like tessellation. If teacher training organizations begin to incorporate this program into their curriculum, many educators might adopt it, potentially fostering a better understanding of a fundamental subject like geometry and improving digital literacy in future generations. Future Research: While digital tessellation activities have been explored in secondary schools, their integration into primary education remains under-researched, highlighting the need for more studies examining their potential to enhance younger students’ geometric understanding through digital tools. Additionally, longitudinal studies could explore the long-term impact of digital tessellation activities on students’ geometric understanding and spatial skills. Future research could also investigate the transferability of skills acquired through these activities to other areas of mathematics. Comparative studies across different age groups and educational levels could provide insights into the optimal timing for introducing such interventions. Finally, exploring the potential of augmented or virtual reality in tessellation-based geometry learning could open new avenues for research in educational technology and mathematics education. http://www.informingscience.org/Publications/5473 digital teaching tessellation primary school educational technology quasi-experimental design eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-04-15 24 5484 article Harold A Patrick harold.patrick@jainuniversity.ac.in Nepoleon Prabakaran nepoleonbonoparte@gmail.com Jacqueline Kareem jacqueline.loleta@christuniversity.in Aim/Purpose: This paper investigates three key aspects of metaverse-based platforms in English language teaching: (1) their effectiveness in enhancing language learning outcomes, (2) their impact on digital literacy development in higher education, and (3) their accessibility and inclusivity implications for diverse student populations. Background: Despite growing interest in digital language learning, research gaps exist in understanding the long-term effectiveness of immersive technologies, particularly in resource-constrained settings. The metaverse – an integrated platform combining augmented reality (AR) for real-world digital overlays and virtual reality (VR) for immersive experiences – remains little studied in language education. While existing research examines AR or VR separately, this study investigates their combined impact through metaverse technology, addressing the unexplored intersection of language proficiency, digital literacy, and learning sustainability in higher education. Methodology: A mixed-methods study was conducted with 60 undergraduate students divided equally between experimental (metaverse-based) and control (traditional online) groups for an 8-week English course. The experimental group used an integrated metaverse platform combining AR and VR technologies for one hour daily. Quantitative assessment included pre-test, post-test, and six-month retention measurements of language proficiency (reading, writing, speaking; 10-point scale each) and digital literacy (36-item standardized scale). Semi-structured interviews with 15 participants from resource-limited environments explored accessibility and inclusivity challenges. Contribution: This research contributes to understanding technology-enhanced language learning in immersive environments, challenging assumptions about digital literacy’s impact on academic performance and providing insights into the long-term effects of metaverse-based learning on language skills. Findings: The results revealed significant improvements in reading, writing, and speaking skills among the experimental group, with reading and writing gains maintained over six months. While participants showed substantial improvement in digital literacy, no significant relationship was found between digital literacy and academic performance. Qualitative analysis uncovered two key themes: inclusive social interaction opportunities and technical barriers in the learning process. Recommendations for Practitioners: To maximize the effectiveness of metaverse-based language learning, three key recommendations emerge: institutions should prioritize robust technological infrastructure alongside comprehensive training for both educators and students, educational platforms should be developed with greater inclusivity and customization options, and regular practice sessions or hybrid learning models should be implemented to maintain speaking skills over time. Recommendation for Researchers: Future research directions should focus on three critical areas: conducting longer-term studies to better understand how metaverse-based learning affects academic performance and language proficiency, exploring the complex relationship between digital literacy and academic achievement through alternative success measures, and investigating how adaptive learning systems within metaverse environments can effectively address diverse learner needs. Impact on Society: The findings suggest that metaverse technology has the potential to revolutionize language education, making it more engaging and effective. However, they also highlight the need to address technical challenges and ensure inclusivity to prevent new forms of educational inequality. Future Research: Future investigation should address three key areas: examining how digital skills gained in metaverse environments transfer to real-world contexts and other academic disciplines, developing standardized assessment tools for evaluating language proficiency and digital literacy in immersive virtual settings, and studying the long-term impact of metaverse-based learning across different age groups and educational levels. http://www.informingscience.org/Publications/5484 metaverse English language teaching digital literacy immersive learning environments educational technology eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-05-06 24 5489 article Minh Dung Tang dungtm@hcmue.edu.vn Ngoc Dan Nguyen dannn@hcmue.edu.vn Vu Thanh Tam Nguyen thanhtam@hcmussh.edu.vn Aim/Purpose: This study examines the relationship between primary school teachers’ knowledge and their acceptance of digital game-based learning (DGBL) in mathematics teaching. Background: The rapid integration of digital technology in education highlights the potential of DGBL in primary mathematics education. Despite its advantages, the acceptance among primary school teachers remains limited, partly due to gaps in specific pedagogical knowledge related to games. Methodology: Employing Partial Least Squares and Structural Equation Modelling with survey data from 757 primary school teachers, this study tests the hypothesized model based on two theoretical frameworks: the Technological Pedagogical Content Knowledge–Games (TPACK-G) and the Technology Acceptance Model (TAM). Contribution: This study bridges the TAM framework for digital games and the TPACK-G model, validating the pathways that illustrate their relationship, thus strengthening the connection between these two theoretical perspectives. Findings: All the paths within the two theoretical models demonstrate significant relations. In addition, Game Pedagogical Content Knowledge (GPCK) is a critical factor influencing teachers’ acceptance, as it significantly impacts their attitudes and behavioral intentions. Recommendations for Practitioners: This study benefits the future of teacher training and professional development programs aimed at integrating digital games into primary mathematics education. The findings suggest that training should prioritize developing teachers’ GPCK and fostering positive attitudes by enhancing perceived usefulness and ease of use. Recommendation for Researchers: Future researchers could employ qualitative methods, such as in-depth interviews or classroom observations, to enrich insights and validate findings through triangulation. Impact on Society: Insights into the link between teacher knowledge and acceptance of DGBL can guide the design of training programs for elementary teachers, promoting effective use and improving the quality of mathematics education. Future Research: Future qualitative research is needed to explore why and how the relations between knowledge and educators’ acceptance exist. The present study relied solely on self-reported data from questionnaires, leaving the actual knowledge of teaching mathematics with games and its impact on acceptance unexplored. http://www.informingscience.org/Publications/5489 game-based learning teachers’ adoption behavioral intention TPACK-G TAM eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-05-08 24 5482 article Shijiao Jia 2455431447@qq.com Zhaoxia Lu Luzx86@163.com Aim/Purpose: This study examines the effects of the mobile-assisted task-based language teaching (M-TBLT) approach on EFL learners’ oral production. It evaluates three key second language acquisition measures: complexity (syntactic and lexical), accuracy (error-free clauses and correct verb forms), and fluency (unpruned and pruned speech rates). Additionally, it explores learners’ perceptions of the approach to gain deeper insights into its effectiveness. Background: Task-Based Language Teaching (TBLT) provides a communicative framework but often faces challenges such as insufficient oral practice, delayed feedback, and limited authenticity. Mobile-assisted language learning (MALL), with its flexibility and real-time interaction, offers potential solutions. However, empirical research integrating MALL with TBLT in oral English instruction remains scarce. This study introduces a structured six-step speaking instruction model to assess the impact of M-TBLT on learners' oral performance. Methodology: A quasi-experimental pretest-posttest control group design was employed. Participants were university students from two intact speaking classes in Hebei, China. The intervention incorporated two mobile applications—WeChat and Liulishuo—within a structured six-step speaking instruction model. Data collection combined quantitative measures (pretest-posttest assessments) with qualitative insights from interviews and a teacher journal. Contribution: This study fills a research gap by providing empirical evidence on the integration of mobile applications with TBLT in oral English instruction. Unlike existing studies that focus on spontaneous and unstructured speaking activities, this research integrates a well-sequenced instructional model. Findings contribute to both theoretical discussions and practical applications in mobile-assisted language learning. Findings: Results indicate that M-TBLT significantly improved students’ speaking complexity (dependent clauses per T-unit), accuracy (error-free clauses and correct verb forms), and fluency (unpruned and pruned speech rates). However, no significant improvement was observed in lexical complexity (mean segmental type-token ratio). Qualitative findings reveal that participants had positive perceptions of M-TBLT, appreciating mobile affordances (ease of use, synchronous/asynchronous communication, repetition, instant feedback, and authenticity) and educational benefits (increased speaking practice and learning autonomy). Students particularly valued WeChat’s voice recording and group functions, as well as Liulishuo’s automatic speech recognition and shadowing features. Recommendations for Practitioners: The structured speaking-instruction model offers educators a practical framework for implementing M-TBLT, enhancing both instructional design and students’ speaking performance. Recommendation for Researchers: This study provides empirical support for M-TBLT in EFL settings. Researchers may explore its application in diverse linguistic and cultural contexts and examine additional instructional variables. Impact on Society: These findings benefit educators, researchers, and mobile technology developers, encouraging collaboration in advancing mobile-assisted task-based learning. Future Research: Further research could investigate M-TBLT in varied learning environments, incorporate additional performance measures, and assess new mobile-assisted speaking tools to enhance task-based learning. http://www.informingscience.org/Publications/5482 mobile-assisted task-based language teaching speaking complexity accuracy fluency perception eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-05-08 24 5487 article CARMEN C PÂRVU carmen_preda06@yahoo.com George D Mocanu gmocanu7@yahoo.com Răzvan Tudor Roșculet razvan.rosculet@gmail.com Dan Alexandru Szabo dan-alexandru.szabo@umfst.ro Aim/Purpose: This study aims to evaluate the effectiveness of a novel Computerized System for Learning, Correction, and Evaluation in Volleyball (S.C.I.C.E.V) in enhancing the technical performance of beginner volleyball players through immediate audio and visual feedback. The purpose is to determine whether real-time, detailed feedback improves the execution of the two-handed down pass technique more effectively than conventional training methods. By utilizing advanced sensor technology and systematic evaluations, this research seeks to establish a reliable and efficient methodology for correcting technical errors, accelerating skill acquisition, and promoting optimal motor learning in young athletes. Background: Technical precision is essential in volleyball, particularly for beginners, where improper techniques can hinder long-term performance and increase injury risk. Traditional training methods often rely on delayed feedback, limiting their effectiveness in correcting errors promptly. The S.C.I.C.E.V introduces an innovative approach using wireless sensors to provide real-time audio and visual feedback. This technology enables immediate error detection and correction, promoting faster and more accurate skill acquisition. This study aims to validate S.C.I.C.E.V’s effectiveness in reducing technical errors and enhancing the two-handed down pass technique in beginner volleyball players, comparing its outcomes to conventional training methods. Methodology: The study involved 60 beginner-level athletes (mean age 10.5 ± 1.2 years, sports experience 1.48 ± 0.504 years) from Club Sportiv Arcada Galati, evaluated by three tests using the computerized system S.C.I.C.E.V, which showed that immediate and detailed feedback (audio and video) improves the technical performance of beginner volleyball athletes compared to conventional training methods. Statistical analyses were performed using S.P.S.S. (Version 26). Using multivariate statistics, MANOVA assessed differences by feedback (between subjects) and testing time (within subjects). Assumptions were checked with Mauchly’s and Levene’s tests, and univariate analyses explored detailed effects and interactions. Contribution: In analyzing feedback in motor learning, an advanced learning and correction system in volleyball is presented, utilizing ten sensors on the arms, which are protected and wirelessly connected to a computer. The computerized learning, correction, and evaluation system consists of 10 sensors: 5 on the right and 5 on the left. Cuffs and harnesses protect the sensors and measure different sizes, providing data on ball contact on the forearms of the player, equality or inequality of the forces exerted by the ball on the player’s forearms, level of the upper limbs concerning the shoulder, condition of the elbow joint, and grip of the palms during execution. The data acquired in this way is transmitted remotely (maximum 20 meters) wirelessly to the computer. The software on the computer performs a real-time data analysis and sends a voice response to the player to provide correction. At the end of the training session, the coach will have a statistic of correct and wrong executions and can find out the segment in which the execution is deficient. Most importantly, the player can self-correct after each message heard. This paper contributes to the body of knowledge by introducing an innovative and practical system, S.C.I.C.E.V, for enhancing technical learning in volleyball. The understanding of real-time feedback mechanisms (audio and visual) in motor learning is advanced by providing a detailed framework for integrating sensor technology into training. The study highlights the effectiveness of immediate feedback in improving performance, offering an evidence-based methodology for technical correction and self-regulation in beginner athletes. Findings: The study demonstrated that the use of the S.C.I.C.E.V system significantly improved the technical execution of the two-handed down pass in beginner volleyball players. Athletes who received real-time audio and visual feedback showed marked reductions in technical errors compared to those trained with conventional methods. Recommendations for Practitioners: Practitioners are encouraged to incorporate real-time feedback systems, such as S.C.I.C.E.V, into volleyball training programs to accelerate skill acquisition and minimize technical errors. Sensor-based evaluations should provide detailed and actionable feedback, enabling immediate corrections and long-term development. To maximize the effectiveness of such systems, practitioners should ensure that the training environment supports the practical application of advanced technologies by offering the necessary infrastructure and guidance. Recommendation for Researchers: Researchers are advised to focus on refining the S.C.I.C.E.V system by designing more compact, user-friendly, and cost-effective sensors to improve usability and accessibility. Longitudinal studies should be conducted to assess the long-term impact of real-time feedback on performance improvement and injury prevention. Additionally, researchers should investigate the psychological effects of immediate feedback on athlete motivation and engagement to enhance the overall effectiveness of these systems. Impact on Society: Integrating systems like S.C.I.C.E.V into sports education highlights the transformative potential of technology in skill development. Enhancing technical precision and reducing errors can lead to more effective learning experiences for young athletes while reducing the risk of injuries and fostering lifelong engagement in sports. These advancements contribute to developing inclusive, efficient, and motivating training environments, ultimately improving the quality of youth sports programs and supporting broader efforts to promote active and healthy lifestyles. Future Research: Future research should focus on further refining the S.C.I.C.E.V system by developing more minimalist and user-friendly sensors to enhance practicality and accessibility in training environments. Additionally, exploring the system’s application across different volleyball techniques and other sports could broaden its impact. Longitudinal studies could also evaluate the sustained benefits of real-time feedback on performance and injury prevention, ensuring the system’s effectiveness over extended periods and diverse athletic levels. http://www.informingscience.org/Publications/5487 audio-feedback visual-feedback sensors psychomotor technical correction volleyball eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-05-12 24 5501 article Kayla Haweny khaweny@ufl.edu Erika I Sodeika erika.sodeika@ufl.edu Sasha B Monaco sashaamonaco24@gmail.com Morgan Botknecht morganbotknecht@gmail.com Martin Heesacker heesack@ufl.edu Aim/Purpose: The aim of this paper is to evaluate whether the use of social media by college students is linked with diminished academic productivity, and if so, why? Background: In prior research, social media use was inversely related to academic productivity. We replicated that effect and tested whether depletion sensitivity, delay discounting, and delay of gratification mediated the relationship. Methodology: College students (n=315) participated in an online survey, which included two measures of social media use, measures of three potential mediators (depletion sensitivity, delay discounting, and delay of gratification), and four measures of academic productivity. Contribution: This study aimed to produce a more comprehensive understanding of the inverse relationship between social media use and academic productivity by testing potential mechanisms by which habitual social media is linked with diminished academic productivity. Findings: In a series of multivariate multiple regression analyses, overall social media consumption significantly predicted overall academic productivity, mostly because social media addiction was inversely related to self-reported productivity scores, and this was a large effect (partial η2=.134). Depletion sensitivity and, to a smaller degree, academic delay of gratification partially mediated that effect. Recommendations for Practitioners: If replicated and confirmed with experiments, these findings could guide practitioners to focus on depletion sensitivity to reduce the adverse impact of social media use on academic performance. Recommendation for Researchers: These findings suggest that researchers should study the effects of potential mediating variables to understand the relationship between social media use and academic performance. Impact on Society: If replicated, our results can guide students, advisors, and instructors about the adverse impact of addictive social media use and about the role that depletion sensitivity plays in this process. These findings can be applied to mitigate the harmful impact of habitual social media use on collegiate academic performance. Future Research: Because depletion sensitivity only partially mediated this relationship, future studies might test other possible mediators, including the time available for academic work, procrastination, psychological distress, and sustained attention. Future research should also establish cause-and-effect relationships among these variables. http://www.informingscience.org/Publications/5501 academic productivity delay discounting delay of gratification depletion sensitivity self-control social media addiction eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-05-19 24 5483 article Orakarn Laoharutanun Orakarn.katelyn@gmail.com Noawanit Songkram noawanit.s@chula.ac.th Danupol Hoonsopon danupol@cbs.chula.ac.th Aim/Purpose: The study investigated how immersive learning environments could be used to encourage student engagement and reuse intentions by integrating desktop augmented reality (AR) into the classroom among primary school students. Background: This paper addresses the potential applications of immersive technology for younger learners and understanding in Thai primary education by exploring the implementation of desktop AR as an immersive learning tool. Despite the potential benefits of immersive learning and the development of immersive learning systems for older learners, investigating immersive learning tools for younger learners has lagged behind technological development. This can be attributed partly to the cost and technical form of early immersive technologies. Methodology: By conducting a multi-stage research and development that evaluates the practical application of desktop AR in a classroom setting on student engagement and reuse intention, the study used an explanatory sequential mixed methods research design, pairing an experimental trial and survey with expert interviews. A desktop-based AR software application designed to teach science was developed based on standard curricula and materials for the appropriate age group. The trial and survey were conducted among Grade 6 students in three primary schools (n=480). Contribution: This research has academic, practical, and policy implications. The academic contribution of the research lies in the linkage of the 5E instructional framework and immersive learning. The research’s practical application lies in the development and commercialization of an immersive learning application targeted to the specific needs of primary school students in Thailand. The research’s policy contribution lies in its illustration of the potential of immersive learning for the classroom. By conducting research into immersive learning at the primary level, the researcher can provide information to policymakers refining the national core curriculum to meet the needs of 21st-century learning in Thailand. While this is only one data point in the revision of a large curriculum, this kind of information could help promote advanced learning in similar emerging countries. Findings: The survey findings revealed that presence and embodiment did not significantly influence user engagement, but enjoyment and novelty did have a significant influence. Enjoyment, novelty, and user engagement had a significant effect on reuse intentions for the software. Expert interviews were conducted with science teaching experts from three primary schools. Their views of the software were positive, but practical implementation issues, such as the cost of the software, were noted. The implications of the study include differences between younger and older learners in user engagement and that there may be practical limitations on the implementation of immersive learning at the primary level. Recommendations for Practitioners: The study contributes pragmatically by illustrating both the value that immersive learning could provide at the primary level and the limitations of implementing immersive learning. Furthermore, the study suggests that desktop-based immersive learning may not be as engaging as mobile device-based immersive learning. Recommendation for Researchers: The study has contributed to the literature by investigating immersive learning in a relatively unusual group. It has shown that primary learners may be different in terms of the factors in their engagement and what determines their reuse intentions for technology than older learners. Impact on Society: The integration of desktop AR in Thai primary education has the potential to transform educational practices and outcomes by enhancing student engagement and understanding through immersive learning experiences. AR can help bridge educational gaps, particularly in underserved regions. This technology encourages active participation and collaboration among students, fostering critical thinking and problem-solving skills essential for the 21st century. Furthermore, as students become more adept at using advanced technologies, they are better prepared for future workforce demands, contributing to a more skilled and innovative society. Ultimately, the successful implementation of AR in education can lead to a more informed and capable citizenry, driving social progress and economic development. Future Research: Additional research into how younger students engage with immersive learning environments would be appropriate to understand better some of the different findings that occur when younger students are investigated. Another opportunity for further research is the comparison of desktop-based vs mobile-based to evaluate different effects on user engagement and learning outcomes. http://www.informingscience.org/Publications/5483 augmented reality immersive learning primary education reuse intention user engagement eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-06-02 24 5502 article Yuxin (Lorraine) ZHANG yuxin.922@outlook.com Aim/Purpose: This study investigates the key factors influencing preschool teachers’ sustained use of Artificial Intelligence-Generated Content (AIGC) technology in educational settings. While prior research has extensively examined initial adoption, little attention has been given to understanding the continuous intention of preschool teachers with AIGC. To bridge this gap, this study integrates the Technology Acceptance Model (TAM), Expectation-Confirmation Model (ECM), and Flow Theory to develop a comprehensive framework that captures cognitive, affective, and experiential factors shaping continued AIGC adoption. Background: AIGC has demonstrated immense educational potential, providing personalized learning experiences, real-time feedback, and intelligent student progress tracking. However, most existing research focuses primarily on system usability and feasibility, neglecting the motivational and psychological aspects that determine continuous intention to use AIGC. Specifically, satisfaction, expectation confirmation, and flow experience have been largely overlooked as key determinants of sustained technology use. Given that preschool educators face unique pedagogical challenges, such as adapting AIGC content to young learners and maintaining engagement, understanding the drivers of long-term AIGC use is essential for optimizing its integration into preschool education. Methodology: This study employs a mixed-method approach to ensure a rigorous and comprehensive analysis. A total of 433 preschool teachers participated in the survey, and Partial Least Squares-Structural Equation Modeling (PLS-SEM) was used to test the hypothesized relationships. To complement structural modeling, Artificial Neural Network (ANN) modeling was applied to uncover non-linear relationships that traditional statistical methods might overlook. By integrating PLS-SEM and ANN, this study provides a more robust, predictive, and holistic understanding of the factors driving sustained AIGC adoption. Contribution: This study makes significant theoretical and practical contributions. Theoretically, it extends TAM and ECM by incorporating Flow Theory. Unlike prior studies focusing primarily on perceived usefulness and ease of use, this research identifies confirmation and satisfaction as the strongest predictors of continued intention to use AIGC. Practically, the findings provide valuable insights for policymakers, school administrators, and ed-tech developers, offering recommendations for designing more engaging, sustainable, and user-friendly AIGC solutions tailored for preschool education. Findings: The results indicate that satisfaction (β = 0.280, p < 0.001) is the strongest predictor of continued AIGC use, followed by attitude (β = 0.262, p < 0.001) and flow experience (β = 0.223, p < 0.001). Expectation confirmation significantly enhances perceived usefulness (β = 0.505, p < 0.001) and satisfaction (β = 0.349, p < 0.001), reinforcing the importance of aligning AIGC tools with teachers’ expectations. ANN analysis further highlights confirmation (95.28%) and satisfaction (82.41%) as the most influential factors, whereas perceived ease of use (22.35%) has a relatively minor impact. These findings suggest that positive user experience, engagement, and expectation fulfillment are key drivers of long-term AIGC adoption. Moreover, ANN analysis revealed complex nonlinear relationships, demonstrating that traditional statistical methods might underestimate the true impact of psychological and experiential factors on technology retention. Recommendations for Practitioners: For practitioners, this study provides several actionable recommendations. First, AIGC tools should be designed to enhance engagement and intrinsic motivation, integrating gamification elements, interactive features, and adaptive learning support to sustain user interest. Second, ongoing professional development programs should be implemented to train teachers on the pedagogical applications of AIGC, addressing any concerns related to usability or long-term feasibility. Third, AIGC platforms should incorporate customization features, allowing educators to tailor content based on their specific classroom needs and teaching styles. By addressing these factors, AIGC adoption in preschool education can be more sustainable and impactful. Recommendation for Researchers: For researchers, this study opens multiple avenues for future exploration. First, future research should adopt a longitudinal approach to examine how preschool teachers’ attitudes and behaviors toward AIGC evolve over time. Second, more research is needed to explore the role of teacher personality traits and digital literacy levels in shaping AIGC adoption patterns. Third, cross-cultural studies could provide deeper insights into how different educational systems and socio-cultural contexts influence preschool teachers’ responses to AIGC technologies. Furthermore, AI-driven predictive analytics should be explored to model behavioral trends and optimize AIGC implementations across diverse learning environments. Impact on Society: This study has significant implications for educational equity, teacher workload, and early childhood learning experiences. By empowering preschool teachers with AIGC, this research promotes more inclusive and accessible preschool education, reducing disparities in educational resources and opportunities. Additionally, AI-driven teaching solutions can alleviate teacher workload, enabling educators to focus on creative and interactive pedagogical strategies rather than administrative tasks. As AIGC continues to evolve, its potential to transform preschool education into a more engaging, adaptive, and learner-centered experience becomes increasingly evident. Future Research: While this study provides valuable insights into preschool teachers’ sustained use of AIGC, several areas require further exploration. First, objective usage data should be incorporated into future research rather than relying solely on self-reported surveys to enhance validity. Second, longitudinal studies should examine how teachers’ continuous intention to use AIGC evolves over time in response to technological advancements and policy shifts. Third, as this study focuses on preschool educators, future research should explore whether the identified factors apply to primary and secondary education teachers. Additionally, ethical concerns, AI trust, and data privacy issues should be further investigated, as they may significantly impact the long-term adoption of AIGC in educational settings. http://www.informingscience.org/Publications/5502 AI-generated content (AIGC) preschool education structural equation modeling (SEM) artificial neural networks (ANN) eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-07-04 24 5519 article Jerolyn Brown jbrow113@odu.edu Tian Luo tluo4work@gmail.com Aim/Purpose: Despite increasing access to technology, persistent disparities in digital competence and self-efficacy remain among marginalized pre-service teachers, often exacerbated by systemic inequities and the digital divide. This research explores the gap in knowledge of the lived experiences of marginalized pre-service teachers’ (PST) prior access to technology and their current perceptions about educational technology integration. Background: Grounded in Sociocultural Theory and the Theory of Planned Behavior, this study seeks to answer how marginalized pre-service teachers perceive prior and current technology ownership and related skill acquisition, what beliefs and intentions they have for future classroom technology integration, and what systemic disparities historically have served as barriers to acquiring digital tools and skills. Methodology: Through critical narrative analyses, interviews and focus groups were conducted, and artifact reflections were collected from those who identify as Black, Indigenous, and other people of color (BIPOC) at a Historically Black College or University (HBCU) in the mid-Atlantic United States (East Coast). Contribution: This study advances knowledge about technology ownership and instructional technology integration of marginalized PST efforts and addresses societal problems like the digital divide. By amplifying marginalized voices, it challenges assumptions about “digital natives” and calls for systemic shifts to prepare marginalized pre-service teachers for technology-rich educational environments. Findings: The findings suggest a self-taught means of digital skills acquisition, a high technology-use self-efficacy with an instructor-centric technology yet balanced approach to technology integration. Recommendations for Practitioners: Participants’ verbal and written responses lacked explicit identification of their digital literacy skills or aspirations for future students. Therefore, more opportunities for in-depth, meaningful, and advanced skills acquisition are needed. Teacher education programs must explicitly develop critical digital literacies to foster transformative, equity-driven pedagogy. Recommendation for Researchers: Researchers are recommended to examine this research further through the lens of the Cultural History Activity Theory using technology as a tool to explore the complexities and contradictions of skills acquisition. Impact on Society: Research on the digital divide at HBCUs shows that while technology ownership is less of an issue, digital skills acquisition remains a crucial topic. This is especially important for pre-service teachers and future learners. Future Research: Future research could explore real-time thought development through verbalizations and compare the academic experience with class ranking to understand perception shifts. http://www.informingscience.org/Publications/5519 BIPOC students intended use of technology digital divide digital literacy pre-service teachers technology ownership marginalized eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-07-04 24 5546 article Roshanak Basty bastyrk@mail.uc.edu Jess Kropczynski kropczjn@ucmail.uc.edu Shane Halse halsese@ucmail.uc.edu Aim/Purpose: This study examined the understudied perceptions of higher education instructors on the use of art-based AI generators in digital art, design, and creative-based courses and answered the research questions: (1) how disruptions by generative artificial intelligence (GenAIs) are impacting teaching, and (2) what are the major factors that contribute to a healthy digital art ecosystem in higher education. Background: While GenAI has attracted widespread public attention, there is insufficient research on integrating art-based AI generators in digital art and design classrooms. Concurrently, there is a demand for collecting and integrating faculty and educators’ perspectives, which are key stakeholders in preparing future art and design professionals for the GenAI-driven workforce. Our study is presented against such a backdrop. Methodology: The study incorporated a mixed-method approach to analyze survey data collected from higher education faculty on their perception of text-to-image generators. Quantitative data was analyzed through statistical analysis, and qualitative data was analyzed through a blend of human-AI thematic analysis. Contribution: The study provides empirical data on higher education faculty’s perspectives regarding the implications of art-based AI generators through survey and mixed-method analysis, serving as a baseline for further research and the development of AI literacy interventions. Additionally, the research identifies effective pedagogical strategies and best practices for embedding generative AI into teaching and learning, contributing to the field of education. Findings: Art-based GenAIs create both positive disruptions (e.g., improved ideation, problem-solving, and creative processes) and negative disruptions (e.g., ethical implications, technical limitations, and pedagogical concerns) in higher education. Insufficient AI literacy and inadequate resources among faculty significantly set back the effective adoption of GenAIs in classrooms. Ethical issues, including academic integrity, copyright, and bias, emerge as prominent issues requiring the implementation of responsible AI frameworks and policies. Adopting pedagogical strategies, such as action-based learning, experimental learning, and active learning, can help optimize student engagement and enhance learning outcomes. Last but not least, a healthy digital art ecosystem in higher education hinges on responsible AI use and standards, continuous technological improvement, effective educational support, a human-centered approach, and a strong sense of community and collaboration. Recommendations for Practitioners: The paper recommends increasing AI literacy among faculty through professional development programs and collaborative learning initiatives; developing and implementing responsible AI use policies, guidelines, and frameworks to address ethical concerns and ensure the effective and ethical use of GenAIs in classrooms; and integrating pedagogical strategies such as action-based learning, experimental learning, and active learning to enhance student engagement and learning outcomes with GenAIs. Recommendation for Researchers: The paper recommends conducting further research on the integration of art-based generative AI in digital art and design classrooms across all academic levels; further exploring faculty and educators’ perspectives on GenAI use to develop best practices and frameworks for effective and ethical adoption in higher education; and investigating the long-term impacts of GenAI technologies on teaching and learning in art, design, and creative-integrated disciplines through longitudinal studies. Impact on Society: The larger implications of the paper’s findings include promoting awareness and education on the ethical implications, benefits, and limitations of GenAIs to foster responsible use and acceptance; encouraging interdisciplinary collaboration to address the challenges and opportunities presented by GenAIs in the creative and cultural industries; and supporting the development of a healthy digital art ecosystem that balances human creativity with technological advancements, ensuring inclusivity, accessibility, and sustainability. Future Research: Based on drawbacks that emerged from the study, such as the sampling method and the sample size, future research should focus on targeting larger and more diverse samples from across different regions of the United States, as well as integrating objective measures to complement self-reported data. As this research is focused on text-to-image generators, future research should expand to additional GenAI types and models to deepen our understanding of their potential benefits and use impacts. Additionally, future research would benefit from studying the long-term impacts of GenAIs on education and the development of human-centered solutions and interventions tailored for faculty and students. http://www.informingscience.org/Publications/5546 information technology generative AI responsible AI higher education art & culture empirical research eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-07-07 24 5553 article Areej ElSayary areej.elsayary@zu.ac.ae Suha Karaki Suha.karaki@zu.ac.ae Rawia Ahmed rawia.ahmed@zu.ac.ae Aim/Purpose: This study aims to explore the reflective practices of educators in blended learning environments, specifically in interdisciplinary courses, and to understand how these practices impact student engagement and learning outcomes. Background: Blended learning, combining online and face-to-face instruction, has become increasingly important for enhancing student engagement and learning outcomes. Reflection is a critical practice for instructors and educators, enabling them to continuously improve their teaching strategies and adapt to the dynamic needs of students. Reflective practices, particularly reflection-in-action and reflection-on-action, are essential for developing effective and responsive educational environments. Methodology: A mixed-methods design was employed, incorporating qualitative reflections from course coordinators and instructors, and quantitative data from an online learning platform (Forum). Participants included coordinators and instructors from a federal university in the UAE involved in interdisciplinary General Education courses. Contribution: The study highlights the potential of reflective practices to significantly enhance the effectiveness of blended learning, suggesting that ongoing professional development and support for educators are essential. Additionally, the findings highlight the unique challenges and opportunities within the UAE context, calling for context-specific strategies to optimize blended learning. Findings: The findings highlight the importance of instructors’ reflective practices, particularly reflection-in-action and reflection-on-action, in developing flexible and adaptive lesson plans that enhance student engagement. Key challenges identified include the need for clearer instructional materials, better integration of interdisciplinary content, and comprehensive faculty training. Data from the online platform revealed significant variations in student engagement metrics, such as breakout room participation, chat activity, and assignment completion. Recommendations for Practitioners: Educators should design lesson plans that incorporate real-life scenarios, active learning strategies, and reflection to enhance students’ engagement in blended learning environments. Recommendation for Researchers: Future research should investigate reflective practices in various educational settings, explore the effects of adaptive teaching strategies on student engagement across disciplines, and incorporate student perspectives to gain a deeper understanding of their impact on learning. Impact on Society: The study emphasizes how reflective, adaptive teaching strategies can improve engagement and critical thinking, contributing to more inclusive and sustainable education systems aligned with global goals. Future Research: Longitudinal research should explore the long-term effects of reflective teaching on student outcomes. In addition, investigating faculty development programs will help enhance the effectiveness of reflective practices in education. http://www.informingscience.org/Publications/5553 blended learning; reflective practices students’ engagement interdisciplinary courses eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-07-10 24 5543 article YING PAN panying@graduate.utm.my Jamalludin Harun p-jamal@utm.my Aim/Purpose: This review analyzes the causes and effects of programming anxiety in higher education, evaluates existing assessment tools, and explores mitigation strategies to guide interventions that improve student outcomes. Background: Programming anxiety impairs educational outcomes by reducing student engagement, performance, and retention. Prior studies have typically focused on its correlations with performance, programming language selection, and gender; a more comprehensive investigation of this topic is demanded. Methodology: Following PRISMA guidelines, this systematic review analyzed 21 empirical studies from databases including ScienceDirect, Springer, Scopus, WOS, ACM Digital Library, and IEEE Xplore, based on predefined inclusion criteria. Contribution: This review summarizes existing knowledge about programming anxiety, identifies key gaps, establishes its causes and effects, evaluates measurement tools, and proposes interventions that have not previously been systematically reviewed. Findings: Both intrinsic and extrinsic factors contribute to programming anxiety. It harms learning outcomes and may lead to lower course completion rates. The current approaches for evaluating programming anxiety lack standardization and validity. In addition, findings suggest that effective interventions require a supportive learning environment combined with pedagogy to alleviate programming anxiety. Recommendations for Practitioners: Practitioners are advised to use instructional strategies that reduce programming anxiety, such as collaborative learning, supportive interactions, appropriate IDEs (Integrated Development Environments), and anxiety-specific assessment tools to tailor educational approaches. Recommendation for Researchers: Researchers are encouraged to develop validated, reliable instruments for evaluating programming anxiety and investigating the efficacy of specific solutions in a variety of educational settings. Impact on Society: Mitigating programming anxiety has significant implications for educational practices, as it can improve the quality and accessibility of computer science education, potentially enhancing diversity and inclusion in technology-related disciplines. Future Research: Future research should investigate the long-term impacts of programming anxiety, design interventions that target both psychological and pedagogical components of anxiety and evaluate the effectiveness of these interventions across different demographic groups. http://www.informingscience.org/Publications/5543 programming anxiety cause and effect assessment tool instructional interventions higher education systematic literature review eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-07-10 24 5592 article Merav Hayak meravper22@gmail.com UnHyeok Ko kou1@unlv.nevada.edu Kendall Hartley kendall.hartley@unlv.edu Aim/Purpose: This study investigated how undergraduate and graduate students in a teacher education program perceived, used, and ethically reflected upon generative AI tools. The problem is the unclear state of preservice teachers’ understanding and use of generative AI in educational settings, which this study aimed to explain. Background: Given generative AI’s growing presence in education, this study addressed a gap in understanding by examining preservice teachers’ perceptions, experiences, and ethical concerns, particularly in relation to self-regulated learning. Methodology: A convergent parallel mixed-methods design was used to gather quantitative and qualitative data from 73 students enrolled in a teacher education program at the University of Nevada, Las Vegas. Descriptive statistics, correlations, and thematic analysis were used for data analysis. Contribution: This study contributes to the emerging literature by providing insights into preservice teachers’ usage patterns of generative AI, the relationship between AI use and self-regulatory skills, and a detailed examination of ethical concerns, informing effective AI integration into teacher education programs. Findings: Text-based generative AI was the most familiar tool among participants. The primary reasons for the use included editing papers, searching for new ideas, and understanding course material. A significant positive correlation was identified between information search with the help of generative AI and resource management skill. Key themes identified by thematic analysis included perceived benefits for student engagement and creativity, AI’s potential as a writing assistant, and ethical concerns about plagiarism and misuse. Overall, preservice teachers demonstrated surface-level use and a general lack of in-depth knowledge about AI integration. Recommendations for Practitioners: Teacher educators should provide explicit training in generative AI, including practical guidelines and clear ethical frameworks to foster effective and responsible integration into classroom practice. Recommendation for Researchers: Future researchers should develop validated measurement instruments specifically designed for studying generative AI perceptions and usage and explore longitudinal impacts as preservice teachers transition into professional teaching roles. Impact on Society: By guiding preservice teachers toward informed and ethical use of generative AI, this study supports broader societal goals of promoting digital literacy, ethical technology integration, and enhanced learning experiences for future generations. Future Research: Subsequent research should further explore reasons behind the limited adoption of generative AI among preservice teachers, examine the long-term impacts of AI use on pedagogical practices, and investigate structured frameworks for promoting deeper AI integration within the teaching and learning domain. http://www.informingscience.org/Publications/5592 generative AI preservice teachers self-regulated learning ethical considerations pedagogical integration eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-07-10 24 5549 article Apostolos Kostas apkostas@aegean.gr Ioanna Lagopati ioannalagopati@yahoo.gr George Koutromanos koutro@primedu.uoa.gr Aim/Purpose: The purpose of this review is to investigate current research on gamification for adult lifelong learning, including tertiary education, work-based learning, and informal learning. Background: As teaching methods still rely on traditional methods, the necessity of a paradigm shift in teaching methods to foster motivation and leverage better learning outcomes remains a challenge. One of the proposed solutions is to make learning more attractive via contextualized designs that follow the principles of gamification. Methodology: To address the research questions, a systematic literature review was conducted, based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. As part of the systematic literature review, articles published between 2014 and 2024 were sought. The search query consisted of the various Boolean operators and search terms. The search was conducted in ScienceDirect, SpringerLink, ERIC, and Scopus. Of the 232 articles identified, 141 were selected by applying inclusion and exclusion criteria. After reviewing the abstracts of the selected studies, 36 articles were included in the review. Contribution: This study contributes by providing a thorough review of the current state of gamified learning in the field of adult education. It synthesizes previous research and offers insights into technologies, theories, elements, and learning outcomes of gamified educational interventions. Moreover, this review highlights the potential of gamification to enhance learning experiences through the integration of game elements into educational design, resulting in more efficient and productive training models. Findings: The study revealed that gamified learning is applicable in a variety of subjects, predominantly in areas related to business administration, economics, and pedagogical studies, as corroborated by prior research. It is diverse and depends on several factors, including the educational purpose, the learning profile, the established learning objectives, and the desired learning outcomes. Gamified learning yields significant learning outcomes for adult learners. Recommendations for Practitioners: Gamification offers significant potential for enhancing motivation, engagement, and learning in various key areas, including formal education in higher education, corporate training, healthcare, workplace settings, and sustainability. Moreover, when a designer integrates game elements into non-gameful environments, it is crucial to consider specific design parameters. The research indicates that when game elements are thoroughly designed to align with the learning characteristics of adult learners and are based on learning theories related to gamified learning, they enhance the motivation to engage in learning activities. This, in turn, leads to an increase in the learners’ self-efficacy. Recommendation for Researchers: Further investigations into the application of gamified adult education through Learning Management Systems (LMS) are needed. This includes the effectiveness and sustainability of using advanced applications of adaptive and personalized gamification with embedded artificial intelligence in open learning environments, which appears to be a new trend. Impact on Society: The key outcomes are associated with the enhancement of learning performance and the acquisition of practical knowledge and skills that can be applied in real-world scenarios, such as work environments. In these environments, adults will be able to solve practical problems and enhance their work performance and productivity. Future Research: As research continues to verify the effectiveness of gamification in terms of learning benefits, further investigation is needed to explore different educational levels and span the continuum of lifelong learning, as well as to examine new emerging technologies, especially generative AI tools. http://www.informingscience.org/Publications/5549 gamification gamified digital applications systematic review online adult learning lifelong learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-07-31 24 5599 article Ati Suci Dian Martha aciantha@telkomuniversity.ac.id Sri Widowati sriwidowati@telkomuniversity.ac.id Desy Puspa Rahayu dspusparahayu@telkomuniversity.ac.id Aim/Purpose: This study investigates the readiness of higher education students in Indonesia to use ChatGPT for learning and explores its perceived benefits in academic settings. The research aims to identify challenges and opportunities in integrating generative AI into education. Background: As a rapidly evolving AI technology, ChatGPT presents both opportunities and challenges in higher education. While it offers convenience and personalized support, concerns regarding ethical use, academic integrity, and student dependency remain. Understanding student readiness and attitudes toward ChatGPT is essential for effective and responsible implementation in learning environments. Methodology: This study employs a mixed-methods convergent parallel design, collecting both quantitative and qualitative data simultaneously but analyzing them separately. A total of 373 students from diverse universities and disciplines in Indonesia participated. Quantitative data were analyzed using the Rasch measurement model and Winsteps software, while qualitative responses were transcribed and examined through summative content analysis using Quirkos 2.5.3 software. Participants were selected through a purposive sampling approach to ensure a representative distribution across institutions and fields of study. Contribution: This study contributes to the growing discourse on AI in education by offering clear, data-driven insights into Indonesian students’ readiness and perceptions of ChatGPT. It reveals that students across diverse regions view ChatGPT as a helpful academic tool, particularly for clarifying complex concepts, reducing stress, and supporting independent learning. These findings provide actionable guidance for educators and policymakers, highlighting the urgent need for AI literacy programs and ethical use policies. The study lays a strong empirical foundation for larger-scale, longitudinal research on AI integration in higher education by presenting these concrete patterns. Findings: The findings indicate a generally high level of student readiness to use ChatGPT in learning contexts. Students perceive ChatGPT as a valuable tool for completing assignments, clarifying complex concepts, and reducing academic stress. However, concerns were also raised regarding its potential impact on critical thinking skills and the need for clear ethical guidelines. These findings provide preliminary evidence that can support the development of institutional strategies and future research directions. Recommendations for Practitioners: For educators and institutions, it is crucial to develop structured policies and ethical guidelines for ChatGPT use in academic contexts. Assignments should be designed to promote higher-order thinking skills, such as creativity and problem-solving, rather than mere fact recall. Additionally, AI literacy training should be incorporated into curricula to help students critically evaluate AI-generated content. Recommendation for Researchers: For researchers, future studies should explore the readiness of educators to integrate ChatGPT into teaching and assess its long-term impact on student learning outcomes, including critical thinking and problem-solving skills. Investigating how ChatGPT can be effectively embedded within existing learning management systems could further enhance its educational potential. Impact on Society: By identifying both the benefits and challenges of ChatGPT in higher education, this study informs policies and best practices for AI adoption in academia. Addressing issues of digital equity, ethical concerns, and pedagogical strategies can help create a more balanced and effective AI-assisted learning environment, ultimately improving the quality of education and teaching methodologies. Future Research: Further research should investigate how ChatGPT influences long-term student engagement, skill development, and academic performance. Studies should also examine institutional readiness, faculty perspectives, and AI’s role in fostering more interactive and adaptive learning experiences. http://www.informingscience.org/Publications/5599 student readiness perception ChatGPT generative AI higher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-08-11 24 5601 article Anderson Kevin Gwenhure kevingwenhuree@gmail.com SangGyu Nam d6722300115@g.siit.tu.ac.th Aim/Purpose: To evaluate the sustainability of gamified cybersecurity education, training, and awareness (ETA) initiatives by addressing recurring limitations, conceptual misclassifications, and the overlooked influence of novelty and duration. Background: Gamification has seen widespread application in cybersecurity ETA initiatives and is frequently credited with improving engagement, motivation, and learning outcomes. However, its true effectiveness remains uncertain. Methodology: A systematic literature review (SLR) following the PRISMA framework was conducted, analyzing 12 peer-reviewed empirical studies focused on gamified cybersecurity ETA interventions. Findings: The review reveals that most gamified initiatives are short-term and assessed within the novelty effect window, which may inflate their perceived effectiveness. Only two studies applied established gamification frameworks, highlighting a widespread reliance on improvised designs. Common elements like leaderboards and time pressure often cause unintended negative effects, such as anxiety and disengagement. Additionally, poor reporting on intervention duration and negative outcomes hinders reproducibility. Long-term behavior change remains largely unexamined. By synthesizing these findings, this study offers design guidance and calls for more structured, evidence-based approaches to gamification in cybersecurity. Recommendations for Practitioners: Design for long-term impact, not short-term stimulation. Align game elements with user motivations and context. Use theory-based frameworks to document positive and negative outcomes to support continuous improvement and behaviour change. Recommendation for Researchers: Researchers should adopt longitudinal study designs to assess the sustainability of gamified interventions beyond the novelty phase, focusing on behavioural change rather than short-term engagement. Future studies must explore optimal durations for meaningful outcomes and examine how game elements affect diverse user groups and contexts. Clarifying distinctions between gamification, serious games, and simulations is essential to reduce conceptual ambiguity. Developing context-sensitive frameworks that incorporate motivational and environmental factors is also critical. Finally, standardizing reporting on duration, design models, and both positive and negative outcomes will improve comparability and advance research in this field. Future Research: This research advances the design of evidence-based gamified interventions to help close the cybersecurity skills gap and promote a more security-conscious digital culture. Organizational adoption can enhance user awareness and reduce human-related risks. Future research should distinguish gamification from related methods like serious games and simulations, and shift focus from short-term engagement to long-term outcomes such as secure behavior and compliance. Studies must report both positive and negative effects, considering demographic and contextual factors. Developing integrated, context-aware frameworks and conducting longitudinal studies to determine optimal intervention durations are essential. Standardized reporting and exploration of gamified internal policies will further support effective and sustainable cybersecurity awareness. http://www.informingscience.org/Publications/5601 gamification cybersecurity education training awareness eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-08-12 24 5604 article Gloria Concepcion Tenorio-Sepulveda gloriacotese@gmail.com Amadeo J Argüelles-Cruz aarguelles@ipn.mx Rogelio A Hernandez-Lopez rogelioh@stanford.edu María Soledad Ramírez-Montoya solramirez@tec.mx Aim/Purpose: The objective of this study was to identify the elements of learning analytics and the characteristics that digital escape rooms should have in order to promote the development of computational thinking in challenging environments. Background: In the present and future of education, developing computational thinking is strategic for the digital age, serving as a bridge between technology and problem-solving. There is an opportunity to look for new ways to promote computational thinking because people have difficulty abstracting real problems and applying decomposition methods, design patterns, and algorithmic thinking in various complex contexts. Methodology: The ADDIE framework (analysis, design, development, implementation, and evaluation) was applied to develop an escape room with learning analytics and challenges focused on Sustainable Development Goal 7 (Affordable and Clean Energy). The application was carried out with 119 participants from the science club. Contribution: This research provides practical specifications for developing digital escape rooms that implement learning analytics. This study is of great value to academics, developers, and decision-makers interested in developing training activities that promote high-level skills for dealing with complexity. Findings: The physical and logical models created can guide the implementation of requirements and database creation when developing educational digital escape rooms. A timeline, event history analysis, and a method examining the sequence of discrete states can measure computational thinking development and identify other high-level competencies in educational digital escape rooms. Essential features of web-based educational digital escape rooms include an adaptive design for optimal visualization and interaction, accessibility across a variety of devices, easy navigation, and challenges that include puzzles and time-limited problems. Recommendations for Practitioners: Suggestions for practitioners who want to enhance high-level competencies include: (a) employ challenge-based strategies like an educational digital escape room, (b) gradually increase the difficulty of challenges to monitor competency development, (c) control the time students spend solving puzzles, and (d) continuously evaluate the strengths and weaknesses of the educational digital escape room for ongoing improvement. Recommendation for Researchers: Researchers who want to develop high-level competencies through educational digital escape rooms should consider timelines, event history analysis, and a method that scrutinizes the students’ sequence of discrete states while answering questions, which allows effective progress tracking. Impact on Society: This study contributes to open education by creating quality open educational resources for the development of high-level competencies. Future Research: Future research could expand the analysis to include qualitative data, population samples from clubs in other countries, and educational digital escape rooms targeting other sustainable development goals. http://www.informingscience.org/Publications/5604 complex thinking educational innovation higher education computational thinking escape rooms sustainable development objectives eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-08-22 24 5609 article Falentinus Ndruru falentinusndruru@gmail.com Bambang Yudi Cahyono bambang.yudi.fs@um.ac.id Mala Rovikasari mala.rovikasari.2402219@students.um.ac.id Dyah Fitri Mulati dyah.fitri.2402219@students.um.ac.id Aim/Purpose: This study aims to investigate how writing task complexity, digital tools, and writing engagement strategies impact students’ academic writing performance, identifying their direct and mediated effects. Background: There is little exploration regarding the interplay of technological, cognitive, and affective-related factors, such as the use of digital tools, the complexity of writing tasks, and engagement strategies contributing to students’ academic writing performance, which has prominently emerged in higher education. Such exploration is essential to provide clear nuance and the importance of technological, cognitive, and affective roles in academic writing practices. Methodology: Employing Partial Least Squares-Structural Equation Modeling (PLS-SEM), this quantitative study used a validated 20-item questionnaire adapted from past research. Data were collected from 211 undergraduate students majoring in English Education and English literature from fourteen Indonesian universities. Contribution: This research systematically explores how digital tools and engagement strategies mediate the relationship between writing task complexity and academic writing performance. Distinct from previous research on writing task complexity, use of digital tools, and engagement strategies, which were studied in isolation, the findings of this study offer nuanced insights into how the use of digital tools and engagement strategies simultaneously mediate the effect of task complexity into potential interconnected pathways and mechanisms influencing academic writing outcomes. These insights highlight that students do not merely respond to complex tasks cognitively but also use digital support systems and perform engagement strategies to optimize their writing. These findings inform the design of integrated writing instruction that aligns task difficulty with digital scaffolding and engagement strategies, particularly in EFL higher education settings. Findings: The results revealed significant positive effects of writing task complexity directly affecting academic writing performance (β=0.363), writing engagement strategies (β=0.560), and use of digital tools (β=0.694). Furthermore, use of digital tools significantly influenced writing performance (β=0.222) and engagement strategies (β=0.278), while engagement strategies notably affected academic writing performance (β=0.294). These findings underscore that appropriately structured complex tasks, enhanced by digital support and active engagement strategies, significantly bolster students’ academic writing capabilities. Recommendations for Practitioners: Educational practitioners can leverage these insights to design complex yet manageable writing tasks and integrate digital tools effectively, thereby fostering improved student engagement and enhanced academic writing outcomes. Recommendation for Researchers: Indonesian ELT scholars may conduct future research to investigate additional elements such as individual differences in digital literacy, motivation, and language competency to better understand the complex relationships between writing task complexity, use of digital tools, engagement strategies, and academic writing performance. Researchers may also investigate the efficacy of specific digital tools or technologies in various academic and cultural contexts to determine optimal integration strategies. Impact on Society: This study clarifies the roles of task complexity, technology, and engagement in providing educators with evidence-based approaches to improve academic writing instruction, thereby preparing students more effectively for academic and professional contexts. Future Research: This paper has figured out the collective impact of writing task complexity, use of digital tools, and writing engagement strategies on academic writing performance using the PLS-SEM approach as a framework for analysis. Future studies are called to examine different approaches regarding these research findings, such as experimental design, which can manipulate task complexity to provide deeper insights into optimal task design. http://www.informingscience.org/Publications/5609 academic writing performance use of digital tools writing engagement strategies writing task complexity eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-08-29 24 5612 article Muaadh Mukred muaadhm@sunway.edu.my Kok Weng Ma makokweng2001@gmail.com Rexado Pramudita Julianton rexado.pramudita@gmail.com Xian Yang Chan xanthus930@gmail.com Yong Teng Chai yongteng3366@gmail.com Mikkay Wong Ei Leen mikkayw@sunway.edu.my Abdu H. Gumaei a.gumaei@psau.edu.sa Aim/Purpose: This study adopts a mixed-method approach to examine the factors influencing the adoption of AI-based assistive technologies among students with special needs. Specifically, it explores the roles of social support, motivation, digital literacy, and self-efficacy in shaping students’ perceptions and behavioral intentions toward these technologies within inclusive education settings. Background: The integration of assistive technologies into inclusive learning environments has gained significant attention due to its potential to improve educational outcomes for students with disabilities. Despite this growing interest, limited empirical research has explored the determinants of such technologies’ adoption, particularly through the technology acceptance model lens. This study addresses this gap by extending the technology acceptance model framework to incorporate additional constructs such as social support, motivation, digital literacy, and self-efficacy, offering a more comprehensive understanding of user acceptance in inclusive contexts. Methodology: A mixed-method design was employed. The quantitative phase involved a survey of 118 students enrolled in six inclusive education programs across Saudi Arabian universities. Data were analyzed using structural equation modeling via SmartPLS to examine the relationships between the proposed constructs. Complementing this, the qualitative phase included in-depth interviews with eight AI experts specializing in assistive technologies for students with disabilities, providing contextual insights and validating the quantitative findings. Contribution: This study advances the technology acceptance model by integrating key psychological and social variables (social support, motivation, digital literacy, and self-efficacy) into the adoption framework. Doing so offers a more nuanced perspective on how students with special needs interact with and perceive AI-based assistive tools, addressing a critical gap in current inclusive education research. Findings: The findings from the quantitative analysis indicate that social support and motivation significantly enhance perceived usefulness, while digital literacy and self-efficacy significantly enhance perceived ease of use. Both usefulness and ease of use substantially affect intention toward adopting assistive technology. Additionally, the qualitative findings reveal key themes emphasizing user-friendly designs, contextual adaptability, ethical considerations, and AI’s potential to promote student autonomy. Recommendations for Practitioners: Expert interviews underscore the necessity for ongoing professional development among educators to effectively implement assistive AI tools. Furthermore, fostering partnerships between technology developers and educators is critical for designing tools that meet the real-world needs of inclusive classrooms. Recommendation for Researchers: By extending the technology acceptance model, this study opens new avenues for future research into other influencing factors, such as institutional readiness, cultural considerations, and policy support. Researchers are encouraged to apply this enriched model in various educational and geographical contexts to further validate its applicability. Impact on Society: Understanding the factors that influence the adoption of assistive technology is essential for fostering inclusive and equitable education systems. This study contributes to the development of policies and implementation strategies that ensure students with disabilities can fully benefit from emerging educational technologies. Future Research: Future studies can expand the scope of this research by exploring different educational settings, conducting longitudinal studies to assess long-term adoption trends, and incorporating additional stakeholders, such as parents and policymakers, to gain a more comprehensive understanding of assistive technology integration. http://www.informingscience.org/Publications/5612 artificial intelligence assistive technologies inclusive education technology acceptance model digital literacy special needs students eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-09-06 24 5605 article Seungki Shin skshin@snue.ac.kr Dabin Park dabin2688@gmail.com Aim/Purpose: This research investigated how integrating programming into game-based learning influences preservice teachers’ motivation. It specifically examined motivational changes through the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. The study aimed to guide more effective implementations of game-based learning by highlighting instructional design strategies. Background: Game-based learning has been increasingly recognized for its potential to engage learners through interactive and immersive experiences. This research builds on Dewey’s Four Impulses and game-based learning frameworks to deepen understanding of motivational outcomes. Methodology: An eight-week intervention was conducted with 11 preservice teachers enrolled in a Physical Computing course. The intervention featured the MakeCode Arcade programming platform and a structured four-stage model. Data were collected using Keller’s Course Interest Survey before and after the intervention. Contribution: This study provides insights into how the systematic integration of game-based learning and programming can enhance preservice teachers’ motivation. It offers practical implications for preparing them to design and implement engaging game-based lessons in future classrooms. Findings: The results showed significant increases in preservice teachers’ attention and satisfaction after participating in game-based programming. While relevance and confidence did not show statistically significant gains, they still exhibited a positive trend. Overall, these findings suggest that immersing learners in game-based learning within a programming curriculum effectively fosters engagement and key aspects of learning motivation. Recommendations for Practitioners: Teachers could integrate game-based programming projects that actively engage learners through iterative design and peer collaboration. Providing frequent opportunities for feedback and redesign can sustain high levels of engagement. Additionally, incorporating tangible hardware tools can make the learning process more immersive and satisfying. Recommendation for Researchers: Researchers should design interventions that connect programming tasks to learners’ real-world teaching contexts, complement quantitative findings with qualitative insights, and explore motivational factors beyond the ARCS model. Employing larger sample sizes and fostering cross-institutional collaborations would further enhance the generalizability of future studies. Impact on Society: Equipping future teachers with innovative instructional methods can enhance the overall quality of education, especially in increasingly digital and diverse learning environments. By fostering both motivation and competence, game-based learning approaches may lead to more engaging and equitable classrooms. In turn, society benefits from teachers who can creatively integrate technology into learning experiences. Future Research: Given the small sample size in this study, future research should involve a larger group of participants to enhance generalizability. It would also be valuable to extend the intervention period to observe longer-term motivational changes, particularly in relevance and confidence. Comparative studies across different game-based platforms may further inform effective integration strategies in teacher education. http://www.informingscience.org/Publications/5605 game-based learning programming education motivation preservice teachers ARCS Model MakeCode Arcade eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-10-05 24 5621 article Kavitha Radha Nair kavitha.rn@res.christuniversity.in Jacqueline Kareem jacqueline.loleta@christuniversity.in Aim/Purpose: This study aims to investigate the relationships between students’ attitudes toward STEM subjects, 21st-century skills, and technology use, and how these factors influence STEM career interest and subjective well-being among adolescents in the 21st-century classroom. Background: While positive attitudes, skill acquisition, and digital learning have been individually studied, their combined effect on students’ career aspirations and subjective well-being remains underexplored. Addressing this gap can show how these factors work together to support adolescent development. Methodology: This study was grounded in established theories of learning and motivation. It employed a statistical method, Structural Equation Modeling (SEM), to test a conceptual model. Data were collected from 1,302 students (grade levels VIII-XII) across 30 schools in Kerala, India. Also analysed were the mediating effects of mathematics and science engagement, teacher efficacy, and teacher leadership. Contribution: This research offers a combined model that reveals how students’ attitudes, skills, technology use, and classroom teaching practices are connected. These factors are shown to influence both career motivation and well-being. Together, the findings provide a broader and clearer picture of modern education. Findings: Students with positive attitudes toward STEM showed more engagement in learning. Effective and supportive teachers also influenced them. This influence shaped their career interest. Their well-being was improved indirectly through this engagement and career motivation, but their direct impact on well-being was limited. The model demonstrated good fit indices, supporting its structural validity. By addressing the gap in integrative models that link learner attitudes, competencies, technology use, and instructional mediators to both career and well-being outcomes, this study contributes a holistic framework for understanding adolescent development in modern classrooms. Recommendations for Practitioners: Teachers should focus on fostering STEM-positive attitudes. They can enhance engagement through inquiry-based methods. They should also integrate 21st-century skills into everyday classroom activities. Teacher professional development should include leadership training and technology-enhanced pedagogy. Purposeful and regulated technology integration should be prioritized to avoid negative impacts on student focus and well-being. Recommendation for Researchers: Future research should explore the longitudinal effects of these variables across diverse educational contexts and age groups. Alternative indicators of academic success beyond grades should be considered. These indicators could examine how digital and thinking skills apply across different subjects. Impact on Society: By identifying pathways to both academic and emotional development, the study supports policy and curriculum reforms. These reforms aimed at preparing future-ready learners capable of contributing to innovation-driven economies while maintaining adaptability. Future Research: Investigations should extend to virtual or immersive environments, examine differential impacts across demographic groups, and develop standardised tools for measuring digital literacy and well-being in diverse settings. http://www.informingscience.org/Publications/5621 STEM career interest subjective well-being 21st century skills teacher leadership teacher efficacy student engagement technology use structural equation modeling Indian adolescents eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-10-05 24 5619 article Meirav Tzohar-Rozen meiravroz@l-w.ac.il Anat Bodinuk anatbutz@gmail.com Meital Amzalag meital.amzalag4@gmail.com Aim/Purpose: The study aimed to develop a unique program based on a technological hackathon (MATH-HACK) for special education pre-service teachers (PSTs), and to examine its impact on their Technological, Pedagogical, and Content Knowledge (TPACK) as well as on their attitudes toward designing technology-based activities in mathematics for students with special needs. Background: Integrating technology into mathematics instruction is vital for supporting students with special needs. While special education teachers often express positive attitudes toward technology integration, its actual implementation in practice remains limited, mainly due to insufficient training. Pre-service teachers often report a need for greater support in developing the skills needed to integrate technology effectively. Methodology: The sample included 63 special education PSTs, exceeding the minimum required size of 52 determined in advance using G*Power. TPACK and attitude questionnaires regarding the design of technology-based mathematical activities were used. The quantitative analysis, conducted using SPSS (Version 29), included paired samples t-tests, repeated measures ANOVAs, Pearson correlations, and hierarchical regression analyses to identify predictors of improvement. Contribution: This study proposes a practical training program for special education PSTs, emphasizing the integration of technology as a core component. It underscores the potential contribution of the MATH-HACK program as a foundation for developing professional knowledge (TPACK) and fostering positive attitudes in this field. Findings: The findings show improvement in each component of TPACK, with the most notable gains in technological knowledge. Students’ attitudes improved, particularly regarding their ability to cope with challenges. Moreover, it was found that PSTs who designed technological activities for students with emotional-behavioral disabilities and learning disabilities showed greater improvement in all areas of TPACK compared to PSTs who designed activities for students with complex disabilities. In addition, most PSTs preferred this method of instruction to classic instructional techniques. Recommendations for Practitioners: The findings indicate that the MATH-HACK training program contributes to the development of PSTs’ TPACK components, while also fostering positive attitudes toward designing technology-based activities for students with special needs. In light of its contribution, it is recommended that similar training programs be developed and implemented further. Recommendation for Researchers: It is recommended to incorporate interviews to gain a deeper understanding of the improvements experienced by the research participants and to continue with a longitudinal study to assess whether they apply what they learned during the hackathon in their teaching practices. Impact on Society: The study highlights the potential contribution of this innovative model to the preparation of special education PSTs within a technological-mathematical context, a process that may enhance the mathematical achievement of students with special needs. Future Research: It would be valuable to assess the program’s applicability in other content disciplines, both in special education and general education. http://www.informingscience.org/Publications/5619 TPACK hackathon mathematics pre-service teachers special education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-10-13 24 5633 article Jacqueline Kareem jacqueline.loleta@christuniversity.in Arathi venkatesh arathi.venkatesh@christuniversity.in Abhaya N B abhaya.nb@christuniversity.in Aim/Purpose: This study is a cross-sectional survey that explores attitudes towards online classroom engagement, online assessments, exams, and challenges in digital learning. Background: Educational institutions have adopted digital platforms with varying degrees of success. The COVID-19 pandemic has prompted researchers and academics to reflect on digital interventions and their impact on pedagogy, learning, and assessment. However, in the present circumstances, online teaching, learning, and assessment will require learners to bring their own ethics, unrestrained by external institutional rules. Methodology: The sample consisted of 1,017 students in higher education across India. The researchers developed a tool, the Digital Learning Scale, which was built on three factors: attitude towards online classroom engagement, attitude towards online assessments, and challenges in digital learning. This tool was used to collect data. Contribution: The study results prove the effect of online learning and online assessments in higher education institutions. Findings: The significant findings of this study are: (1) approximately 50% of the students prefer that there should be a balance between online and offline teaching, learning and evaluation; (2) there is significant positive high correlation between the last online exam and last offline exam scores; (3) there is significant positive correlations between attitudes towards online class engagement, attitude towards online assessments and exams and challenges in digital learning; (4) 65% of the students agree that digital learning increases social isolation; (5) 55% of the students agree that incidence of cheating by the students in online exams is evident. Recommendations for Practitioners: Educational institutions should invest in robust strategies to promote academic integrity, provide technical support, and offer training programs that equip students with the necessary digital skills for achieving successful learning outcomes. Impact on Society: There is a pressing need to prioritise digital literacy and integrity initiatives. Future Research: Five years post-pandemic, research should be conducted in higher education institutions on the impact of online learning. http://www.informingscience.org/Publications/5633 digital learning higher education online classroom engagement online assessments eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-10-13 24 5625 article Nurul Ashikin Izhar ashikinizhar@usm.my Mengjia Zhu mengjia97@student.usm.my Claudia Racquel Xervaser claurx8@gmail.com Aim/Purpose: This study aimed to investigate the perspectives of English Language Teaching (ELT) educators on DeepSeek, emphasizing its pedagogical value, practical challenges, and instructional potential in higher education. Background: The integration of artificial intelligence (AI) in ELT is reshaping instructional practices globally, particularly in response to rapid technological advancements and shifts toward digital and student-centered learning. In China, these transformations have been accelerated by national education reforms, globalization, and the COVID-19 pandemic, prompting a reconfiguration of teaching approaches through online, blended, and AI-supported modalities. AI tools, including writing assistants and speech recognition systems, have begun to enhance learner autonomy, engagement, and performance by providing real-time, personalized feedback. Among these tools, DeepSeek has emerged as a promising platform that combines advanced information retrieval and generative capabilities, supporting lesson planning, content development, and academic writing. This paper explores how ELT educators in higher education perceive and apply DeepSeek in their teaching, with a focus on its pedagogical benefits, practical challenges, and instructional potential. Methodology: This study examined a qualitative approach to ELT educators’ perspectives on the benefits, challenges, and instructional potential of integrating DeepSeek into higher education in China. Using purposive sampling, data were collected through open-ended questionnaires from 12 ELT educators at a public Chinese university where DeepSeek has been implemented across academic and administrative functions. Thematic analysis was conducted to examine patterns in participants’ responses across three phases of implementation involving before, during, and after classroom use, to provide an in-depth understanding of DeepSeek’s pedagogical impact. Contribution: This study is one of the few to explore the integration of DeepSeek into ELT in higher education. Unlike more widely studied AI tools, DeepSeek was selected for its emerging use in Chinese educational settings and its distinct instructional features, including structured content generation and multimodal support. By focusing on this specific tool, the study expands the scope of AI in education research and offers new empirical insights into its pedagogical value, implementation challenges, and potential to support personalized and learner-centered teaching. Findings: Findings indicate that DeepSeek offered consistent pedagogical support across three instructional phases (before class, during class, and after class). The most pronounced impact was observed in the before-class phase, where it significantly enhanced lesson preparation efficiency and pedagogical innovation through structured content generation, procedural design, and instructional resource enrichment. During class, DeepSeek supported content diversification, real-time pedagogical adjustments, and student engagement. After class, DeepSeek supported feedback provision, learner autonomy, and extended learning, though its influence was comparatively limited. Overall, the integration of DeepSeek contributed to improved instructional coherence and fostered a shift toward more learner-centered pedagogical practices. Recommendations for Practitioners: This study recommends that practitioners who integrate DeepSeek ensure comprehensive educator training to utilize the tool’s features and functionalities effectively. Additionally, they should focus on maintaining a balance between AI-driven support and traditional pedagogical methods to preserve the human elements of teaching, such as empathy and critical thinking. Practitioners should also consider ethical implications, such as data privacy and potential biases in AI models, and ensure that DeepSeek is used as a complementary resource rather than a replacement for educator expertise. Recommendation for Researchers: Researchers need to understand the evolving role of AI tools such as DeepSeek in enhancing ELT practices and exploring their long-term impact on student outcomes. Future studies should investigate the scalability of AI integration across diverse educational settings and examine how AI tools can be further refined to address emerging pedagogical challenges. Additionally, research should focus on evaluating the ethical concerns associated with AI in education, including data privacy, algorithmic bias, and the implications for educator-student relationships. Researchers are also encouraged to explore the balance between AI and human interaction in fostering a more effective and holistic learning environment. Impact on Society: AI technology-based learning, using DeepSeek, could enhance students’ learning outcomes and assist educators in developing content, leading to a more efficient and effective higher education system. The proper integration of DeepSeek into traditional teaching methods can promote its use and maximize its potential for enhancing learning experiences. Future Research: Additional research should be conducted to explore and measure the impact of DeepSeek on student motivation, engagement, and academic performance. Further studies should investigate its use across different disciplines and educational contexts to evaluate its effectiveness in diverse learning environments. http://www.informingscience.org/Publications/5625 artificial intelligence ELT DeepSeek educators’ perspectives pedagogical benefits practical challenges instructional potentials eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-10-15 24 5636 article Harry B Santoso harrybs@cs.ui.ac.id Jahns Michael jahns.michael51@ui.ac.id Kasiyah Junus kasiyah@cs.ui.ac.id Sulis Sandiwarno sulis.sandiwarno31@ui.ac.id Aim/Purpose: This study aims to analyze self-regulated learning interventions and measurement approaches in higher education as an initial contribution towards a model for holistic, integrated, and technology-assisted self-regulated learning support. Background: Previous reviews lacked insight into how to combine self-regulated learning interventions and measurements. It is essential to understand these interventions, measurements, trends, and relationships to develop a holistic, integrated, and technology-assisted model to support self-regulated learning in higher education. Methodology: This systematic literature review was conducted in accordance with the guidelines provided by Kitchenham and Charters for systematic literature reviews in software engineering. A total of 109 studies on self-regulated learning in higher education published between 2014 and 2023 were selected and reviewed. Data extraction on self-regulated learning interventions and measurements used by those studies was conducted. Qualitative content analysis of interventions and measurements was performed using provisional coding to produce categories, and the Jaccard Index was employed to assess the associations between these categories. Interventions were categorized into six groups: planning-based, reflection-based, training-based, prompt-based, feedback/report-based, and technology-assisted interventions. Similarly, measurements were classified into seven groups: quantitative questionnaires, qualitative questionnaires, interviews, focus group discussions, think-aloud protocols, information system data, and assessment data. Contribution: This review examines recent trends in self-regulated learning interventions, measurements, and their interconnections in higher education. These trends inform support strategies and provide guidance to teachers, instructional designers, and decision-makers regarding self-regulated learning practices. We propose an initial model for a holistic, technology-assisted approach to supporting self-regulated learning, which should be further validated by higher education stakeholders prior to implementation. Our recommendations include training in self-regulated learning, designing instruction to foster these activities, providing suitable tools, and leveraging usage data for event-based measurement. Findings: Identified interventions include planning-based, reflection-based, training-based, prompt-based, feedback/report-based, and technology-assisted approaches. Technology-assisted interventions are often combined with other methods, and feedback or report-based interventions frequently occur alongside technology-assisted ones. The most common measurements are self-reported quantitative questionnaires and assessment data. System logs are increasingly used to measure self-regulated learning by capturing events, while self-reports evaluate aptitude. Qualitative data, such as interviews and focus groups, are used less frequently. Notably, there is a strong association between technology-assisted interventions and the use of system logs for measurement purposes. Recommendations for Practitioners: Higher education institutions should conduct training programs to equip teachers with the skills needed to support students’ self-regulated learning. Teachers can prompt students to use self-regulated learning strategies. Various tools, such as learning management systems and learning analytics dashboards, can aid in fostering self-regulated learning. Data from these tools can be analyzed using educational data mining approaches to provide actionable insights for both overall learning activities and data-driven feedback for students. Recommendation for Researchers: Future research should prioritize validating the proposed model with qualitative methods and expert feedback to improve its accuracy. Create integrated measurement dashboard systems that provide students and teachers with actionable insights into self-regulated learning processes and instructional design. Impact on Society: By encouraging self-regulated learning, this model can potentially enhance academic performance, improve learning outcomes, and equip students with the essential skills necessary for lifelong learning and success in a rapidly changing world. Future Research: Future research will focus on validating the initial model through qualitative methods, gathering real-world insights from teachers via interviews or focus groups, and developing an integrated measurement dashboard system. http://www.informingscience.org/Publications/5636 self-regulated learning in higher education learning analytics learning design technology-assisted intervention systematic review holistic and integrated model learning traces system logs eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-10-27 24 5615 article Víctor Alonso-Prieto victor@gsic.uva.es Yannis Dimitriadis yannis@tel.uva.es Alejandra Martínez-Monés alejandra.martinezmones@uva.es Sara Lorena Villagrá-Sobrino sarena@uva.es Alejandro Ortega-Arranz alex@infor.uva.es Paraskevi Topali evi.topali@ru.nl Aim/Purpose: This paper studies how teacher agency is shaped by the affordances and autonomous functioning of a Smart Learning Environment (SLE) through the co-design of a learning activity. Specifically, it addresses the following research question: How does participation in the co-design of a learning activity supported by a Smart Learning Environment shape the development of teacher agency? The reported case study offers a novel contribution by connecting specific facets of teacher agency with SLE affordances while highlighting the decisive role of stakeholders in technology-supported teaching. Background: The affordances of Smart Learning Environments (SLEs) can have positive and negative effects on teachers’ roles. Prior studies highlight the benefits of involving teachers as co-designers of the technological solutions to foster teacher agency. However, these studies do not fully address the extent to which teacher agency may be empowered through educators’ involvement in co-design processes aimed at developing learning activities to be supported by SLEs. A case study was set up to reveal how teacher agency unfolds in such scenarios, considering the affordances of the SLE and the role of the SLE researchers as core mediating elements. Thus, this research delves into the study of a concept that requires further investigation, which is key to ensuring the trustworthy deployment of intelligent technologies. Methodology: A qualitative case study was conducted grounded in the interpretivist research paradigm. Data was collected from multiple techniques and sources (e.g., semi-structured interviews, audio recordings of co-design meetings, artefacts generated in the process). The study spanned a multi-phase evaluation event design process, including: (i) the co-design of a learning activity to be supported by the SLE, (ii) the enactment of the learning activity, and (iii) a post-hoc reflection. The participants in this process were a Higher Education Teacher responsible for a course on School Organisation and Planning (which involved 71 first-year kindergarten pre-service teachers at a Spanish university), a lead researcher who was also responsible for the development of the SLE, and two researchers supporting the co-design. The naturalistic nature of the study, densely described, aims at strengthening the transferability of findings. Inductive coding was performed, and thick and context-related descriptions are reported to support credibility and transferability. Contribution: This study proposes a foundation for comprehending how aspects of teacher agency relate to affordances and functions of SLEs within the co-design process of a learning activity. The findings were synthesised in a comprehensive model relating facets of teacher agency to the SLE by means of the co-design. A complete evaluation of the deployment of a novel SLE is reported through the lens of teacher agency. This work contributes to the ongoing discussion about the impact of intelligent technologies on teacher agency in Technology-Enhanced Learning (TEL). Findings: The results showed that relevant SLE affordances aligned with the teacher’s pedagogical stances (e.g., the connection between formal and informal learning spaces and the support for contextualised learning) and empowered the teacher to create a learning activity that went beyond her past practices. However, the lack of support for collaborative learning deprived the teacher of fully attaining agency. The researcher’s role in facilitating the co-design was a key supporting element for the teacher agency. The individual nature of the student model of the SLE created a tension with the teacher’s pedagogical stances. While the autonomous functioning of the SLE was not perceived as a threat to the teacher’s practice, the teacher reported a preference to have more control over the SLE. Recommendations for Practitioners: Teachers need to be granted opportunities to shape the operation of SLEs to align with their pedagogical stances, goals, and constraints of higher education courses. Educators should also be involved in the development process of the SLEs or in the co-design process of learning activities that motivate and enable adjustments in the technology. Participatory co-design processes are necessary to materialise meaningful, innovative learning activities supported by intelligent technologies such as SLEs. These strategies could allow teachers to cultivate and preserve agency in evolving and complex TEL scenarios. Educators should also carefully consider the balance between their workload and their capacity to review automated suggestions provided by SLEs. Recommendation for Researchers: We recommend the TEL community to conduct in-depth studies and co-design processes of learning activities to identify constraints that may hinder teacher agency and to maximise opportunities for supporting it, specifically in scenarios in which SLEs have not been designed involving teachers. Researchers and developers should strive for simplicity and representativeness when designing student models embedded in SLEs. They should also ensure that teachers are given opportunities to remain in the loop when SLEs begin functioning autonomously. Impact on Society: The concept of agency is central to current debates in educational research, in which technologies with intelligent features (e.g., Artificial Intelligence or SLEs) are being embedded. The impact of these technologies on teachers’ practice should be assessed at different levels of technological integration (e.g., design, enactment). This study shows how teacher agencies are shaped by the co-design process and emphasises the importance of early human involvement and strong communication among stakeholders. SLEs hold significant potential to help teachers transform their practice and sustain agency. Future Research: Future research should deepen the understanding of how teacher agency develops during co-design and enactment with intelligent technologies, extending these findings to diverse contexts. We point out the need for an explicit study of how the best practices regarding student modelling can be achieved. This implies examining the configuration of SLEs’ student models and teachers’ stances. http://www.informingscience.org/Publications/5615 teacher agency smart learning environments co-design technology-enhanced learning case study eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-11-01 24 5643 article Areej ElSayary areej.elsayary@zu.ac.ae Ghadah Al Murshidi g_almurshidi@uaeu.ac.ae Karim Ragab karim_rgb@yahoo.com Ahmed Al Zaabi Alzaabi_ahmed@hotmail.com Aim/Purpose: This study investigates the personal and contextual factors that influence teachers’ behavioral adoption of artificial intelligence (AI) in educational settings by integrating innovation diffusion theory (IDT) and social cognitive theory (SCT). Specifically, the study investigates how teachers’ perceptions of AI (relative advantage, compatibility, trialability/observability), cognitive beliefs, and environmental support shape their intention and behavior toward adopting AI tools. The study also explores the moderating role of environmental support and the mediating role of cognitive beliefs within this adoption process. Background: AI technologies offer significant potential to transform education, but their successful adoption in education depends on teachers’ intention and willingness to utilize them. This study provides an understanding of teachers’ AI adoption behaviors in the UAE, a country that aims for AI-driven educational transformation. Methodology: Using a quantitative cross-sectional design, data were collected from 249 teachers across multiple educational levels. A validated survey was used, and data analysis involved hierarchical multiple regression, structural equation modeling (SEM), and moderation and mediation analyses using SPSS and SmartPLS. Contribution: Unlike prior studies, this research uniquely integrates IDT and SCT in the context of K–12 education in the UAE. These results highlight the need for multidimensional strategies that combine institutional support, experiential learning opportunities, and cognitive engagement to promote effective AI integration in education. The study contributes to theory by demonstrating the value of an integrated IDT-SCT framework and offers actionable insights for educational leaders, policymakers, and professional development designers. Findings: The findings indicate that relative advantage and trialability/observability are the strongest predictors of behavioral adoption, while cognitive beliefs and environmental support also play significant and complementary roles. Furthermore, environmental support moderates the influence of compatibility and trialability/observability on adoption, and cognitive beliefs mediate the effects of relative advantage and compatibility. Recommendations for Practitioners: Educational leaders should provide strong institutional support, hands-on opportunities to trial AI tools, and training that fosters positive cognitive beliefs to facilitate effective AI adoption. Recommendation for Researchers: Educational leaders should provide strong institutional support, hands-on opportunities to trial AI tools, and training that fosters positive cognitive beliefs to facilitate effective AI adoption. Impact on Society: This study fills a critical gap by integrating IDT and SCT to explain teachers’ adoption of AI in K–12 education in the UAE, a context that has received limited prior attention. The findings inform efforts to promote equitable and effective integration of AI in education, aligned with sustainable development goals and national innovation strategies. This contributes to the development of future-ready education systems that prepare students for the demands of a digital and AI-driven world. Future Research: Future research should investigate how teachers’ adoption of AI changes longitudinally and across different educational levels and contexts. Studies could explore the impact of AI literacy initiatives, leadership styles, and institutional culture on adoption behaviors. http://www.informingscience.org/Publications/5643 artificial intelligence adoption innovation diffusion theory social cognitive theory teacher professional development educational technology integration eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-11-03 24 5642 article Hanan Aldowah hanan_aldwoah@yahoo.com Amira Saif amirsaif77@yahoo.com Aim/Purpose: The purpose of this study is to investigate the effectiveness of online problem-based learning (PBL) in enhancing critical thinking among novice programmers with varying levels of self-regulated learning (SRL). While PBL has been widely studied in traditional settings, this study uniquely examines the integration of online PBL with SRL to enhance critical thinking. This area remains underexplored in the field of programming education. Background: Problem-based learning (PBL) emphasizes learning behaviors that lead to critical thinking, problem-solving, communication, and collaborative skills, preparing students for professional academic skills. Methodology: A quasi-experimental design involving pre-test and post-test on the experimental and control groups was used in this study. The experimental group used online PBL, while the control group followed direct instruction. The sample comprised 120 second-year Bachelor of Computer Science students from two different higher education institutions. The participants were evenly divided between the experimental group (n = 60) and the control group (n = 60). Critical thinking was measured using Yoon’s Critical Thinking Disposition instrument, which evaluates students’ critical thinking. Contribution: This study contributes to the growing body of knowledge by highlighting the effectiveness of online PBL in learning and its potential to enhance the critical thinking of students with diverse SRL levels. Findings: The results revealed that students in the experimental group scored significantly better on the critical thinking test compared to the control group (F = 5.87, p < .05), with mean scores of 101.98 and 97.85, respectively. These findings revealed that the integration of online PBL with SRL fostered positive improvements in students’ critical thinking. Recommendations for Practitioners: Provide professional development for practitioners to effectively design, implement, and facilitate online PBL experiences. Recommendation for Researchers: The findings may encourage other researchers to apply the online problem-based learning approach in different courses and provide evidence that online PBL can serve as a viable alternative to traditional direct instruction. Impact on Society: Our study emphasized the importance of encouraging interdisciplinary collaboration to create PBL tasks that mirror real-world challenges and prepare students for professional practice. Future Research: Future work can experiment with online PBL to explore its potential in other disciplines and educational contexts. http://www.informingscience.org/Publications/5642 online problem-based learning critical thinking self-regulated learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-11-04 24 5631 article Karim Ragab karim_rgb@yahoo.com Elvira Fernandez-Ahumada elvira@uco.es Enrique Martínez-Jiménez enrique.martinez@uco.es Aim/Purpose: The primary objective of this study is to evaluate students’ perceptions of the impact of interactive technology on developing their competencies in STEM classes at an applied technology school in the United Arab Emirates (UAE). Specifically, the study aims to (i) measure changes in students’ perceptions about their competencies before and after the integration of interactive technology, and (ii) explore in-depth their perspectives of how these technologies influenced specific competencies. Background: Over two semesters, interactive technologies, such as AI tools, virtual labs, simulations, gamified platforms, and collaborative software, were introduced into daily STEM lessons for the first time. Teachers received training to ensure these tools were used effectively to enhance student competencies through pedagogically grounded integration. Methodology: Employing a mixed-methods approach with 126 male students in grades 9-12, the study utilized pre- and post-intervention surveys, as well as focus group discussions. The quantitative component consisted of pre-and post-intervention surveys, while the qualitative component included focus group discussions. This design enabled the study to assess both measurable changes in perceptions and deeper insights into students’ learning experiences. Contribution: This study highlights the potential of interactive technology to prepare students for the demands of a technology-driven future, aligning with the UAE’s strategic vision for educational innovation. It contributes actionable evidence on students perceived development in core competencies such as critical thinking, collaboration, and digital citizenship. Findings: Results indicated significant improvements in students’ perceptions about developing their competencies, such as digital citizenship, communication and collaboration, critical thinking, problem-solving, research and information literacy, creativity and innovation, and technology operations. Recommendations for Practitioners: It is important for educators to integrate interactive technologies into STEM education to promote students’ competencies and their perceptions in developing them. Also, professional development should emphasize equipping teachers with essential skills and strategies in using interactive technology effectively. Recommendation for Researchers: Researchers should consider the long-term effect of interactive technology on developing students’ competencies and beyond perceived changes. Accordingly, longitudinal studies should be considered as well as the role of gender differences. Impact on Society: The findings suggest that continued investment in interactive technologies can significantly enhance student engagement and competency development, aligning with the UAE’s vision for educational innovation. Future Research: It is important to consider including diverse student populations from both genders and different educational level. http://www.informingscience.org/Publications/5631 interactive technology students’ competencies STEM education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-11-07 24 5645 article Nizlel Huda nizlel.huda@unja.ac.id Khairul Anwar mathanwar@unja.ac.id Novferma . novferma@unja.ac.id Wawan Kurniawan kurniawan_wawan@unja.ac.id Aim/Purpose: This study aims to investigate how ChatGPT-mediated scaffolding supports students’ metacognitive skills (planning, monitoring, and evaluating strategies) in understanding limit concepts in calculus within a guided-inquiry learning environment. Background: Guided inquiry fosters conceptual understanding in calculus, yet students often struggle with metacognitive regulation. While AI tools like ChatGPT offer interactive scaffolding, their impact on students’ self-regulated learning and problem-solving strategies in abstract topics, such as limits (a fundamental concept in calculus), remains underexplored. This study addresses this gap by evaluating ChatGPT’s function as a metacognitive guide in mathematics learning. Methodology: A convergent mixed-methods design was implemented with 75 students of mathematics education at Universitas Jambi over a period of four weeks. Participants engaged in guided inquiry activities on limits, using ChatGPT for problem-solving and reflection. Data was collected through pre- and post-metacognitive assessments, screen recordings of ChatGPT-student interactions, and reflective journals. Quantitative data were analyzed using paired t-tests, while qualitative data were thematically coded to identify patterns in metacognitive engagement. Contribution: This study advances understanding of AI’s capacity to foster self-regulated learning and critical thinking in mathematics, providing a framework for integrating generative AI as a metacognitive partner in guided inquiry pedagogy. Findings: Results indicate significant improvements in metacognitive skills, particularly in monitoring and evaluation strategies. Qualitative analysis revealed that ChatGPT’s iterative feedback encouraged students to critically analyze solutions, particularly in identifying boundary conditions in limit problems. However, 28% of students passively accepted AI-generated answers without deeper scrutiny, highlighting variability in engagement levels. Recommendations for Practitioners: Educators should integrate ChatGPT as a reflective tool in guided inquiry, designing structured activities that require students to justify or challenge AI-generated outputs. Providing explicit training in critical questioning techniques can enhance AI’s pedagogical value. Recommendation for Researchers: Future research should explore long-term retention of metacognitive skills developed through AI scaffolding and adaptive AI models for optimizing ChatGPT-student interactions in mathematics education. Impact on Society: The implications of this research extend beyond the classroom, potentially reshaping mathematics education in higher education. This approach could democratize access to personalized mathematical support, reduce educational inequalities, and prepare students for an AI-augmented professional landscape. However, careful consideration must be given to ethical implementation and the preservation of authentic mathematical thinking skills. Future Research: Further studies should examine (1) the sustainability of AI-enhanced metacognitive development, (2) cross-cultural differences in AI scaffolding effectiveness, and (3) improved AI-driven adaptive learning strategies for mathematics education. http://www.informingscience.org/Publications/5645 ChatGPT metacognition scaffolding patterns guided inquiry mathematics learning limit concepts AI ethics eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-11-28 24 5655 article Giulio Marchena Sekli gmarchena@pucp.pe Amy Godo a20184887@pucp.edu.pe Aim/Purpose: Robotic Process Automation (RPA) is revolutionizing education by automating repetitive tasks, enhancing personalized learning, and optimizing assessment processes. This study examines how RPA transforms pedagogical practices, improves student engagement, and enables educators to focus on high-value instructional strategies. Through a systematic literature review, this research synthesizes best practices and identifies key opportunities for maximizing the impact of RPA on teaching and learning. Background: The digital transformation of education is reshaping how institutions deliver teaching and learning. Within this landscape, automation has become central to educational reform, yet its pedagogical implications remain insufficiently understood. Although RPA has been widely adopted in business contexts, its application in education is still emerging, with limited evidence on how it contributes to teaching effectiveness, student engagement, and institutional sustainability. This gap underscores the importance of a systematic review to consolidate current knowledge. Methodology: A systematic literature review following PRISMA methodology was conducted, analyzing peer-reviewed studies (2019-2024) from Web of Science, Scopus, and Google Scholar. Thematic analysis was applied to extract trends, benefits, and implementation challenges. Contribution: This systematic review synthesizes evidence from 17 peer-reviewed studies, moving beyond the conventional emphasis on administrative efficiency to highlight pedagogical applications of RPA. It identifies how RPA supports adaptive learning, enhances student engagement, and facilitates data-driven decision-making in education. The study also proposes a structured framework to guide integration strategies. Findings: The synthesis of the reviewed studies indicates that RPA is not merely an administrative tool but also has the potential to act as a catalyst for pedagogical transformation. The literature highlights five main areas of impact: (1) personalized learning, by dynamically adapting educational content to students’ progress; (2) automated assessment and feedback, enhancing grading accuracy and providing data-driven insights; (3) student behavior analysis, supporting early identification of learning gaps; (4) experiential and simulated learning, making education more immersive, and (5) optimization of teacher time, enabling educators to prioritize higher-order instructional strategies. Recommendations for Practitioners: Institutions should prioritize RPA adoption in areas such as assessment, tutoring, and student engagement, where automation can demonstrably reduce workload and enhance instructional quality. Implementation should be accompanied by technical training and collaboration with IT professionals to ensure sustainability. Recommendation for Researchers: Future research should investigate how RPA integrates with AI-driven systems (e.g., adaptive learning models, natural language processing) to support personalized and scalable educational practices. Longitudinal and cross-institutional studies are also needed to assess sustained impacts on teaching efficiency and student outcomes. Impact on Society: By democratizing access to personalized education, RPA reduces teacher workload and enhances learning equity, particularly in underfunded institutions. If properly implemented, RPA can bridge gaps in educational quality and foster more inclusive learning environments. Future Research: Further studies should investigate the integration of RPA with AI-driven models to enhance automated feedback and grading. Research should also address competency development, scalable implementation, and barriers to adoption. http://www.informingscience.org/Publications/5655 robotic process automation RPA pedagogical innovation intelligent tutoring personalization of learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-12-01 24 5654 article Sanskriti Rawat sanskriti.rawat@res.christuniversity.in Robert L T Ashton-Bell robert.linton@christuniversity.in Aim/Purpose: This study validates a responsible artificial intelligence (AI) framework designed to strengthen AI-readiness among higher education faculty in India. Background: With the increasing use of AI in education, faculty require structured support; however, faculty development models for responsible AI integration remain limited. Methodology: A mixed-methods pilot study with ten humanities and performing arts faculty used a dual-model evaluation approach. Three sessions from the framework were implemented, and data were collected through knowledge-attitude-practice (KAP) surveys, cognitive-affective-psychomotor (CAP) performance rubrics, and reflective responses. Contribution: This study validates a dual-model framework for faculty development regarding responsible AI readiness. Findings: The adapted KAP survey demonstrated strong reliability, with higher AI knowledge associated with more positive attitudes. However, knowledge did not consistently translate into practice, highlighting the need for structured hands-on learning. CAP-based performance assessments and reflections indicated improved ethical awareness, critical engagement, and foundational AI-integration skills. Recommendations for Practitioners: Institutions should embed structured AI-training for faculty, with authentic instructional tasks. Recommendation for Researchers: Future research should test this approach across larger and more diverse institutional contexts. Impact on Society: Developing AI-ready faculty can foster ethical and future-focused learning environments. Future Research: Future studies should expand across disciplines and examine longer-term outcomes. http://www.informingscience.org/Publications/5654 artificial intelligence AI-readiness dual-model validation faculty development eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-12-04 24 5668 article Thi Thuy An Ngo anntt24@fe.edu.vn Gia Khuong An KhuongAGCS171212@fpt.edu.vn Aim/Purpose: This study aims to investigate how key characteristics of AI-powered personalized learning platforms influence student learning performance by examining the mediating roles of perceived value and perceived trust, as well as the moderating role of self-efficacy. The research aims to provide a clearer understanding of the psychological mechanisms that drive effective learning outcomes through technological features in the context of Vietnamese higher education. Background: The rapid advancement of artificial intelligence (AI) has transformed the digital education landscape, particularly with the emergence of AI-driven personalized learning systems. These platforms promise adaptive, learner-centered experiences by leveraging data-driven algorithms to tailor content, feedback, and support to individual needs. However, the success of such technologies is not solely dependent on their technical capabilities; it also hinges on students’ psychological responses, including how they perceive the platform’s value and trustworthiness. Despite growing implementation, a limited understanding remains of how multiple system characteristics, such as intelligence, personalization, anthropomorphism, and information quality, collectively shape these psychological factors and ultimately influence academic performance. Moreover, individual learner traits, such as self-efficacy, may determine how effectively students can translate positive perceptions into learning success. This study addresses these gaps by applying the Stimulus-Organism-Response (S-O-R) framework, integrated with the Information System Success Model (ISSM), to explore the complex interplay between technological features, psychological responses, and learning outcomes in AI-driven education. The research is conducted within the Vietnamese higher education context, offering novel insights from an emerging educational market. Methodology: This study employed a quantitative research design using a structured online questionnaire to collect data from university students in Vietnam who had experience with AI-powered personalized learning platforms. A non-probability convenience sampling method was employed, yielding 462 valid responses. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3.0 to examine relationships among platform characteristics, perceived value, perceived trust, and learning performance, with self-efficacy as a moderating variable. Contribution: This study advances the theoretical understanding of AI in education by integrating system design characteristics, including intelligence, personalization, anthropomorphism, system quality, and information quality, with psychological constructs such as perceived value and trust, under the S-O-R framework and the ISSM. It also introduces self-efficacy as a key moderating variable. The integration of these frameworks within the context of Vietnamese higher education provides new empirical evidence on how AI-enhanced platforms support learner performance in developing countries, contributing both to global and localized knowledge of technology-enhanced learning. Findings: The findings reveal that intelligence, personalization, information quality, and system quality of AI-powered learning platforms significantly enhance both students’ perceived value and trust, whereas anthropomorphic features only boost perceived value but do not directly influence perceived trust. Both perceived value and trust have a positive impact on student learning performance, with perceived value also strengthening perceived trust. Additionally, self-efficacy plays a moderating role, amplifying the effects of perceived value and trust on learning outcomes, suggesting that learners with higher self-efficacy benefit more from these platform features. Recommendations for Practitioners: Developers should prioritize enhancing system intelligence, personalization, and information quality to foster student trust and perceived value. Educators and academic institutions should focus on strengthening students’ self-efficacy through digital literacy training and personalized learning support to maximize learning outcomes. These findings provide concrete guidance for technology developers, educators, and policymakers seeking to design and implement effective AI-based learning solutions in higher education environments. Recommendation for Researchers: Researchers should explore other psychological or contextual moderators, such as learning motivation and cognitive load, and validate the model across diverse educational environments and demographic groups to increase generalizability. Impact on Society: By uncovering the mechanisms that drive effective learning in AI-supported environments, this study provides actionable guidance for creating more equitable, engaging, and high-quality digital education systems. The findings contribute to improving academic success, digital competency, and learner empowerment, thereby supporting the broader goal of technology-enabled inclusive education in developing contexts such as Vietnam. Future Research: Future research could explore longitudinal effects of AI learning tools, incorporate behavioral data, and examine the interplay between affective responses and cognitive evaluations in AI-driven learning dynamics. http://www.informingscience.org/Publications/5668 AI-powered personalized learning platforms S-O-R model student learning performance self-efficacy educational technology eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-12-04 24 5669 article Ahmad Samed Al-Adwan a.adwan@ammanu.edu.jo Akhmad Habibi akhmad.habibi@unja.ac.id Amer Al-Adwan aadwan@hbku.edu.qa Muhammad Ashraf Fauzi ashrafauzi@gmail.com Na Li Na.Li@xjtlu.edu.cn Rana Muhammad Sohail Jafar rana.sohail.jafar@gmail.com Mohammad Falahat Mohammad.falahat@apu.edu.my Aim/Purpose: This study develops and empirically tests an integrated model to explain teachers’ adoption of Eduverse (Metaverse education) technologies in higher education. Drawing from TAM, UTAUT, TPACK, Social Cognitive Theory (SCT), and Organizational Support Theory (OST), the study incorporates technological, pedagogical, individual, and institutional dimensions. Background: Research on teachers’ use of digital technologies has focused on m-learning, e-learning, AR/VR, LMS, and social media, but these insights may not fully apply to the Metaverse due to differences in context, pedagogy, and user factors. Thus, studying instructors’ willingness to teach in Metaverse classrooms is a distinct and important research area. Methodology: This quantitative study examined factors influencing Jordanian university teachers’ adoption of Eduverse using a cross-sectional survey. Data were collected via an online questionnaire from 426 valid responses across five universities. Convenience sampling was applied, and sample adequacy was confirmed through G*Power analysis. Data were analyzed using PLS-SEM with SmartPLS 4.0, following a two-stage process: assessing measurement model reliability/validity and testing structural model relationships. This method was chosen for its suitability in handling complex, non-normal data within the M-TPACK framework. Contribution: This study extends the TPACK framework into the Metaverse, introducing M-TPACK to capture the unique interplay of technology, pedagogy, and content in immersive learning. Drawing on SCT, it highlights the role of teacher self-efficacy, while OST emphasizes top management support and institutional facilitation, moderated by digital organizational culture. By integrating TAM, UTAUT, TPACK, SCT, and OST, the study proposes a multidimensional framework addressing individual, pedagogical, and institutional factors, identifying key success drivers for higher education Metaverse (Eduverse) adoption. Findings: The results from a survey of 426 Jordanian university teachers indicate that top management support and facilitating conditions have a significant effect on M-TPACK, demonstrating top management’s role and institutional readiness in enhancing metaverse-related teaching skills. M-TPACK positively impacts teachers’ self-efficacy, perceived usefulness, and ease of use of Eduverse technologies, highlighting how integrated skills boost confidence and value. Self-efficacy significantly predicts both perceived usefulness and adoption intention, indicating that competence-building initiatives can increase adoption rates. Perceived usefulness and ease of use both directly affect teachers’ intention to adopt Eduverse, confirming core assumptions of TAM. Additionally, digital organizational culture significantly moderates the effects of perceived usefulness and ease of use on adoption intention, highlighting the importance of innovation-friendly institutional norms. Recommendations for Practitioners: The study highlights that strong top management commitment and supportive conditions are essential for developing MTPACK and integrating Metaverse (Eduverse) technologies in higher education. Universities should align leadership strategies with resource allocation, recognition programs, collaboration initiatives, and robust technical and pedagogical support systems. A phased, holistic approach combining infrastructure, training, peer mentoring, and discipline-specific resources can enhance faculty self-efficacy, ease of use, and perceived usefulness of Eduverse. By balancing technical sophistication with usability and embedding evaluation frameworks, institutions can foster sustainable adoption of Metaverse-based teaching to improve teaching quality and student learning outcomes. Recommendation for Researchers: This study develops a multi-theoretical framework to explain the adoption of Eduverse by higher education teachers. It introduces M-TPACK, an extension of the traditional TPACK model, tailored for immersive learning environments. Findings show that M-TPACK strongly predicts adoption, highlighting its greater importance in 3D virtual teaching than in conventional digital contexts. The study underscores M-TPACK as a key factor driving adoption in complex metaverse-based education. Impact on Society: This study is one of the first to examine the adoption of Eduverse in the Middle East. It offers strategic insights on promoting immersive learning through leadership, training, and supportive cultures, while also laying the groundwork for future Metaverse research in higher education. Future Research: This study provides valuable insights into Eduverse adoption in higher education, but it also has limitations. Its focus on Jordanian universities limits generalizability, and the cross-sectional design restricts temporal understanding. Future research should include cross-country comparisons, longitudinal tracking, and additional psychological and contextual factors. Mixed-method approaches combining quantitative and qualitative insights are also recommended. http://www.informingscience.org/Publications/5669 digital culture metaverse leadership digital transformation digital pedagogy gamification eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-12-10 24 5674 article Diane Vassallo diane.vassallo@um.edu.mt Gabriella Govus gabriellagovus@smc.edu.mt Leonard Busuttil leonard.busuttil@um.edu.mt Aim/Purpose: To identify where Malta’s ICT C3 curriculum aligns with and diverges from leading international ICT education models, and what this reveals about how small states can balance curricular innovation with structural coherence and international recognition. Background: As digital competence becomes central to 21st-century education, small states face particular challenges in developing ICT education curricula that balance local innovation with international portability. Malta’s transition from the European Computer Driving License (ECDL) to the ICT C3 curriculum represents an ambitious policy reform; however, recent empirical research has identified tensions between the progressive curriculum content and the structural implementation capacity. Methodology: Using Goodlad’s curriculum theory and Phillips and Ochs’ policy borrowing framework, this study conducts a systematic document analysis of eight national ICT curricula. Thematic coding across seven digital competence domains enables cross-policy comparison, with findings contextualised against empirical evidence from Malta’s implementation experience. Contribution: This paper contributes to comparative curriculum literature by developing an analytical framework for evaluating digital education policies across contexts and identifying the specific structural challenges small states face when adapting global ICT education trends while maintaining local relevance. Overall, the study reveals that while Malta’s ICT C3 curriculum is content-innovative, sustained structural alignment and implementation capacity remain critical for small states seeking to translate policy ambition into educational impact. Findings: While Malta’s curriculum aligns well with international trends in content innovation, particularly in emerging technologies such as AI and blockchain, a comparative analysis reveals weaknesses in progression tracking, credentialing pathways, and international qualification alignment that distinguish it from more established systems. These policy-level gaps correlate with implementation challenges identified in recent empirical research. Recommendations for Practitioners: Small states should prioritise strengthening structural supports, including evolving moderation systems, clearer progression frameworks, and international alignment mechanisms, alongside innovative content. A dual-pathway approach is recommended, retaining curricular breadth in lower years while strengthening nationally certified pathways in the upper secondary years through more consistent external moderation and clearer alignment with international benchmarks. Recommendation for Researchers: The analytical framework developed here should be tested across additional small-state contexts and extended to include systematic implementation and outcome studies. Future research should examine the relationship between policy design features and actual learning outcomes. Impact on Society: Understanding how small states can effectively adapt global educational trends while maintaining structural coherence is crucial for educational equity and national development in an increasingly connected world. This study identifies policy-level factors that may determine whether ambitious curriculum reforms translate into meaningful student outcomes. Future Research: Applying this comparative framework to implementation studies, investigating student progression trajectories under different policy models, and exploring hybrid certification approaches that balance national innovation with international portability. http://www.informingscience.org/Publications/5674 ICT curriculum digital competence comparative education policy analysis Malta curriculum design small states policy borrowing eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2025-12-14 24 5675 article Ying Zhou ying.zhou@xjtlu.edu.cn Jitong Zou Jitong.Zou23@student.xjtlu.edu.cn Samantha Curle samanthamcurle@gmail.com Aim/Purpose: This study aims to explore the Generative AI (GenAI) literacy of English-medium instruction (EMI) undergraduates, with a particular focus on disciplinary variations across engineering, mathematics, and humanities and social sciences. Specifically, it seeks to a) examine differences in GenAI literacy across disciplines, b) identify distinct literacy profiles among disciplinary groups, and c) understand students’ self-perceptions of their GenAI literacy. Background: The advent of GenAI tools has reshaped higher education, offering personalised academic support and aiding non-native English speakers. While traditionally focused on STEM fields, the widespread adoption of GenAI, alongside concerns about accuracy and ethics, emphasises the urgent need for GenAI literacy education across all disciplines. However, gaps remain in the literature regarding how students’ GenAI literacy varies across disciplines and how their underlying literacy profiles are shaped, particularly in EMI contexts, where non-native English-speaking students face additional linguistic challenges. Methodology: Utilising a mixed-methods approach, the research assesses five critical dimensions of GenAI literacy: basic technical proficiency, communication proficiency, creative application, critical evaluation, and ethical competence. The quantitative phase, which included 347 questionnaire participants recruited via convenience sampling, employed the Kruskal-Wallis test to examine disciplinary differences in GenAI competencies. Further, a multigroup latent profile analysis was conducted to identify distinct literacy profiles. To complement the quantitative findings, follow-up semi-structured interviews were carried out with 24 students to collect in-depth qualitative data. These interviewees were drawn from the questionnaire participants using a nested sampling strategy. Reflexive thematic analysis was then applied to uncover key themes related to students’ perceived GenAI literacy. Contribution: This study highlights notable variations in GenAI literacy among students across different disciplines and identifies distinct learner profiles within an EMI university context. The findings underscore the importance of considering both disciplinary and learner-profile factors when developing educational strategies. This work offers a foundation for designing equitable and targeted strategies to develop students’ AI literacy across all disciplines, a pressing need in EMI contexts where learners navigate additional linguistic challenges. Findings: The Kruskal-Wallis test results indicated that, with the exception of ethical competence, engineering students outperformed their peers in mathematics, humanities, and social sciences across four dimensions of GenAI literacy: basic technical proficiency, communication proficiency, creative application, and critical evaluation. Additionally, the multigroup latent profile analysis identified three distinct literacy profiles across disciplines: Foundational Learners, Balanced Practitioners, and Proficient Achievers. Complementary qualitative insights from interviews corroborated these findings and provided nuanced explanations of the underlying patterns. Recommendations for Practitioners: Synthesising these insights, evidence-based pedagogical recommendations are proposed: the integration of AI literacy courses across all disciplines to foster foundational competencies and equitable access, and the implementation of profile-specific educational strategies to enhance personalised learning. Recommendation for Researchers: Refining methods for assessing GenAI literacy is recommended for future studies to enhance their validity and reliability. This includes employing more representative sampling, integrating observation-based or task-based measures alongside self-reported literacy levels, and further refining the theoretical frameworks underpinning AI literacy in response to evolving technologies. Impact on Society: The insights from this study into GenAI literacy and its disciplinary variations will enable universities to develop more responsive and inclusive educational strategies, ultimately fostering a more AI-literate society. This will ensure that graduates across all disciplines are better prepared to effectively and critically engage with AI technologies in their future careers and daily lives. Future Research: Future research should consider stratified sampling across multiple institutions, regions, and cross-national contexts to capture a more representative picture of GenAI engagement and facilitate meaningful comparisons across educational systems. In addition, while the study focused on undergraduates, postgraduate students, and academic staff are also critical stakeholders in the AI literacy agenda. Investigating how these groups engage with GenAI could provide valuable comparative insights. More importantly, the identification of learner profiles also raises new questions about movement between profiles over time and the kinds of interventions that support such transitions. Longitudinal studies and action research involving instructional design experiments could help clarify how GenAI literacy evolves and what pedagogical strategies are most effective for supporting growth. http://www.informingscience.org/Publications/5675 GenAI literacy higher education interdisciplinary AI education educational equity learner profiles eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2026-01-13 24 5689 article Vu Thanh Tam Nguyen thanhtam@hcmussh.edu.vn Thu Hoang Anh Dang thudanghoanganh18@gmail.com Aim/Purpose: This study addresses a key gap in the AI in education literature by examining whether AI literacy, attitudes towards AI, and AI self-efficacy are related to academic achievement and whether their effects vary by duration of AI use and study year among undergraduates at an institution in Ho Chi Minh City, Vietnam. Background: The rapid growth of AI in higher education presents both opportunities and risks for student learning; however, empirical evidence on AI competencies and achievement remains limited, particularly in emerging contexts such as Vietnam. Drawing on Control-Value Theory, this study focuses on how students’ perceived control (skills, self-efficacy) and value (attitudes) in using AI tools relate to their academic outcomes. Methodology: This study employed a mixed-methods design that combined a cross-sectional survey of 376 undergraduates in Ho Chi Minh City, Vietnam, with qualitative analysis of open-ended responses from eight students. Quantitative data were analyzed using Spearman correlations, ordinal logistic regression, and moderation tests, while qualitative data were examined through template analysis to explain how and why students use generative AI tools in their learning. Contribution: The study integrates Control-Value Theory with AI-use competencies and tests two under-examined moderators (duration of AI use, years of study). It complements statistical results with qualitative insights that explain when and why AI competencies translate into achievement. Findings: AI self-efficacy was the only significant predictor of a higher GPA category. AI literacy showed small positive correlations with GPA, whereas attitudes toward AI were not directly related to achievement. Moderation analyses indicated diminishing returns, as the associations between AI literacy and AI self-efficacy were stronger for lighter users and first-year students, and weaker with heavier use and in later years. Qualitative themes highlighted AI as a scaffold for summarizing, idea generation, and drafting; key frictions were accuracy, Vietnamese expression quality, and prompting skills. Recommendations for Practitioners: Prioritize building AI self-efficacy with low-stakes practice, explicit error-spotting, claim-checking, and revision routines. Use a phased approach: offer light support for beginners, and in advanced years, require records of prompts and sources, comparative prompting, and clear citation and verification to reduce automation bias. Recommendation for Researchers: Pursue longitudinal or experimental designs to test causal effects of self-efficacy and verification training and compare domain-specific contexts where task complexity and error costs differ. Impact on Society: Practical guidance on the competent and critical use of AI can support the equitable, ethical, and effective integration of AI in higher education, helping students turn access to AI into real learning gains. Future Research: Future studies can expand the scope of this research by extending it to diverse institutions, majors, and incorporating interviews to deepen insight into when, how, and why AI use builds or undermines self-efficacy, as well as how this connects to students’ attitudes and perceived learning. http://www.informingscience.org/Publications/5689 AI literacy AI self-efficacy attitudes toward AI academic achievement duration of AI usage study year Control-Value Theory eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-01-22 23 .i v 5242 article Table of Contents for JITE: Research, Volume 23, 2024 http://www.informingscience.org/Publications/5242 JITE IT education education research table of contents eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-01-22 23 5237 article Romina Plesec Gasparic romina.plesec@pef.uni-lj.si Marko Glavan marko.gla@gmail.com Mojca Žveglič Mihelič mojca.zveglic@pef.uni-lj.si Milena Valenčič Zuljan milena.valencic@pef.uni-lj.si Aim/Purpose: This paper addresses the effectiveness of flipped learning and teaching as a didactic innovation in math instruction. We are interested in comparing traditional and flipped learning and teaching in terms of acquired knowledge and retention and students’ perceptions of flipped learning and teaching. Background: Traditional lessons, in which frontal instruction prevails, cannot sufficiently address all students, especially in more complex subjects where it is necessary to follow the didactic principle of learning differentiation and individualization. Flipped learning and teaching is a didactic innovation with a high potential for implementing the said didactic principle, as it can be adapted to the students’ needs to a greater extent. There is no single mode of implementation for flipped learning and teaching, which means that the effects depend largely on the specific learning activities, resulting in the fact that previous research does not report conclusive results. Thus, it is important to continue to examine this innovation to provide a better and more detailed understanding of it. Methodology: We present a study in which 13-year-old primary school students took part in a pedagogical experiment in mathematics instruction. In the control group (n = 26), lessons were taught in the traditional way, while in the experimental group (n = 26), lessons were taught according to the principle of flipped learning and teaching. After the experiment, the same posttest was administered to both groups to assess the students’ knowledge of the subject matter after the treatment. Another posttest was administered after three months to determine whether the knowledge acquired through flipped learning and teaching was permanent. All three tests consisted of 13 tasks, with the first 6 tasks relating to the perimeter of polygons and the second 6 tasks relating to the area of polygons. The last task focused on the perimeter and area of polygons. A short survey was also conducted to find out how the students in the experimental group perceived this didactic innovation in terms of motivation to learn, interest in the subject matter, level of knowledge acquired, and so forth. Contribution: Our research on flipped learning and teaching focusing on primary schools is significant as previous research on the topic has often been conducted on a sample of high school students and even more often on university students. Our particular contribution is the fact that we tested not only the students’ immediate knowledge after the intervention but also the retention of knowledge after a period of three months, which provides an additional perspective on the effectiveness of flipped learning and teaching. Findings: With this research, we have answered three research questions. First, we found that there are no statistically significant differences between the two groups in terms of acquired knowledge. Thus, we found that both the traditional approach and the flipped learning and teaching approach were equally successful in transferring knowledge to the students. In addition, we found that there were differences between the two groups in terms of retention of knowledge. The group taught with the flipped learning and teaching approach showed higher levels of knowledge retention than the group taught with the traditional approach. Finally, it was found that the students were quite satisfied with this approach and would like to see such innovations in the future. Recommendations for Practitioners: The results suggest better knowledge retention when using flipped teaching and learning, so based on our findings, we recommend teachers try this innovation in their classrooms. However, all innovation should be implemented with thorough consideration and gradually; thus, we believe that training courses on flipped learning and teaching should be organized for teachers to learn about this innovation, find out about its effectiveness, and reflect on how they can incorporate it into their own practice. Recommendation for Researchers: We recommend that research in the future focus more on primary school students, with particular attention to experimental design. We suggest that researchers focus on investigating the contribution of the different learning activities with the flipped instructional design to the overall effectiveness of the innovation. Impact on Society: The results of our research thus represent an important contribution to the field of pedagogy and general didactics at primary and lower secondary levels. Based on our findings on knowledge retention in the experimental group, we consider flipped learning and teaching to be an effective innovation that could contribute to a higher quality of teaching and, thus, to better student knowledge. Future Research: Future research would be important to determine which factor ensures a higher level of knowledge retention in a flipped learning and teaching approach than in a traditional learning and teaching approach. It would also be important to determine the effects of flipped learning and teaching in other subject matters in the mathematics classroom, in other age groups of students, and in other subjects in primary school. http://www.informingscience.org/Publications/5237 didactic innovation flipped learning and teaching mathematics knowledge retention students’ perceptions primary school students eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-01-22 23 5240 article Anas Husain anasjh@aabu.edu.jo Aim/Purpose: This study aims to investigate the perceptions of programming instructors among the Information Technology faculty members at AL al-Bayt University regarding the effectiveness of ChatGPT in supporting the programming instructional process. This study also aims to explore their experiences concerning the potential benefits and adverse impacts of such technology on students and instructors. Background: Successfully integrating ChatGPT into programming instruction requires addressing its advantages, disadvantages, and concerns of such emerging AI-based technology. However, balancing the advantages and disadvantages, as well as addressing the concerns of using ChatGPT, poses critical challenges. This research posits that the appropriate use of ChatGPT for programming instruction, along with a careful weighing of its potential benefits against potential negative impacts, presents a promising solution and is essential for its success. However, little is known about integrating ChatGPT into programming instructional methods and their possible effects because of insufficient results from the literature for generalization. Pedagogical designs considering teaching strategies and appropriate measures should be added to the literature on integrating AI chatbots for programming instruction. Methodology: The research data were collected in this study through in-depth interviews with programming instructors from the School of Information Technology at AL al-Bayt University. A qualitative research design was adopted in this study to arrive at in-depth perceptions of IT programming instructors on integrating ChatGPT into programming instruction. Convenience sampling was used to select 12 programming instructors among IT faculty members who had familiarity with ChatGPT during their programming instruction experience. A total of 26 one-on-one interviews with the participants were conducted personally to elicit detailed and precise information on the advantages and disadvantages of using ChatGPT for programming instruction. Each interview consisted of questions that aimed to investigate the opinions and experiences of programming instructors on ChatGPT’s potential and capabilities to complement traditional teaching methods, enhance students’ programming learning, and support instructors in their instruction. The data were accurately read and coded to identify relevant themes and patterns from the participants’ answers to the research questions. A qualitative thematic analysis was conducted to analyze the collected transcribed data through participant interviews. Contribution: This study is the first to focus on the perceptions of programming instructors and contributes to the ongoing discourse on the integration of AI, particularly ChatGPT, in programming education. The contribution lies in highlighting the positive and negative aspects of using ChatGPT and discussing the potential complementary role of ChatGPT alongside traditional teaching methods. The participants’ perceptions reported by this study provide valuable insights and evidence that could serve as a guide for the programming instructional process. Findings: The perceptions result in this study demonstrated several advantages of ChatGPT that make it useful for the programming instruction process, including practical code applications, personalized and interactive learning, a wide range of programming problems and alternative solutions, accessibility, no programming knowledge required, debugging and feedback capabilities, and clear code explanations. Indeed, the perceptions of the participants revealed that ChatGPT can enhance students’ learning by providing personalized and interactive programming practices, assisting them in coding and program writing, helping them practice the best solutions for real-life programming problems, and creating their own programs and solutions. The participants’ perceptions also revealed the ability of ChatGPT to support the efficiency of programming instructors and save their time and effort by providing new instructional practices, helping address the individual learning needs of their students, assisting in performance assessment, and recommending lesson plans and teaching strategies. By contrast, several perceptions on the potential drawbacks and negatives of using ChatGPT in programming education were reported, including inaccurate responses, undesired responses, response integrity, limited programming resources, technology limitation, unstructured learning, and a lack of real programming elements. Similarly, several concerns were revealed, including ethical and transparent use, privacy and security of students’ data, social impact and replacement of human interaction, over-reliance, and controlling students’ online behavior. Overall, the participants suggested a complementary role for ChatGPT that balances its potential benefits against its negative impacts to best enhance traditional programming teaching methods. Recommendations for Practitioners: The perceptions recommend practitioners develop new teaching strategies, curriculum designs, in-class activities, and course outlines for programming curricula incorporating ChatGPT efficiently. Practitioners also need to mitigate the adverse effects of ChatGPT and embrace such AI technologies rather than banning them in several ways. Additional effort is required from instructors to assign programming tasks that require applying programming knowledge and critical thinking instead of simple or trivial tasks that can be obtained directly. Instructors and students should be upskilling their competencies and practices to meet the critical thinking and question-asking competencies required to satisfy the new demands of AI technology with appropriate support from their institutes. IT faculties need to adopt a teaching approach with a complementary role for ChatGPT that balances its potential benefits against its negative impacts to best enhance traditional programming teaching methods and maximize its benefits for students and instructors. Recommendation for Researchers: Researchers need to understand the factors enhancing the integration of ChatGPT and the ways of designing and implementing teaching strategies compatible with such AI technologies. Researchers are recommended to explore the impact of ChatGPT on other learners and subjects and its effects on their critical thinking and creativity. Impact on Society: The perceptions in this study are helpful for instructors, students, and curriculum developers, provide additional knowledge on integrating AI chatbots into their courses, and offer valuable input for developing effective use of AI in programming instruction and pedagogical practices. The perceptions could positively influence the job market and contribute to the development of human capital by equipping learners with the latest technologies and programming technologies. Future Research: Additional research should be conducted to explore and measure the effect of ChatGPT on students’ engagement and class collaboration. Further experimental studies on other topics in different environmental variables are also recommended. http://www.informingscience.org/Publications/5240 computer programming programming instructors ChatGPT programming instruction eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-01-28 23 5238 article Alrence S Halibas alrencesantiago@yahoo.com Mai Do Thi Hoang mai.dothihoang@rmit.edu.vn Aim/Purpose: The research aims to uncover the key research themes and trends of Social Media-Enhanced Blended Learning (SMBL) research. It will extract valuable insights from scholarly publications using bibliometric analysis. Background: Although previous scholarly works and bibliometric review papers have examined integrating social media into blended learning and its impact on teaching and learning, none of the studies has explored their convergence. Methodology: The bibliometric review utilized a dataset of 422 scholarly papers extracted from the Scopus research database, shedding light on the performance, and evolving conceptual structure of the SMBL field. Contribution: This study offers valuable insights into the structure and dynamics of the SMBL field, guiding future researchers and practitioners on decisions about social media technology integration in blended learning. Findings: The extant literature on SMBL demonstrates a growing interest in harnessing the potential of social media technologies to enhance the blended learning approach. Notably, “social media,” “blended learning,” “flipped classroom,” “tertiary education,” “e-learning,” “online learning,” and “pandemic” emerged as the top keywords, emphasizing the central focus on leveraging social media platforms to enhance the blended learning experience. Recommendation for Researchers: Research can be extended using multiple research databases and the inclusion of other document types to capture more articles describing the SMBL field. Future Research: Potential future trajectories of the SMBL field can be research studies about developing critical thinking skills and implementing project-based learning methodologies. We also suggest further research on the use and effectiveness of social media integration in blended learning in various educational contexts and social media platforms. http://www.informingscience.org/Publications/5238 bibliometrics social media blended learning COVID-19 flipped classroom eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-02-12 23 5239 article Faouzi Kamoun faouzi.kammoun@esprit.tn Walid El Ayeb walid.elayeb@esprit.tn Ibtissem Jabri ibtissem.jabri@esprit.tn Sami Sifi sami.sifi@esprit.tn Farkhund Iqbal Farkhund.Iqbal@zu.ac.ae Aim/Purpose: This study explores the Knowledge, Attitude, and Perception (KAP) towards ChatGPT among university students and faculty. It also examines the faculty’s readiness to cope with the challenges and leverage the opportunities presented by AI-powered conversational models. Background: Launched on November 30, 2022, ChatGPT took the world by storm with its capability to generate high-quality written expressions in a conversational manner. The reactions to this innovation varied, from enthusiasm regarding its potential to enrich students’ learning to concerns about its threat to students’ cognitive development and academic integrity. A systematic exploration of students’ and faculty’s KAP towards ChatGPT can play an important role in addressing the multifaceted dimensions of AI-driven conversational models. Methodology: This study employs a cross-sectional survey research design based on questionnaires distributed to 145 faculty members, as well as 855 undergraduate and graduate students at the ESPRIT School of Engineering and School of Business. The student sample was based on stratified and convenience sampling, while the faculty sample was based on a consensus sampling approach. Contribution: To the best of our knowledge, this is the first reported study that contributes to understanding the KAP of students and faculty towards ChatGPT, as well as the readiness of faculty to effectively adopt AI-driven conversational models. Furthermore, our research contributes to the body of knowledge by taking Vygotsky’s (1978) principle of social interaction and its role in promoting cognitive development to a new level by hypothesizing that if students were to acquire the competencies to actively engage with AI-driven chatbots in meaningful discussions and collaborative conversations, they might be able to develop some higher-order thinking skills further. Findings: Our results indicated that faculty demonstrated a higher level of ChatGPT knowledge than students and that more than 40% of surveyed students and faculty expressed some trust in the reliability of ChatGPT’s responses, a perception that does not align with reality. Faculty attitude towards ChatGPT was comparatively more reserved compared to that of students and showcased varying opinions. Furthermore, the surveyed faculty showcased a more negative perception of ChatGPT than students, and they expressed a greater degree of skepticism. Our research revealed that 63.4% of surveyed faculty reported that they lack the requisite training and resources to integrate ChatGPT into their pedagogical practices. Recommendations for Practitioners: HEIs should take appropriate measures to enhance students’ and faculty’s knowledge, attitude, and perception regarding ChatGPT to stimulate ethical, meaningful, innovative, and engaging interactions and learning experiences. Recommendation for Researchers: Our study has shed light on some moderating factors that shape the acceptance of AI-driven conversational models and some adoption barriers. It delves into the perceptions, biases, and misconceptions held by both students and faculty, thereby providing a basis for future investigations on the effective integration of AI-driven conversational models in higher education. Impact on Society: This research provides new insights that can harness the potential merits of ChatGPT in enhancing students’ learning while mitigating potential pitfalls. It suggests facilitating open forums and dialogues among students, faculty, employers, and other key stakeholders to debate the impact of AI-driven conversational models on students’ learning and faculty’s teaching and assessment. Future Research: We invite researchers to conduct cross-cultural studies on this topic while also taking into consideration a qualitative research design approach. Future research can also test the hypothesis that AI-driven conversational models inhibit critical thinking by facilitating the passive consumption of information. http://www.informingscience.org/Publications/5239 ChatGPT Generative Pre-trained Transformer knowledge perception attitude academic integrity student ethics AI-driven conversational model technology adoption eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-03-04 23 5256 article Md Kassim Normalini normalini_mk@yahoo.com Wan Normila Mohamad wanno794@uitm.edu.my Zhu Fei zhufei@student.usm.my Mohamad Saifudin Mohamad Saleh saifudinsaleh@usm.my Aim/Purpose: The present study explores the key determinants that influence the intention of public higher education institutions in Malaysia to utilize mobile learning. Furthermore, this study investigates the correlation between these attributes and the components that affect the sustainability viability of mobile learning. Background: The proliferation of mobile devices and the impact of COVID-19 have both played a role in the exponential growth of mobile learning. Mobile learning has emerged as an essential instrument and principal approach to student education within the higher education system amidst the pandemic. Nevertheless, research concerning the sustainability of mobile learning is still in its nascent phases in the post-pandemic period. Methodology: Structural equation modeling is utilized to analyze the gathered data and validate the hypotheses in this study, which comprises an online survey of 280 undergraduate students attending public higher education institutions in Malaysia. Contribution: This mobile learning research on the sustainability of learning environments during COVID-19 adds to the educational literature. This study reconstructs the antecedent factors of three fundamental constructs of the Theory of Planned Behavior (TPB) to explain the features of mobile learning sustainability. This research provides a theoretical framework for mobile learning sustainability. Findings: Based on the empirical evidence, the intention to adopt mobile learning in Malaysian higher education institutions is notably and directly influenced by attitude, subjective norms, and perceived behavioral control. Additionally, the core constructs of TPB are significantly impacted by perceived usefulness, instructor readiness, student readiness, perceived self-efficacy, and learning autonomy. Nevertheless, in Malaysian higher education institutions, the intention to adopt mobile learning is not significantly affected by the perceived ease of use. Recommendations for Practitioners: Mobile learning providers should work on enhancing the performance of this technology to improve content appropriateness and support. Higher education administrators should improve faculty readiness to strengthen the sustainability and efficacy of mobile learning. Improving students’ self-discipline in mobile learning and their perceived preparedness and self-efficacy is critical. Recommendation for Researchers: This study provides future researchers with a comprehensive perspective on mobile learning, which should be studied regarding technology acceptance, self-perception, and external influences, as well as a holistic research framework that combines internal and external aspects to explain mobile learning adoption behavior. Furthermore, future researchers should broaden their study horizons to include other educational institutions and populations and identify disparities to encourage broader use of mobile learning. Impact on Society: COVID-19 has profoundly impacted educational quality and the achievement of sustainable development goals (SDGs). This study demonstrates how mobile learning gives a unique chance for students to continue their learning journey from the comfort of their homes, lessening the disruption caused by pandemics and contributing to the progress of excellent education globally. Future Research: Based on the findings, future research should broaden the study’s scope to include selecting students (undergraduate and postgraduate) and instructors from multiple universities in various states of Malaysia, collecting data and examining the differences between them, and providing an overall view of mobile learning adoption behaviors (intention to adopt and actual usage) from the perspective of both interactions. http://www.informingscience.org/Publications/5256 sustainability mobile learning intention instructor readiness student readiness learning autonomy eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-04-01 23 5265 article G.A.C.A. Herath gacaherath@gmail.com B.T.G.S. Kumara kumara@foc.sab.ac.lk U.A.P. Ishanka piumi@foc.sab.ac.lk R.M.K.T. Rathnayaka kapilar@appsc.sab.ac.lk Aim/Purpose: This study aims to investigate the enabling technologies and applications of computer-assisted career guidance (CACG) tools in the career planning activities of students. Background: The choice of a career is an extremely significant lifetime decision for any individual. Students often struggle with their career choices mainly due to the lack of awareness in career planning and development. Therefore, students require the support of career counselors for proper career decision-making. Unfortunately, adequate career counseling resources are not readily available within educational institutes. CACG tools offer a workable solution for overcoming this challenge. Methodology: A systematic literature review was conducted based on a standard guideline for the period of 2011 through 2023. Initially, a comprehensive review protocol was defined and evaluated. In conducting the review, nine electronic databases: Scopus, Web of Science, IEEE Xplore, ACM Digital Library, Science Direct, SpringerLink, Wiley Online, Emerald Insight, and Sage Journals were queried. Then search results were narrowed down to 46 scholarly articles by applying predefined selection criteria. Contribution: This review study contributes to assessing the status of the existing body of knowledge on implementing and applying CACG tools for career path planning within the education domain. Significantly, this study identified a set of underlying technologies used in implementing modern CACG tools as well as a distinct set of parameters associated with users that can be used as input for offering personalized career decision support. Further, specific needs of applying CACG tools at distinct educational stages were assessed. Study outcomes support future research works by unraveling potential research directions based on identified research gaps. Findings: The key findings of this study revealed experimentation with a wide range of enabling technologies and techniques in the implementation of CACG tools for students’ career path planning. Within these tools, a distinct set of parameters associated with students has been considered as input for offering personalized career decision support. Further, it was found that the use of CACG tools in career guidance differs across distinct educational stages. Recommendations for Practitioners: CACG has been extensively used within the education domain for providing career guidance services to different student populations. With technological advancements, CACG has evolved as a viable alternative to in-person career counseling, rather than primarily serving as a supplementary tool used by career counselors during in-person counseling. Therefore, it is recommended that educational institutes utilize CACG tools in situations where adequate in-person career counseling services are not possible. Recommendation for Researchers: Continuous technological advancements make it advisable for researchers to continue further experimentation employing emerging cutting-edge technologies for improving the functionalities of CACG tools used in education. Particularly significant are improvements in personalization capabilities and integrating user profiling techniques to enhance the effectiveness of the services offered by CACG tools. Impact on Society: Technology-assisted career counseling can play a vital role in fulfilling the career guidance requirements of various student populations. This study has affirmed the potential of using CACG as a viable alternative to in-person career counseling within educational institutes. Future Research: In future work, the scope of this study can be extended to other educational guidance domains such as academic advising, pedagogical resource recommendation, academic program and course recommendation, and college and university recommendation. Moreover, future research may investigate the application of CACG tools in the career guidance activities of vocational education. http://www.informingscience.org/Publications/5265 computer-assisted career guidance career planning career counseling career guidance education systematic literature review eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-04-06 23 5264 article Trinh Le Tan tantl2@fe.edu.vn Hoai Thu Thi Nguyen hoainttds160244@fpt.edu.vn Nguyen Chau Ngoc Khanh khanhncnds160485@fpt.edu.vn Thanh Hien Thi Le hienlttds160123@fpt.edu.vn Uyen Truong Hoang Vo uyenvthds160340@fpt.edu.vn Aim/Purpose: The study aims to analyze the elements/factors that impact students’ augmented reality/virtual reality (AR/VR) adoption through their behavior in Vietnamese higher education. In particular, the research demonstrates the influences of and relationships between multiple goals, learner experience, and barriers to adopting AR/VR. Background: The widespread adoption of digital transformation in numerous industries demonstrates its prospects and potential for growth. Many cutting-edge technologies, including AR and VR, have been included in educational activities because they have the potential to elevate academic standards across numerous colleges. However, their implementation and practice within higher education appear confusing to lecturers, organizations, and, in particular, students. Their innovative nature and differences are the fundamental causes. Hence, thoroughly elaborating the elements that impact the adoption of students – the target audience – through investigating the behavior if these factors are crucial to ensure the benefits of AR/VR are leveraged while the implementation procedures are enhanced. Methodology: By integrating earlier research, the research proposes a theoretical framework to explore how learners of AR/VR adopt these technologies. Discussion group interviews with professionals, namely four lecturers at Vietnam universities, were conducted. The professionals adjusted elements and changed the scales in order to optimize them in accordance with the context of Vietnamese universities. Additionally, the authors surveyed 200 students whose responses were transformed into numerical data. SmartPLS-SEM 4.0.9.3 software was used to test whether specific hypotheses were accepted or rejected. Contribution: The research holds immense significance as it employs customer behavior as the foundational theory to construct a proposed model delineating the influence of learner experience on multiple goals and AR/VR adoption. Moreover, the study’s findings empower educational establishments to strategically allocate resources toward enhancing student experiences, aligning with learner goals, and consequently augmenting the adoption of AR/VR technologies. Findings: Regarding the relationship between learner experience and multiple goals, the findings indicate that convenience experience greatly impacts academic goals and social goals. Immersive experience also has a remarkable influence on academic goals, social goals, and practical goals. As regards the impact of multiple goals on AR/VR adoption, the research reveals that academic, social, and practical goals have a significant effect on such adoption. Concerning the correlation between learner experience and AR/VR adoption, it can be seen that usage experience and entertainment experience have a beneficial effect on such adoption. Recommendations for Practitioners: In terms of practical contributions, educational organizations in Vietnam can use the research during AR/VR implementation processes to maximize the benefits of AR/VR in education. Recommendation for Researchers: The authors conduct a theoretical research framework for the adoption of AR/VR technology into Vietnam’s higher education digital platform. The research approaches a different aspect in the context of higher education, which considers students as customers based on prior research on customer behaviors through multiple goals and learner experiences to evaluate their impacts on the AR/VR adoption of students. Impact on Society: AR/VR has achieved extensive utilization and widespread acclaim across various sectors, notably education. Within the context of higher education institutions, the integration of AR/VR applications not only has advantages but also presents associated challenges. Therefore, the present inquiry was undertaken to elucidate the determinants influencing students’ receptiveness toward AR/VR utilization. Educational establishments can leverage the insights gained from analyzing the learner experience and multifaceted objectives of, as well as impediments to, AR/VR assimilation to enhance favorable elements and mitigate unfavorable aspects during the process of AR/VR implementation. The overarching objective is to elevate the degree of AR/VR adoption among students. Future Research: Further research can consult the customer behavior approach regarding technological adoption in educational contexts. In addition, apart from adoption, dependent variables can be studied, such as satisfaction with or decision to use AR/VR in future research. http://www.informingscience.org/Publications/5264 education AR/VR technology multiple goals AR/VR adoption learner experience barriers eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-04-27 23 5268 article Fahad O Alenezi fahad.uoh@gmail.com Aim/Purpose: This study evaluated the e-learning experience of Saudi K-12 teachers during the COVID-19 pandemic. More specifically, it explored their perceptions of e-learning. It also investigated the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media used by teachers for communicating with students in e-learning during the pandemic. Furthermore, it identified the weaknesses of e-learning as perceived by the teachers. Background: The education sector has been severely impacted by the coronavirus disease (COVID-19) epidemic that has spread globally. The lockdown has damaging effects on the educational system as well, notably in Asia. Traditional classroom education has quickly changed to online instruction as a result of the extended closure of schools and institutions. Methodology: The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis in this exploratory study. A cohort of 426 randomly selected K-12 teachers completed an electronic questionnaire in the second semester of the 2021 school year. Contribution: The study revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia. The teachers reported favorable perceptions of e-learning and used teaching approaches and strategies aligned with e-learning. Findings: The results revealed that the teachers’ perceptions of e-learning were positive. However, substantial differences in e-learning perceptions in some variables were found, e.g., experience using the Internet and computer applications. However, no significant differences by sex were found. The results also revealed the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media for communicating with students, which were used more frequently by the teachers in e-learning during the pandemic. Recommendations for Practitioners: The findings of this study would persuade educational institutions and policymakers to improve the quality of online teaching with the most up-to-date teaching methods, along with government support for bettering basic infrastructure and Internet connectivity, bridging the digital divide, and developing rural areas to make e-learning more successful and well-liked throughout the nation. Recommendation for Researchers: This new discovery prompts aspiring researchers to explore teachers’ perceptions of e-learning. Researchers would find this work important because the results revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia. Impact on Society: Because of the impact of e-learning during COVID-19, schools and society should not discard it. This can improve the e-learning experience for both teachers and students. Online-based and classroom-based education modes have advantages, and combining both methods is appropriate to benefit from these advantages. Future Research: Future work will need to be more detailed, including either qualitative or investigations. Further, more research can investigate instructors’ discernments alongside students’ and parents’ insights toward virtual classes. http://www.informingscience.org/Publications/5268 e-learning; Saudi K-12 teachers; COVID-19 pandemic eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-05-12 23 5282 article Ping Ning aaronningabc@foxmail.com Dorothy DeWitt dorothy@um.edu.my Hai-Leng Chin chin@um.edu.my Yanling Li liyanling@guc.edu.cn Guoguo Liu liu.guoguo90@gmail.com Aim/Purpose: This study aimed to identify primary school teachers’ perceptions of leveraging social media-based microlearning to improve students’ English-speaking abilities. Background: The value of social media as an effective educational tool for English language learning has been recognized by educators in higher education in China. However, there is a lack of investigation into primary school teachers’ perceptions of using social media to improve English in China, especially English speaking, which has long been a weak component for Chinese EFL learners. Microlearning, as an effective learning approach for training, has been effectively adopted in various fields. Therefore, exploring the Chinese primary school teachers’ perceptions of social media-based microlearning to improve students’ English-speaking abilities may contribute to innovative learning for EFL speaking. Methodology: This study served as a case study, particularly a single-case design, in investigating how in-service Chinese primary school teachers perceived the role of social media-based microlearning in improving students’ speaking skills. Data was gathered through an online qualitative survey and analyzed via Thematic Analysis using NVivo 14. Twenty participants were recruited through convenience sampling from a primary school in Chengdu, Sichuan, in southwest China. Contribution: This study contributed to the awareness of using social media-based technologies to improve Chinese college students’ English-speaking abilities by providing the teachers’ perspectives. Findings: The analysis yielded several subthemes for the six primary themes, namely Disparities, Affordances, Drawbacks, Challenges, Suitable Content Types, and Helpful Suggestions. Specifically, the affordances of social media-based microlearning included Flexibility in Learning Pace, Accessibility and Convenience, Diverse Learning Resources, and Authentic Language Exposure. Additionally, there are five suitable content types: Multimedia-based Stories and Content, Practical English, Popular Channels, and Learning Skills. The analysis of drawbacks and challenges indicated that the learner-centered design of social media-based microlearning still needs improvement. Lastly, focusing on the creation of a supportive learning community, several subthemes were listed for Helpful Suggestions. Recommendations for Practitioners: The findings revealed that social media-based microlearning is a promising approach to English-language learning in primary schools. Relevant guidelines, challenges, and suggestions found in this study should also be taken into consideration for effective application. Recommendation for Researchers: For researchers in the field of instructional technology, it is essential to realize that this study primarily focuses on teachers’ perspectives in terms of the use of social media-based microlearning for learning, which means that incorporating the viewpoints of students and experts may be necessary for an in-depth needs analysis. Impact on Society: Leveraging social media-based microlearning to enhance students’ English-speaking abilities presents advantages and disadvantages. Yet the potential for effective social media-based English learning, if well designed, becomes promising. Future Research: More empirical studies investigating social media-based microlearning modules on students’ English speaking should be conducted for future research, along with integrating new technologies or teaching paradigms, such as social media-based collaborative learning. http://www.informingscience.org/Publications/5282 Chinese primary school teachers’ perceptions social media-based microlearning English-speaking abilities eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-05-16 23 5278 article Joko Slamet joko.slamet2801@gmail.com Yazid Basthomi ybasthomi@um.ac.id Francisca Maria Ivone francisca.maria.fs@um.ac.id Evi Eliyanah evi.eliyanah.fs@um.ac.id Aim/Purpose: This research explores the design and development of a gamified Massive Open Online Course (MOOC) aligned with the Self-Directed Learning (SDL) approach. The focus is addressing challenges to foster autonomous learning within the MOOC context. Background: MOOCs have emerged as a prominent platform for global education; however, they face ongoing challenges, particularly in their capacity to facilitate SDL effectively. Despite their popularity, there are gaps and limitations in existing MOOC designs that hinder the cultivation of autonomous learning. This research seeks to bridge these gaps and enhance MOOCs’ ability to support SDL through systematic design improvements and the strategic integration of gamification elements. Methodology: In this study, we adopt the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model as the foundational framework. It begins with the Analysis phase, which includes a comprehensive literature review and a questionnaire administered to 41 undergraduate students to gain insights into learner preferences. The Design phase follows, where we develop an innovative MOOC framework enriched with gamification elements. This framework is then implemented and tested during the Development and Implementation phases. Finally, during the Evaluation phase, field testing of this framework is conducted with a limited-scale participant group. Contribution: This research makes a substantial contribution to the academic field and profession by systematically addressing identified gaps and limitations in MOOC design. It delves into the crucial role of MOOCs within the self-learning environment, emphasizing their significance in catering to self-directed learners. Additionally, this research sheds light on the transformative impact of gamification on MOOCs. By showcasing how the ADDIE model can be effectively utilized, this research not only addresses existing challenges but also advocates for the optimization of MOOCs to better serve and empower self-directed learners. Findings: Our study has unveiled a transformational shift in MOOCs. Through the effective integration of gamification, we observed changes in learner engagement, motivation, and the cultivation of SDL behaviors. Participants experienced a substantial increase in their enthusiasm for learning, which led to improvements in their ability to take charge of their learning journeys. This was not merely a superficial enhancement but a profound shift that left participants consistently expressing heightened satisfaction and a deep sense of accomplishment. Recommendations for Practitioners: Our findings strongly advocate for the adoption of a systematic approach to MOOC design. Practitioners should consider leveraging the ADDIE instructional design model, as demonstrated in our study, to elevate MOOCs to new heights. By strategically incorporating gamification elements, MOOCs can become powerful tools for enhancing learner engagement and fostering autonomous learning. This transformation will not only benefit individual learners but also contribute to the broader landscape of online education. Recommendation for Researchers: Researchers should delve deeper into the realm of gamification within MOOCs. The potential for refining and optimizing specific gamification strategies, especially within the structured framework of the ADDIE model, is an area ripe for exploration. Additionally, there is a need for nuanced research that delves into tailoring MOOCs to cater to self-directed learners’ unique needs. By doing so, we can continue to drive the boundaries of knowledge in online education and offer more effective solutions to learners worldwide. Impact on Society: Our study transcends the confines of academic inquiry and holds implications for society. By harnessing the power of gamification within MOOCs, we can enhance online education. This means not only making education more accessible but also rendering it more engaging and effective on a global scale. Our findings have the potential to democratize learning, empower learners, and ultimately contribute to a more educated and skillful society. Future Research: Future investigations should embark on a journey to uncover the long-term effects of gamification in MOOCs. Moreover, exploring the scalability of these approaches and their influence on diverse learner populations is paramount. As we move forward, the focus should remain on refining and expanding our understanding of how gamification, within the structured context of the ADDIE instructional design model, can continually optimize the landscape of online education. http://www.informingscience.org/Publications/5278 MOOC gamification autonomous learning self-directed learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-05-16 23 5283 article Oumaima DEROUECH derouech.oumaimaa@gmail.com Hamid Hrimech hamid.hrimech@uhp.ac.ma Mohamed LACHGAR lachgar.m@gmail.com Mohamed HANINE hanine.m@ucd.ac.ma Aim/Purpose: The purpose of this research is to evaluate the available literature on Collaborative Virtual Environments (CVEs). It aims to investigate the impacts, guiding principles, and problems of CVEs, giving light to their revolutionary potential in a variety of sectors, such as education, healthcare, and gaming. Background: CVEs have received a lot of interest in recent years because of their potential to change how people interact and cooperate in virtual settings. It has the potential to increase collaboration, learning experiences, and productivity across numerous areas. Methodology: This study comprehensively analyzes existing literature on CVEs, highlighting their ability to significantly change several fields, such as education, healthcare, and gaming. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards were followed to ensure a clear and methodical approach to the literature review. The search technique targeted the SCOPUS database for articles published from 2009 to 2022, utilizing specific keywords about CVEs. This was followed by a thorough two-stage screening procedure based on specified inclusion and exclusion criteria, ensuring only relevant research was evaluated. Contribution: This literature review contributes by providing a thorough review of the current state of the art in the field of CVEs. It synthesizes previous research and offers insights into the consequences, guiding principles, and problems of CVEs in different domains. Findings: The research results demonstrate the wide range of uses for CVEs and their ability to promote enhanced cooperation, learning, and productivity. Current obstacles have been identified, and a set of guiding principles for implementing CVEs has been provided. A clear and reproducible foundation for future research in this area was found through a detailed explanation of the search approach and criteria used to select studies. The literature review concludes with practical suggestions for practitioners in many fields, emphasizing the need to consider CVEs to improve cooperation and productivity. Recommendations for Practitioners: To improve cooperation and productivity, CVEs should be considered by practitioners in education, healthcare, gaming, and industry. Best practices and recommendations for the successful usage of CVEs in various areas must be established. End-user training and assistance are critical for maximizing the benefits of CVE technology. Recommendation for Researchers: Additional study is required to investigate the long-term consequences and durability of CVE solutions, the creation of new technologies and methods to overcome the stated CVE adoption problems, and multidisciplinary collaboration to harness CVEs in innovative ways. Impact on Society: The review emphasizes CVEs’ potential social benefit in fostering cooperation, improving learning experiences, and increasing productivity. The widespread use of CVE technology may result in more efficient and productive ways of communicating and working in virtual worlds. Future Research: Future studies in this field should concentrate beyond the study’s period (2022), investigating the changing environment of CVEs, examining the effects of developing technologies and trends on CVEs, and evaluating CVE technology’s scalability and accessibility for greater societal usage. http://www.informingscience.org/Publications/5283 collaborative virtual environments collaboration virtual reality remote work education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-05-26 23 5286 article Salah Zogheib salahzogheib@hotmail.com Aim/Purpose: This study aims to explore factors influencing engineering students’ acceptance of the Google Classroom platform in communication skills courses to ensure more active engagement and better performance. Background: In response to the underutilization and hesitancy in adopting educational technologies, this study investigates the factors influencing engineering students’ acceptance of Google Classroom in a Middle Eastern university. Despite the potential benefits of such technologies, their integration faces challenges due to cultural factors and resistance from educators and students alike. Methodology: The study utilized a Technology Acceptance Model-based questionnaire distributed via Google Forms to 140 engineering students to analyze the acceptance of Google Classroom. Data analysis was conducted using structural equation modeling with Smart PLS, focusing on critical constructs like ease of use and perceived usefulness. Limitations due to the sample size and single-institution scope are acknowledged, which may affect the generalizability of the findings. Contribution: This study outlines practical steps for educators to enhance learning by fostering a user-friendly environment and supporting student proficiency with technology. It highlights the importance of policies encouraging educational technology adoption and urges developers to focus on user-centered features. Additionally, the study calls for collaboration among educators, policymakers, and developers to create engaging and compelling learning experiences. Findings: Findings unveil the significant impact of user satisfaction on perceived ease of use and usefulness, subsequently influencing attitudes. Furthermore, the study identifies the substantial influence of subjective norms and attitudes on intentions and the consequential impact of intentions on self-perception of academic success. Recommendations for Practitioners: The study advocates for educators to cultivate a motivating environment that fosters active engagement with the Google Classroom platform by raising students’ satisfaction and positive attitudes. Recommendation for Researchers: The study encourages further investigation into the long-term effects of technology integration on students’ academic performance and learning outcomes and exploration of additional variables or moderators that may influence technology acceptance in educational settings. Impact on Society: By understanding the factors influencing engineering students’ acceptance of Google Classroom, educators can better integrate technology into communication skills courses, potentially improving student engagement and academic performance and preparing students for success in a technologically driven society. Future Research: Longitudinal studies tracking students’ technology adoption patterns over time would also contribute to understanding the sustained impact of technology integration on educational practices and outcomes. http://www.informingscience.org/Publications/5286 TAM Google Classroom communication skills academic success eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-05-29 23 5295 article Umair Ali Khan umairali.khan@haaga-helia.fi Janne Kauttonen janne.kauttonen@haaga-helia.fi Lili Aunimo lili.aunimo@haaga-helia.fi Ari V Alamäki ari.alamaki@haaga-helia.fi Aim/Purpose: The purpose of this paper is to address the challenges posed by disinformation in an educational context. The paper aims to review existing information assessment techniques, highlight their limitations, and propose a conceptual design for a multimodal, explainable information assessment system for higher education. The ultimate goal is to provide a roadmap for researchers that meets current requirements of information assessment in education. Background: The background of this paper is rooted in the growing concern over disinformation, especially in higher education, where it can impact critical thinking and decision-making. The issue is exacerbated by the rise of AI-based analytics on social media and their use in educational settings. Existing information assessment techniques have limitations, requiring a more comprehensive AI-based approach that considers a wide range of data types and multiple dimensions of disinformation. Methodology: Our approach involves an extensive literature review of current methods for information assessment, along with their limitations. We then establish theoretical foundations and design concepts for EMIAS based on AI techniques and knowledge graph theory. Contribution: We introduce a comprehensive theoretical framework for an AI-based multimodal information assessment system specifically designed for the education sector. It not only provides a novel approach to assessing information credibility but also proposes the use of explainable AI and a three-pronged approach to information evaluation, addressing a critical gap in the current literature. This research also serves as a guide for educational institutions considering the deployment of advanced AI-based systems for information evaluation. Findings: We uncover a critical need for robust information assessment systems in higher education to tackle disinformation. We propose an AI-based EMIAS system designed to evaluate the trustworthiness and quality of content while providing explanatory justifications. We underscore the challenges of integrating this system into educational infrastructures and emphasize its potential benefits, such as improved teaching quality and fostering critical thinking. Recommendations for Practitioners: Implement the proposed EMIAS system to enhance the credibility of information in educational settings and foster critical thinking among students and teachers. Recommendation for Researchers: Explore domain-specific adaptations of EMIAS, research on user feedback mechanisms, and investigate seamless integration techniques within existing academic infrastructure. Impact on Society: This paper’s findings could strengthen academic integrity and foster a more informed society by improving the quality of information in education. Future Research: Further research should investigate the practical implementation, effectiveness, and adaptation of EMIAS across various educational contexts. http://www.informingscience.org/Publications/5295 information assessment artificial intelligence higher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-06-05 23 5304 article Amy Godo a20184887@pucp.edu.pe José Carlos Véliz jcveliz@pucp.edu.pe Giulio Marchena Sekli gmarchena@pucp.pe Aim/Purpose: This paper aims to address the gap in comprehensive, real-world applications of Generative Artificial Intelligence (GenAI) in education, particularly in higher education settings. Despite the evident potential of GenAI in transforming educational practices, there is a lack of consolidated knowledge about its practical effectiveness and real-world impact. Background: This study addresses this gap by conducting a systematic literature review to collate and analyze real-life instances of GenAI applications in higher education, thus providing a nuanced understanding of its practical implementations and measurable outcomes. Methodology: The paper utilizes a systematic literature review methodology, adopting the PRISMA approach complemented by a thematic analysis procedure to ensure a comprehensive and in-depth evaluation of the literature. It synthesizes information from relevant articles from 2022 to 2024, focusing on the applications of GenAI in higher education. This analysis covers various aspects, including research settings, analysis scales, data types, collection tools, and analytical methods. Contribution: The paper contributes to the academic community by offering a comprehensive review of GenAI applications in education, highlighting the current precision level of these tools, and providing strategic recommendations for their effective use in academia. Furthermore, the research defines seven specific cases where Gen AI can be utilized as a reference for educational institutions in their adoption strategies. Findings: Key findings include the versatility of GenAI in generating teaching materials, enhancing skill development, supporting student tasks, academic performance evaluation, feedback delivery, and its role as a virtual assistant and in research support. Recommendations for Practitioners: Practitioners are advised to explore the integration of GenAI for diverse educational purposes, from content creation to student assessment, while being cognizant of its limitations and ethical considerations. Recommendation for Researchers: Future research should focus on addressing the gaps identified, such as the implications of GenAI in research roles, its application in various disciplines, and the exploration of newly developed AI tools tailored to specific educational needs. Impact on Society: The findings of this paper highlight the potential of GenAI in revolutionizing the educational sector, offering personalized learning experiences, and significantly influencing teaching methodologies and student engagement, but it also reveals significant deficiencies of Generative AI, known as hallucinations, which can impact the expected results. Future Research: Subsequent research should explore the evolving capabilities of GenAI models, their impact on various academic disciplines, and the development of pedagogical strategies to optimize their use in education. http://www.informingscience.org/Publications/5304 generative AI education systematic literature review teaching materials skill development academic performance eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-06-05 23 5306 article Sachin Srivastava sachinlko2019@gmail.com Narender SINGH Bhati narendersingh.bhati@jaipur.manipal.edu Aim/Purpose: This research aims to examine the mobile learning (m-learning) intentions of students pursuing design courses at graduate and undergraduate levels in higher education institutions in a developing country like India. This study integrated the Technology Readiness Index (TRI 2.0) and the Unified Theory of Acceptance and Use of Technology (UTAUT) to examine students’ intentions. Background: Teaching-learning in design programs at institutions predominantly takes place in design studios. Studios are the place where the constant presence of the educator, along with peers, guides the students in all aspects of creative solutions. This interaction has been hindered during the COVID-19 pandemic. Over the last decade, m-learning has grown in popularity among professionals and students. However, the intentions of students pursuing design courses still need to be evaluated. Methodology: Using a quantitative approach, a survey of 334 graduate and postgraduate students was held in the National Capital Region of Delhi, India. The students were approached based on a convenience sampling strategy. Structural Equation Modeling (SEM) analysis was carried out to test the formulated hypotheses. Contribution: This is one of the first studies that empirically measured m-learning intentions of design students in the Indian context using TRUTAUT scales. The study will motivate educators to identify and integrate online content into the design curriculum. This will also help eliminate students’ insecurity related to performance in online learning. Findings: The study found that the technology readiness (TRI) variables (optimism, innovativeness, and discomfort) had no significant relationship with the UTAUT variables. Design students also exhibited some insecurity about performance in their creative field, which is traditionally conducted face-to-face. But all variables of UTAUT had a significant influence, and the model explains 41% of the variance in m-learning intention. Recommendations for Practitioners: Teachers, as content creators in design education, need to suitably add online content to their subject that facilitates m-learning among students. Institutional administrators should provide adequate infrastructural facilities like stable internet connectivity, computer labs, and technical staff who can help the students with technical issues. Recommendation for Researchers: The outcome of this TRUTAUT research among design students can be studied in other developing countries to examine design students’ intention to adopt m-learning. Researchers can examine the effectiveness of learning through online platforms in design programs. Future Research: Future studies could improve the model by extending it appropriately and conducting a longitudinal study with interviews and focus group discussions. Also, including teachers’ opinions and attitudes toward online learning in design programs is worth exploring. http://www.informingscience.org/Publications/5306 m-learning design students UTAUT technology readiness index structural equation modeling TRUTAUT model eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-06-11 23 5307 article Amin Khalifeh Amin.khalifeh@zuj.edu.jo Mohammad Hamdi Al Khasawneh m.alkhasaawneh@psut.edu.jo Mohammad Alrousan m.alrousan@psut.edu.jo Ahmad Samed Al-Adwan a.adwan@ammanu.edu.jo Firas Wahsheh f.wahsheh@anu.edu.jo Fandi Yousef Omeish f.omeish@psut.edu.jo Husam Ananzeh H.ananzeh@inu.edu.jo Aim/Purpose: This research aims to empirically investigate and answer the following research questions: Do students’ self-control and smartphone e-learning readiness influence smartphone-cyberloafing, and does gender play a role in this relationship? Background: Research indicates that many students’ learning time is wasted due to cyberloafing, which involves non-course-related activities on their digital devices. Smartphones present a more significant potential for distracting learners than other technological instruments because of their availability, ease of access, and user-friendly interface. The issue of cyberloafing presents a notable challenge in both traditional (in-person) learning environments and online e-learning settings. However, insufficient relevant contributions have been made. Methodology: An online survey strategy was applied using a self-administered questionnaire technique for data collection. The investigation involved 477 students participated from four universities in Jordan. The partial least squares structural equation modelling (PLS-SEM) method was used to validate the research model and test relationships. Contribution: This study is considered one of the first studies concerned with cyberloafing in e-learning environments; it could be the first one in the Arab world. It provides empirical evidence that supports relevant literature and contributes to the problem-solving of cyberloafing. Also, it provides an excellent direction for future empirical contributions. Findings: The findings reveal that students’ self-control and smartphone e-learning readiness could significantly reduce smartphone-cyberloafing activities of higher education students. However, no significant influence was found on gender in smartphone-cyberloafing. This study offers significant contributions to both theory and practice in education. Theoretically, it advances the understanding of self-control in mitigating smartphone-cyberloafing and highlights the importance of e-learning readiness, enriching the framework for digital student behaviour. It provides actionable insights for educational institutions, policymakers, and educators to address smartphone-cyberloafing by developing interventions that enhance self-control and e-learning readiness. Recommendations include workshops, engaging online activities, learning analytics, faculty training, collaboration with stakeholders, and policies promoting responsible smartphone use. These measures aim to create a productive e-learning environment and improve the overall academic experience. Recommendations for Practitioners: Relevant institutions can develop targeted interventions and support mechanisms to mitigate smartphone-cyberloafing and enhance students’ engagement in e-learning. These may include workshops or resources aimed at improving self-control and e-learning readiness, equipping students with the skills needed to manage their digital learning environments effectively. Educational policies should promote responsible smartphone use as a part of e-learning, encouraging schools and educators to incorporate smartphone-based learning strategies into their curricula and create guidelines for responsible use. Recommendation for Researchers: It is possible to replicate the model while conducting multiple group anal-yses based on these individual differences Impact on Society: The findings of this research may create a more conducive and productive e-learning environment, ultimately improving the academic experience for all students. Such a study could substantially contribute to the sustainability of the education system and society as a whole. Future Research: Future works could prioritize examining cyberloafing behaviours occurring within asynchronous learning settings. Furthermore, future studies could incorporate variables about learners’ differences into the model. Finally, it is essential to note that the results are restricted to a single country. Conducting investigations across multiple countries in future endeavours could yield more precise and accurate outcomes. http://www.informingscience.org/Publications/5307 smartphone e-learning cyberloafing smartphone-cyberloafing students’ self-control e-learning readiness gender differences eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-06-12 23 5246 article Lisa I Kittinger lizakittinger@gmail.com Victor Law vlaw@unm.edu Aim/Purpose: The purpose of this systematic literature review is to evaluate the application of UTAUT and UTAUT2 frameworks in K-12 education. Background: This study included an analysis of peer-reviewed empirical studies that use the UTAUT and UTAUT2 frameworks to understand the factors that influence technology adoption among K-12 educators. New constructs were identified, and core determinates of the models were studied. Methodology: The researchers used a systematic literature review. Inclusion criteria required articles to be written in English, non-duplicate, peer-reviewed, focused on K-12 educators, and employing quantitative methods to test or extend the UTAUT or UTAUT2 models. We used a strategic search string to conduct standardized searches across multiple databases in education, psychology, business, engineering, and multi-disciplinary publications. We conducted a screening process on the initially identified 98 articles. We kept 14 articles for final analysis, as they met the inclusion criteria. Contribution: This study contributes to the fields of (a) information science, (b) information technology (IT), and (c) education by offering a more detailed analysis and understanding of the use of UTAUT and UTAUT2 in studying technology adoption among K-12 educators. Findings: The results show performance expectancy and social influence are the most used core factors. A total of 27 new variables were identified and organized into a taxonomy. Discrepancies in the application of the models were identified and further discussed. The use of UTAUT and UTAUT2 in K-12 education is minimal. Recommendations for Practitioners: Findings inform stakeholders in education (e.g., directors of technology operations, administrators, educators) and educational technology businesses (e.g., software engineers, interface and content designers, and user experience designers) how to create and integrate products that fit the true needs of the end-users. Technology must align with the tasks needed to accomplish educational objectives (performance expectancy), and certain environmental conditions are needed to support technology usage. Educators should also be aware their decisions regarding technology adoption are influenced by social factors, such as their superiors and peers. Recommendation for Researchers: Researchers need to conduct more studies using UTAUT and UTAUT2 within K-12 education. It is likely that teachers are influenced by their students, although little research exists to study this relationship through the lens of these models. Moreover, consideration should be given when renaming variables, using certain relationships, and developing research models. Impact on Society: Findings support our understanding of educational technology adoption, which benefits our education system, especially teachers and students alike, when done successfully. Future Research: Future research should include a meta-analysis exploring the statistical extent of relationships and new variables identified. http://www.informingscience.org/Publications/5246 education UTAUT UTAUT2 technology adoption K-12 educators eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-06-21 23 5314 article Nur Aini Rakhmawati nur.aini@is.its.ac.id Tri Puspa Rinjeni pusparinjeni@gmail.com Reny Nadlifatin reny.nadlifatin@gmail.com Aim/Purpose: This study identifies gamification element preferences based on Myers-Briggs Type Indicator (MBTI) characteristics. It measures the influence of preferences on learning motivation through a pre-experimental design of one group pre-test post-test. Background: Incorporating information technology in education has led to the introduction of e-learning, potentially enhancing the learning process. However, adopting e-learning also brings about negative effects that can lead to frustration, confusion, and reduced learning motivation. One strategy that can be used to address this issue is gamification. However, it is essential to note that a universal approach to gamification is not practical as user needs vary. It can result in less-than-optimal learning outcomes. Thus, gamification settings must be tailored to the user’s characteristics, such as those identified through the MBTI, to provide a more personalized learning experience. Methodology: This study conducted pre-experimental research in one group, pre-test, and post-test, divided into several stages: problem identification, research instrument design, pre-data collection and analysis, treatment, post-data collection and analysis, and evaluation. Pre-test and post-test were used to measure student motivation towards the gamification elements implemented. This study utilized the MBTI, Academic Motivation Scale (AMS), and gamification preferences questionnaire throughout the pre-data collection and analysis stage. For gamification preferences, this study employed 45 questions representing nine elements of gamification frequently used in training and education. Kendall Rank Correlation Coefficient was used to determine the correlation between MBTI and the gamification element from the gamification preferences questionnaire. Contribution: This research contributes to the body of knowledge in gamification experiments by adding one step in recognizing gamification preferences. The practical contribution to this research is aimed at educators in maximizing Moodle by considering the gamification element preference recommendations based on the MBTI type. Findings: The analysis revealed that the gamification preferences of fourteen MBTI types were predominantly associated with extrovert types. Collection and Leaderboard elements showed the highest correlation with MBTI. The effect of gamification was assessed during the treatment stage to evaluate its impact on learning motivation for the dominant MBTI type. Pre-test and post-test measurements of learning motivation show changes that are dominated by the intrinsic motivation dimension. Recommendations for Practitioners: This research is valuable for offering guidance to educators and practical insights to developers into integrating gamification effectively by taking gamification preferences based on MBTI. Tailoring gamification elements based on MBTI creates a more engaging learning experience for every user, ultimately enhancing motivation for learning. Recommendation for Researchers: This study contributes one step to experimental research, mainly focusing on the preliminary identification of gamification preferences based on MBTI. Using the gamification preferences, researchers can broaden the experimental scope and provide validation evidence from quantitative research. This approach supports the robustness of the recommendation gamification elements. Impact on Society: This study presents findings on gamification elements aligned with MBTI characteristics. These findings can be used as strategies for implementing personalized gamification in e-learning to the diverse needs of students, fostering a more tailored learning ecosystem and ultimately advancing education. Future Research: We could expand the identification of gamification preferences in various management learning media to explore the use of gamification elements. Further surveys can be done by increasing the number of respondents from other majors and universities so that more respondents can represent each type of MBTI. This addition will contribute to the data’s characteristics, enabling a more comprehensive gamification preferences analysis. Conducting experiments involving adaptive learning media to align gamification with personality-based preferences, ensuring that the gamification experiences align with personality-based preferences. Multiple groups with varying treatments can carry out experiments that validate gamification preferences. http://www.informingscience.org/Publications/5314 gamification MBTI gamified personalization academic motivation scale e-learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-07-05 23 5309 article Angelos Rodafinos arodafinos@gmail.com Vassilis Barkoukis bark@phed.auth.gr Katerina Tzafilkou katerinatzaf@gmail.com Despoina Ourda despoino@phed.auth.gr Anastasios A Economides economid@uom.gr Maria Perifanou mariaperif@gmail.com Aim/Purpose: This study aims to examine the influence of digital competences, technology acceptance, and individual factors (gender and educational level) on academic achievement in Physical Education and Sports Science (PESS). Background: Prior research has established a positive correlation between digital competences and performance, but the mediating role of technology acceptance remains unclear. Furthermore, there is no evidence in the literature about this relationship among students pursuing degrees in PESS. Methodology: A survey was administered to 344 students pursuing degrees in PESS. The Students’ Digital Competence Scale (SDiCoS) measured digital competences, while the Technology Acceptance Model (TAM) assessed technology acceptance. Academic performance was evaluated based on students’ GPAs. Contribution: This paper investigated the role of digital competence within the TAM framework and its influence on academic performance. We propose that digital competence variables positively impact students’ intention to use digital tools for learning. This aligns with TAM principles, where intention and attitude toward technology predict its actual use. Our findings further strengthen the understanding of TAM by confirming strong connections between perceived ease of use, perceived usefulness, and attitude toward technology. Additionally, the study suggests that digital competence and frequent device usage patterns might be more prevalent in postgraduate education. Findings: The investigation supports the link between digital competences and technology acceptance in PESS students. Specifically, TAM variables, particularly attitudes and intentions regarding technology use, significantly predicted these students’ academic performance. Interestingly, no direct association was found between SDiCoS digital competences and academic performance. Digital competence variables were positively associated with students’ intention to use digital tools for learning. Gender differences emerged, with females reporting higher academic performance and proficiency in Communicate, Collaborate, and Share (CCS) competences. Furthermore, postgraduate students reported digital competences, higher academic performance, stronger intentions to use technology, and more frequent utilization of laptops/tablets. Recommendations for Practitioners: Educators, administrators, and policymakers should consider targeted interventions and curriculum development to enhance academic performance in the fields of physical education and sports science. Specifically, strategies should focus on fostering digital competences in areas relevant to the field while addressing gender-specific needs. Recommendation for Researchers: Future research should further explore the nuanced relationship between digital competences, technology acceptance, and academic performance, with a focus on refining the predictive efficacy of TAM variables, and examining the role of individual factors, such as motivation and self-efficacy. Impact on Society: The findings have implications for improving academic outcomes in PESS, ultimately contributing to the development of a highly skilled and technology-literate workforce in this field. Future Research: Future research should examine the specific mechanisms through which digital competences and technology acceptance influence academic performance to develop effective interventions and strategies. http://www.informingscience.org/Publications/5309 academic performance digital competence physical education sports science technology acceptance eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-07-22 23 5338 article Zaidatun Tasir p-zaida@utm.my Wang Jing Hao wjh19960419@gmail.com Aim/Purpose: This study aims to develop a theoretical framework for enhancing students’ higher-order thinking skills (HOTS) by integrating massive open online courses (MOOCs) with gamification elements. Background: There is a growing demand to develop students’ innovative thinking abilities through MOOCs, focusing on higher-order thinking skills (HOTS), which are essential for 21st-century challenges. While gamification has shown potential in enhancing HOTS, its integration within MOOCs to improve these skills remains underexplored. Enhancing students’ HOTS through MOOCs combined with gamification is crucial for developing advanced skills like analysis, evaluation, and creativity. Therefore, there is an urgent need for a robust theoretical framework that effectively merges MOOCs and gamification to enhance students’ HOTS. Methodology: This research used a qualitative research approach employing critical analysis techniques. The research procedures were guided by the SALSA framework. A total of 19 articles from the SCOPUS and Google Scholar databases were selected based on specific criteria: articles published between 2013-2023, articles with keywords such as MOOCs, gamification, higher-order thinking, or engagement, and articles written in English. Thematic analysis was conducted to identify common themes in the selected articles. The proposed framework was developed by drawing upon well-established theories in the fields of educational technology, online learning, collaborative learning, connectivism, student engagement, and Bloom’s taxonomy. Contribution: This study not only synthesizes existing research on MOOCs but also presents a holistic and integrated framework for leveraging learning theories, gamification elements, student engagement dimensions, and HOTS to enhance the effectiveness of MOOC-based education. The proposed framework aims to provide researchers and educators with a comprehensive model for integrating gamification elements into MOOCs to enhance students’ higher-order thinking skills. By utilizing this framework, educators can design more engaging and effective online courses, while researchers can further investigate the impact of gamification on learning outcomes and student engagement. Findings: This study proposes a framework that integrates three main components: connectivism, online collaborative learning, and gamification principles. Implementing these components in the MOOC learning environment aims to enhance digital higher-order thinking as proposed by Churches and improve students' feelings and perceptions towards MOOC learning. Recommendations for Practitioners: By recognizing the unique challenges of maintaining students’ attention in the context of MOOC learning, practitioners can incorporate gamification elements into MOOC learning environments to enhance students’ HOTS. Recommendation for Researchers: Researchers can further explore the understanding and measurement of the dynamics of interactions and engagement within MOOCs. Additionally, they should aim to identify which gamification elements effectively capture students’ attention and contribute to their overall engagement. Impact on Society: By focusing on HOTS, especially through gamification, society can anticipate a generation of individuals with improved critical thinking, problem-solving, and innovative capabilities. Furthermore, the implementation of connectivism in MOOCs can promote a global exchange of knowledge, resulting in diverse perspectives and a shared pool of information. This, in turn, will contribute to a more interconnected and collaborative world to address complex challenges. Future Research: The future direction of research in MOOC learning contexts should prioritize guaranteeing and fostering student engagement. It should also involve exploring the potential of gamification within MOOCs and refining instructional designs to specifically enhance higher-order thinking skills. By addressing these critical aspects, researchers can contribute to the ongoing evolution of online education and ensure its effectiveness and relevance in the ever-changing landscape of digital learning. http://www.informingscience.org/Publications/5338 higher-order thinking MOOCs gamification student engagement online collaborative learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-08-10 23 5344 article Thi Thuy An Ngo anntt24@fe.edu.vn Gia Khuong An KhuongAGCS171212@fpt.edu.vn Phuong Thy Nguyen ThyNPCS171290@fpt.edu.vn Thanh Tu Tran Tran.ThTus@gmail.com Aim/Purpose: The main goal of this study is to investigate the factors affecting students’ satisfaction and continuous usage of ChatGPT in an educational context, using the Expectation-Confirmation Model (ECM) as the theoretical framework. Specifically, this investigation focuses on identifying how user expectations, perceived usefulness, and satisfaction influence the continuous usage of ChatGPT in education. Background: ChatGPT is an AI-based chatbot that can generate natural language and support multi-turn dialogue. ChatGPT can be used in education for various purposes, such as academic writing, language translating, coding assistance, and information searching. Research indicates that ChatGPT is highly beneficial for students. Specifically, it aids in time-saving by synthesizing information across diverse fields and offers feedback tailored to individual learning needs and progress. Moreover, it enhances learning experiences through a personalized learning process, as well as aids in the translation of learning materials into different languages for improved accessibility. Despite the potential of ChatGPT in education, there remains a gap in understanding the determinants of user satisfaction and continuous usage. Therefore, this study was conducted to bridge this gap by assessing the impact of expectation confirmation, perceived usefulness, and satisfaction on continuous usage of ChatGPT. Methodology: This research employed a quantitative approach, which utilized a five-point Likert scale questionnaire to measure four variables with a total of 14 items. Data were collected from 435 students from eight Vietnamese universities through non-probability convenience sampling. The internal consistency of the questionnaire was examined using Cronbach’s alpha. Four-factors Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were then employed through IBM SPSS 26 and AMOS 24 to assess the proposed model and hypotheses, allowing for a comprehensive examination of the relationships between 4 variables: perceived usefulness, expectation confirmation, satisfaction, and continuous usage. Contribution: This paper contributes to the literature on ChatGPT in education by identifying how expectation confirmation and perceived usefulness affect students’ satisfaction and their intention to continue using ChatGPT in their learning. This study also has practical implications for educators and students for applying ChatGPT in their learning and teaching. It provides recommendations for effective use of ChatGPT in education. Findings: The study’s results show that students with greater expectations, either met or surpassed by ChatGPT, perceived the tool as more beneficial and satisfying for their needs. Additionally, students who perceived ChatGPT as useful and valuable for their learning goals were more inclined to continue to use it. Furthermore, the findings indicate that higher satisfaction with the tool was associated with a greater likelihood of continuous usage. Nevertheless, the results did not reveal a significant relationship between perceived usefulness and satisfaction regarding ChatGPT. This implies that perceiving ChatGPT as useful does not guarantee satisfaction. This finding may be attributed to various factors influencing student satisfaction, such as price value, using habit, facilitating conditions, trust, reliability, and quality. Recommendations for Practitioners: Educators and students should consider the findings of this study to make informed decisions about the use of ChatGPT in educational settings, emphasizing the importance of managing users’ expectation confirmation and ensuring perceived usefulness and satisfaction on continuous usage. Recommendation for Researchers: Researchers can use the findings of this study as a foundation for exploring a deeper understanding of user expectation confirmation and the factors influencing perceived usefulness and satisfaction with ChatGPT in diverse educational settings. Impact on Society: This study contributes to the broader field of the application of AI technologies in education, potentially reshaping the dynamics of interaction between students and educators with AI technologies for educational purposes. Its contributions have the potential to elevate the overall quality of education by promoting the appropriate and effective use of AI technologies. Future Research: Future research should investigate the roles of ChatGPT in education more deeply and explore its long-term effects on both learners and educators. This includes conducting comparative studies to evaluate the efficacy and advantages of ChatGPT-assisted learning in comparison to traditional teaching methods. Additionally, there is a crucial need to assess the broader impact of ChatGPT on students’ academic performance, cognitive development, and critical thinking skills. http://www.informingscience.org/Publications/5344 ChatGPT Expectation-Confirmation Model (ECM) student satisfaction continuous usage CFA SEM eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-08-19 23 5355 article Galiya K. Beisenbayeva galiya.beisenbayeva@yahoo.com Akan M. Mubarakov mubarakov.a.m@proton.me Larissa U. Zhadrayeva zhadrayevalarissa@protonmail.com Zoya T. Seylova z_seylova80@outlook.com Botagoz N. Artymbayeva b.n.artymbayeva@hotmail.com Aim/Purpose: This paper aims to evaluate the influence of an augmented reality mobile application on improving secondary students’ visualization and comprehension of geometric concepts. Background: The study involved developing an AR app named Geometria to enhance geometry education. Methodology: In a specialized boarding school in Kokshetau, Kazakhstan, 82 tenth-graders were randomly split into control (n=42) and experimental groups (n=40), underwent either traditional instruction or lessons incorporating the AR Geometria app, and were subsequently assessed using a 20-question test spanning spatial relationships, 3D visualization, and advanced geometry concepts, complemented by a feedback questionnaire on the app’s impact and usability, all under consistent teacher supervision. Contribution: The research serves as an exploration into the realm of AR in education, offering a detailed assessment of how the Geometria application can revolutionize traditional teaching methodologies in secondary geometry education. Findings: Upon analysis, the experimental group demonstrated significant advancement in their geometry proficiency, especially in competencies like 3D visualization, suggesting that augmented reality tools like Geometria can substantially bridge the conceptual gaps often encountered in conventional teaching settings. Recommendations for Practitioners: Teacher training on augmented reality should be provided, equitable student access should be ensured, and ongoing feedback should be gathered. Recommendation for Researchers: Larger, longer-term studies across diverse educational settings and technologies should be conducted. Impact on Society: Geometry instruction can be strengthened through the effective use of augmented reality to improve STEM outcomes. Future Research: Future studies should focus on best practices for augmented reality implementation and comparisons to other technologies. http://www.informingscience.org/Publications/5355 stereometry education system geometry visualisation augmented reality digital technologies eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-08-29 23 5368 article Kanyarat Sriwisathiyakun kanyarat.sr@kmitl.ac.th Aim/Purpose: This study aims to introduce an innovative approach to improving learning outcomes for hearing-impaired learners (HL) within inclusive education settings. By integrating design thinking principles into Massive Open Online Courses (MOOCs) specifically designed for HL, this research seeks to address their unique educational needs. The study examines the components of a design thinking model within MOOCs for HL and evaluates the effectiveness of the pilot course in enhancing their learning experience and achieving the required test scores. Background: The persistent educational disparities faced by HL necessitate innovative solutions within inclusive education. By employing a design thinking approach, educational tools were developed specifically for these learners, with the empathy phase profoundly understanding and addressing their unique needs and desires. This study aims to bridge this gap by leveraging design thinking principles and MOOCs tailored for HL alongside instructional strategies and Universal Design for Learning (UDL) techniques. Methodology: The study unfolds in three primary phases: Model Development, Model Assessment, and Model Piloting. In the Model Development phase, design thinking principles are integrated with Thai MOOC development, instructional strategies, and UDL techniques to create the initial model. The Model Assessment phase involves expert evaluations to validate and refine the model based on their feedback. Finally, in the Model Piloting phase, the refined model is tested with learners, and assessments are conducted to evaluate its practical applicability and effectiveness in a real-world setting. Contribution: This research contributes significantly to reducing educational inequalities and advancing inclusive education. By introducing a model that integrates design thinking principles into MOOCs tailored for HL, it promotes lifelong learning opportunities and aligns with broader societal efforts to address educational disparities. Findings: Key findings from the study include the development of a comprehensive six-stage model and its essential co-components, which received high suitability ratings from expert evaluations. The model’s application resulted in an impressive pass rate among learners, highlighting its effectiveness in enhancing learning outcomes. These results demonstrate the model’s potential to impact inclusive education significantly by providing a scalable and effective framework for integrating design thinking into MOOC development. Furthermore, it creates courses that effectively meet the diverse needs of learners, ensuring accessibility and improved learning experiences for all. Recommendations for Practitioners: Practitioners should adopt design thinking and UDL principles in MOOC development, ensuring courses are tailored to HL needs. Engage HL communities for relevant feedback and focus on accessibility with assistive technologies. Implement scalable solutions for broader impact and regularly assess course effectiveness to promote lifelong learning opportunities. Recommendation for Researchers: Researchers should continue to explore and refine the developed model, considering its application across diverse educational contexts and populations. Collaboration with HL communities and stakeholders can provide valuable insights for enhancing the effectiveness of inclusive education interventions. Impact on Society: The integration of design thinking principles into MOOCs tailored for HL has a profound impact on society by promoting equal educational opportunities and lifelong learning. By addressing educational disparities, this research contributes to creating a more inclusive and equitable society. Future Research: Future research could focus on longitudinal studies to assess the long-term impact of the model for HL. Additionally, exploring innovative technologies and pedagogical approaches can enhance the effectiveness of inclusive education interventions. Collaborative research efforts across disciplines can advance the field of inclusive education and foster continuous improvement in learning outcomes for diverse populations. http://www.informingscience.org/Publications/5368 MOOC design thinking digital media hearing-impaired learners eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-09-05 23 5370 article YAVUZ KURT yavuz.kurt@marmara.edu.tr Gokce Kurt gokce.kurt@marmara.edu.tr Aim/Purpose: The present study explores the use of AI-powered ChatGPT as a feedback tool for automated writing evaluation in a higher education context. Background: Artificial intelligence (AI) is increasingly applied in the field of education, offering new opportunities with its evolving capabilities. One area where AI tools have promising potential is the field of second/foreign language (L2) writing. Methodology: Participants, Turkish pre-service teachers of English enrolled in an academic writing course, received feedback from ChatGPT, peers, and the course instructor. Data came from focus-group interviews focusing on the participants’ perceptions of ChatGPT as a feedback tool in comparison to peer and teacher feedback. Thematic analysis was conducted on the transcribed interview data. Contribution: Students can benefit from AI feedback by independently refining their writing. They should develop critical thinking skills when using AI tools like ChatGPT for feedback. Findings: Thematic analysis revealed that participants thought ChatGPT had several affordances, such as practicality, interactivity, and adaptability; however, it also had certain constraints, such as occasional inconsistencies and dependence on the quality of prompts. Overall, the study highlights that ChatGPT could be a valuable feedback tool for L2 writing. Recommendations for Practitioners: The findings suggest that ChatGPT can significantly facilitate the L2 writing process but cannot fully replace feedback from peers or teachers. Teachers should provide initial training and ongoing support to students in using AI effectively for feedback. Policymakers should consider the advancements in AI and their implications for L2, anticipate students’ increasing access to advanced writing assistance, and seek ways to offer suitable guidance. Future Research: This study tapped into students’ experiences as a snapshot. Future research may focus on the long-term influence of ChatGPT feedback on L2 writing and how to combine it with other types of feedback to optimize learning. http://www.informingscience.org/Publications/5370 artificial intelligence ChatGPT feedback second language writing higher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-09-17 23 5377 article Salah Zogheib salahzogheib@hotmail.com Bashar Zogheib bzogheib@auk.edu.kw Aim/Purpose: The aim of this study is to explore the factors that influence higher education students’ adoption of ChatGPT by incorporating constructs from the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT) with trust, social influence, and personal innovativeness. Background: Even though the use of ChatGPT has become more popular among university students, there is no clear evidence about the reasons that would make them adopt or abstain from using such a tool. Methodology: The study utilized a survey that was answered by 150 university students registered in the faculty of engineering at a public university. The survey was developed by Google Forms and focused on how useful and easy they think ChatGPT is, their motivations, trust, social influence, innovativeness, and their readiness to use it. Statistical analysis was performed using SPSS 26 and Smart-PLS4, with the latter being particularly useful due to the study’s complex model and adherence to sample size criteria. Contribution: This research provides fresh insights into how students perceive and start using modern AI tools like ChatGPT. It also helps educators and policymakers understand how to integrate AI technologies into education better to make learning more effective. Findings: The study reveals that students are more likely to adopt ChatGPT if they perceive it as useful and easy to use. External motivation and social influence significantly impact students’ behavioral intentions to use ChatGPT, while trust also plays a crucial role. Intrinsic motivation, however, does not significantly affect behavioral intention. The strongest predictor of actual use is behavioral intention, indicating that students who intend to use ChatGPT are highly likely to do so. Personal innovativeness is another significant factor influencing both behavioral intention and actual use. Recommendations for Practitioners: Educators and policymakers should focus on enhancing the perceived usefulness, ease of use, trust, social influence, and innovativeness related to ChatGPT to increase its adoption in educational settings. Recommendation for Researchers: Future research should explore additional psychological and contextual factors that may influence the adoption of ChatGPT and other similar technologies among students. Impact on Society: Understanding the factors that influence the adoption of ChatGPT can help in developing strategies to integrate such tools effectively in education, potentially improving learning outcomes and digital literacy among students. Future Research: Further studies should examine the long-term effects of ChatGPT usage on students’ learning outcomes and investigate the adoption patterns in different educational contexts and disciplines. http://www.informingscience.org/Publications/5377 ChatGPT higher education TAM motivational drivers eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-10-08 23 5380 article Zaidatun Tasir p-zaida@utm.my Ting Jii Toh tingjiitoh@gmail.com Aim/Purpose: This study aims to analyze the cognitive load experienced by secondary school students in Biology within m-learning environments and its impact on learning performance. Background: Cognitive load has become a critical issue that schools need to address to ensure students can excel in their learning without being overwhelmed. While principles for reducing cognitive load have been extensively discussed in previous research, studies focusing on mobile learning (m-learning) for Biology among students in Malaysia remain limited. This study employed Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) to address this gap. By integrating four key principles—segmenting and pretraining, modality, redundancy, and seductive details—into m-learning tasks using the Successive Approximation Model (SAM1), this study aimed to reduce cognitive load and enhance students’ learning performance. Methodology: This study employed a quantitative approach using a randomized pre-test/post-test quasi-experimental design. Students were randomly assigned to either an intervention group (20 students) or a control group (18 students). The study was conducted over four weeks, comprising a three-week intervention period with a one-week interval. Statistical analyses, including independent t-tests, Mann-Whitney U tests, Quade ANCOVA, and Pearson correlation, were used to analyze the quantitative data. Qualitative feedback was analyzed using thematic analysis. Contribution: This study contributes by providing instructional design strategies that incorporate principles for reducing cognitive load in mobile learning for Biology. It also demonstrates how Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) can be effectively integrated. By examining the cognitive load experienced by secondary school students in m-learning environments, the study offers valuable insights for designing and implementing effective instructional strategies. Identifying the factors influencing cognitive load enables educators to develop targeted interventions that enhance learning experiences and optimize performance. Findings: The study indicated that the adoption of mobile learning tasks not only significantly reduced cognitive load but also corresponded to enhanced learning performance. Participants engaging in m-learning experienced lower cognitive load, which was positively associated with superior performance in learning tasks, emphasizing the beneficial impact of mobile learning on cognitive load management and academic achievement. Recommendations for Practitioners: Educators and instructional designers are encouraged to incorporate cognitive load principles into their instructional strategies and learning material design to enhance student performance. Policymakers should consider similar strategies to reduce the cognitive load for students in educational settings to improve learning outcomes. Recommendation for Researchers: Researchers are encouraged to replicate the design elements used in this study when developing mobile or online learning materials to reduce learners’ cognitive load and enhance their performance. They should also consider expanding this research to other topics, subjects, and educational levels to provide further insights and validate the effectiveness of these design elements across different contexts. Impact on Society: The findings of this study have significant implications for society, particularly in addressing mental health and stress issues among the younger generation. By identifying strategies to manage cognitive load and reduce stress in online learning environments, the study provides valuable insights for educators, parents, and policymakers. These strategies can help mitigate the adverse effects of cognitive overload, improve learning experiences, and promote better mental well-being. Additionally, the study’s recommendations can guide the development of more effective and supportive learning environments, contributing to overall societal well-being and academic success. Future Research: Future studies could explore cognitive load beyond the intrinsic and extraneous components focused on in this study, examining additional elements within the frameworks of cognitive load theory and multimedia learning. In addition to using the cognitive load questionnaire, exploring other measurement tools could ensure a more comprehensive understanding of cognitive load. Future research might also consider enriching mobile learning tasks by diversifying subject matter and conducting longitudinal cohort studies. Such studies could provide valuable insights into memory retention over extended periods, aiding in optimizing mobile learning frameworks and enhancing educational experiences. http://www.informingscience.org/Publications/5380 m-learning mobile learning cognitive load mobile applications eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-10-16 23 5378 article George Essien george.essien@ttu.edu.gh Steven S Parbanath stevenp@dut.ac.za Aim/Purpose: This paper explores the trends in robot storytelling, its conceptual models, and educational implications. Background: Digital storytelling is the use of digital media elements such as text, images, audio, and video to create and tell a story. A form of digital storytelling using a social robot to do the story presentation is called robot-assisted digital storytelling or simply robot storytelling. A robot storytelling conceptual model is a visual representation of the process of creating and presenting robot stories. The model displays the main elements and their relationship, providing guidelines for creating and sharing the robot story. Methodology: This paper uses the scoping review method that follows the PRISMA Extension for Scoping Review (PRISMA-ScR) and the methodological framework developed by Arksey and O’Malley to review 30 publications selected from the period 01/01/2003 to 06/02/2024. The study first retrieved 235 publications from Scopus, Web of Science, and Lens databases based on specified inclusion and exclusion criteria. The retrieved articles were screened, and 30 were selected for the review. The charting of the selected articles was carried out using content analysis on the following characteristics: author(s)/year, title of study, purpose of study, conceptual model/theoretical/methodological framework used, population, intervention/study activity, usage of intervention and finding/outcome. Contribution: The paper contributes to knowledge by revealing the trend in robot storytelling, its impacts on education, and the limitation or gap in robot storytelling conceptual models. Findings: The paper found that robot storytelling is mainly used as a tool to impart knowledge to pupils and students in educational institutions. In addition, robot storytelling has a positive impact on teaching and learning at all levels of the educational ladder. Also, the number of published research studies on robot-assisted storytelling conceptual models is woefully inadequate. Recommendations for Practitioners: This paper recommends that practitioners, especially the instructional delivery fraternity who use other digital storytelling presentation methods, such as computer and online storytelling, must resort to robot storytelling. This is because robot storytelling has proved to improve learning outcomes compared to other digital storytelling methods. Recommendation for Researchers: This paper recommends that researchers in the field of robot storytelling endeavor to propose and publish more conceptual models for practitioners who want to develop robot storytelling. In addition to the conceptual models, detailed methodological frameworks can be developed for the models to make it easier for practitioners to develop robot storytelling. Impact on Society: Robot storytelling is more attractive and sustains audience attention, therefore improving learning outcomes. This paper reveals to teaching professionals the current growing method of imparting knowledge to learners that uses robot storytelling. This paper also motivates managers of educational institutions to plan toward the use of social robots in instructional delivery. Future Research: The paper proposes the development of a robot storytelling conceptual model that provides complete guidance from requirement analysis, story preparation, programming, testing, and presentation to evaluation to help practitioners. In addition, a detailed methodological framework based on the model should be developed to make it easier for users of the model. http://www.informingscience.org/Publications/5378 robot-assisted storytelling robot-based storytelling robot storytelling robot storytelling conceptual model scoping review eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-11-24 23 5394 article ZHIRU WANG wangzhiru@graduate.utm.my Jamalludin Harun p-jamal@utm.my Yihuan Yuan 939101071@qq.com Aim/Purpose: The purpose of this systematic literature review is to explore the use of gamification in reading instruction between 2020 and 2024, focusing on the main theories and models, implementation strategies in various educational settings, measurable effects on student engagement and comprehension, and future directions for research. Background: Reading instruction faces persistent challenges, including declining student engagement, varied reading comprehension levels, and a lack of motivation among learners. Traditional methods often fail to captivate students, resulting in suboptimal literacy outcomes. In response to these challenges, educators and researchers are increasingly turning to gamification as a promising approach to reinvigorate reading instruction. Gamification, which incorporates game design elements into non-game contexts, has the potential to enhance student motivation, engagement, and comprehension. Methodology: In order to guarantee precision and reliability, this systematic literature review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) 2020 guidelines. This review focuses on studies published in the Web of Science, Scopus, and ScienceDirect databases from 2020 to 2024 and applied inclusion criteria to select 15 peer-reviewed studies from 421 retrieved, focusing on gamification in reading instruction. Contribution: This paper addresses a gap in the existing literature on gamified reading instruction by examining the theoretical foundation, different implementation strategies, and measurable effects of gamification in reading instruction across various educational settings and age groups. Additionally, it offers recommendations and guidance for future research in the field of gamified reading instruction. This study also offers a systematic approach for educators to implement gamified reading instruction. Findings: This review examined a total of 15 papers, encompassing various educational settings and age ranges. The investigations were conducted in multiple countries, including China, Indonesia, and Spain, demonstrating a worldwide interest in gamified reading education. Self-determination theory (SDT) is significant in the domain of gamified reading teaching. Primary school extensively incorporates gamified reading instruction, emphasizing the use of badges, leaderboards, narrative contexts, and avatars to foster captivating and individualized learning experiences. Multiple studies consistently demonstrate that the integration of game aspects into reading teaching leads to improvements in reading speed, reading accuracy, reading immersion, interactivity, and frequency. Recommendations for Practitioners: Educators are encouraged to integrate gamification elements tailored to different educational stages, such as badges and narrative contexts in primary education and collaborative challenges in higher education, to enhance student engagement and comprehension. Recommendation for Researchers: Researchers should focus on conducting longitudinal studies to assess the long-term effects of gamification and work on integrating varied theoretical frameworks to provide a more consistent foundation for future research. Impact on Society: This paper proposes that implementing gamification in reading instruction has the potential to positively influence reading comprehension and student motivation, ultimately leading to improved educational results on a larger scale. Future Research: Future research should explore the long-term effects of gamification on reading instruction, address the identified limitations of current studies, and investigate its effectiveness across different cultural and educational contexts. http://www.informingscience.org/Publications/5394 gamification gamified learning reading instruction reading comprehension reading engagement eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-12-08 23 5402 article Thando Loliwe loliwethando9@gmail.com Aim/Purpose: This study examined the experiences of international students writing a typed e-assessment at the on-campus computer lab on the ExamOnline system. Background: After a computer-based typed summative examination was introduced for one of the MSc degree’s modules in a UK university, it was critical to ascertain its inclusivity. The context is that departments in universities select criteria to ser-vice their diverse students, which oblige students to adapt or request assistance that can accommodate their academic needs. Methodology: Through both questionnaires and interviews, the data was collected from sixteen international students who were part of the students who enrolled in the affected master's module in 2023/24 academic year. Contribution: This study provides an understanding of international students’ characteristics and other factors that may likely influence them to desire individualised as-sessments when typed e-assessments are used in a higher education institution. Findings: The students had positive experiences of writing a typed e-assessment at the on-campus computer lab. This was due to students’ individual characteristics, academic and social factors, such as aspirations, learning gained, ability to manage their emotions, typing proficiency, meta-cognition, amount of study-ing done, [not or] finishing the exams, travelling to and from the campus, and acoustics. Also, the good thing is that some students adapted to this typed e-assessment. However, some students expected support for their weak comput-er skills and modifications, including an option to use familiar computer key-boards and repeated practice sessions. Recommendations for Practitioners: To support international students' adaptation to e-assessments, typing proficiency tests, practice sessions, and modifications, such as early communication of assessment modes, must be introduced to improve their ability to write typed e-assessments. Recommendation for Researchers: Researchers must be vigilant at all times so that they can detect discriminatory practices and policies that may complicate student learning and achievement in higher education. This is because inclusive education also means inclusive and fair assessment methods. Impact on Society: E-assessments must not be adopted because they benefit instructors in terms of their ease of marking and are an accepted norm. They must also be in the students’ best interest. This research demonstrates how to align typed e-assessments and the skills students use to complete them through inclusivity approaches to e-assessments. Future Research: Future research must examine whether this study's findings can be generalised to students who are novices at writing typed timed e-assessments on the ExamOnline system in various subjects and levels of study. Also, further research could help understand the effect of this study's proposed changes on the inclusiveness of typed e-assessments according to the international students enrolled in this module. http://www.informingscience.org/Publications/5402 international students computer-based assessment e-assessment inclusive as-sessment ExamOnline eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-12-14 23 5395 article Mari van Wyk mari.vanwyk@up.ac.za Abueng Rachael Molotsi molotar@unisa.ac.za Aim/Purpose: The current study explored how Technological Pedagogical Knowledge (TPK) influences teachers’ delivery of subject content. Background: The potential value of Fourth Industrial Revolution (4IR) devices is lost if teachers do not integrate them into their instructional practices. Technological Pedagogical Knowledge is one of the components of Technological Pedagogical and Content Knowledge (TPACK), and it can assist teachers in providing learners with the best classroom learning environment while integrating digital devices in the delivery of lessons. Methodology: The descriptive qualitative multiple case study was conducted at five secondary schools in the rural Bojanala District. Five teachers from five schools voluntarily participated in semi-structured interviews and a document analysis. The thematic analysis of the collected data informed the results of this study. Contribution: This study contributes to the identification and exploration of the role of TPK in enhancing the integration of 4IR devices into rural secondary schools’ instructional practices. Findings: The study reveals the limited integration of digital devices in teaching due to a lack of infrastructure, a lack of comprehensive understanding of TPK, and the absence of information and communication technologies (ICT) policies at the school level. By analyzing existing policies (or the lack thereof), the study could explain the disconnect between the integration of TPK. Recommendations for Practitioners: Teachers need to be capacitated through follow-up intervention professional development to bridge the gap between understanding TPK and the integration of different digital devices in delivering subject content. Prior to integrating digital devices into teaching and learning practices, teachers must develop or have access to ICT policies and guidelines. Recommendation for Researchers: The results indicate that even a limited understanding of TPK can motivate teachers to incorporate different strategies brought by 4IR in delivering their lessons, and this needs to be explored further. Impact on Society: Targeted TPK training and follow-up sessions can further equip teachers with the necessary 4IR transformative skills to design and deliver lessons that effectively prepare learners for the 21st-century real-world work environment. The efforts would assist learners from rural areas schools to benefit from the available technology. Future Research: The study emphasizes the need for further research to expand the global understanding of strategies for enhancing teachers’ TPK, thus contributing to the broader academic discourse on technology integration in education. http://www.informingscience.org/Publications/5395 rural areas secondary schools teachers technological pedagogical knowledge eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-12-17 22 .i iv 5062 article Tian Luo tluo4work@gmail.com Kathryn MacCallum kathryn.maccallum@gmail.com Table of Contents for JITE: Research, Volume 22, 2023 http://www.informingscience.org/Publications/5062 JITE IT education education research table of contents eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-01-03 22 001 024 5063 article Murilo S Marques murilo.sodre@ufob.edu.br Everton Bedin bedin.everton@gmail.com Maria das Graças Cleophas mgcp76@gmail.com Aim/Purpose: The objective of this study is threefold: (i) investigate how a group of subjects see the relationship between the integration of content, pedagogical and technological knowledge of their chemistry teaching in light of the teaching practices developed during the pandemic; (ii) present a framework for the integration of digital technologies in chemical education; and (iii) integrate empirical research on teachers’ relationship with technology in the remote classroom during the pandemic. Background: The COVID-19 pandemic has imposed changes in the ways of teaching and learning and has affected educational contexts at all levels of education. While technology has been instrumental in providing access to education during the pandemic, it has also revealed a picture of serious technological inequality, especially among students. The adoption of technology in education is an old topic in Brazil but still requires studies and advances in the implementation of Information and Communication Technologies (ICT) in education. With regard to teaching Chemical Science, the study of the skills and knowledge that teachers need to carry out an effective and efficient integration of ICT in education is still a priority at any educational level. Methodology: The research method used was qualitative with an interpretive paradigm that involved 324 Licentiate and Baccalaureate students in Chemistry from public educational institutions in the five regions that make up the Brazilian territory. Data were collected through an online survey and, after being exported it was analyzed using Python software. In order to reduce the number of variables, exploratory factor analysis was carried out followed by a reliability analysis of the adopted factors, in addition to subsequent comparisons between the means related to the three factors for each of the categorical variables present in this work (Gender, Age, Region, Teacher Education, Period, and Course). Contribution: This article analyzes the perceptions of these chemistry students in Brazil regarding the effective integration of content, pedagogical and technological knowledge of their chemistry teachers during the pandemic. It also proposes a framework of a model constituted from the amalgamation between Johnstone’s triangle and the conceptual structure TPACK whose aim is to teach chemistry by interrelating the macroscopic, symbolic, and submicroscopic levels incorporated into technologies. Findings: The results of this research allow us to conclude that of the three main knowledge areas proposed in the TPACK model, the field of Knowledge mostly Scientific of chemistry teachers (Factor 1) was pointed out as the most deficient when investigated in the light of the perceptions of the students. The model developed and presented in this study, which integrates TPACK into the Johnstone Triangle, proposed a theoretical framework that explains the integration of technology into the chemistry curriculum and gives teachers a very important role in its use and appropriation to facilitate the integration of technology in an effective way, thus adding improvements to the construction of chemical knowledge of their students. Recommendations for Practitioners: This study found that it is necessary for chemistry teachers to carry out training courses to improve the development of ICT-related skills and, consequently, to use the knowledge that composes the TPACK structure in interrelated ways so that chemical instructions can be used in a pedagogically appropriate manner and effectively to improve students’ chemistry learning experience. Recommendation for Researchers: This study involved only higher education chemistry professors and students; therefore, future research is needed involving chemistry teachers from different levels of education to expand our results. In addition, the proposed model that integrates TPACK and Johnstone’s Triangle can be reapplied and improved, and new theoretical and epistemological contributions can be added to the framework to improve the teaching and learning process of chemistry with the support of technologies. Impact on Society: The understanding of the TPACK of higher education chemistry teachers in Brazil can demonstrate weaknesses in the process of incorporating ICT in the classroom during the process of teaching and learning chemistry. Therefore, this research typology can be useful in supporting the development of ICT-related skills, consequently improving teachers’ TPACK. On the other hand, such understanding, by promoting reflections on university chemistry curricula, endorses the need for teachers’ continuing education as a healthy mechanism for a growing integration of technologies in their teaching practices. The proposed model has the potential to align discussions on the use of technology in teaching chemistry, considering the specificities that are inherent and indispensable to the understanding of chemical knowledge. Future Research: Future research should be to further improve the use of the proposed model that integrates Johnstone’s triangle and the TPACK conceptual framework in teacher training, using it fully to guide the development and promotion of teacher training courses regarding the insertion of teaching technologies in a pedagogical way to teach chemistry in its different dimensions. http://www.informingscience.org/Publications/5063 chemical education ICT Brazil teachers TPACK model eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-01-04 22 025 040 5066 article Sandra Baroudi sandra.baroudi@zu.ac.ae Lawrence Meda lmeda@sea.ac.ae Zeina Hojeij Zeina.Hojeij@zu.ac.ae Aim/Purpose: The purpose of this study was to examine faculty perceptions of virtual field placement of preservice teachers at a university in the United Arab Emirates and to explore the factors that promote or hinder the success of this experience. Vygotsky’s concept of scaffolding was used as the theoretical framework of this study and to explain the faculty’s engagement with the field placement experience. Background: The global pandemic of COVID-19 has affected the provision of teacher education programs around the world. It forced many universities to implement emergency remote teaching strategies including virtual field experiences. Methodology: Considering the novelty of this phenomenon, an exploratory qualitative research design was followed to arrive at an in-depth description of the faculty’s perceptions. A convenience sampling, which is characterized by the deliberate targeting of information-rich participants, was used to select five faculty members who supervised 40 Emirati preservice teachers during their virtual field experience. Data was collected using semi-structured interviews and analyzed using thematic analysis. Contribution: The framework put forth in this study could serve as a guideline for teacher education programs, especially field experience preparation. Findings: It was found that faculty had different perceptions of virtual field experiences. Although preservice teachers were faced with unprecedented virtual field experiences, collaboration with different stakeholders helped them achieve the learning outcomes. A main drawback of the virtual field experience, however, impacted preservice Emirati teachers’ motivation about online teaching. Recommendations for Practitioners: Preservice teachers’ technological skills should be reinforced and built to enable purposeful and practical technological integration in the teaching and learning process. Therefore, a holistic inclusion of all stakeholders’ approach is needed to upskill and develop the competencies of all parties involved in the process taking into consideration a more enriching collaborative manner. Such a redesign should be examined to assess its validity and efficiency on a wider and more diverse sample to ensure its reliability and success. Recommendation for Researchers: Researchers are recommended to explore the impact of virtual field experience on young children learning and engagement by including all stakeholders involved in the teaching and learning process, especially young students’ parents since findings showed that children under the age of eight are at a disadvantage in online learning. Impact on Society: Implications of the findings of this study show that sustainable virtual field experiences can be attained through a collaborative approach. Collaboration is essential as it enables preservice teachers to succeed in implementing inclusive pedagogical approaches. Future Research: Further studies can enrich the findings of this paper by expanding the collected data to provide deeper and more generalizable results. For example, virtual student teachers’ and school students’ scores should be collected and compared to face-to-face scores in order to assess and evaluate the learning itself. http://www.informingscience.org/Publications/5066 preservice teachers virtual field experience technology integration collaborative learning teacher preparation program eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-01-16 22 041 070 5069 article Faisal Rahman Dongoran faisalrahman@umsu.ac.id Gaffar Hafiz Sagala hafizsagala@unimed.ac.id Dedy Husrizal Syah dedy@unimed.in Indra Maipita imaipita@gmail.com Aim/Purpose: This study aims to analyze (1) the effect of organizational support on Technological Pedagogical Content Knowledge (TPACK), (2) the effect of organizational support and TPACK on teacher performance, (3) the effect of organizational support and TPACK on technostress, and (4) the effect of technostress on teacher performance. Background: The disruption of Information Technology (IT) innovation in educational practice happened two decades ago. However, the more massive and intense IT integration in teaching and learning practice was demanded during the COVID-19 pandemic. These circumstances made teachers and students face a new teaching and learning environment with complete IT mediation. Therefore, they will show a unique response valuable for managing effective education and further research regarding teaching and learning in the online environment. Methodology: Using a purposive sampling technique, data was collected from 419 pre-service teachers in the economics and business field. The data was then tabulated and analyzed using PLS-SEM. Contribution: This study connects the concept of TPACK as knowledge to organizational support and technostress as the organizational and personal response to deal with massive IT integration in fully online learning during the COVID-19 pandemic. This study bridges the educational concept of teacher competence to the behavioral framework of IS users to deal with the online environment. Teaching and learning are tasks that engage human-to-human interaction, which is different from other productive activities like the business sector. Therefore, this study may give fruitful findings, both theoretically and practically, to improve educational practice in this digital age. Findings: Researchers found that organizational support and TPACK were valuable antecedents of teacher performance in an online environment. At the same time, technostress is not a critical threat to teacher performance. However, technostress exists among teachers and is uncontrollable by TPACK and organizational support. Researchers argue it is an unavoidable circumstance. The educational system demands a rapid shift to fully online learning due to the COVID-19 pandemic. Therefore, the teacher should accept the challenge to maintain the continuity of teaching and learning activities. Recommendations for Practitioners: (1) Teachers’ knowledge and organizational support should become an essential concern for policy makers and school leaders to maintain teacher performance in this dynamic online environment. (2) The educational leader should develop a strategy to manage technostress among teachers from another aspect beyond TPACK and organizational support. (3) Policymakers should develop a strategy to compensate for teacher effort and sacrifices resulting from IT disruption in their working experience. Recommendation for Researchers: Researchers should confirm and refine the framework developed in the private sector to the educational sector to generate more theoretical and empirical understanding regarding the functional integration of IT devices on certain entities’ productive tasks. Impact on Society: This study gives more understanding of how teachers respond to IT-integrated tasks in their academic activity. This discussion will give more wisdom to understand the threshold of IT usefulness in the educational field besides giving preference to managing it to maintain teachers’ work quality. Future Research: Further research is required to identify the critical factors to manage teachers’ technostress effectively. A qualitative research method may be helpful in exploring teachers’ complex responses regarding IT-integrated tasks. http://www.informingscience.org/Publications/5069 online learning COVID-19 physical distancing teacher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-01-30 22 071 095 5074 article HASSAN ABUHASSNA mahassan@utm.my Noraffandy Yahaya p-afandy@utm.my Abdelsalam Busalim abdelsalam.busalim@dcu.ie Megat Aman Zahiri Megat Zakaria megataman@utm.my Adibah Abdul Latif Latif p-adibah@utm.my Aim/Purpose: Drawing on transactional distance theory (TDT) and collaborative learning, this research proposes a research model to examine the role of collaborative learning during the COVID-19 pandemic. It investigates the potential antecedents that influence students’ academic achievements, autonomy, and satisfaction with online learning platforms. Background: The coronavirus (COVID-19) epidemic devastating the world has shaken the global educational system; such a transformation compelled all educational institutes to utilize online learning platforms. Malaysian higher educational institutions were greatly concerned by this disease and faced considerable transformations that affected higher education learners. Additionally, the campus closure and movement regulations impacted traditional education. Thus, the Malaysian Government ordered students at higher education institutions to return to their hometowns and continue their studies through online learning. Therefore, online learning was the most reasonable alternative to resume the learning process. Furthermore, in the educational world, collaborative learning is pivotal to forming students’ interpersonal skills. Collaborative learning practice is working in pairs or small groups to attain the learning objectives collaboratively. Collaborative learning refers to the process of acquiring knowledge in a collaborative setting as opposed to alone. Since the instructor and students are in separate locations, it is challenging for the teacher to facilitate collaborative learning. Methodology: This study utilized a quantitative method; purposive sampling was implemented, and the data were collected from 260 university students, both undergraduate and postgraduate, as long as they were affected by the COVID-19 pandemic in Malaysia. The questionnaire for this research was designed to fit the research hypothesis. The items of the questionnaire have been adapted to certify the content’s validity. The collected data were analyzed using Smart PLS software, which has been utilized as an essential data analysis tool. Contribution: This research contributes to: (1) a better understanding of the importance of communication and connection among students-students and teachers in online learning environments, as the results suggest that the more communication between students, teachers, and the environment itself, the greater the academic achievements, learners’ autonomy, and satisfaction; and (2) the role of both collaborative learning and TDT on learners’ academic achievements, autonomy, and satisfaction. Findings: This study advances by incorporating TDT and collaborative learning theories. This research model illustrates six main factors in online learning platforms that enhance students’ academic achievements, autonomy, and satisfaction through collaborative learning. The results showed a strong association between TDT and collaborative learning regarding the online learning platforms’ utilization for improving academic achievements, learners’ autonomy, and satisfaction. Recommendations for Practitioners: This model provided exceptional support to students during this sudden switch to online alternatives and helped them cope with the considerable challenges they faced under the current circumstances. Moreover, this model provides a guideline for higher education teachers and administrators for coping with online learning platforms. Recommendation for Researchers: Drawing on the association between TDT and collaborative learning regarding the utilization of online learning platforms for improving academic achievements, learners’ autonomy, and learner satisfaction, the research result presents a road map for researchers in the field of online learning. Accordingly, researchers are encouraged to utilize these theories, as they can lead to improvements among online learners in higher education institutions. Impact on Society: This preliminary model, which was developed throughout this research, will be a great support to both researchers and instructors to be able to utilize and elaborate in accordance with the role of online platforms on students’ satisfaction, autonomy, and academic achievements. It is critical for higher education administrators to pay more attention to the nature of communication between students and student instructors, which has been shown to have a positive influence on their academic achievements, to implement online learning. Moreover, instructors and course developers must be trained and skilled to achieve online learning platform goals. Future Research: Future research could include more information about blended learning environments and their relationship to the technology acceptance model as an online learning model. Researchers may extend the model used in this study. http://www.informingscience.org/Publications/5074 adult learning collaborative learning distance education media in education transactional distance learning theory collaborative learning theory eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-02-14 22 097 128 5080 article Rosfuzah Roslan rosfuzah@gmail.com Ahmad Fauzi Mohd Ayub ahmad_fauzim@hotmail.com Norliza Binti Ghazali alezg@upm.edu.my Nurul Nadwa Zulkifli nurulnadwa@upm.edu.my Siti Noor Haslina Binti Md Latip sitinoorhaslina@gmail.com Siti Syuhada Abu Hanifah ssyuhada.hanifah@gmail.com Aim/Purpose: The main purpose of this study is to identify the factors affecting the continuance use intention of gamified m-learning applications by Higher Education Institution (HEI) learners in Malaysia. Background: Mobile learning (m-learning) has been a popular choice among learners in HEIs due to its convenient ‘on-the-go’ concept. On the other hand, embedding gamification elements in m-learning applications help in increasing the users’ interest in continuous use. Therefore, many HEIs have invested in producing their own m-learning products apart from utilizing existing m-learning applications that are widely available online. One of the challenges faced by HEIs is the low technology usage rates towards the ‘in-house’ developed applications, which affect the receptiveness of education stakeholders in investing or maintaining educational applications. Meanwhile, the lack of continuous usage had given a negative impact on their academic-related tasks and performance. Hence, it is important to understand the significant factors that influence learners’ intentions in continuance usage of a gamified m-learning application. This will serve as an insight to the HEIs management regarding the needs and design that better suits their users’ expectations. Methodology: This study employed a correlational cross-sectional research design using an online survey. The participants of the final survey involved first-year students from one of the Malaysian public universities. For the final analysis, 269 responses were analysed using the partial least square-structural equation modelling (PLS-SEM) technique, which is a powerful multivariate analysis mechanism. The Expected Confirmation Model (ECM), which is a post-acceptance model, was extended with the pre-acceptance model named Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), to form the research proposed model that describes the continuance intention in using a gamification-based m-learning application. Contribution: This research contributes to the body of knowledge and helps better understand users’ continuance intention in the post-acceptance phase of the gamified m-learning application. It exposes information at the individual level, regarding the continuance intention of using an m-learning tool that is equipped with gamification elements. This will mostly benefit the educational resource developers in the HEIs in producing effective ‘in-house’ learning tools. Findings: This research develops a theoretical enhancement of the Expectation Confirmation Model (ECM) that affects the HEIs’ m-learning resource developers and management, dealing with IT-related behaviour. Moreover, a solid continuance usage intention conceptual model, which incorporated two important models, was also introduced. Out of all ten hypotheses, only two were not supported that are related to factors facilitating conditions and social influence. Those two factors negatively influence the HEI learners’ continuance use intention. Meanwhile, the core factors for satisfaction, which are perceived usefulness and confirmation, were found to be significant. Lastly, satisfaction was proven to mediate the positive path between perceived usefulness and the continuance intention of using the gamified m-learning application. Recommendations for Practitioners: This study offers insights into strategies that the HEIs’ management should perform in securing continuance usage of the ‘in-house’ developed m-learning products. One of the strategies could be organising technology workshops that will prepare their educators in implementing the institutions’ gamified teaching and learning tools. Another highlighted issue is regarding the need for faculties to design an effective approach to entice educators and learners towards applying new learning technologies. Recommendation for Researchers: This study contributes to the micro-level analysis of the continuance use intention of gamification-based m-learning applications by fostering the understanding of the phenomenon at the individual level. It is recommended that other researchers extend the research model by incorporating other theories, as this study was only based on two models (i.e., ECM and UTAUT2). Additionally, a longitudinal study could be another approach that enables researchers to collect much richer data that includes a wide array of background characteristics or control variables. Another suggestion would be applying related factors that may contribute to the discovery of effective gamified m-learning application designs. Impact on Society: The findings of the study show the importance of confirmation made by the applications’ users towards usefulness and usage satisfaction. Confirmation and perceived usefulness also have an increasingly similar impact on users’ satisfaction with the application and their subsequent continuance use intention. It is also revealed that easy-to-use products are commonly expected nowadays, as users might be reluctant to spend much time on them. On the other hand, for a specific gamification-based product, it is also expected by the users for it to be capable of giving an ‘enjoyable’ experience, hence motivating continuance usage. As a result, an effective gamified m-learning application or product will be able to be used by Malaysian HEI learners if the developers and stakeholders develop and evaluate the usage of their products with the consideration of the information provided by this research. Future Research: Future studies could include respondents from other diploma programmes, resulting in an in-depth analysis. It is needed to support the generalizability of the findings in this study by considering larger populations from all different programmes. In addition, similar research can be done based on different circumstances; for instance, use of the gamified m-learning application during the in-campus physical classes instead of virtual classes (online), which might influence the users’ perception in terms of the social influence and facilitating condition. http://www.informingscience.org/Publications/5080 gamified m-learning gamification expected confirmation model extended unified theory of acceptance and use of technology continuance use intention eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-02-28 22 129 156 5082 article Antonette Mendoza mendozaa@unimelb.edu.au Anne Venables anne.venables@unimelb.edu.au Aim/Purpose: This article seeks answers to the following: (1) What describes a ‘sense of belonging’, inclusiveness, and well-being for students? (2) Which aspects of blended learning, synchronous and asynchronous, promote students’ ‘sense of belonging’? and (3) What are the state-of-the-art best practices for creating inclusive curriculum design for blended learning? Background: For university students, experiencing a strong ‘sense of belonging’ with their learning communities is a reliable predictor of academic adjustment and program success. The disruption to usual teaching modes caused by the COVID pandemic has diminished opportunities for social engagement among students and their teachers, intensifying the need to encourage students’ belongingness as being ever more important. Methodology: This article surveys the literature, pre- and post-COVID, using two complementary search techniques: (1) a systematic scoping review, a top-down strategy, and (2) snowballing, a bottom-up approach, seeking the answers to the three research questions above. Contribution: The synthesis presented in the paper provides answers to these questions influenced, in part, by the Community of Inquiry framework and the Universal Design for Learning guidelines. Further, based on our findings from this investigation we offer a set of salient attributes of best practices in designing curriculum for blended learning environments, that is inclusive and fosters a sense of belonging for higher education students Findings: We discovered that belongingness is different for various cohorts. Further, many interventions to improve student wellbeing, and learning experiences on and offline, were built around social, teaching, and cognitive presences. Additionally, our investigation found that blended learning, regardless of the proportion of online versus offline instruction, was generally a positive influence on academic outcomes and student learning. Recommendations for Practitioners: The set of attributes presented offers practical and helpful approaches to improve curriculum design to promote higher education students’ sense of belonging. Recommendation for Researchers: We highlight the lack of specificity in the literature regarding synchronous versus asynchronous learning pedagogy that promotes inclusiveness and a sense of belonging, and we detail our plans for future work will attempt to address this omission. Impact on Society: As a result of the COVID pandemic, many higher education institutions made a sudden and rapid transition to online learning exclusively. As institutions start the move back to more traditional modes of learning, this paper highlights the considerations to be made in using blended learning environments. Future Research: Our plans include seeking student and academic advice and feedback on approaches that foster a sense of belonging for higher education students. http://www.informingscience.org/Publications/5082 sense of belonging blended learning community of inquiry higher education universal design for learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-03-09 22 157 175 5089 article Maria Kuznetsova makuznetsova6@rambler.ru Dmitry Gura dmitgura377@rambler.ru Lubov Vorona-Slivinskaya vslubov356@rambler.ru Aim/Purpose: The main purpose is to study the experience of using virtual team building as a means of forming educational and research teams in the context of the development of online education and its effect among students and teachers of higher educational institutions. Background: Methods ensuring effective engagement of students in learning are critical to the success of online education. The most obvious problems in higher educational institutions are procrastination, academic dishonesty due to easy access to electronic resources, decreased attendance, and insufficient interaction between teachers and students. Methodology: The research methodology is based on an empirical approach, which is a research survey using a questionnaire to collect data based on closed-ended questions. For quantitative analysis, the independent sample t-test was used. The survey was conducted among students and teachers of two educational institutions in the Russian Federation. Contribution: This study is of practical and scientific importance as it can contribute to the introduction of virtual team building in the modern education system. Findings: Based on the analysis of the data obtained, it can be concluded that students and teachers approximately equally assess the impact of team building on the ability to get to know each other better, improve communication skills, and psycho-emotional intimacy. Despite the need and sometimes no alternative to virtual team building (for example, during a pandemic), half of the sample of students (50.8%) agreed that team building was more effective in an offline environment while 64.3% of teachers believe that the effectiveness could have been higher in the offline environment. The respondents assessed the positive effect of team building on their interest and motivation to study or work. Recommendations for Practitioners: These findings can contribute to a broader and faster implementation of virtual team-building practices in the education system of the Russian Federation and other countries of the world. The results of this study can be applied by higher educational institutions that are interested in increasing team cohesion, interest, and motivation to study or work, as well as the creation of closer and trusting relationships, and an atmosphere of psycho-emotional safety. Recommendation for Researchers: This topic requires more observations to verify the influence of student personality on the effectiveness of virtual team building in intelligent collaborative learning environments. Impact on Society: The study highlights the importance of communication between the student and the teacher, as well as between students, as psycho-emotional well-being in the micro-society results in a better academic performance. Future Research: Further research can be aimed at studying the difference in the effectiveness of team building in online and offline learning environments, as well as the impact of team building on the teaching staff. http://www.informingscience.org/Publications/5089 collaborative learning smart environment virtual team building virtual reality online education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-03-30 22 177 197 5095 article Fan Zhao fzhao@fgcu.edu Xiaowen Fang XFang@cdm.depaul.edu Aim/Purpose: This study attempts to apply gamification to support the training of small business owners in business web development from a work-based learning perspective. Background: Web design describes the process of creating a website and embodies many different aspects, such as webpage layout, content production, and graphic design. However, there are many obstacles that small business owners face when developing their websites, such as time and budget constraints, lacking technical skills, and difficulties with content creation. Methodology: Based on the literature review, a gamified training program was developed for website development. The new website design and development training method was compared with the traditional lecture training method from small business owners’ perspectives in the specific work-based learning context. Contribution: This study contributes to the field of work-based learning by developing an innovative gamified training program for small business owners in website development learning. Findings: The results confirm that the gamified training program improved learning outcomes and satisfaction. The results of this study help advance the understanding of work-based training program design and provide insights to support small business owners in learning new technologies. Recommendations for Practitioners: Results confirm that this new training system is superior to the traditional lecture training method. While much attention has been directed to website design and development learning or business activities of small business owners, this study emphasizes the need for work-based learning in such a context. Recommendation for Researchers: This study also shows a potential way for future research by combining technology education and small business owners’ needs. Impact on Society: The results of this study show the advantages of gamified training programs. For their future training program selections, small business owners should pay more attention to gamified training and education systems in the market. Furthermore, gamified training and education systems not only help small businesses but also could be adopted by mid-size or even large companies in their training programs. Future Research: Future research should be conducted to investigate to what extent gamification improves work-based learning and how to design gamification to improve work-based learning. http://www.informingscience.org/Publications/5095 work-based learning small business gamification training and education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-04-25 22 199 233 5094 article Ayad Shihan Izkair ayad.shihan@gmail.com Muhammad Modi Lakulu modi@fskik.upsi.edu.my Aim/Purpose: The main aims of this research are to explore the moderating effects of gender on the relationships of such factors and the intention to use mobile learning, to examine the factors that influence m-learning acceptance in the universities and higher education institutions (HEI) in Iraq, and to investigate the influence of the intention to use on the actual use of mobile learning in (HEI). Background: Over recent decades, mobile learning has played an increasingly important role in the teaching and learning process, especially for higher education. As such, acceptance and use of mobile learning has become a topic of interest within the education sector. In this regard, UTAUT is one of the widely used models for examining users’ intention for use and acceptance of information technology. Methodology: A survey method was used in this study involving a sample of 323 participants recruited from several universities in Iraq. Contribution: This study has made significant contributions to the advancement of m-learning in Iraq by developing a mobile learning model that can help guide practitioners to promote and facilitate the use of such an approach in universities. Findings: The findings showed that gender moderated the relationships of social influence (SI), effort expectancy (EE), and performance expectancy (PE) with respondents’ intention to use m-learning. In addition, the findings confirmed the perceived enjoyment, performance expectancy (PE), effort expectancy (EE), self-efficacy (SE), and social influence (SI) had significant direct effects on intention to use m-learning. Furthermore, the respondents’ intention to use or behavioral intention had a significant impact on the actual use of m-learning. Recommendations for Practitioners: It is vital for university management and practitioners to encourage students about the advantages of mobile learning in higher education institutions. In Iraq, the research in mobile learning is still very new and there are few studies have analyzed the gender effect on the mobile technology acceptance in learning. This study provides a roadmap of the gender effect on variables that could influence mobile learning acceptance in higher education institutions in Iraq. Recommendation for Researchers: The gender moderation effect on the factors that influence the mobile learning acceptance is important, thus the new researchers are advised to examine the gender effect on other factors that could influence mobile learning acceptance. Moreover, cross-nation studies are needed to further validate the findings of this research because it was conducted from the perspective of a developing nation where mobile learning is still in its infancy. Future studies may broaden the research to examine additional potential elements, such as the quality of services in future models, which can help enhance the understanding of learners’ acceptance and continuous usage of mobile learning as well as to improve the utility of UTAUT. Impact on Society: The use of mobile learning has increased in its importance for higher education around the globe, including Iraq. Clearly, mobile learning has been pervasively used in education throughout the world due to the Covid-19 pandemic. During this time, students were required to study at home for months as per governments’ orders in order to avoid being affected by the virus. With mobile learning, students were able to continue their studies; otherwise, they would have missed the academic year. Academic staff and administrators should therefore encourage and employ mobile learning for instruction, student communication, and exam administration. Future Research: Given that the UTAUT model was used in higher educational settings for this research, it is advised to look into its application in corporate settings to see if comparable results can be repeated or not. More research is advised to look at the moderating effects of demographic factors, such as age and place of origin, in order to shed more light on students’ adoption of mobile learning in HEIs in developing nations. http://www.informingscience.org/Publications/5094 Iraq M-learning acceptance gender moderator HEI eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-06-11 22 235 261 5157 article Ruti Gafni rutigafn@mta.ac.il Moshe Leiba mosheli@mta.ac.il Sofia Sherman sofiash@mta.ac.il Aim/Purpose This study aims to explore undergraduate IS students’ employability skills development while performing their final capstone project during their academic studies. Background The importance of soft skills in the Information Systems industry is not an arguable fact and has been broadly discussed both in the industry and the academic literature. The ability of professionals to collaborate, communicate, manage time, negotiate, solve problems, make decisions, and self-learning, called employability skills, are essential skills needed in today’s industry. The development of these skills during undergraduate studies is essential for graduate students’ readiness for work. Methodology A mixed methods approach was employed using exploratory research de-sign, including qualitative and quantitative approaches. First, a qualitative analysis of 156 reflections was performed, resulting in the conceptual framework of facets. Then, a quantitative analysis of the data was per-formed to examine the facets and the differences between the stages of the capstone project. Contribution This study contributes to both academy and industry. The former may use this study’s findings to upgrade academy courses and capstone projects in order to raise students’ readiness for the industry. The later may learn the approaches the academy use and give appropriate feedback. Findings The results showed that students’ reflections on their motivation, knowledge, and skills (teamwork, time management, and inter-communication) demonstrate the importance of those facets in the process they underwent, especially since the reflections collected were unstructured. Recommendations for Practitioners Information Systems undergraduate academic programs should develop structured capstone projects to provide the students with a better platform to learn and experience the employability skills the industry requires. Recommendations for Researchers The study presents a conceptual model based on students’ reflections on their experience performing a capstone project. The impact and influence of each of the model’s components should be further researched and measured. Impact on Society Moreover, it is very important to prepare the students for employability by including a “real-life” capstone project at the end of their undergraduate studies to prepare them to be valuable in the workforce, even at their start point as juniors. Future Research To evaluate the process of employability skills development, a further study can examine students’ perceptions prior to the capstone, during, and after to assess the progress and changes. To generalize the results, it would be valuable to investigate whether the findings of this study are consistent across different institutions and disciplines. Keywords employability skills, capstone projects, soft skills, motivation, information systems studies, student reflections http://www.informingscience.org/Publications/5157 Employability skills Capstone projects Soft skills Motivation Information Systems studies Students reflections eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-07-20 22 263 294 5173 article Nkosikhona T Msweli nkosikhona.msweli@gmail.com Tendani Mawela mawelatendani@gmail.com Hossana Twinomurinzi twinoh@gmail.com Aim/Purpose: This study aimed to evaluate the extant research on data science education (DSE) to identify the existing gaps, opportunities, and challenges, and make recommendations for current and future DSE. Background: There has been an increase in the number of data science programs especially because of the increased appreciation of data as a multidisciplinary strategic resource. This has resulted in a greater need for skills in data science to extract meaningful insights from data. However, the data science programs are not enough to meet the demand for data science skills. While there is growth in data science programs, they appear more as a rebranding of existing engineering, computer science, mathematics, and statistics programs. Methodology: A scoping review was adopted for the period 2010–2021 using six scholarly multidisciplinary databases: Google Scholar, IEEE Xplore, ACM Digital Library, ScienceDirect, Scopus, and the AIS Basket of eight journals. The study was narrowed down to 91 research articles and adopted a classification coding framework and correlation analysis for analysis. Contribution: We theoretically contribute to the growing body of knowledge about the need to scale up data science through multidisciplinary pedagogies and disciplines as the demand grows. This paves the way for future research to understand which programs can provide current and future data scientists the skills and competencies relevant to societal needs. Findings: The key results revealed the limited emphasis on DSE, especially in non-STEM (Science, Technology, Engineering, and Mathematics) disciplines. In addition, the results identified the need to find a suitable pedagogy or a set of pedagogies because of the multidisciplinary nature of DSE. Further, there is currently no existing framework to guide the design and development of DSE at various education levels, leading to sometimes inadequate programs. The study also noted the importance of various stakeholders who can contribute towards DSE and thus create opportunities in the DSE ecosystem. Most of the research studies reviewed were case studies that presented more STEM programs as compared to non-STEM. Recommendations for Practitioners: We recommend CRoss Industry Standard Process for Data Mining (CRISP-DM) as a framework to adopt collaborative pedagogies to teach data science. This research implies that it is important for academia, policymakers, and data science content developers to work closely with organizations to understand their needs. Recommendation for Researchers: We recommend future research into programs that can provide current and future data scientists the skills and competencies relevant to societal needs and how interdisciplinarity within these programs can be integrated. Impact on Society: Data science expertise is essential for tackling societal issues and generating beneficial effects. The main problem is that data is diverse and always changing, necessitating ongoing (up)skilling. Academic institutions must therefore stay current with new advances, changing data, and organizational requirements. Industry experts might share views based on their practical knowledge. The DSE ecosystem can be shaped by collaborating with numerous stakeholders and being aware of each stakeholder’s function in order to advance data science internationally. Future Research: The study found that there are a number of research opportunities that can be explored to improve the implementation of DSE, for instance, how can CRISP-DM be integrated into collaborative pedagogies to provide a fully comprehensive data science curriculum? http://www.informingscience.org/Publications/5173 data science applications in education pedagogy teaching/learning strategies transdisciplinary projects data science education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-08-13 22 295 309 5181 article Yangchun Xiong xiongyc98@proton.me Zixuan Pan 524637817@qq.com Ling Yang 349791052@qq.com Aim/Purpose: The purpose of this study is to explore the correlation between contract cheating and online education in China, which has become a major concern due to the extensive promotion of online education worldwide amid the COVID-19 pandemic. Background: Contract cheating, also known as academic ghostwriting, refers to the act of students outsourcing academic assignments to third parties, who complete the work on their behalf. With the development of online education, the incidence of contract cheating is rising progressively. Whilst numerous scholars have conducted extensive research on the causes, prevention, and handling of contract cheating, the issue persists and needs further localized understanding. Methodology: This study employs a mixed-methods approach. First, textual data on Sina Weibo, a popular Chinese social media platform, is collected and analyzed using VOSviewer and NVivo12 software. Field observation methods are also utilized for theme analysis and sentiment analysis. Second, the theoretical framework of organizational theory is applied to explain the impact of different modes of online education implementation on contract cheating. Finally, based on the findings, possible solutions to mitigate contract cheating are proposed. Contribution: This study contributes to the literature by providing a theoretical framework to explain the relationship between online education and contract cheating in China. The study’s findings highlight the importance of the mode of online education implementation when addressing contract cheating. Findings: This study finds that online education does exacerbate contract cheating in China, and the extent of this phenomenon varies depending on the mode of online education implementation. This study also identifies the lack of academic integrity education and supervision as a major factor contributing to contract cheating. Recommendations for Practitioners: Reducing the costs of educational organizations in combating cheating through institutional arrangements, such as establishing effective channels of communication between teachers and schools and controlling teachers’ workload outside of their primary responsibilities, can help curb contract cheating. Recommendation for Researchers: Both history and reality have demonstrated that possible solutions cannot rely solely on new technologies or single institutional arrangements. Contract cheating is essentially an unethical means of competing for scarce resources, and as long as resources remain scarce, this phenomenon will persist. Impact on Society: As a social phenomenon, contract cheating cannot be completely eradicated through top-down policy enforcement. Future Research: The stringent enforcement against contract cheating also involves the education regulatory and judicial departments, and their relationship is worthy of future research. http://www.informingscience.org/Publications/5181 contract cheating online education textual analysis organizational approach field observation eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-08-28 22 311 338 5183 article Delali Kwasi Dake dkdake@uew.edu.gh Godwin Kudjo Bada gkbada@uew.edu.gh Abraham Ekow Dadzie aedadzie@uew.edu.gh Aim/Purpose: The Internet of Things (IoT) application modules have covered diverse sectors, and the educational domain is no exception. In this survey, we discuss the specific application benefits of IoT in education and further examine implementation challenges in Ghanaian tertiary institutions. Background: This survey examines pertinent applications for IoT benefits in education and offers present and future opportunities to enhance educational outcomes. The survey includes anticipated IoT technologies that will have a significant impact on education. Each module contains concise definitions accompanied by analysis and application-specific relevance. Methodology: In order to accomplish the objectives of the survey, a search review was conducted across relevant databases, including Scopus, Hindawi, IEEE, MPDI, ScienceDirect, Informing Science Institute, Springer, and Wiley. In addition, a thorough search was carried out using Google Scholar to cover all relevant repositories. The phrases and keywords for the search were made up of five categories. The literature search resulted in 300 articles, of which 200 were considered relevant for the survey. Of the 200 articles, 95 of them shared common themes and discussed the same application integration and challenges. Contribution: This paper discusses the revolution involving IoT deployments in education and covers many aspects of the educational domain. Findings: IoT integration in education will transform Education 4.0 and improve learning outcomes significantly. Recommendations for Practitioners: Educational institutions are to embrace IoT integrations even with the emerging Education 4.0 and Industry 4.0 use cases. Recommendation for Researchers: Educational IoT is the next big thing and research directions on unique use cases for educational institutions are eminent with 5G and other disruptive technologies. Impact on Society: Effective IoT implementation in education will positively affect all stakeholders in the educational ecosystem and create a society with much access to information, connectivity, and convenience. Future Research: To survey the integration of blockchain-based IoT applications in education. http://www.informingscience.org/Publications/5183 Internet of Things smart campus intelligent objects smart school tertiary institutions eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-08-29 22 339 372 5182 article Felipe Restrepo-Calle ferestrepoca@unal.edu.co Edna Johanna Chaparro Amaya edchaparroa@unal.edu.co Jhon J Ramírez-Echeverry jjramireze@unal.edu.co Aim/Purpose: This article proposes a framework based on a sequential explanatory mixed-methods design in the learning analytics domain to enhance the models used to support the success of the learning process and the learner. The framework consists of three main phases: (1) quantitative data analysis; (2) qualitative data analysis; and (3) integration and discussion of results. Furthermore, we illustrated the application of this framework by examining the relationships between learning process metrics and academic performance in the subject of Computer Programming coupled with content analysis of the responses to a students’ perception questionnaire of their learning experiences in this subject. Background: There is a prevalence of quantitative research designs in learning analytics, which limits the understanding of students’ learning processes. This is due to the abundance and ease of collection of quantitative data in virtual environments and learning management systems compared to qualitative data. Methodology: This study uses a mixed-methods, non-experimental, research design. The quantitative phase of the framework aims to analyze the data to identify behaviors, trends, and relationships between measures using correlation or regression analysis. On the other hand, the qualitative phase of the framework focuses on conducting a content analysis of the qualitative data. This framework was applied to historical quantitative and qualitative data from students’ use of an automated feedback and evaluation platform for programming exercises in a programming course at the National University of Colombia during 2019 and 2020. The research question of this study is: How can mixed-methods research applied to learning analytics generate a better understanding of the relationships between the variables generated throughout the learning process and the academic performance of students in the subject of Computer Programming? Contribution: The main contribution of this work is the proposal of a mixed-methods learning analytics framework applicable to computer programming courses, which allows for complementing, corroborating, or refuting quantitatively evidenced results with qualitative data and generating hypotheses about possible causes or explanations for student behavior. In addition, the results provide a better understanding of the learning processes in the Computer Programming course at the National University of Colombia. Findings: A framework based on sequential explanatory mixed-methods design in the field of learning analytics has been proposed to improve the models used to support the success of the learning process and the learner. The answer to the research question posed corresponds to that the mixed methods effectively complement quantitative and qualitative data. From the analysis of the data of the application of the framework, it appears that the qualitative data, representing the perceptions of the students, generally supported and extended the quantitative data. The consistency between the two phases allowed us to generate hypotheses about the possible causes of student behavior and provide a better understanding of the learning processes in the course. Recommendations for Practitioners: We suggest implementing the proposed mixed-methods learning analytics framework in various educational contexts and populations. By doing so, practitioners can gather more diverse data and insights, which can lead to a better understanding of learning processes in different settings and with different groups of learners. Recommendation for Researchers: Researchers can use the proposed approach in their learning analytics projects, usually based exclusively on quantitative data analysis, to complement their results, find explanations for their students’ behaviors, and understand learning processes in depth thanks to the information provided by the complementary analysis of qualitative data. Impact on Society: The prevalence of exclusively quantitative research designs in learning analytics can limit our understanding of students’ learning processes. Instead, the mixed-methods approach we propose suggests a more comprehensive approach to learning analytics that includes qualitative data, which can provide deeper insight into students’ learning experiences and processes. Ultimately, this can lead to more effective interventions and improvements in teaching and learning practices. Future Research: Potential lines of research to continue the work on mixed-method learning analytics methodology include the following: first, implementing the framework on a different population sample, such as students from other universities or other knowledge areas; second, using techniques to correct unbalanced data sets in learning analytics studies; third, analyzing student interactions with the automated grading platform and their academic activities in relation with their activity grades; last, using the findings to design interventions that positively impact academic performance and evaluating the impact statistically through experimental study designs. In the context of introductory programming education, AI/large language models have the potential to revolutionize teaching by enhancing the learning experience, providing personalized support, and enabling more efficient assessment and feedback mechanisms. Future research in this area is to implement the proposed framework on data from an introductory programming course using these models. http://www.informingscience.org/Publications/5182 learning analytics mixed methods computer programming correlation analysis content analysis eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-10-08 22 373 387 5191 article Merav Hayak meravper22@gmail.com Orit Avidov Ungar oritav@openu.ac.il Aim/Purpose: The current research examined the use of digital games in the fully online learning context imposed by lockdowns in response to the COVID-19 pandemic. In particular, we sought to understand the contribution that digital games made to teacher educators and how they used digital games in their remotely delivered courses. Background: Teacher educators experienced in using digital games in their teaching were interviewed regarding the contribution digital games made to their pedagogy when they were teaching remotely during COVID-19. Methodology: This qualitative study included 34 participants who taught four-year-degree programs in 13 teacher education colleges in Israel. Contribution: This study sheds light on a sparsely researched area by examining the contribution of digital games to teacher educators' pedagogy. The study also suggests practical implications for implementing digital games for teacher educators. Findings: Many participants used digital games. Some used them extensively as an integral component of the curriculum while others used them to break up the lesson and thereby retain their students’ interest and attention. However, a small number reduced their use of digital games citing work overload. Recommendations for Practitioners: This study suggests that education systems may be able to obtain post-pandemic-related gains to further advance the use of digital games as a pedagogic strategy in teacher education in the future. Recommendation for Researchers: An additional study using a more representative sample of teacher educators would be very valuable to gauge the roll-on effects of the sudden shift to remote online learning on the use of digital games following the return to face-to-face teaching and learning. Impact on Society: The findings have implications for how the use of digital games should be addressed in teacher education at teacher colleges. Future Research: Future research can address possible contributions or challenges that teacher educators face when using digital games, for example, in a hybrid learning environment to enhance engagement and promote active learning. http://www.informingscience.org/Publications/5191 higher education digital games pre-service teacher education COVID-19 active learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-10-15 22 389 408 5194 article Soukaina Gouraguine soukainagoura@gmail.com Mohammed Qbadou qbmedn7@gmail.com Mohamed RAFIK rafik@enset-media.ac.ma Mustapha RIAD my.mustapha.riad@gmail.com Khalifa Mansouri khalifa.mansouri@enset-media.ac.ma Aim/Purpose: Our study is focused on prototyping, development, testing, and deployment of a new knowledge primitive for the humanoid robot assistant NAO, in order to enhance student visual learning by establishing a human-robot interaction. Background: This new primitive, utilizing a convolutional neural network (CNN), enables real-time recognition of handwritten digits captured by the NAO robot, a humanoid robot assistant developed by SoftBank Robotics. It is equipped with advanced capabilities, including a wide range of sensors, cameras, and interactive features. By integrating the proposed primitive, the NAO robot gains the ability to accurately recognize handwritten digits, contributing to improved student visual learning experiences. Methodology: Our developed primitive consists of the use of a convolutional neural network (CNN) so that the robot is able to recognize the handwriting of the digits present in the input image received in real-time. The NAO robot establishes interaction with the learners through a scenario based on a predefined assignment. In this scenario, NAO captures the digit handwritten by the learner via its camera, recognizes the digit using the deep learning model generated by the MNIST dataset, and announces to the learner the handwritten digit in the input image. The prototype is realized using the concept of a distributed system allowing the distribution of tasks in four different computing nodes. Contribution: Our research makes a significant contribution by equipping the humanoid robot NAO with a cognitive intelligence system through the integration of a new knowledge primitive based on handwriting digit recognition (HWDR). Our approach used to create and implement this primitive in the NAO robot is interesting and innovative, and presents a promising provision for enhancing the visual learning experience of children and young students with special needs, based on the use of distributed systems that divide the work using various components distributed over several nodes, coordinating their efforts to perform tasks more efficiently than a single device besides the NAO robot. Findings: We designed our model using specific parameters and a fully convolutional neural network architecture, which includes three residual depthwise separable convolutions, each followed by batch normalization and ReLU activation. To evaluate the performance of our model, we tested it on the MNIST dataset, where we achieved a remarkable accuracy, F1 score, and recall of 99%. An experiment was conducted to test our implemented primitive and see the effectiveness of this invention for enhancing visual learning in children with special needs. We developed a visual learning strategy based on the creation of engaging activities mediated by the NAO robot in an educational context. The results showed that participants achieved a strong commitment to the NAO robot, appreciating its ability to recognize handwritten digits and highlighting its promising potential to enrich visual learning experiences. Participants expressed a strong preference for teaching methods integrating assistive learning technologies, demonstrating the positive impact of our humanoid assistant robot on improving learning and visual intelligence in an educational environment. Recommendations for Practitioners: Encourage creativity and innovation in the field of robotics and special needs. This can lead to new and effective solutions that improve the lives of students with special needs. Recommendation for Researchers: Test and evaluate the proposed robotics solutions to ensure they are effective and making a positive impact. Use feedback from users, educators, and parents to refine and improve your solutions. Also, ensure that the robotics solutions are accessible to students with a range of abilities. This may involve designing solutions that are adjustable or providing alternative means of access. Impact on Society: As there are several ways to educate, there are multiple forms of learning. With the help of this learning procedure and strategy, the human teacher collaborates with the robot assistance NAO to improve visual learning among students. The findings of this research can serve as an application for the implementation of various pedagogical methods that will assist in meeting the needs of the majority of learners. Future Research: Our future research will concentrate on addressing the educational needs of students with special needs, enabling them to overcome their challenges and reach academic excellence in an inclusive environment. To achieve this goal, we plan to leverage the capabilities of social robots, which have emerged as a significant contributor to the field of human-robot interaction, particularly in facilitating inclusive education. These agents have proven to be effective in providing support to students with special needs, thereby enabling them to receive the education they need to succeed. http://www.informingscience.org/Publications/5194 educational robotics students with special needs human-robot interaction NAO robot recognition of handwritten digits convolutional neural network visual learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-10-28 22 409 428 5206 article Anas Husain anasjh@aabu.edu.jo Abdelhafez Qasem Al-Shayeb alshayeb99@yahoo.com Fayez Saleem Khazalah fayez@aabu.edu.jo Aim/Purpose: The study aimed to investigate the effect of using the gamified flipped classroom instructional method on the students’ overall achievement compared to the traditional non-gamified, non-gamified flipped classroom, and traditional gamified instructional methods. Background: Flipped classroom is helpful to address limited class time, implement different pedagogies, and help students better attain their learning outcomes and improve their academic achievement. Motivating and encouraging students to perform or complete flipped learning activities is a challenging issue affecting the success of the flipped classroom. This research posits that gamification presents a promising solution, and adding gamification to the flipped classroom is important for its success. However, little is known about the effects of integrating gamification into flipped learning without sufficient results to generalize. Pedagogical designs with appropriate theoretical foundations should be added to the literature on flipped learning and gamification. This research proposes a learning model that combines gamification within flipped classroom via quizzes online platform with the main flow theory requirements. The purpose of this combination is to motivate and engage learners in flipped classroom activities. Methodology: The data were collected from 101 undergraduate students in a database management course at Al al-Bayt University in Jordan. The students were assigned to four different instructional methods according to their preferences (traditional non-gamified, non-gamified flipped, traditional gamified, and gamified flipped classroom). A study with a quasi-experimental factorial design was carried out using midterm and final exam instruments to assess the students’ overall achievement. Two-way factorial ANOVA was employed to examine the main effect of the instructional method, student gender, and the interaction effect on students’ overall achievement. Bonferroni’s multiple comparisons test was carried out to compare and determine which instructional method had the main effect and achieved the best grades among test groups. Contribution: The current study proposed a gamified flipped learning model guided by the theoretical foundations of flow theory. This study offers a novel contribution to the literature by illustrating the importance of employing gamification in the flipped classroom and how the gamified flipped instructional method affects student achievement, especially when appropriate gamification design and careful game element selection. The effects reported by this study provide empirical evidence and valuable insights for researchers, practitioners, and educators about the issues of gamified flipped classroom and guide instructional designers to apply appropriate game elements. Findings: The findings showed that the gamified flipped group outperformed the other three groups and significantly improved students’ overall achievement with a large effect size. Employing gamification within the flipped classroom instructional method improved 23.9% of the total variance in the students’ achievement through increasing their motivation to complete flipped classroom activities. It has also been found that the non-gamified flipped group outperformed both the traditional non-gamified and the traditional gamified groups. Students’ gender was also not a significant factor regarding male and female achievement in using gamified flipped classroom. Recommendations for Practitioners: This study recommends that instructors who utilize flipped classroom should combine other new technologies within in-class activities, such as gamification, instead of traditional discussion in classroom meetings. Thus, the in-class activities become more attractive, increasing their students’ motivation. Recommendation for Researchers: Researchers need to understand the factors enhancing the flipped learning activities and the ways of designing and implementing gamification elements to develop new learning models. Impact on Society: Gamified flipped learning can help students improve their achievement and help instructors perform in-class instructional activities, leading to more effective and efficient higher education. Appropriate design and use of gamification elements within flipped learning can promote and encourage the use of such a model. Future Research: Additional research should be conducted to explore and measure students’ motivation, engagement, and in-class collaboration due to the gamified flipped classroom instructional model. Further experimental studies on other courses in different environmental variables are also recommended. http://www.informingscience.org/Publications/5206 gamification flipped classroom academic performance database management gamified quizzes flow theory eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-11-18 22 429 459 5209 article Zaidatun Tasir p-zaida@utm.my Siti Khadijah Mohamad sitikhadijahmohamad@usm.my IBNATUL JALILAH BINTI YUSOF ijalilah@utm.my Aim/Purpose: Despite the growing interest in reflection, there is an issue regarding how to fortify the linkages between a learning experience and the reflection activity that follows it, as experience on its own is not the key to learning. In addition, studies have also shown that students are not able to transfer the newly acquired knowledge through experience into a new situation. Besides that, it is revealed that students have a generally poor learning performance in computer-supported courses. This can be attributed to the difficulty in comprehending lessons. These problems then bring to the fore the question of what specific elements are needed to turn experience into learning and enable educators to enhance students’ learning performance through reflection activities. Therefore, this study was undertaken to design the reflection environment through educational blogging and examine its effect on students’ learning performance in a computer-supported course; that is, an Authoring System course. Background: Incorporating reflection as an integral part of the curriculum and learning process can be challenging. It involves dedicating time and effort to foster a reflective culture. Therefore, a reflective blogging environment needs to be designed by incorporating structured and interactive reflective thinking activities. This learning environment should also be able to integrate theoretical and practical aspects while encouraging active engagement in social collaborative learning to build knowledge and comprehension in learning computer-supported courses. Furthermore, leveraging blogging technology by embedding it with effective pedagogy is also necessary to nurture students, and is critical in knowledge acquisition. Methodology: A one-group pre-test post-test type of research design was adopted, using quantitative data of students’ learning performance. A purposive sampling technique was employed to select a sample of 18 postgraduate students enrolled in the Authoring System course in the Faculty of Education. The reflection through the educational blogging environment was designed according to the ICCEE (Identify, Choose, Create, Engage, and Evaluate) instructional design model. The learning performance test was analysed using inferential statistics, specifically, the Wilcoxon ranked test, effect size, and power analysis. Contribution: This study highlights that reflection through blogging remains relevant for learning among postgraduate students when its pedagogical design is carefully planned to align with learning and teaching goals. Leveraging the advantages of blogs as student-centred learning environments can encourage discussion and debate-like activities, which, in turn, positively affects students’ overall learning performance. The design of the reflective learning environment also gives us an understanding of how the reflection approach can be better conducted to improve students’ learning performance. Findings: The reflection through the educational blogging environment was successfully designed based on the five in-depth steps of the ICCEE instructional design model. The learning performance indicates that there was a statistically significant difference between the pre-test and post-test scores. Thus, it can be concluded that reflection through blogging, which acted as an intervention, had a significant influence on students’ performance in learning in the Authoring System course. Recommendations for Practitioners: Given the technical nature of this study, instructors, especially those teaching online, must exhibit greater creativity in bridging the gap between theory and real-world applications to enhance students’ cognitive engagement with the learning materials. As technical learning is frequently associated with poorer cognitive learning outcomes, it is crucial for instructors to bridge the gap between theory and practical applications to achieve better results. Recommendation for Researchers: Researchers can ensure that students perceive learning and teaching as constructivist activities by leveraging the advantages of blogs as student-centred learning environments and minimising the presence of instructionalist activities. This approach encourages discussion and debate-like activities, which, in turn, positively enhances students’ overall learning performance. Impact on Society: This study highlights that educational blogging remains significant for postgraduate students when its pedagogical design is carefully planned to align with learning and teaching goals. Future Research: Future work is necessary to validate the findings, particularly concerning different computer-supported courses, with larger and more diverse samples. Additionally, the learning performance pathways can be analysed via data mining using qualitative data to provide valuable insights into patterns related to the types of feedback that foster the growth of specific levels of reflective thinking skills. Linking students’ performance with other probable learning processes/outcomes, such as learning styles, interaction posts, demographic details, and response time, can provide a better understanding of the computer-supported competencies among students from a summative approach. http://www.informingscience.org/Publications/5209 reflection educational blogging learning performance eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-11-25 22 461 479 5219 article Juarez Bento da Silva juarez.b.silva@ieee.org Luan da Silva Frasseto luan.frasseto@gmail.com Leticia Rocha Machado leticiarmachado@ufrgs.br Simone Meister Sommer Bilessimo simone.bilessimo@ufsc.br Isabela Nardi da Silva isabela.nardi@deusto.es Aim/Purpose: A proposal for a pedagogical model that integrates digital technologies in teaching Sustainable Development Goals (SDGs) in K-12 Education. Background: The research is developed within project InTecEdu (Integration of Technology in Education), developed by the research group since 2008, and focusing on social inclusion for highly socially vulnerable K-12 students. Methodology: The research was exploratory and qualitative; data was collected through a questionnaire and participant observation, with 253 students and 9 teachers from 5 Brazilian public schools. Contribution: The research contributes by bringing a pedagogical model for integrating SDGs and Information and Communication Technologies (ICTs) in K-12 education. Findings: All analyzed aspects received a high level of approval, although some opportunities for improvement were identified, such as the duration and frequency of the session. Recommendation for Researchers: We recommend the reuse of the pedagogical model, since our intention is for it to be open-source, and free to use. Impact on Society: The paper is aligned with the fourth SDG: Quality Education. It directly contributes with the education of 253 socially vulnerable students from a south American public school, and indirectly contributes with improvement of education. Future Research: To improve the pedagogical model based on the feedback from the questionnaires and apply it with a more extensive scenario. http://www.informingscience.org/Publications/5219 SDGs digital information and communication technologies pedagogical model K-12 education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-11-28 22 481 496 5217 article Musa Saimon bromusa40@gmail.com Zsolt Lavicza zsolt.lavicza@jku.at Theodosia prodromou theodosia.prodromou@une.edu.au Aim/Purpose: This study aimed to develop a model for using social media content to promote 3D thinking of sustainability among students in integrated Mathematics, Language, Arts, and Technology (MLAT) classrooms. Background: Social media is one of the most relevant platforms among students of the 21st century to the extent that connecting it to classroom learning becomes interesting to the learners. Education for Sustainable Development (ESD) requires teachers to implement an interdisciplinary teaching approach while promoting skills for dealing with sustainability issues. ESD enables students to think about three aspects (economics, environment, and society) of sustainability. In this paper, the ability to think about the environment, society, and economics simultaneously was termed “3D thinking of sustainability.” Social media content can be a catalyst for promoting students’ application of 3D thinking of sustainability if integrated into the classroom. However, teachers fail to use social media content in their classrooms because they lack the know-how to integrate them. Therefore, providing teachers with a model for using social media content in their teaching can help them integrate it into their classes. Methodology: Design-based research was adopted by the researchers (wo mathematics teachers and one curriculum expert) who were selected through purposive sampling, and twenty students who were selected through convenience sampling. Data were collected from the teachers’ interviews with twenty students through observation and reflective journals and from students’ assignments through document analysis. Contribution: The major contribution of the study is the development of the model for facilitating students’ application of skills from the domains of mathematics, language, arts, and technology to understand sustainability issues. Furthermore, the study shows the value of social media in learning from the point of view of using them as context for applying interdisciplinary skills rather than media for teacher-student interaction. Findings: The model with eight interactive phases was developed. The proposed model requires the teachers to be knowledgeable content-wise in various disciplines or to collaborate with teachers from other disciplines. Recommendations for Practitioners: Practitioners are encouraged to adopt this model in the implementation of ESD. Recommendation for Researchers: Researchers may test the application of this model in other integrated subjects and levels of education. Impact on Society: The standard of living of any society is related to people’s awareness of threats to sustainability. Therefore, the more education promotes 3D thinking of sustainability, the more the standard of living is guaranteed in our societies. Future Research: To evaluate the applicability of the model in various educational contexts. http://www.informingscience.org/Publications/5217 education for sustainable development social media social media content sustainability inter/transdisciplinary teaching approach eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-12-16 22 497 525 5220 article Francesca Crudele francesca.crudele@studenti.unipd.it Juliana Elisa Raffaghelli juliana.raffaghelli@unipd.it Aim/Purpose: In undergraduate training, helping students improve argumentative text comprehension (CoT) by identifying the elements of an argumentative text and critical thinking (CT) by reconstructing the meaning of the text and constructing their own reflections is relevant. Argumentative skills are essential on both the personal and professional levels. Background: In recent decades, concern has developed over undergraduates’ poor skills in reframing and articulating their thinking on a topic, which affects critical thinking and the ability to express unique perspectives. Customized interventions in higher education could develop argumentative abilities for professional and personal use. In this regard, argument maps (AM) could be a useful tool for the visualization of arguments. They provide logical relationships between statements to help understand the reasoning chain. Methodology: Hybrid presence-distance research was conducted over four days. A quasi-experiment with one group and three tests – S1, S2, and S3 – was conducted. Contribution: Our study aims to investigate and enrich the research landscape, especially in the Italian university context, regarding the use of AM to support text comprehension and the development of argumentative skills. Findings: Our preliminary descriptive analysis showed that AM improves students’ CoT and CT proficiency levels. These abilities improved from the beginning to the end of the experiment. Inferential analysis showed a beneficial pathway inflection on final learning improvement. Early encouraging results suggest that AMs can improve argumentation comprehension, production, and critical thinking in teaching and learning. Recommendations for Practitioners: The learner could better manage knowledge and understand different perspectives with AM usage rules. Recommendation for Researchers: It is essential to remember that critical thinking is a multifaceted and complex concept. This article examined it as a proxy variable for text comprehension and argumentation skills. The length of exposure to the method, contexts and instruments (analog or digital), and age/education of participants must be considered when doing AM research. Impact on Society: The method would improve awareness of shared ideas and make it easier to enrich and rethink one’s thoughts on the topic. Future Research: To study AM roles in diverse types of information, future research could incorporate quantitative and qualitative approaches. Cross-curricular learning for everyday life in digital and AI-driven environments, as well as text comprehension and critical thinking, could also be examined. Further research could cover other aspects of the topic of critical thinking. http://www.informingscience.org/Publications/5220 argument maps comprehension text critical thinking argumentative skills laboratory activity eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-12-19 22 527 555 5223 article Thi Thuy An Ngo anntt24@fe.edu.vn Ngoc Thien An Nguyen nguyenngocthienankitty@gmail.com Nhu Uyen La uyennhula2910@gmail.com Nhi Dong Truong truongdongnhi2005@gmail.com Hoang Quoc Bao Nguyen baonhq107@gmail.com Aim/Purpose: The main objective of this study is to explore the relationships among social media experience processes, peer influence, and fear of missing out (FoMO), as well as their impact on adolescent students’ choice of participation in academic activities. Background: The increasing digitization of the world has consolidated social media as a dominant means of communication in the modern era. Adolescents are heavily engaged with smartphones and social platforms, resulting in substantial exposure to their influences. This exposure leads to a rise in sharing academic achievements and experiences on social media platforms. This trend has transformed academic success into a symbol of admiration, affecting how young individuals perceive their educational activities. During adolescence, a phase characterized by heightened vulnerability and intense social connections, young people become more susceptible to phenomena such as peer influence and FoMO. Social media, serving as a platform to showcase experiences and achievements, plays a pivotal role in shaping peer norms that subsequently impact peer influence and FoMO. Given the significant interplay between social media, peer influence, and FoMO, there is a need to explore whether social media experiences can predict academic-related peer influence and FoMO, as well as understand their interrelationships. This exploration is essential for understanding the cumulative impact of these factors on students’ academic pursuits. These insights hold the potential to guide the effective management of the potentially excessive effects of social media, thus promoting a more balanced and productive student life when confronting contemporary challenges. Methodology: The study employed a quantitative approach, using 5-point Likert scales to collect data via an online survey. The questionnaire was designed based on the theoretical framework regarding transformations of peer experiences in social media contexts developed by Nesi and co-researchers, which mainly interpreted the characterization of social media and how its features could amplify or alter the formation of Peer Influence and FoMO. The data from 419 valid responses from secondary and high school students in Vietnam were analyzed using reliability tests, factor analysis methods, and structural equation modeling (SEM) methods. Contribution: This research is meaningful in raising awareness of researchers, students, teachers, and parents about the vigorous impacts of social media on students’ academic activities and serves as the foundation for further research on regulation methods to secure healthy social media use and academic development. Findings: It was found that social media was characterized by two latent variables: Online Peer Norms and Novel Peer Experiences. The results showed that both factors were strong predictors of peer influence, while for FoMO, only the variable of Online Peer Norms was a significant predictor. FoMO was found to mediate the impact of social media experience on peer influence. Finally, peer influence relatively affected students’ participation in academic activities, while FoMO did not. Recommendations for Practitioners: The results suggested that social media can be a means to encourage positive academic participation and, thus, can be utilized in spreading educational programs and promoting academic motivation. At the same time, measures to counteract academic pressure should also take social media into consideration. Recommendation for Researchers: Researchers can utilize the framework of this study to investigate other adolescent media-related mental and behavioral phenomena as well. In addition, researchers should build a clearer understanding of FoMO’s interactions with academic matters. Impact on Society: Social media can either be a great assistance or a huge risk to the development of future generations of society. It is capable of spurring mental and behavioral changes that can radically impact youths’ growth on their educational paths. Future Research: The relationship between peer influence and FoMO should be delved into from more diverse dimensions. Future research should encompass peer influence and social media’s involvement in academic self-concepts and well-being. http://www.informingscience.org/Publications/5223 adolescents social media peer influence fear of missing out academic activity eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-12-31 22 557 579 5201 article FAITH MICAH ABENES fmdmabenes@rtu.edu.ph Dennis G Caballes dennis.caballes@benilde.edu.ph SAMUEL A. BALBIN sabalbin@rtu.edu.ph Xides Leonore P Conwi xlpconwi@rtu.edu.ph Aim/Purpose: This research project aims to create a gamified instructional material tailored for Grade 8 students that includes a partially deaf student attending mainstream Science classes. The developed gamified mobile application underwent expert review and was used as an intervention tool to enhance academic performance in Physics among these students. Background: In the Philippines, there is a lack of accessible Science Instructional Materials for students with special educational needs, making inclusive education challenging. To address this, teachers need to enhance resources for inclusivity without compromising learning enjoyment. Gamification, a technique that increases student engagement, is critical. However, only some resources combine gamification and inclusion, highlighting the need for Science teachers to develop such materials. Methodology: Using a quantitative descriptive approach, the researchers assessed students’ competencies in Physics 8, identifying strengths and weaknesses. This data guided the creation of targeted interventions. A systematic literature search helped identify game design components from prior research, aiding the development of the Science-Inclusive Gamified Mobile Application (SIGMA). This application integrated various features, leading to a significant improvement in students’ academic performance. Pre-test and post-test analyses showed substantial progress. Contribution: The gamified mobile application positively affected eighth-grade students, including one with hearing impairment, enhancing their educational experience and interest in challenging topics. The research underscores the importance of teachers adopting gamified technologies to foster proactive knowledge acquisition. Findings: The Grade 8 pupils, with one partially deaf student, responded positively to the gamified mobile application, which made the educational experience more enjoyable and increased students’ interest in topics that are often least comprehended. Design elements like leaderboards and feedback were integrated into the Science Gamified Mobile App (SIGMA). Usage resulted in significant academic improvement, supported by pre-test/post-test scores (pre: mean 10.15, post: mean 26.73). The study highlights gamification’s impact on performance with substantial empirical evidence. Recommendations for Practitioners: Teachers in various disciplines should keep adopting and utilizing gamified technologies that encourage and aid their students’ imaginative and proactive knowledge acquisition. Recommendation for Researchers: These research results provide important insight into the impact of gamification on students’ academic performance. However, substantial challenges must be addressed to analyze and interpret these results. Integrating gamification in settings with more participants and longitudinal studies that examine the influence over time would be intriguing because it would allow for an in-depth investigation into the results acquired. Impact on Society: The investigation results suggest that the mobile application with gamification elements had an essential effect on the academic achievement of eighth-grade students, including a student with a partial hearing impairment. The results of the present investigation may contribute significantly to the field of education by offering guidance to teachers who aim to integrate gamification into their Science course material within a classroom environment that promotes inclusivity. The research has identified crucial design elements for developing a practical gamified mobile application. Future Research: It would be intriguing to duplicate the kind of intervention carried out in this study in longitudinal research since it would allow us to know the impacts of gamification over a prolonged time. It is also vital to understand, through studies that are either more experimental or quasi-experimental, the effects of gamified mobile applications on students with various hearing impairments. It is also recommended to conduct a subsequent research phase utilizing the gamified mobile application with participants from other demographic groups. http://www.informingscience.org/Publications/5201 academic performance gamification inclusivity mobile application development physics eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2024-01-03 22 581 599 5234 article chen Sabag-Ben Porat bens@ariel.ac.il Hananel Rosenberg hananelro@gmail.com Miriam Billig billigm@ariel.ac.il Aim/Purpose: This study addresses telephone learning channels during the coronavirus period in the ultra-Orthodox sector in Israel. The purpose of the study is to examine the effectiveness of the online and recorded telephone channels and the way they were perceived by the student’s parents and educators. Background: The ultra-orthodox society’s lack of use of online means has created many distant learning challenges for learners and educators. Methodology: The study combines quantitative and qualitative methods based on a comprehensive survey of parents of elementary school-aged children (N=395) and semistructured interviews (N=45) with parents, principals, and teachers in ultra-Orthodox schools. Contribution: The study describes a unique learning system in a unique population group, which does not use online means, from various points of view in the educational system. Findings: The results of the study indicate that parent attitudes toward telephonic learning – synchronous and asynchronous – are critical and that evaluations of its effectiveness are negative and ineffective. This evaluation stems from a variety of challenges faced by the learners: technical challenges related to the problematic infrastructure and terminal accessibility issues; didactic challenges related to adapting the learning style to the character of the students and their age; challenges arising from the characteristics of the medium: the lack of a visual dimension, its function as a one-way channel, and the lack of potential for effective interactivity; and the need for parental involvement and spatial challenges resulting from the crowded and limited learning space at home. Recommendations for Practitioners: Based on the research results, and in order to meet the challenges of a future pandemic or similarly disruptive crisis, telelearning spaces must be improved significantly. Recommendation for Researchers: The results can be used to examine how other unique communities, especially those that avoid the use of online means, are managing distance learning in a crisis. Impact on Society: It was found that telephone learning in ultra-Orthodox society during COVID-19 failed to realize the learning potential inherent in this channel for a number of reasons discussed in the article and failed to create the learning conditions necessary for telephone learning to succeed, as demonstrated in previous studies. Future Research: In a similarly disruptive crisis, future research should see whether or how telelearning spaces have improved or whether other learning methods have been adopted by the ultra-orthodox public. http://www.informingscience.org/Publications/5234 distance learning Covid-19 enclave communities telelearning ultra-Orthodox eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-02-09 21 .i iv 4920 article Christopher Cheong christopher.cheong@rmit.edu.au Table of Contents for JITE: Research, Volume 21, 2022 http://www.informingscience.org/Publications/4920 JITE IT education education research table of contents eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-02-09 21 001 023 4917 article Karen D Cuervo-Cely kcuervoc@unal.edu.co Jhon J Ramírez-Echeverry jjramireze@unal.edu.co Felipe Restrepo-Calle ferestrepoca@unal.edu.co Aim/Purpose: The purpose of this research is to examine the effect of computer-assisted gamification on the learning motivation of computer programming students. Background: The teaching-learning of computer programming involves challenges that imply using learning environments in which the student is actively involved. Gamification is an innovative approach that allows the creation of environments using game-related elements in order to increase the levels of participation, engagement, and motivation of the participants. Several studies have integrated gamification in academic contexts, where generally the qualitative results show remarkable effects in different aspects analyzed; however, there is still no consensus on the quantitative results presented in different investigations. For this reason, it is necessary to conduct more empirical studies in computer programming learning environments to better understand the impact of gamification on aspects such as students’ motivation to learn. Methodology: A quasi-experimental mixed explanatory study was designed and carried out in which a gamified tool was integrated into the methodology of an Intro-duction to computer programming course. Through a literature review and a comparative analysis, we selected CodeGym as the computer-assisted gamified environment suitable for integration into the activities of the course. Subsequently, we proposed an educational intervention where the instruments were applied to characterize the motivational construct by means of the self-report questionnaire MSLQ-Colombia and a survey of student opinion. The MSLQ-Colombia questionnaire characterizes distinctive features of students’ motivation to learn. This instrument was adapted and validated to Spanish based on the original MSLQ (Motivated Strategies for Learning Questionnaire). Forty-eight students participated in this study, distributed in two control groups and one experimental group selected by means of a non-probabilistic convenience sampling technique. Contribution: The effects reported through this research provide empirical evidence related to the effect of computer-assisted gamification on students’ motivation to learn. The results contribute to understanding the effects that gamification can generate in the motivation of computer programming students. Findings: The quantitative results obtained through the MSLQ-Colombia showed that the students in the experimental group significantly increased the levels related to the motivational aspects of Task Valuation. The results obtained by the survey (quantitative and qualitative data) confirmed the quantitative effect found and, additionally, generated inputs related to other motivational aspects: the participants expressed that due to the development of the practical exercises proposed with CodeGym, they felt authentic desires to learn (Orientation of the study activities towards Intrinsic Goals), greater self-confidence to approach the learning tasks (Beliefs of Control of Learning), and better expectations to achieve their learning goals in the subject (Expectations of Self-Efficacy in Learning). Recommendations for Practitioners: The computer-assisted gamification generated a good reception by the students of Computer Programming, making the teaching-learning process pleasant and favoring the interest towards the topics generally considered as challenging. It is recommended that teachers in the area of computer programming continue adopting and using gamified tools that support and facilitate the appropriation of knowledge of their students in a dynamic and innovative way. Recommendation for Researchers: The empirical results reported in this study allow a better understanding of the real effects that gamification can have on programming students’ motivation to learn. However, there are still great challenges in trying to understand and generalize these findings. It would be interesting to deepen the results obtained by integrating gamification in environments where there are more participants and longitudinal studies where the impact is analyzed over time. Impact on Society: The results of this research showed that computer-assisted gamification generated a significant increase in the ratings related to the interest, importance, or liking towards the topics proposed in the subject of computer programming. Additionally, the participants felt authentic desires to learn (Orientation of the study activities towards Intrinsic Goals), greater self-confidence to approach the learning tasks (Beliefs of Control of Learning), and better expectations to achieve their learning goals in the subject (Expectations of Self-Efficacy in Learning). All mentioned contribute to the understanding of the real effects related to gamification in computer programming because in this way teachers and students can appropriate these methodologies in an informed way. Future Research: It would be interesting to be able to replicate the intervention carried out in this study in longitudinal research that would allow us to know the effects of gamification over a long period of time. It is also necessary to understand, through more experimental or quasi-experimental studies, the effects of computer-assisted gamification on other aspects such as academic performance, learning, active participation of students, among others. http://www.informingscience.org/Publications/4917 gamification computer programming computer-assisted gamified environments learning motivation eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-02-21 21 025 052 4923 article Nouf Alsuwaida n.alsuwaida@uoh.edu.sa Aim/Purpose: This study designed and evaluated the impact of using a blended course and Web 2.0 tools into the “Design Fundamentals and Elements” course of a fine arts bachelor’s program at a Saudi Arabian university. The study also examined how students used Web 2.0 tools to improve their learning in the design of a blended (hybrid) course following the Quality Matters TM Higher Education Rubric (QMHER). Background: Web 2.0 tools such as Voki, YouTube, Pinterest, and Instagram feature educational technology that offers resources, helps instructors submit their lesson plans, create presentations, and conduct online student meetings. Methodology: The research adopted a mixed-method approach: a qualitative and quantitative pilot study. Data were collected through a pre-survey, pre-test, and post-test for one focus group, and in-depth individual interviews. Contribution: Blended courses should be integrated with the QMHER and Web 2.0 tools into art and design curricula. Art and design teaching and learning should be transformed through Web 2.0 tools, allowing students to explore their design capabilities in the fine arts, art education, interior design, fashion design, and graphic design fields. Findings: The findings revealed three themes in the data: 1) how to design blended learning best with the QMHER in an art education course, 2) Voki’s impact on learning 21st-century skills in a blended course, and 3) Voki’s impact on personal interactions from students’ perspectives. Recommendations for Practitioners: The study suggests that blended courses featuring Voki animation activities play an important role in art education during the Covid-19 pandemic; students’ favorite Web 2.0 tools can improve their learning, and Voki can offer a new method and animation tool that can be integrated into activities for art students. Recommendation for Researchers: Blended courses using Voki should be implemented as they can lead to improvements in students’ 21st-century skills (including technology literacy, creativity, decision-making, problem-solving, and collaboration and communication). Impact on Society: The QMHER was valuable for students’ understanding of the course requirements and to improve their grades. Moreover, many Web 2.0 tools were helpful in teaching and learning art and design concepts. The findings highlight how students’ 21st-century skills increased using Voki in a blended course. Future Research: The QMHER should be applied internationally to online and blended higher education courses. http://www.informingscience.org/Publications/4923 blended course Web 2.0 fine art eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-02-27 21 053 073 4918 article Katerina Tzafilkou katerinatzaf@gmail.com Maria Perifanou mariaperif@gmail.com Anastasios A Economides economid@uom.gr Aim/Purpose: The study examines the teachers’ perceptions towards a set of socio-emotional characteristics of distance education (DE) in primary and secondary schools during the Covid-19 pandemic. The examined characteristics include perceived joy, stress, effort/fatigue, isolation, inclusiveness, and collaboration/interaction. Background: The transition to emergency distance education had a large socio-emotional impact on teachers. Recent evidence certifies an increase in mental health issues like stress and load. Studies also recognized online teaching barriers including difficulties in communication and interaction with students. This study focuses on the examination of the socio-emotional characteristics of distance education as perceived by primary and secondary education teachers in Greece. The study also investigates differences between primary and secondary education, teaching disciplines, and the role of individual factors like gender, age, and experience. Methodology: The study used a mixed-method research design with closed-ended and open-ended questions on a sample of 845 teachers of primary and secondary education in Greece. The closed-ended questionnaire consisted of 19 items of socio-emotional DE characteristics, measured in a 5-point bipolar format. Exploratory Factor Analysis (EFA)was conducted on 16 items, indicating three components: (a) effort/fatigue, (b) inclusiveness, and (c) collaboration/interactivity. A single-item scale was considered for joy, fatigue, stress, and isolation. The finalized measurement model was evaluated in terms of item loadings, reliability of measures, convergent, and discriminant validity, with the help of the SmartPLS software. Descriptive statistics and percentages were calculated with the help of SPSS software. Because of the non-normal distribution of the data, non-parametric methods of Mann-Whitney and Kruskal-Wallis were performed to examine significant differences in teacher groups. The qualitative part of the analysis was conducted on text data received from two open-ended questions, on a sample of 602 cases. The identified qualitative constructs were investigated through content thematic analysis focusing on the identification of the socio-emotional codes and references, excluding non-relevant themes and cases. Contribution: The findings of the study contribute towards the deeper understanding of the teachers’ psychological or emotional state during the early stage of the Covid-19 emergency DE, as well as on the role of individual and other factors like gender, age, teaching stage, and teaching subject. The results can be leveraged during or after the pandemic, to design pedagogical or psychological practices and strategies to encourage and facilitate the teachers’ transition to DE. Findings: A measurement model of the teachers’ perceived socio-emotional characteristics towards emergency distance education was developed and validated. The model includes the components of: (a) effort/fatigue, (b) inclusiveness, (c) collaboration/interactivity, (d) isolation, (e) joy, and (f) stress. The quantitative results indicated that teachers experienced increased levels of fatigue, and perceived DE as difficult and time-consuming. Teachers of primary education reported significantly lower levels of perceived collaboration/interaction than secondary teachers. Female teachers reported significantly higher scores of both joy and stress, while the youngest age groups expressed the highest scores of joy. The teaching subject also revealed differences in fatigue. Through qualitative analysis, this study also identified several socio-emotional thematic codes revealing the teachers’ difficulties in interaction and communication with students as well as a set of emotional attributes like fatigue, joy, and stress. Recommendations for Practitioners: Teachers should modify their face-to-face teaching material and adjust it to online teaching principles, avoiding future load and frustration. Different approaches should be implemented in primary and secondary education and indifferent teaching disciplines. Also, teachers should be trained on DE-oriented digital skills, ICT competencies, and socio-emotional skills, e.g., by receiving psychological and socio-emotional support from experts. Strategies to decrease fatigue and stress, especially in synchronous teaching should be traced by schools and educators. Recommendation for Researchers: The findings provide theoretical evidence on the teachers’ socio-emotional attitude towards DE and their experiences in the first stages of the emergency remote education due to the Covid-19 pandemic. Impact on Society: This research highlights the perceived DE characteristics and the barriers to online teaching during Covid-19. Schools, educators, and society should collaborate to provide awareness and opportunities for successful distance education practices. Future Research: The survey is based on individual self-reported measures, and this restricts the deeper understanding of the findings. Hence, future research should extend this work by using different methods of data collection like for instance observations, course recordings, interviews, or focus groups. http://www.informingscience.org/Publications/4918 emergency distance education socio-emotional characteristics of distance education teachers’ emotions towards distance teaching teachers’ attitude towards distance education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-02-28 21 075 096 4924 article Sock H Chung schung1@emich.edu Badie N Farah badiefarah@gmail.com Hung-Lian Tang htang@emich.edu Aim/Purpose: The purpose of this study is to propose a curriculum development model for the integration of technology, organization, and environment (TOE) framework into enterprise resource planning (ERP) systems education. The study investigated the relationships between the three factors of the TOE framework and student learning outcomes from their ERP systems study. Background: As the demand for ERP systems grew and spread to diverse organizations, educational institutions have attempted to integrate the ERP systems into their curriculum. Yet, lacking a conforming framework to the systems results in a considerable gap between the integrated curriculum and student learning outcomes. A pedagogical framework to bridge the gap between educators and students is needed for the ERP systems education. Methodology: The study identified eight propositions from literature reviews and conceptualized a model with corresponding constructs to the propositions. The constructs comprise the seven predictor variables from the TOE contextual factors and one predictive variable for student learning. These constructs provide more details on the TOE factors and eight survey questions in the study. The study analyzed 133 survey responses of four semesters with a SPSS multiple linear regression. Contribution: The study contributes to the emerging body of ERP systems education and research by integrating the TOE framework to the technology curriculum development. The study model provides a structured approach for the selection of appropriate pedagogical contents to achieve a variety of student learning outcomes. Findings: The findings of the study indicate the use of the TOE framework enhances student learning of ERP systems. All the three factors of the framework were found to be statistically significant predictors in the ERP systems learning. The eight propositions depicting the relationships between the seven constructs of the TOE factors and student learning outcomes are all supported. Recommendations for Practitioners: The study recommends a practical guideline to ERP systems educators to utilize the TOE framework in their curriculum development. The guideline is aligned with typical teaching objectives for ERP systems courses. Recommendation for Researchers: Further studies are necessary by various scholars who have noted limited research pertaining to ERP systems and information technology education. The TOE framework demonstrates a practical application of a proven theory to student learning outcomes as a feasible approach to deliberate the use of the systems education and research. Impact on Society: This study will have a valuable impact on educators for their technology curriculum development and software vendors for their investment decisions on enterprise-wide system products. Future Research: Relying solely on student self-reported survey responses may be prone to response bias. For future work, researchers can extend this study and undertake similar research to empirically validate the efficacy of various teaching practices for student ERP systems learning. This could include objective measures of student learning by qualitatively coding behaviors at student project meetings or from hands-on ERP system exercise results. http://www.informingscience.org/Publications/4924 ERP systems education technology factor organization factor environ-ment factor student learning outcomes eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-03-10 21 097 114 4929 article Kwang M Cham ckwang@unimelb.edu.au Kim Phuong Nguyen kimn2@student.unimelb.edu.au Ayd'n Ken Luke aluke@student.unimelb.edu.au Aditya John adityaj@student.unimelb.edu.au Yutong Cheng yutongc1@student.unimelb.edu.au Aim/Purpose: Digital health is increasingly being utilized in clinical practice given its ease of accessibility, but it lacks emphasis from universities and accreditation bodies. This study attempted to better understand the digital capabilities of optometry students. Background: With technological advancements transforming the Australian workforce and healthcare, there is a growing demand for digitally competent graduates. This study investigated digital perceptions and preferences of optometry students relating to their studies and readiness for work in healthcare. Methodology: Current optometry students participated in an anonymous online survey. Questions were designed to evaluate their understanding and awareness of digital skills and competencies for learning whilst at university, and for use in the health sector workforce. Results were analyzed to underscore key trends and answers to open-ended questions underwent inductive thematic analysis to generate themes for discussion. Contribution: Optometry educators can bridge the gap in digital practices between students and the workplace by obtaining a baseline of their capabilities and incorporating specific activities within the curriculum to increase student awareness and support their understanding and development in this aspect. Findings: Most students were confident in using daily technologies for learning. Reference management software was perceived to be most important and useful skill to attain. While students were less confident in creating applications, they were keen to learn even though it seemed peripheral to their career and professional development. 70% of the students knew how to manage their online privacy and security. Of the students, 92% highlighted that attaining competency in digital skills would enhance their career and professional development, but only 54% believed they possessed the relevant skills for entering the workforce. Only 19% of the students reported having sufficient university support. Recommendations for Practitioners: Digital capabilities of learners do need to be taught explicitly and should not be assumed. To improve student learning outcomes, digital skills and competencies need to be embedded throughout the curriculum and addressed through learning objectives. Recommendation for Researchers: More work needs to be done in implementing digital training and services at a subject, course, and institutional level. Some international benchmarking of optometry curricula and optometry research would clarify the need for digital education, to educators and students alike. Impact on Society: Currently, there is a lack of recognition of digital health by accrediting bodies, thus preventing digital competency from being a priority in the curriculum of schools. There is a further need to establish dialogue between universities, employers, and accrediting bodies to set consistent and realistic expectations of digital skills and competencies. Future Research: Future studies should consider having larger sample sizes to observe similarities and differences in digital capabilities between year levels. Student focus groups and interviews can be performed to better understand the rationale behind the desire and interest to learn digital technologies that seemed irrelevant to optometry. http://www.informingscience.org/Publications/4929 optometric education digital literacies digital health digital skills and competencies eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-03-11 21 115 136 4928 article Guangming Cao g.cao@ajman.ac.ae Nessrin Shaya nessrin.shaya@aue.ae Chris Enyinda i.enyinda@ajman.ac.ae Rawan Abukhait r.abukhait@ajman.ac.ae Eman Naboush enaboush@qu.edu.qa Aim/Purpose: This study, drawing on and extending research on the adoption of information technologies (IT), develops a research model to investigate: (1) the key relative factors that affect the adoption of e-learning versus using IT in traditional classrooms; and (2) students’ relative attitudes and relative intentions to use e-learning systems. Background: Since the advent of the COVID-19 pandemic, higher education institutions (HEIs) have rapidly adopted e-learning and students are now engaging with e-learning systems. These systems present a new research opportunity for examining the relative efficacy of using e-learning systems versus using IT in traditional classrooms. Although prior research has examined various types of e-learning systems in different contexts and using various methodological approaches, evidence in the literature indicates that the relative efficacy of e-learning remains uncertain as little is known about the factors that affect the adoption and use of e-learning systems during COVID-19, as there is limited academic research. Methodology: The model is tested based on the perceptions of a group of 569 students of the adoption of e-learning versus using IT in traditional classrooms in the United Arab Emirates. The data were analyzed with IBM SPSS statistics 26 and partial least squares structural equation modeling (PLS-SEM) implemented in SmartPLS 3 software. Contribution: This research contributes to the literature by: (1) extending the UTAUT model to understand students’ relative attitudes and relative behavioral intentions towards using e-learning systems; (2) an extension to e-learning studies to examine relative factors affecting the adoption of e-learning systems by comparing the perceptions of the same group of students on e-learning and using IT in a traditional classroom environment in the context of COVID-19; and (3) providing valuable practical implications for HEIs to improve pedagogical approaches and e-learning systems. Findings: The findings suggest that relative computer self-efficacy, relative cognitive absorption, relative system interactivity, and relative system functionality each positively influence both relative performance expectancy and relative effort expectancy, which in turn affect relative attitude; and that relative intention to use is positively affected by relative attitude and relative facilitating conditions. Recommendations for Practitioners: Firstly, HEIs should feel more confident that e-learning systems indeed provide an appropriate learning approach, demonstrated by a high relative efficacy of e-learning systems perceived by the sample students in this study. Thus, it seems fitting for HEIs to use e-learning systems to enhance the development and delivery of programs and the quality of student experience, especially in the context of COVID-19. Secondly, HEIs wishing to use e-learning systems successfully should at least pay attention to a few key factors to ensure that students will have a positive attitude toward using e-learning systems. Such factors include students’ perceived usefulness of e-learning systems, developing encouraging facilitating conditions such as training, technical and IT support, thereby enabling students to use e-learning systems while enjoying their engagement with e-learning systems. Recommendation for Researchers: First, this study shows that relative to using IT in a classroom environment, e-learning is favored by the students involved in this research. Second, this research indicates the value of examining relative antecedents and relative UTAUT related constructs, evaluating the relative perceptions of students, thereby understanding the relative efficacy of e-learning systems versus using IT in a traditional classroom environment in HEIs. Third, in addition to examining students’ perceptions of different learning approaches, or comparing the relative efficacy of different learning approaches based on the perceptions of different groups of students, the relative approach based on comparing the perceptions of the same group of students used in this research could offer a new way to advance our understanding of IT adoption. Finally, this study demonstrates that relative attitude, relative performance expectancy, and relative facilitating conditions are the top three vital factors that affect the adoption and use of e-learning systems during the COVID-19 crisis. Impact on Society: The positive result of the students’ relative perceptions of e-learning systems suggests that private and public organizations, as well as education policy-makers in providing the learning process, could certainly use e-learning systems as a valuable means of training and/or education, especially during the COVID-19 pandemic. Future Research: First, the result of this study is based on data collected from HEIs in the United Arab Emirates. This work could be extended to other HEIs in other countries. Second, this study uses a non-probability sampling approach to collect data, which may limit the validity of the findings. Thus, probability sampling could be an option for future research. Third, this study focuses on developing an understanding of the key relative antecedents that may affect students’ relative attitudes and relative intentions to use e-learning systems. There might be other antecedents worth including in future research. Other potential future research may include using the relative approach employed in this study to examine IT adoption, or collecting data from a group of learners on different learning approaches for comparative research, which seems germane to comparing the relative efficacy of different learning modes. http://www.informingscience.org/Publications/4928 e-learning relative attitudes relative intention to use unified theory of acceptance and use of technology (UTAUT) IT adoption antecedents eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-04-20 21 137 167 4935 article Marco Zappatore marcosalvatore.zappatore@unisalento.it Aim/Purpose: The aim of this study is to adopt more systematically the collaborative learning dimension in the technical translation teaching at Master Degree level. In order to do so, a computer-supported skills lab approach is targeted. This approach is aimed at enhancing traditional courses on Computer-Assisted Translation (CAT) so that student competences and soft skills are enhanced. Background: In traditional CAT courses, laboratory sessions complement theoretical lessons, thus providing students mainly with tool-oriented operational knowledge, while nowadays more intertwined competences are required by the labor market. Moreover, this sector lacks skills labs which engage students in collaborative activities mimicking professional workflows, thus not exploiting team-based learning potential effectiveness. Methodology: In this paper, therefore, a design methodology to deploy and operate an enhanced skills lab as a remote Computer-Supported Collaborative Simulated Translation Bureau (CS2TB) is proposed and validated. The proposed methodology is based on a set of intertwined methodological frameworks that address: 1) student competences and educational requirements, 2) collaborative aspects, 3) regulatory policies as well as functional and interactional guidelines for the simulated fieldwork. The overall effectiveness of the proposed methodology has been assessed by using pre-post questionnaires to ascertain student feedback. The improvement in technology skills has been evaluated by collecting and examining student help requests as well as system error logs. Contribution: The CS2TB provides a technology-enhanced simulation-based learning environment whose aim is twofold: first, enriching traditional approaches with a Computer-Supported Collaborative Learning (CSCL) experience and, second, incorporating widely adopted approaches for the translation-teaching domain as the required grounding knowledge. Findings: Results demonstrate the effectiveness of CS2TB in improving students’ competences (specifically in the IT area but also in the technical translation area), students’ willingness to operate in a fieldwork-like context and cooperative learning efficacy. Recommendations for Practitioners: The educational implications of the proposed approach concern the development of a full range of competences and soft skills for students in the technical translation teaching at the higher education level, ranging from language and translation proficiency to the usage of IT platforms as well as personal and interpersonal interactional soft skills. Recommendation for Researchers: This study offers a wide overview of all the aspects entailed by the design, implementation, management, and evaluation of a skills lab for technical translation teaching. Researchers may benefit from the rigorous modelling approach as well as from the adopted assessment techniques. Moreover, the study stresses the pivotal role of a tight collaboration between language/translation teaching and computer engineering. Impact on Society: Higher education institutions that already have courses on computer-assisted translation may benefit from the proposed CS2TB approach, which allows them to design new thematic activities leveraging team-based learning, collaborative learning, and fieldwork-situated simulation. Moreover, the presented broad range of assessment approaches can be used to measure the impact of CS2TB on learning outcomes of the involved students. Future Research: Future research activities will be dedicated to examining the impact of a different set of enabling IT platforms on the collaborative learning perspective, to evaluate alternative scaffolding approaches (e.g., chatbots or augmented reality), and to increase simulation fidelity further, so that even more student competences can be fostered. http://www.informingscience.org/Publications/4935 collaborative online learning team-based learning computer-assisted translation higher education skills lab simulation-based education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-04-30 21 169 196 4955 article Henki Bayu Seta henkiseta@upnvj.ac.id Sarika Afrizal sarika.afrizal@upnvj.ac.id Achmad Nizar Hidayanto nizar@cs.ui.ac.id Theresiawati - - theresiawati@upnvj.ac.id Aim/Purpose: This identifies the factors that influence the application of mobile learning in order to improve the student learning process at universities in Indonesia based on the student’s perspective regarding factors that affect mobile learning, which is still rarely done in the Indonesian context. Background: The pandemic has had an impact on education in Indonesia so teaching and learning activities utilize online learning applications (online) to support the learning process (online teaching and learning). Although mobile learning is increasingly being used in universities in Indonesia, there have not been many studies on the factors that drive mobile learning adoption. Methodology: The research method used was the quantitative method. Research based on the elaboration of the mobile learning adoption model was conducted based on students’ perceptions of mobile learning adoption using the perceived interactivity of the mobile learning model and the Technology Acceptance Model (TAM) that has been modified to describe the adoption of mobile learning. Contribution: This research contributes to knowledge in identifying and analyzing mobile learning adoption using three types of perceived interactivity; namely, perceived interactivity between users, perceived interactivity between users and mobile learning applications, and perceived interactivity with mobile learning infrastructure, and evaluating the perceived interactivity impact of mobile learning adoption on perceived ease of use, satisfaction, and ongoing intention to use mobile learning. This study also evaluates the impact of mobile learning adoption on perceived usefulness, satisfaction, perceived enjoyment, and continuance intention to use mobile learning. Findings: It was found that the factor in mobile learning based on the student’s perspective became one of the components of the mobile learning interactivity model. The components are grouped into user-perceived interactivity (student-to-teacher, student-student, student-to-content), perceived interactivity within the application (perceived ease of use, perceived ubiquity, quality of learning content), and perceived interactivity in infrastructure (network quality, system quality). Recommendations for Practitioners: The significant influence of adopting mobile learning in Indonesia is the Indonesian government which needs to provide a perception of quality interactivity and interesting and fun learning content so that users will feel comfortable when using mobile learning. The ease of use of mobile learning applications must also be adjusted to the needs of users and the learning content needed by users so that mobile learning can be better. Recommendation for Researchers: This work confirms that nine of the twelve variables used have a significant influence on the adoption of mobile learning in universities in Indonesia. The nine variables are student-to-student interactivity, student-to-content interactivity, perceived ease of use, perceived ubiquity, quality of learning content, system quality, perceived enjoyment, perceived usefulness, and satisfaction. Impact on Society: For universities, the development of mobile learning adoption in universities must be designed by considering interactivity in learning, learning content that is in accordance with user learning outcome targets set by the faculty, and user study programs, as well as taking into account aspects of learning technology, such as user information security and user interfaces that can provide convenience for mobile learning users, so that the quality of information, the quality of learning, and the learning system can be well received by users. Future Research: Future studies will be able to cover all regions of Indonesia, represented by several public and private universities, by considering several additional factors, including user safety in using mobile learning. http://www.informingscience.org/Publications/4955 mobile learning Indonesian higher education student perspectives Indonesia eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-05-23 21 197 215 4976 article Patience Kelebogile Mudau mudaupk@unisa.ac.za Micheal M van Wyk vwykmm@unisa.ac.za Christy J Kotze ekotzecj@unisa.ac.za Victor R Nkuna nkunavr@unisa.ac.za Piera Biccard biccap@unisa.ac.za Aim/Purpose: This article aimed to explore student perceptions and experiences of migrating to a fully online mode during COVID-19. Background: The COVID-19 pandemic changed the mode of delivery from face-to-face or blended learning to fully distance learning. The introduction of the Disaster Management Act (2020) in South Africa forced all institutions of learning to close their doors and move to teaching and learning online. We, therefore, needed to investigate whether the students at an Open Distance Learning (ODL) institution had access to the necessary devices and to see how they responded to fully online learning. Subsequently, this prompted a need to investigate student access to and competence in online learning in a fully ODL space during COVID-19. Since COVID-19 is a recent occurrence, little is known about how students experienced a (forced) move to fully online learning. In South Africa specifically, much less is known about fully online learning. Methodology: The structured web-based survey was sent to all registered Bachelor of Education and Postgraduate Certificate in Education students. The structured questionnaire asking questions about students’ access to devices and their experiences of learning in a fully online mode, was administrated through Google Survey forms. There were 2,858 responses received. Descriptive statistics and exploratory factor analysis were used to uncover findings. Contribution: This paper sets out student teachers’ experiences of learning in a fully online mode during COVID-19 in a developing country such as South Africa. These experiences as representative of the global South, are previously unknown to scholars and can assist in designing future fully online programs in this context. Findings: Access to affordable data is an obstacle for students to access the learning management system. Students felt that the university took a long time to distribute laptops and also indicated that they lacked a suitable and stable internet connection. The digital divide was made more apparent and significant during COVID-19 although students indicated that they did develop necessary digital competencies. Recommendations for Practitioners: Practitioners in Open Distance Learning should understand students’ context regarding access to tools and connectivity when designing courses. Recommendation for Researchers: Researchers should explore theoretical framings to understand issues related to online education when access to tools and connectivity is limited. Impact on Society: The digital divide was exacerbated by COVID-19. Students and communities need support to move to online modes of engagement. Future Research: More studies of a qualitative and mixed-method nature should be conducted to fully understand student teachers’ context and challenges with online learning. Further research that includes student responses using non-digital means needs to be explored. http://www.informingscience.org/Publications/4976 student teachers distance learning; online learning survey design exploratory factor analysis eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-05-25 21 217 244 4975 article Emmanuel Fokides fokides@aegean.gr Despoina-Melina Kapetangiorgi melina.kapet@gmail.com Aim/Purpose: The goal of the study was to investigate whether the COVID-19 pandemic and its effects on the educational process also affected the views, attitudes, and intentions of educators regarding the use of computers and their applications both for professional and personal purposes. Background: A model was developed and tested that included the factors present in the Technology Acceptance Model, together with self-efficacy, and the participant’s gender, age group, level of studies, and ICT training. The educators’ views were recorded twice: (i) before the lockdowns and (ii) after the lockdowns. The two resulting models were compared, so as to come to conclusions regarding possible changes. A model was developed and tested that included the factors present in the Technology Acceptance Model, together with self-efficacy, and the participant’s gender, age group, level of studies, and ICT training. The educators’ views were recorded twice: (i) before the lockdowns and (ii) after the lockdowns. The two resulting models were compared, so as to come to conclusions regarding possible changes. Methodology: The target group was Greek educators (i.e., individuals teaching in primary and secondary education). The study was conducted in two stages: (i) at the beginning of the first general lockdown (March 2020), and (ii) at the beginning of the 2021 school year (September 2021), when schools re-opened and resumed their normal operations. The final sample was 1,099 educators. A questionnaire was used having three sections: (i) four demographic questions, (ii) twenty-five items for recording the educators’ views, attitudes, and intentions, and (iii) two questions for recording how many hours per -typical day they use computers for professional and personal purposes. Contribution: The study contributes to the deeper understanding of educators’ views, attitudes, intentions, and actual use of computers and how and to what extent these changed after the period of the multiple lockdowns due to the COVID-19 pandemic. Findings: The study’s major findings were: • The lockdowns did not significantly affect the educators’ views, attitudes, and intention to use computers, but resulted in a more extensive use of computers for work than before. • The results oppose the basic assumption of TAM that the behavioral intention to use a technological tool translates into the actual use of this tool. • The perceived usefulness of computers shaped the educators’ behavioral intention to use them. • Computer self-efficacy shaped the attitude of educators toward computers. • After the pandemic, the educators’ age and gender no longer play a role in shaping their views. • The additional ICT training the educators received did not have an effect on any factor. Recommendations for Practitioners: Governments have to equip schools with computers and provide the framework that fosters their use. Strategies and support mechanisms that make educators more confident in the use of ICTs and also provide evidence for their usefulness should be implemented. The above will allow the educators’ behavioral intention to use ICTs to be translated into actual use. Administrators in higher education should consider the inclusion of more ICT-related courses in their undergraduate and postgraduate programs addressed to educators. Changes have to be made to the context and content of the in-service ICT training programs. Recommendation for Researchers: The inclusion of self-efficacy is recommended in future studies involving TAM. As deviations from the original TAM were noted, possible swifts in how educators’ views and intentions are shaped need to be further investigated. Impact on Society: The increased use of computers by educators might lead to a more intense use of ICTs in schools, resulting in an education better aligned with the needs of the digitalized society. Future Research: Comparative studies, targeting educators from other countries, will help to understand how the pandemic affected the educational systems worldwide. Studies are needed for verifying the model’s validity and applicability. Researchers can consider the inclusion of other factors that might have a significant effect. Qualitative data may offer an in-depth understanding of educators’ beliefs. Finally, longitudinal studies can help to understand whether the pandemic had a lasting effect on educators’ intention to use computers. http://www.informingscience.org/Publications/4975 computers educators lockdown pandemic Technology Acceptance Model eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-06-03 21 245 267 4980 article Ahmad Samed Al-Adwan a.adwan@ammanu.edu.jo Nour Awni Albelbisi noorbelbisi@gmail.com Muhmmad Nofal m.nofal@ammanu.edu.jo Huma Akram akram_huma1@outlook.com Manaf Al-Okaily m.alokaily@jadara.edu.jo Aim/Purpose: This study seeks to investigate the factors that influence online students’ continued usage intention toward e-learning systems by presenting an extended model that is based on the Delone and McLean (2003) IS success model (D&M ISS model). Background: The use of e-learning systems in this era has become a vital element of delivering higher education. Learning via e-learning systems has significant benefits that support conventional learning. Thus, it is crucial to measure the success of e-learning systems’ implementation. Methodology: This study was conducted with 590 undergraduate and postgraduate students from three private universities in Jordan, and data was gathered via an online self-report questionnaire. Contribution: Theoretically, this study advances the literature and empirically examines a modified version of the D&M ISS model by including context-specific factors that are drivers of successful implementations of e-learning systems. Findings: The path analysis with structural equation modelling confirms that students’ satisfaction and their continued usage intention regarding the e-learning system are positively related to service quality, system quality, and information quality. Self-directed learning, however, has a negative effect on satisfaction and continued usage intention. Furthermore, the findings reveal that both satisfaction and continued usage intention positively influence students’ perceptions of perceived academic performance. Recommendations for Practitioners: The quality of learning content format and design are recognized as fundamental factors for e-learning success. Thus, both instructors and e-learning developers should provide reliable, accurate, and up-to-date learning materials. This directs e-learning developers toward designing systems with simple and useful functionalities that embrace the essential features that enable students to perform the required tasks effectively and to access and share learning materials flexibly. Furthermore, the current study reveals that self-directed learning (SDL) is a key barrier to successful e-learning system employment. It has a negative impact on satisfaction (SAT) and continued usage intention (CUI). Thus, developing students’ skills related to SDL is deemed a necessity. This could be attained by designing contemporary pedagogical curricula that are based on student-centered learning. This approach to learning encourages students to acquire self-regulatory skills and be accountable for their learning. This environment has to be supported by pedagogical tools (e.g., synchronous/asynchronous communication channels and multimedia tools) to enable effective interaction between instructors and students. Recommendation for Researchers: The current study does not investigate the role of potential moderators that might influence the research model’s relationships. Future studies might tackle such limitation by examining the moderating effect of computer self-efficacy and culture. Impact on Society: This study reveals that the success of e-learning systems depends not only on the quality of the information, system, and service but also on student self-directed learning. Future Research: The sample employed for this study was selected from three private universities in Jordan; consequently, the results cannot be generalized to the entire student population of Jordan. Further research, therefore, should focus on targeting a larger scope by including public universities, which in turn would enhance the generalizability of the findings. In addition, this cross-sectional study was conducted using a quantitative method based on the use of self-reported online survey to gather data. Thus, future research should consider longitudinal study that employs a mixed methods approach to reveal additional constructs and insights regarding e-learning system adoption by students. http://www.informingscience.org/Publications/4980 success factors e-learning Moodle information quality continuous usage self-direct learning IS success model eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-06-25 21 269 295 4982 article Areej ElSayary areej.elsayary@zu.ac.ae Laila Mohebi Laila.mohebi@zu.ac.ae Lawrence Meda Lawrence.meda@zu.ac.ae Aim/Purpose: This study investigates the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing preservice teachers’ digital competencies. The social/emotional engagement can be illustrated with actions associated with learning, such as excitement, interest, and motivation. Cognitive engagement is the active process of learning and is the most essential form of learning. Finally, behavioral engagement is the physical behavior associated with doing the work and following the rules. Background: Teachers’ digital competencies are essential in creating an active e-learning environment that ensures students’ engagements and reduces learners’ sense of isolation. Due to the lockdown of COVID-19 in March 2020, schools and universities shifted toward e-learning, where higher education in the United Arab Emirates (UAE) experienced a digital transformation. Many questions have been raised about life after COVID-19, competencies needed for the new demands of jobs that do not yet exist, social/emotional development of students, and their engagements in online classes. Methodology: An explanatory sequential mixed-method approach was utilized, using a quantitative data method followed by a qualitative data method. An online survey was used to collect the quantitative data from participants. The convenient research population is female preservice teachers who are considered learners enrolled in semesters 3-8 and learning online. Focus group discussions were used to collect the qualitative data from selected participants. Contribution: The findings of the study contribute toward a deeper understanding of the relationship between social/emotional, cognitive, and behavioral engagements and their positive impact on developing learners’ digital competencies. The results can be leveraged during or after the pandemic to design strategies and pedagogies that enhance learners’ engagements and develop their digital competencies based on the conceptual framework of the study. Findings: The study’s results reveal a significant positive correlation between social/emotional, cognitive, and behavioral engagements that lead to the development of preservice teachers’ digital competency. The relationship between social/emotional and cognitive engagements is stronger than between cognitive and behavioral engagements, while the relationship between social/emotional and behavioral engagements is balanced. Recommendations for Practitioners: Instructors need to consider students’ well-being and avoid the sense of isolation among students through designing strategies and pedagogies using the framework of the study that enhance learners’ engagements. More focus is needed on training instructors and educators in using different interactive applications that enhance learners’ and educators’ digital competency. Recommendation for Researchers: The findings provide theoretical evidence of the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing learners’ digital competencies. However, this study was conducted in an early childhood education program in higher education where all the participants were females. It is highly recommended that future research repeats the study with male and female participants, as well as implement the study with different age groups from k-12 students. Impact on Society: This research highlights the importance of considering the social/emotional, cognitive, and behavioral engagements in developing learners’ digital competencies. It is interestingly important to reinforce the teaching, cognitive and social presence among all instructors and teachers due to the positive impact on students’ online learning. Future Research: Future research on measuring the impact of transforming students’ design thinking mindset after using interactive technology is recommended. In addition, it is highly recommended to consider measuring how the students’ learning is influenced by the teaching presence of their instructors. Also, it is recommended that future research considers measuring the instructors’ digital competencies and their impact on planning instructional activities. http://www.informingscience.org/Publications/4982 social/emotional engagement cognitive engagement behavioral engagement digital competency eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-07-14 21 297 335 5000 article Van Ky Long Nguyen longnvk@fe.edu.vn Thi My Hanh Le hanhltm13@fe.edu.vn Thi Ngoc Mai Duong maidtnds140138@fpt.edu.vn Tien Son Nguyen sonntds140053@fpt.edu.vn Thi Thu Hien Le letth.vn@gmail.com Thi Thanh Huong Nguyen thanhhuongnt13@gmail.com Aim/Purpose: The purpose of this study is to assess the factors that have significant influences on students’ adoption of e-learning systems and to what extent these factors affect them. Background: E-learning has become an essential tool and makes it an inevitable option for education in the future. E-learning has received considerable attention in recent times as a global spread of the COVID-19 pandemic. Nevertheless, developing countries, including Vietnam, are facing many difficulties when adopting e-learning systems. Therefore, it is essential to comprehensively evaluate the factors that influence the intention of students to use e-learning to enhance the implementation process and also improve educational quality. Methodology: Initially, the authors synthesized a literature review from 112 related studies to complete the proposed research model including the combination of C-TAM-TPB model and external variables impacting students’ adoption of e-learning systems. After that, a sample of 172 students at FPT University Vietnam was collected to test the proposed model and explain students’ intentions. The dataset was investigated and analyzed with PLS-SEM using the SmartPLS 3.3.3 tool. Contribution: The study has made a significant contribution to the current literature by pro-posing an extended model between C-TAM-TPB and three external variables to provide a better understanding on students' behavioral intention to use e-learning. Furthermore, the research findings also provide useful guidelines for innovating and improving an effective e-learning system to advance student learning motivation in the educational environment. Findings: The findings demonstrate that Computer Self-efficacy and Perceived Accessibility have an important influence on Perceived Ease of Use by learners of an e-learning system. Furthermore, Perceived Enjoyment affects the Perceived Usefulness of e-learning systems. For the TAM, Perceived Usefulness and Perceived Ease of Use both have a positive impact on Attitude toward Use, and Attitude has a positive relationship with the Behavioral Intention of students. In addition, the factors from the TPB model (i.e., Perceived Behavioral Control and Subjective Norm) were identified as having a significant positive effect on Behavioral Intention to use e-learning. Recommendations for Practitioners: Firstly, educational institutions should help along with the culture of using e-learning among students and lecturers. A supportive team should be accessible to help students use e-learning by providing instructions and addressing their questions. Secondly, system developers should concentrate on system-related aspects that have a significant influence on learners’ attitudes and intentions to utilize, as well as build the most appropriate e-learning system for students. Recommendation for Researchers: Firstly, the study fulfills a significant literature gap on evaluating e-learning effectiveness for learners in private institutions as they are focusing on developing quality education to gain competitive advantages. Secondly, based on research findings, the researchers may be able to advance studies to improve and innovate a quality system for ensuring the long-term usage of e-learning. Finally, this paper contributes to the theoretical foundation and development of an extended model for future studies to assess the intention when employing new technologies in education and other fields. Impact on Society: E-learning will become a necessary tool and an unavoidable possibility in the next period of education. Therefore, this study presents an overview of the factors that have a notable influence on students’ intention to adopt e-learning systems. This study then proposes to develop an optimal system for the teaching and learning process, as well as to adapt to future demands. Future Research: Firstly, there are just three external variables that are considered to have an impact on learners’ intention via TAM. However, other external factors could be exploited in future research. Secondly, the participants in this study are only students. If the lecturers could take part in this survey, the comparisons between faculty and students may have more usefulness for assessment. Thirdly, this model just interprets the results at a certain time, which is the COVID-19 outbreak and e-learning is an urgent response to maintain the process of teaching and learning. The perception, attitude, and performance of students may change over time. Therefore, as other researchers have recommended, longitudinal surveys should be considered here. Finally, the differences between majors may appear. Future studies can divide groups of learners according to their majors for a more significant test. http://www.informingscience.org/Publications/5000 education e-learning private university technology acceptance C-TAM-TPB eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-07-20 21 337 377 4999 article Talha Abdullah Sharadgah yestalha@yahoo.com Rami Abdulatif Sa'di slmss2002@yahoo.co.uk Aim/Purpose: This study carried out a systematic review of the literature on artificial intelligence (AI) in English language teaching (ELT). The objective was to delineate the current research progress in the field and to further understand the challenges. Background: The study analyzed articles published between 2015 and 2021. Methodology: The qualitative research method was employed. Five steps were taken to steer the review. 200 articles were scrutinized; 64 were retained. Contribution: Prior research on AI in ELT has not investigated how the literature is progressing or what areas of AI are being covered. Without a holistic picture, some important research findings could be missed. Understanding how studies on AI in ELT are designed and implemented will contribute to a greater understanding of the existing state of research. Findings: Findings show that there is a promising future for AI in ELT. AI in ELT yielded positive results in terms of optimizing the English language skills, translation, assessment, recognition, attitude, satisfaction, etc. It was also found out that more and more articles on the topic are being published; the mixed research method is the most commonly used, higher education level is the most sampled, students as participants are the most sampled, and most studies developed novel AI-based systems. Various AI approaches have been identified in the reviewed studies, including machine learning, neural network, support vector machine, genetic algorithms, deep learning, decision tree, expert system, natural language processing, data mining, cloud computing, and edge computing. However, AI in ELT is still in its infancy, where little research has been conducted and gaps in the literature are still present, especially in terms of inherent issues related to body language, gestures, expressions, emotions, translation, lack of elaborate description of teaching material used for learning driven by AI, uncertainties and vagueness with regards to what can be considered under the realm of AI, and most authors being outside of the ELT discipline. Recommendations for Practitioners: This literature review is likely to provide practitioners with an overview of the current adopted technology, research method, instruments and/or tools, educational level, language skill, and the effects reported by the AI-based studies for designing effective systems for the use of AI in their ELT classrooms. Recommendation for Researchers: Researchers need to conduct research on AI in ELT along with a detailed in-depth description of the methodology, research design, and the proposed systems used to achieve AI in ELT. Furthermore, it is recommended that researchers explore the efficiency of AI-based systems used in previous research and ensure their relevance and functionality. They are also required to provide in-depth analysis of the challenges inherent to systems that have been highlighted in the literature, which will maximize the potentials of these AI-based technologies. Impact on Society: The findings of this paper can provide visualization of research findings that could particularly benefit researchers, educators, and AI specialists who are involved in the study of the applications of AI in ELT. Future Research: Future AI research needs to seriously include more detailed descriptions of the method in further research. http://www.informingscience.org/Publications/4999 artificial intelligence AI challenges English language teaching systematic literature review analysis of AI-based articles eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-08-10 21 379 402 5007 article Ping Ning aaronningabc@foxmail.com Dorothy DeWitt dorothy@um.edu.my Norlidah Alias drnorlidah@um.edu.my Hai-Leng Chin chin@um.edu.my Aim/Purpose: The purpose of this research was to examine the potential outcomes of applying the outdoor transdisciplinary language instruction paradigm to primary school students’ cognitive and emotional improvement with smart boards as an assessment tool. Background: Traditional approaches to teaching English in primary schools do not give particular consideration to outdoor transdisciplinary learning for students’ cognitive and emotional improvement, especially in terms of effective assessment. Hence, in this study, outdoor drawing was integrated with teaching English to create a transdisciplinary paradigm and smart boards were adopted in the assessment. Methodology: A pre-test post-test quasi-experimental design using an equivalent control group was employed, in which learning performance, emotions (typically positive emotions), and reported satisfaction level were compared via an English vocabulary test, the Chinese version of PANAS, and a structured self-reported satisfaction instrument. E-prime 2.0 was used to register data for the three instruments and to complete the vocabulary identification phase while smart boards were adopted as an assessment tool to evaluate students’ learning performance. The data collected were analyzed using an independent t-test and the non-parametric Mann-Whitney U test using SPSS 22.0. Contribution: Unlike traditional research, which only utilized smart boards as presentation tools, this research provided evidence for the effective use of interactive technology as assessment tools for innovative language learning in primary school settings. Findings: Results indicated that outdoor transdisciplinary drawing developed more positive emotions and higher satisfaction among students and showed significantly higher learning performance compared with indoor transdisciplinary drawing. Moreover, smart board-based assessment scores showed that students were more effectively engaged as compared to E-prime-based assessment. Recommendations for Practitioners: The findings suggest that instructors should try to allow students to have more opportunities to explore language activities in school-based outdoor environments, which benefits their cognitive and emotional improvement. Moreover, using smart board-based assessments should be encouraged since more authentic performance could be elicited. Recommendation for Researchers: This research mainly focuses on the effects of learning environments and assessment tools in transdisciplinary language instruction. Hence, researchers can employ an updated design to focus on the transdisciplinary setting to investigate more interesting outcomes. Impact on Society: Schools should adopt more new interactive digital technologies to improve assessment for students’ innovative learning in different contexts, which can help students develop more transversal skills, benefiting their employers and making them even more competent. More critically, government support is needed to encourage schools to use emerging technologies for educational reform in the classroom, and linkages between technology vendors and schools could be encouraged to provide subsidies and other measures to less financially able schools. Future Research: Future research could explore the differences in the interaction effects of class type and learning environments on students’ learning outcomes. In addition, longitudinal assessments to investigate the intensity of the experimental intervention could provide more interesting results on the long-term effects and suggest more sustainable use. http://www.informingscience.org/Publications/5007 smart board place-based pedagogy transdisciplinary language instruction learning performance positive emotions eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-08-22 21 403 423 5010 article Bilegjargal Daramsenge P0731809@o365.fcu.edu.tw Nien-Lin Hsueh nlhsueh@fcu.edu.tw Lien-Chi Lai p1000433@mail.fcu.edu.tw Aim/Purpose: The goal of this study was twofold: first, to examine how learners’ behavioral engagement types affect their final grades in an online programming course; and second, to explore which factors most strongly affect student performance in an online programming course and their connection to the types of cognitive engagement. Background: During the COVID-19 pandemic situation, information technology educational methods and teaching have been transforming rapidly into online or blended. In this situation, students learn course content through digital learning management systems (LMSs), and the behavioral data derived from students’ interactions with these digital systems is important for instructors and researchers. However, LMSs have some limitations. For computer science students, the traditional learning management system is not enough because the coding behavior cannot be analyzed. Through the OpenEdu platform, we collected log data from 217 undergraduates enrolled in a Python programming course offered by Feng Chia University in Taiwan in the spring semester of 2021. Methodology: We applied the evaluation framework of learning behavioral engagement conducted on a massive open online course (MOOC) platform and integrated it with the partial least squares structural equation modeling (PLS-SEM) approach. PLS-SEM is widely used in academic research and is appropriate for causal models and small sample sizes. Therefore, this kind of analysis is consistent with the purpose of our study. Contribution: In today’s fast-paced world of information technology, online learning is becoming an important form of learning around the world. Especially in computer science, programming courses teach many skills, such as problem-solving, teamwork, and creative thinking. Our study contributes to the understanding of how behavioral engagements in distance programming learning affect student achievement directly and through cognitive engagement. The results can serve as a reference for practitioners of distance programming education. Findings: Our results demonstrate that: (1) online time and video-watching constructs had significant effects on the self-assessment construct, self-assessment and video-watching constructs had significant effects on the final grade construct, and online document reading was not a significant factor in both self-assessments and final grades; (2) video watching had a most significant effect than other behavioral constructs in an online programming course; (3) cognitive engagement types are inextricably linked to the development of a behavioral engagement framework for online programming learning. The mediation analysis and the importance-performance map analysis supported the importance of cognitive engagement. Recommendations for Practitioners: (1) Online education platform developers and university policymakers should pay close attention to the development of self-assessment systems and design such systems based on students’ cognitive skills. (2) Instructors are advised to put substantial effort into the creation of videos for each course session and to actively promote students’ interest in the course material. Recommendation for Researchers: The empirical results reported in this study allow a better understanding of the connection between behavioral engagement and final achievement. However, there are still great challenges in trying to explore more kinds of engagement, like emotional or social engagement. It would be interesting to deepen the results obtained by integrating programming behavior like debugging and testing. Impact on Society: Online programming courses allow students to improve their coding skills and computer science background. Students’ behavioral engagement strongly affects their academic achievement, their ability to complete a course successfully, and the quality of the learning process. Our work can encourage more people who are different majors in society to learn coding in an online environment even not only computer science students. Moreover, the findings of this study can be recommendations for understanding students’ learning behavior and the development of distance programming learning. Future Research: We suggest for future studies: (1) include a wider range of participants, such as students enrolled in MOOCs environments; (2) include more log data items that can express various students’ behavior, depending on the reliability and validity of the research model; and (3) conduct more detailed studies of the effects of emotional engagement as well as additional aspects of students’ social engagement to elucidate the factors affecting students’ behavioral participation and performance more thoroughly. http://www.informingscience.org/Publications/5010 behavioral engagement cognitive engagement programming education distance learning PLS-SEM eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-09-02 21 425 438 5012 article Patience Kelebogile Mudau mudaupk@unisa.ac.za Modise MP Modise modismp@unisa.ac.za Aim/Purpose: This study explored the use of e-portfolios in fostering student engagement with their lecturers, content, and other students during the COVID-19 pandemic. Background: Although e-portfolios are still a relatively new trend in developing countries, they are becoming an alternative teaching and learning tool in distance education and online environments. Research has placed e-portfolios as channels through which important skills such as self-directed learning, critical thinking, and lifelong learning can be infused. Most research has focused on students’ perceptions of e-portfolios and/or implementation and adoption thereof, and not on how lecturers can design learning objects that foster active student engagement with the e-portfolios. Methodology: Within an interpretive paradigm, the research followed a qualitative approach. Semi-structured interviews were held with nine purposefully selected lecturers in the College of Education (CEDU) and College of Human Sciences (CHS) in a South African ODeL university and document analysis reviewed undergraduate and postgraduate e-portfolio modules. A thematic approach was employed to analyze data. Contribution: This study adds to the existing knowledge on how lecturers can design learning objects that foster active student engagement with the e-portfolios taking into consideration the three presences of community of enquiry in designing learning activities and this study suggests a definition of portfolio for better understanding in a different context. Findings: The findings revealed that e-portfolios can promote active student engagement in Open Distance eLearning (ODeL) spaces. Recommendations for Practitioners: The study recommends that lecturers should design learning objects in e-portfolios that require a high level of level student engagement. The study also recommends that higher education institutions (HEIs) provide lecturers with appropriate technical support and relevant continuous training on the design and development of learning objects in e-portfolios. Recommendation for Researchers: Researchers can expand the study to other ODeL institutions of learning in Africa to validate the findings and find more options. Impact on Society: E-portfolios by their nature are designed to promote personal reflection, collaboration, and digital literacy among students, and thus are appropriate vehicles through which active student engagement can be fostered. Future Research: A broader study can be conducted on how lecturers can design learning objects that foster active student engagement with e-portfolios for educational purposes. http://www.informingscience.org/Publications/5012 E-portfolios learning objects online leaning ODeL student engagement student support eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-10-08 21 439 463 5024 article Reem Baragash reems@usm.my Hanan Aldowah hanan_aldwoah@yahoo.com Irfan N Umar irfan@usm.my Aim/Purpose: To gain insight into the opinions and reviews of Malaysian university students regarding e-learning systems, thereby improving the quality and services of these systems and resolving any problems, concerns, and issues that may exist within the institution. Background: This exploratory study examines the students’ perceptions of e-learning in Malaysia based on Sentiment Analysis (SA) to gain a clear insight into their feelings about the quality of e-learning systems and related services in Malaysian universities to determine whether these opinions are positive or negative. Methodology: The data was collected from Twitter; the Full Archive Search API Premium v1.1 tire was chosen to access the tweets from November 1, 2019, to December 30, 2020. The R programming language library package “rtweet” was applied to access the search API and query the tweets. To classify students’ opinions, sentiment analysis-based Machine Learning (ML) with Support Vector Machine (SVM) was utilized. Rapid Miner, a statistical and data mining tool, was used to determine the sentiment of tweets and the accuracy of the ML algorithm. After preparing the data, RapidMiner was used to pre-process and classify the final 1201 tweets based on sentiment, and National Research Council (NRC) word-emotion lexicon was used to detect the presence of eight emotions in the tweets. The confusion matrix is used to determine the classifier’s performance. Contribution: This research provided evidence for the effective use of sentiment analysis as an indicator that may contribute to the development of educational systems, specifically, e-learning systems in Malaysian universities. Findings: Based on the findings, the majority of students have a positive opinion about e-learning systems in Malaysian universities. Precisely, the results showed that 65% of sentiments were classified as positive and 35% as negative. Moreover, among the eight emotions, the majority of the tweets expressed a higher level of trust, anticipation, and joy. Recommendations for Practitioners: The study findings could help classify the teachers’ strengths and weaknesses graphically based on the students’ positive and negative feedback. These findings would also help decision-makers and educationalists be more aware of students’ feelings (sentiments) and concerns. Thus, using social media sentiment analysis should be encouraged as a valuable source of information that may assist their educational decision-making, e-learning development, and performance evaluation. Recommendation for Researchers: The findings may encourage other researchers to apply SA based ML approach and use Twitter as a data source to discover users’ opinions about certain issues in learning and teaching processes. Impact on Society: Our study confirmed that social media data could provide valuable and supportive information about educational systems and procedures in e-learning for appropriate decision-making regarding future development and strategies. Future Research: Future work can experiment with other classification models and different ML classification algorithms as well as other feature extraction methods and compare the results to find the best accuracy that can improve the classification results http://www.informingscience.org/Publications/5024 e-learning systems sentiment analysis machine learning university student eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-10-16 21 465 500 5029 article Zainab M AlQenaei zainab.alqenaei@ku.edu.kw Abrar Y Aldekheel aldekheel.paaet@gmail.com Omar Khalil omar.khalil@ku.edu.kw Aim/Purpose: This study was designed to examine the extent to which high school teachers intend to continue using the tablet PC in their teaching within the context of the Tablet Project initiative in Kuwait. It explores what drives their adoption intention. Background: Blended learning offers teachers the potential to adopt IT to augment their instructions and refocus their content, target group, context, and ethical facets; explore new modes of education and consider effective methods to educate students; and experience more flexibility in both course design and delivery method. To reap the potential benefits of integrating IT in education, the Ministry of Education in Kuwait introduced the “Tablet Project” in public high schools during the 2015–2016 academic year; three years later, it was unclear whether the teachers would continue using the tablet PCs in their teaching. Methodology: The research model adapts constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological, Pedagogical, and Content Knowledge (TPACK) models. It includes facilitating conditions (FC), social influence (SI), and teaching efficacy (TE) as predictors of teachers’ behavioral intentions (BI) to continue using the tablet PC in future teaching. The model also proposes a moderating effect of gender, age, and tablet PC experience on BI. To test the research hypotheses, a data set was collected from 206 teachers and analyzed using the partial least squares structural equation modeling (PLS-SEM) method. Contribution: This study provides empirical evidence on important predictors of continuous IT adoption in teaching activities and identifies lessons that could guide initiatives aimed to embed IT in the pre-college education system in Kuwait as well as other similar systems. It contributes results to advance theories and models aimed to explain and predict sustainable IT adoption in education systems across cultures. Findings: While TE arises as a non-significant predictor of BI, SI emerges as the strongest predictor of BI. FC is the second significant predictor of BI, although its direct effect on BI is non-significant. Gender, age, and tablet PC experience have non-significant moderating effects on BI. These results provide significant statistical support for the predictive power of the model, as it explains approximately 50% of the variance in BI. Recommendations for Practitioners: Since this research is directly connected to the reality of IT adoption in teaching in the Kuwaiti high school system, the findings should be of value for the Kuwaiti educational system and future teachers’ professional development initiatives. They should inform future actions and strategies aimed at successfully integrating IT in pre-college education in Kuwait and other similar countries. Recommendation for Researchers: The findings add to the ongoing research effort aimed to develop a better understanding of the intention to continue using IT in instruction and its influential factors across cultures (e.g., Arabian culture), especially since most earlier TPACK studies were carried out in Asian countries and the US. Our findings also confirm the value of UTAUT constructs (i.e., SI and FC) in explaining and predicting the intention to continue using IT by high school teachers, as the research model explains approximately 50% of the variance in the teachers’ BI. Impact on Society: This research offers empirical evidence that adds much-needed nuance to the discourse on teachers’ IT adoption intention and behavior and informs policies and strategies in support of initiatives aimed to integrate IT into education. The provision of a technical and organizational ecosystem that is conducive to sustainable IT integration in the Kuwaiti education system must be part of a more comprehensive initiative to digitize the entire education system. Education policy makers should embrace a digital mindset to adopt IT and transform the teaching, learning, and managerial processes in the system. Future Research: Future research could replicate this study and compare the results, employ other research methods (e.g., focus-group discussions and observations) to investigate teachers’ IT adoption in various educational contexts, adapt research models that include other predictors, and investigate and produce results on students’ perspectives regarding their initial and continuous adoption of the tablet PC within the Tablet Project context. http://www.informingscience.org/Publications/5029 Unified Theory of Acceptance and Use of Technology (UTAUT) Technological Pedagogical and Content Knowledge (TPACK) information technology (IT) education teaching efficacy (TE) behavioral intention (BI) Kuwait eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-10-31 21 501 546 5033 article Imelda Gozali imelda.gozali@ukwms.ac.id Utami Widiati utami.widiati.fs@um.ac.id Faizatul Istiqomah faizatul.istiqomah.2102219@students.um.ac.id Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the “best practices” of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching (“ELT”) practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry (“CoI”) framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of “evidence” of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers’ supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendation for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post-pandemic, on-site learning. http://www.informingscience.org/Publications/5033 community of inquiry COVID-19 ELT Indonesia PRISMA systematic review eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-11-12 21 547 569 5031 article Ke Yu kyu@uj.ac.za Monicah G Motlhabane monicahmotlhabane@yahoo.com Aim/Purpose: Social media platforms have been increasingly incorporated into teaching and learning. However, studies using mixed methods to explore WhatsApp’s potential to broaden online teaching and learning remain limited. Background: This study reports the experiences and perspectives of undergraduate students in terms of their WhatsApp usage patterns and preferences during COVID-19 using a sequential mixed method. Methodology: Through a quantitative survey of undergraduate students from the Education Faculty in one South African university, quantitative data were collected from 92 participants. Qualitative interviews were followed with ten willing participants to further explore their perceptions and preference. Contribution: This study addresses the literature gap identified by Klein et al. (2018, p. 2) that “few studies that explore WhatsApp use in the natural environment of higher education” and the methodology gap Hashim identifies (2018) that the majority of the literature adopts a quantitative research methodology while only 10% use the mixed method. Our intention is set specifically on WhatsApp’s potential to broaden online teaching as the new norm beyond merely as a supplement teaching platform before COVID-19 or emergency remote teaching mode that WhatsApp serves since the onset of COVID-19. We triangulated the behaviors and perceptions of first-time WhatsApp users (scarcely separately discussed in the literature) and gender to ascertain lessons for more targeted strategies for more effective WhatsApp use. Another unique feature and novelty of this study is our separate analysis of active (e.g., initiating query or discussion) and passive use (e.g., receiving information). Findings: Our findings confirm that COVID-19 has accelerated universities’ digital transition as WhatsApp’s usage has undergone a great expansion from informal to formal spaces. However, informal use among students remains strong, particularly among first-time WhatsApp users. Communication remains one of the primary functions of WhatsApp in teaching and learning, but content-related functions and student discussion activities are clearly feasible and prevalent. However, passive use remains slightly more prevalent than active use even amongst frequent WhatsApp users. WhatsApp’s assignment-related usage is high but mainly limited to queries rather than assessment submissions or marking. Both WhatsApp’s usage and perceived usefulness has surpassed that of e-mail and of the university’s learning management system (LMS) where WhatsApp group functions seem to have contributed greatly to the perceived usefulness. Articulated advantages and challenges of WhatsApp largely corroborate with those identified in the literature, although our participants show some ambiguity concerning WhatsApp’s low cost as its main benefit. Recommendations for Practitioners: WhatsApp’s usages are versatile. So are its perceived benefits. However, practitioners need to consciously encourage its usage beyond passive use and also consider how WhatsApp can be incorporated into marking. Recommendation for Researchers: We found inconsistency regarding perceived benefits related to WhatsApp’s cost. Cost is important in low resource context and this inconsistency merits further examination. Our finding regarding WhatsApp’s limitation in terms of marking is not consistent with some literature. As marking functionality impacts broadening WhatsApp’s usage in teaching and learning, how WhatsApp has and potentially can be incorporated into LMS should be further explored. Impact on Society: WhatsApp has great potential to broaden online learning in higher education. However, it also has its limitation. This study demonstrates that WhatsApp can serve most teaching and learning functions in higher education. However, how these benefits and limitations impact different groups of users (e.g., 1st-time users, frequent users, gender, etc.) should be more consciously thought of, so is how more active use can be encouraged. Future Research: Further studies should examine whether the low cost is an important consideration in students’ preference for WhatsApp. Further studies should also explore how WhatsApp can be better used for marking. http://www.informingscience.org/Publications/5031 WhatsApp COVID-19 online teaching and learning university South Africa eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-12-03 21 571 595 5034 article Shijiao Jia 2455431447@qq.com Madhubala Bava Harji madhu@segi.edu.my Aim/Purpose: The aim of this paper is to present a systematic review of studies conducted on mobile-assisted task-based learning between 2013 and 2022. The primary objectives of the review are to elicit educational and learning contexts, research areas and foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in mobile-assisted task-based learning. Background: Conventional task-based learning has evolved over the last decade with numerous researchers incorporating various mobile technologies and devices to enhance the task-based approach. This paper presents a systematic review of task-based learning, specifically with the adoption of the mobile-assisted method in delivering tasks. Methodology: To provide viable discussions and maintain the accuracy of the review, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Liberati et al., 2009) protocol items were adhered to. The papers for review were sourced from ISI Web of Science within the last decade from 2013 to 2022. The outcome of screening based on the inclusive and exclusive criteria as well as from the backward search resulted in 16 papers out of 276 papers that were eventually reviewed and analyzed. Contribution: This study is of significant value, especially during the post-pandemic period, as mobile task-based learning provides for flexibility and portability, and to date, no systematic reviews have been conducted specifically on mobile-assisted task-based learning in the last decade. This review looked at the study characteristics, educational and learning contexts, research areas and research foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in the papers on mobile-assisted task-based learning. In addition to attributing to the existing body of knowledge, this paper provides insights for researchers, educators, as well as mobile technology developers for consideration. Findings: Major findings are that all papers are on language learning, with English as a foreign language being the most frequently researched area, and most of the studies are conducted in higher education contexts. Informal learning has become a critical learning setting, and language proficiency and participant perceptions are the two major foci. In addition, no studies have been found to combine mobile learning and social media platforms together to promote language acquisition. Recommendations for Practitioners: This systematic review provides practitioners with an overview of mobile technologies that have been found to be effective in the task-based approach for different educational levels and language skills. These effective mobile technologies could be considered for adoption in their respective contexts. Recommendation for Researchers: For researchers, the time frame for a systematic review could be expanded to increase the number of papers for review. In addition, to ensure the comprehensiveness of findings, big data analysis software could be employed to analyze the research foci, research trends, and research shifts. Additional databases could be added for more extensive review. Impact on Society: The research findings of this paper can provide benefits for researchers, educators, and mobile technology developers for them to collaboratively promote the development of mobile-assisted task-based learning. Future Research: Future researchers could conduct in-depth empirical studies on mobile seamless learning, research with tasks that are designed based on learners’ needs analysis and explore cognitive load as well as learning anxiety which are not extensively researched. http://www.informingscience.org/Publications/5034 mobile-assisted learning mobile-assisted task-based learning preferred reporting items for systematic reviews and meta-analyses systematic review task-based learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-12-03 21 597 622 5036 article Nicole A. Buzzetto-Hollywood nabuzzetto-more@umes.edu Leesa Thomas-Banks lpthomasbanks@umes.edu Aim/Purpose: The exorbitant cost of traditional textbooks, which particularly impact low-income, underrepresented minority groups, can be a barrier to student success in higher education that contributes to educational inequities. The aim of this multi-methodology study, conducted at a mid-Atlantic minority-serving institution that serves primarily first-generation and lower-income learners, is to explore the impact of, and student satisfaction with, a one-price per-semester unlimited e-book subscription service and digital learning solution that includes a number of embedded interactive features, adaptive student learning activities, and learning outcome assessments. In addition, the paper is purposed to inform individuals in higher education so that they can make knowledgeable decisions when considering various book acquisition options. Background: A mid-Atlantic minority-serving institution becomes an early adopter of a one-price per semester unlimited e-book and interactive digital learning subscription service. Following adoption, a quantitative assessment regime was conducted to inform the institution. Methodology: Pass-fail rates for selected courses were compared before and following implementation and cost savings estimates in U.S. dollars were generated in collaboration with the bookstore and publisher. Additionally, student satisfaction and perceived learning efficacy survey were created and distributed. Contribution: This paper contributes significantly to the literature as it includes a population that is frequently neglected in studies that primarily are concentrated at traditionally white institutions (TWIs) with very low enrollments of Black students. Findings: A positive increase in course pass rates was found. Most students expressed having been concerned about paying for books in prior semesters, that college textbooks cost too much, have struggled to purchase textbooks in the past, believe that the subscription plan helps students save money, and would like to see widespread adoption. With respect to the digital learning solution, the students found it easy to use, appreciated the integrated interactive features, believed the system helped them to learn more and stay on schedule, and were largely in agreement that they would like it adopted in more of their classes. When correlations, crosstabulations, and Chi-Square tests were conducted, students who indicated having the greatest financial concerns were stronger in their satisfaction with the unlimited e-book subscription plan and most likely to want to see a similar plan adopted in all of their courses. Recommendations for Practitioners: To better meet the needs of students, remove barriers to student success, and improve student learning outcomes, universities must play a role in delivering affordable student-centered course content. Recommendation for Researchers: E-book subscription services are a relatively new model and one that requires extensive exploration in order to examine the impact on student learning outcomes as well as perceived learner satisfaction. Impact on Society: The implications of this study are that the adoption of an unlimited e-book subscription that includes access to high-quality digital learning resources positions institutions of higher education well in the instance of a global pandemic or other catastrophic events that causes the sudden pivot to remote instruction. Additionally, such a system has both a positive impact on student achievement as well as perceived favorably by students. Further, the adoption of a low-cost subscription option is particularly beneficial to students who struggle financially. Future Research: It is the goal of the authors to partner with scholars at a broad range of institutions to further extend this line of inquiry. http://www.informingscience.org/Publications/5036 e-book e-book subscription HBCU minority education first-generation learners Cengage Unlimited MindTap student learning success e-learning affordable course content learning materials eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2022-12-05 21 623 638 5037 article Merav Hayak meravper22@gmail.com Orit Avidov Ungar oritav@openu.ac.il Aim/Purpose: This paper examines how senior academic staff from a large sample of teacher education colleges regard the integration of digital games into teacher instruction. These colleges serve general or religious populations, and we examine what, in practice, their policy and vision were in this regard in the context of the COVID-19 pandemic. Background: The sudden adoption of online teaching-learning due to the pandemic has been termed disruptive in that it drastically disturbed higher education in Israel and worldwide. The senior academic staff of Israel’s colleges of education was responsible for leading policy decision-making during this period. The use of digital games for pedagogic purposes may be direct when used for knowledge acquisition and reinforcement and student development or indirect. Methodology: Using semi-structured interviews, the current study applied an interpretive-constructivist approach to examine how senior academic staff from several teacher education colleges perceived the integration of digital games into teacher instruction and elicit their policy and vision in this regard, in the context of the COVID-19 pandemic. Contribution: The findings suggest that discussions surrounding technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Findings: Half the participants expressed a desire to integrate digital games into teaching and learning but acknowledged that in practice this was uncommon. Only a small minority considered themselves to have achieved successful integration in practice, with doubt and skepticism expressed by some of the religious colleges. Most colleges had policies to encourage the integration of technology in general into teaching, with these, in turn, supported by ongoing funding. Although a considerable gap between policy and implementation remained, the COVID-19 pandemic was viewed as having considerably accelerated the integration of digital games into preservice teacher instruction. Recommendations for Practitioners: Discussions pertaining to technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Recommendation for Researchers: The findings reflect the spectrum of challenges faced by the different populations the colleges employ and serve and the outcomes of the colleges’ ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The findings have implications wherever colleges serve other socially and culturally conservative populations that are interested in or compelled to adopt techno-pedagogies. Future Research: We call for further research into whether continued pandemic-related restrictions have increased the practical integration of techno-pedagogical tools such as digital games into the curricula of teacher education colleges. http://www.informingscience.org/Publications/5037 senior academic staff COVID-19 digital games pedagogy teacher education colleges eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-01-02 21 639 661 5041 article Selvarajah Mohanarajah smrajah@gmail.com T. Sritharan rts@ucsc.cmb.ac.lk Aim/Purpose: The key objective of this research is to examine whether fix-and-play educational games improve students' performance in learning programming languages. We also quantified the flow experiences of the students and analyzed how the flow contributes to their academic performances. Background: Traditionally, learning the first computer programming language is considered challenging, In this study, we propose the fix-and-play gaming approach that utilizes the following three facts to alleviate certain difficulties associated with learning programming: 1. digital games are computer programs, 2. young students are fond of playing digital games, and 3. students are interested in creating their own games. Methodology: A simple casual game Shoot2Learn was created for learning the fundamentals of branching. A number of errors were intentionally implanted in the game at different levels, and the students were challenged to fix the bugs before continuing the game. During the play, the program keeps records of the student’s academic progress and the time logs at different stages to measure the flow experience of the students. The proposed approach was systematically evaluated using a quasi-experimental design in real classroom settings in two countries, Sri Lanka, and USA. Contribution: The results derived from this research provide empirical evidence that the fix-and-play educational games ease some challenges in learning programming and motivate the students to play and learn. Findings: The results show that the first-year programming students who play the fix-and-play game gain statistically significant improvement in their academic performance. However, the result fails to suggest a significant positive correlation between the flow experience and academic performance. Recommendations for Practitioners: Empowering the students to fix the bugs in the educational games they play will motivate them to stay in the game and learn continuously. However, we have to make sure that the types and timing of bugs do not hinder the flow experience of the players, Recommendation for Researchers: Students normally play industry-level high-quality games. Experience and interest in game-playing differ significantly between students. Gender difference also plays an important role in selecting game genres. We need to identify how to address these issues when resources are not sufficient to provide an individualized gaming experience. Impact on Society: Programming is an essential skill for computer science students. The outcome of this research shows that the proposed approach helps to reduce the disenchantment associated with learning the first programming language. Future Research: Further investigation is necessary to verify whether the AI techniques such as user modeling can be used in educational games to reduce the effects of uncertainty associated with the variations in students' gaming skills and other factors. http://www.informingscience.org/Publications/5041 CS1 novice programming game-based learning; gamification serious games educational games for learning programming eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2023-01-04 21 663 700 5042 article Khurram Mustafa kmustafa@jmi.ac.in Shahjad ‎ shahjad11089@gmail.com Aim/Purpose: The goal of this writing was not to promote any particular assessment tool. We aimed to critically explore the numerous assessment techniques that are accessible to app stakeholders with an emphasis on their strengths, shortcomings, and trustworthiness. We underline the importance of a relatively good and research-based tool that can readily assess the existing Learning Apps (LAs). Background: A thorough and comprehensive literature review of LAs and their assessment tools was the primary goal of reporting the state of the art through this SLR (Systematic Literature Review) writing. Methodology: We restricted our search space to ten databases and covered the most relevant studies from 2008 to 2022. To accomplish this predefined research interest, we divided our whole SLR methodology into four pertinent steps. Contribution: The primary goal of the current writing is to know the state of the art regarding LAs’ appraising instruments so that we can clearly reveal a list of essential research gaps on the same problem. Accordingly, app designers gain valuable insight from these forms of texts in order to develop better LA(s). Findings: After careful examination of included studies (114), we found a total of 70 studies that discussed at least one evaluation tool in their research design, and the remaining studies were useful for theoretical support in writing this review. Although we discovered a large list of evaluation tools on LAs, the majority are suffering from some serious flaws. This emphasizes the need for a concise, comprehensive, and concrete theoretical evaluation tool for LAs. Recommendations for Practitioners: If practitioners incorporate the summarized research findings into their app design process, it may be possible to produce high-quality educational apps that could significantly improve our current educational system. Recommendation for Researchers: We analyzed a large amount of relevant literature on LAs assessment. As a result, we have represented the current state of the art as well as some other key research discoveries in a clear and concise manner on the same research design. Thus, novices may easily gain a theoretical understanding by reading this research article, rather than having to read many individual pieces of literature, which may be a time-consuming process. Impact on Society: Education is a crucial component of our society. In light of this, we did a thorough literature review of LAs and discovered a number of deficiencies. If we research and answer these flaws scientifically, it may be possible to create high-quality apps that could considerably improve our current educational system. Future Research: Future research may focus on developing a sound framework or model for evaluating educational apps and being tested on our self-designed LA. http://www.informingscience.org/Publications/5042 learning apps educational mobile app evaluation assessment framework content pedagogy technology eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-01-17 20 .i iv 4688 article Christopher Cheong christopher.cheong@rmit.edu.au Table of Contents for JITE: Research, Volume 20, 2021 http://www.informingscience.org/Publications/4688 JITE IT education education research table of contents eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-01-17 20 001 034 4681 article Mansour Saleh Alabdulaziz malabdulaziz@iau.edu.sa Ali Alhammadi ali_al_hammadi@hotmail.com Aim/Purpose: This research aimed to measure the effectiveness of using thinking maps through the Edmodo network to develop achievement and mathematical connections skills among middle school students. Background: One of the most important and major problems in education is reduced levels of academic achievement among students generally and in mathematics specifically. This is having a negative impact on academic outcomes. As mentioned in statement of the problem, several studies have identified weaknesses in academic achievement in mathematics. The results and recommendations of previous studies have referred to the effectiveness of thinking maps in developing numerous variables. Previous studies have identified weaknesses in mathematical connections skills. No Arabic studies have addressed the effectiveness of thinking maps through the Edmodo network in developing achievement and mathematical connections skills among middle school students. Methodology: The participants were a purposive sample of 102 second-year middle school students. These were divided into two groups: experimental (n = 49) and control (n = 53). To achieve the research objectives, the experimental approach in its quasi-experimental design was adopted with (pre-post) measurement for both groups. Data were analyzed using the Statistical Package for Social Sciences (SPSS). Contribution: This study added information to the literature on the effectiveness of the thinking maps strategy through the Edmodo network in developing achievement and mathematical connections skills. Devising a modern teaching strategy to help students solve mathematical problems and thus can be generalized to various fields of life. This also the first study on this subject in Saudi Arabia. Findings: The results showed there was a significant difference between the mean post-test scores of the experimental and control groups on the achievement test in favor of the experimental group. Additionally, there was a significant difference between the mean post-test scores of the experimental and control groups on the mathematical connections skills test in favor of the experimental group. There was also a positive correlation between the development of achievement and mathematical connections skills among middle school students who used thinking maps through the Edmodo network. Recommendations for Practitioners: At a practice level, holding courses and training workshops for middle school mathematics teachers that include training on how to use modern learning models enhanced with technology, including the thinking Maps strategy, in the mathematics curriculum. Preparing guidelines for middle school mathematics teachers on how to use Thinking Maps via the Edmodo Network and how to train students in its use. Recommendation for Researchers: Further research is needed to study the Effectiveness of the Thinking Maps strategy via the Edmodo network on developing achievement and mathematical connections skills in other subjects and at different educational stages. Impact on Society: Our findings encourage teachers and educational supervisors to adopt the use of thinking maps on learning platforms for mathematics teaching as an effective method for developing achievement and mathematical connections skills. Benefiting from the applications and experiences of developed countries who have used e-learning in teaching curricula in order to keep pace with contemporary developments. Future Research: Future studies could be extended to identify the effectiveness of maps of strategic thinking across Edmodo network variables within other subsidiaries, such as mathematical communication, creative thinking, mathematical proof, mind habits, and so on. Assess the effectiveness of play-based learning strategies via the Edmodo network in developing achievement and mathematical connection skills. Conduct a study that measures teachers’ and students’ attitudes toward using the Thinking Maps strategy via the Edmodo network. Assessing the effectiveness of using the Thinking Maps strategy via an Edmodo network in achieving and developing creative skills among secondary school students. http://www.informingscience.org/Publications/4681 thinking maps Edmodo network academic achievement mathematical connections skills eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-01-25 20 035 060 4686 article Stefan Cronholm stefan.cronholm@hb.se Aim/Purpose: Due to the rapid development of digital technology, create knowledge to support the development of education for lifelong learning. Background: There is a lack of normative and prescriptive support that can guide the development of education concerning lifelong learning. Methodology: Design science research, interviews, grounded theory and root-cause analysis. Contribution: Contribution to practice: A master program in Information Systems that supports lifelong learning. Contribution to theory: Advancements on design knowledge that can guide the development of education programs concerning rapid advancements in digital technology. Findings: Five design principles: consider rapid development of digital technology, balance time-consuming bureaucratic procedures with companies’ demands for speedy access to modern courses, simplify procedures for students applying with work experience qualifications, implement plans for competence development of teachers, and base courses on rigour and relevance. Recommendations for Practitioners: Companies could enter the whole education program or select interesting courses or course modules. Recommendation for Researchers: The design principles should be considered when research on guidance concerning lifelong learning for adult learners is conducted. Impact on Society: Lifelong learning enhances social inclusion, active citizenship and personal development, as well as competitiveness and employability. Future Research: Further validation of the design principles in order to create knowledge that can support the development of education for lifelong learning. http://www.informingscience.org/Publications/4686 lifelong learning design principles development of study programs academy-industry collaboration eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-02-27 20 061 085 4703 article Wan Yee Winsy Lai winsy.lwy@gmail.com Chao Yang jeffy@pku.edu.cn Samuel Kai Wah Chu samchu@hku.hk Aim/Purpose: This study serves a constructive purpose on the effective use of social media as a technical tool in formal learning at higher education. It outlines practical suggestions for institutions to leverage the participatory design method and refine social media pedagogies. Background: Social media gains widespread usage from the majority of university students worldwide. Educators examine the potential of social media’s affordances in teaching and learning. While the use of social media in formal learning has garnered much interest among educators, the implementation of such pedagogies remains individually motivated rather than institution-wide. Methodology: This research empirically examined university students who took part in inquiry group project work in two courses (undergraduate and postgraduate) under implementation of participatory design approach. It adopted a mixed-method approach by collecting both quantitative and qualitative data to examine their expectations and preferences on social media tools. Contribution: Despite the technology’s potential for facilitating teaching and learning, the effective use of social media in higher education has been a recurring problem for many educators and institutions. This study addresses the deficit and proposes a theoretical framework that consists of student’s own experience and teacher-initiated scaffolding students’ adequate use of social media in formal learning using participatory design approach. Findings: Results indicate that students wanted to use social media to gain knowledge, collaborate, communicate with each other and embraced the implementation of the participatory design approach, which offered them a greater sense of participation and ownership. Furthermore, our research has revealed that despite generally being familiar with social media use in everyday life, students relied at least partially on their lecturer’s guidance in adopting social media in the specific domain of formal learning. Recommendations for Practitioners: To incorporate social media in education, the ultimate goal is to enhance students’ use of social media tools for better and more effective learning. Our study recommends initiating organizational change in universities to the adoption of new pedagogies which allows students’ autonomy and lecturer’s scaffolding support to demonstrate the pedagogy’s positive influence by social media in teaching and learning. Recommendation for Researchers: Researchers could examine and compare the effects by implementing the theoretical framework suggested in this research in different education levels, e.g., secondary school education. The researchers could consider cognitive, psychological, and social factors on incorporating social media into formal learning. Impact on Society: Social media has gained its recognition in everyday lives and academic field; however, the feasibility of social media-assisted pedagogies depends on individual educator solely. The current article provides a new pedagogy that educators can refine by students’ levels of social media proficiency and their learning expectations for institutions from around the world to make the best use of social media as part of formal university education. Future Research: With the rapid development of social media, further studies are worthy to examine the longitudinal impact of the current and the latest social media pedagogy with participatory design in scaffolding university students’ inquiry group project work on potential for use in formal learning and extent to co-create collaboration with lecturers. http://www.informingscience.org/Publications/4703 social media higher education pedagogy design participatory-design approach eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-03-03 20 087 116 4705 article Eric Fernández-Lancho ericfernandez@correo.ugr.es Rosario Arroyo González rarroyo@ugr.es Javier de la Hoz-Ruiz delahoz9696@gmail.com Aim/Purpose: Quality in higher education assumes the challenge of developing in all citizens of the 21st century the cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including the use of information and communication technologies, for the dissemination of sustainable scientific knowledge in different languages. Hence this paper evaluates a didactic-technological process called “Ensayo Científico Multilingüe” or ECM (“Multilingual Scientific Essay”), which guides the construction of argumentative texts in a shared didactic space in the native language (L1) and in the first foreign language (L2). Background: Although the use of information and communication technologies (ICTs) in educational contexts stands out as an index of quality, some studies indicate that these technologies, by themselves, do not produce changes in learning. The possibility that ICTs can contribute to a university-quality education is by providing measures that allow verification of the effects on the real improvement of the learning of communication competences of students and, especially, in the learning of written communication for the purpose of scientific dissemination. In order to do so, this research is based on the Metasociocognitive Written Composition (MWC) model that explains university writing as a complex process in which, metacognitively, cognitive-linguistic competences and socio-cultural experiences interact with motivational factors to achieve outreach objectives within a disciplinary field. This interaction always takes place by applying a specific textual genre. Methodology: For this research, a mixed quasi-experimental research design was proposed, with a control and an experimental group with 50 university students in each group. This design included two repeated measures (pre-test, post-test) for three dependent variables: (i) metacognition of writing; (ii) self-efficacy of argumentative writing; and (iii) structuring of the argumentative essay, in both L1 and L2. Validated instruments were selected and the correlations between the variables described both before and after the application of the ECM, in L1 and L2, as well as their correlations with the didactic-technological procedures integrated in the ECM: written activities, their extension, languages used, Lesson and Forums. Contribution: This article analyses the didactic-technological procedures that may be influencing the improvement in the learning of argumentative writing, both in L1 and L2, with validity and reliability. This enables the establishment of technological strategies for teaching shared in L1 and L2, both real and contrasted. Findings: It can be stated that the ECM creates a shared didactic-technological space in different languages, producing similar effects in L1 and L2, both on writing metacognition and on self-efficacy and argumentative structuring. The ECM enhances the association of writing metacognition with argumentative self-efficacy in L1 and L2. However, these dimensions are not associated with the structuring of argumentative essays, either in L1 or in L2. Furthermore, it is verified that the described variables are associated with the didactic-technological procedures integrated in the ECM in the following ways: (i) the procedure to promote writing metacognition (through the Lesson tool) is associated with argumentative structuring in L2; (ii) the extent of writing activities is associated, only, with argumentative self-efficacy in L1; and (iii) participation in the Forums presents a very low association with all the variables measured. Recommendations for Practitioners: The present study promotes the application of the ECM by introducing changes in the procedures to improve its effectiveness in argumentative writing learning of a scientific nature, in L1 and L2. In this sense, it is proposed: (i) to adapt and implement the genre-based writing instructions methodology to the technological context; (ii) incorporate more collaborative technologies in the construction of the text; and (iii) reduce the number of forums and replace the extensive activities with micro activities. Recommendation for Researchers: Present the ECM in an open mode that allows access to international students and, thus, to be able to validate the instruments in different languages, checking its effects with a diversity of groups. Impact on Society: The results of this research show that it is possible to promote the learning of argumentative writing in L1 and L2 from the first year of university, sharing didactic-technological learning spaces. The potential of ICT to help students manage and acquire better scientific writing skills in different languages and its positive results to meet the needs of students, both in L1 and L2, is especially demonstrated. In short, the procedures, resources, applications, and tools integrated in a didactic process are described, demonstrating their effectiveness, for the development of communicative competences of scientific dissemination. Undoubtedly, this contributes to a quality higher education, so demanded internationally, for the creation of a culture of peace and cooperation that enables sustainable global development. Future Research: Another line of research that is being developed in the future is the adaptation of ECM to the teaching of other genres and educational levels, as well as for the integration of people with functional diversity and immigrants. http://www.informingscience.org/Publications/4705 metacognitive writing argumentative writing self-efficacy structure of the argumentative essay L1 L2 web-based writing instruction eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-03-19 20 117 135 4709 article Sultan Alshammari sultan9573@hotmail.com Aim/Purpose: The aim of this study was to examine the factors that may influence the use of virtual classrooms. Background: The coronavirus (COVID-19) pandemic has affected and interrupted several aspects of our lives, including education. Most educational institutes and universities have changed their teaching mode from being face-to-face or fixable learning to ‘emergency remote education’. As a result, virtual classrooms were utilised in most of these universities to keep the continuity of teaching and delivering education to their students Methodology: Through an online survey, data was collected from 235 of the teaching staff at the University of Ha’il, Saudi Arabia. Structural equation modelling (SEM) using AMOS was applied to analyse the data and testing the hypothesis of the proposed model. Contribution: The study findings have a theoretical, methodological, and practical contribution in the area of virtual classrooms. In terms of its theoretical contribution, this research has enriched the literature on virtual classrooms. Most of previous studies used the basic UTAUT model or other models for different technology, such as LMS, Mobile Cloud Learning and social websites. Few studies have focused on virtual classrooms, and, based on the best knowledge of the researcher, this study is the first study that has extended and modified the UTAUT model by adding an external factor (mobility) with virtual classrooms technology. Thus, it contributes theoretically to IS acceptance literature in general, and to UTAUT models specifically. In terms of methodological contribution, this study assessed all latent constructs in the model in a different context (Saudi Arabia), and tested them through an advanced analysis technique, which some call a second-generation multivariate, by applying a two-step rule in AMOS (CFA and SEM). The CFA has shown solid results that can measure all constructs in the model after deleting a few items that show a low factor loading to the construct. According to Awang (2015), examining the construct, convergent and discriminant validities is essential during the CFA before moving on a step and analysing data using SEM. Thus, this study has validated all constructs and its items using CFA which can be further used in a different culture, specifically in an Arab culture, such as Saudi Arabia. Findings: The results showed that effort expectancy and performance expectancy are significant predictors of behaviour intention toward the use of virtual classrooms. However, in contrast of our expectation, social influence, facilitating condition and mobility were insignificant factors and had no influence on teaching staff’s behaviour intention toward the use of virtual classrooms. Recommendations for Practitioners: This research has made a practical contribution. The findings of this study showed which factors can determine the use of virtual classrooms. Decision makers and university organizations and administration can improve their virtual classrooms services based on the factors that determine their use. Taking care of that will lead to an increased use of virtual classrooms and lead to a successful use of virtual classrooms, which will result in huge benefits in applying virtual classrooms in the teaching process. Recommendation for Researchers: Researchers may develop different models and examine other factors to assess their influence on the usage of different technologies. Understanding the factors that may influence the usage of a technology leads to an increase in its usage and adoption. Impact on Society: This study may increase the usage of virtual classrooms among teaching staff by understanding and examining the factors that might determine the use of virtual classrooms. Future Research: Future studies could examine the moderation variables to establish their impact. This study relied on only a purely quantitative design study. Future research might employ a mixed method using both quantitative and qualitative designs to apply an interview after the quantitative study for a better insight and deeper knowledge as well as confirming the quantitative results. http://www.informingscience.org/Publications/4709 unified theory of acceptance and use of technology UTAUT structural equation modelling virtual classrooms emergency remote education online learning distance education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-03-30 20 137 171 4737 article Alex Fegely agfegely@coastal.edu Todd S Cherner tcherner@unc.edu Aim/Purpose: This article presents a comprehensive rubric for evaluating educational virtual reality experiences for mobile devices. The aim of this article is to systematically analyze research to address the quality of virtual reality experiences on mobile applications in order to extend the work of Lee and Cherner (2015) and their instructional application rubric. Background: Ratings in proprietary mobile application stores – The App Store and Google Play, etc. – are generic and do not provide meaningful evaluations of the virtual reality. This article utilizes research in the areas of virtual reality and education to present a comprehensive rubric for evaluating educational virtual reality for mobile applications, which continues to advance previously published, research-based rubrics. Methodology: The methodology uses a systematic process that spans multiple stages. The first stage was to locate pre-existing rubrics for virtual reality, followed by a review of literature focused on it. The third stage was to develop and vet a research-supported rubric for evaluating educational virtual reality. Contribution: The main contribution from this article is that it fills a gap in the literature by presenting a criterion-referenced, research-supported rubric for evaluating the quality of educational virtual reality for mobile devices (e.g., smartphones, tablets, and app-connected goggles). Findings: This paper’s findings include the domains, dimensions, and criterion-referenced Likert scale indicators in the form of rubric dimensions for evaluating educational virtual reality. The evaluative domains consist of (1) Positioning of the EduVR, (2) Avatar Level, (3) Virtual Environment, and (4) Virtual Experience. Recommendations for Practitioners: This rubric is a tool for instructional coaches, teacher educators, and instructional technologists to use when recommending virtual reality experiences for instructional purposes. Recommendation for Researchers: Researchers can use this tool to monitor the quality of educational virtual reality being developed for classroom use. They can also use this rubric to examine educational virtual reality experiences they would use in their studies and evaluate how those educational virtual reality experiences impact student learning, engagement, and collaboration. Impact on Society: We foresee this rubric being an aid in the development, selection, and purchase of educational virtual reality by educational institutions, educators, researchers, edtech developers, and edu-philanthropists, thus advancing the quality and expectations for educational virtual reality experiences. Future Research: Future researchers can further enhance the validity of this rubric by collecting large amounts of data from a diverse set of end users and stakeholders. Also, subsequent rubrics for evaluating augmented reality and extended reality comprise additional research avenues. http://www.informingscience.org/Publications/4737 virtual reality VR eduVR educational apps mobile learning mobile apps rubric eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-04-29 20 173 200 4756 article Ying Xiu xiuying9010@gmail.com Penny Thompson penny.thompson@okstate.edu Jessica Tsotsoros Jessica-tsotsoros@ouhsc.edu Michelle A. Robertson mrobertson5@uco.edu Aim/Purpose: This study aims to explore whether instructors and educators should segment portions of instructional video that can be loaded and executed independently of other portions, and how long the segment portion of instructional video should be to effectively influence students’ learning, perception, and interaction. Background: Instructional videos are widely used in higher education for pedagogy purposes, and students expect their face-to-face and online courses to include video for effective instructional and learning outcomes. The literature indicates that researchers suggested that segmented video might assist learning and reduce cognitive burden; however, empirical research does not provide sufficient guidance about how to do it. Methodology: This mixed-methods study included quantitative data from an online experiment, followed by qualitative data from focus groups to help explain and expand on the quantitative findings. This study compared a 14-minute instructional video with the same content split into three segments, ranging from four to five minutes in length, to explore how segmenting affects students’ learning and how students perceive and interact with the video. The quantitative portion of the study used an experimental design with random assignment to control and experimental groups. Participants were randomly assigned by Qualtrics to one of two conditions where they watched either a single long (14-minute) video (the control group) or the same content split into three video segments (the experimental group). Participants in both groups were asked to watch the video(s), take a content knowledge quiz, and respond to an opinion questionnaire. The qualitative portion of the study consisted of focus groups where participants were asked to reflect on their overall perceptions of using online instructional video. Contribution: This study contributes to the literature knowledge on how students interact with instructional video and how, and if, longer instructional videos should be divided into shorter segments. Findings: Results from this study indicated that there is no significant difference between the Long Video Group (control group) and the Segmented Video Group (experimental group) on measures of learning, interaction with or perceptions of the video. However, participants who engaged in multitasking activities other than texting performed worse on the learning measure. The focus group participants described a variety of behaviors and preferences for watching the instructional video but expressed a preference for videos that were about 20 minutes long. Recommendations for Practitioners: For the purpose of building declarative knowledge, the number and length of instructional video segments may be less important than the other instructional materials and strategies instructors and educators provide to support students’ interaction with the instructional video. Recommendation for Researchers: The qualitative findings suggest that while preferred instructional video length may differ based on context, a 20-minute instructional video may be preferred, or at least accepted, in a typical academic setting, though this possibility needs further study. Impact on Society: Results from this study may help instructors and educators to create high quality instructional video content by acknowledging that decisions about instructional video length and segmenting require professional discretion rather than arbitrary rules regarding video length. Future Research: Future researchers and practitioners can further evaluate and enhance the importance and design of instructional videos for pedagogical purposes, and additional research is needed before instructors, educators, and the educational field can accept the thought that any video over five or six minutes is considered too long for students’ attention span. http://www.informingscience.org/Publications/4756 instructional video video segmenting video length multitasking; mixed methods eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-05-11 20 201 220 4767 article João Henrique Berssanette joao.berssanette@ifpr.edu.br Antonio Carlos de Francisco acfrancisco@utfpr.edu.br Aim/Purpose: This paper presents the results of a systematic literature review that sought to identify the studies that relate the different pedagogical techniques by which active learning is developed in the context of the teaching/learning of computer programming, with the objective to characterize the approaches, the pedagogical techniques used, the application, the contributions, and difficulties of implementation reported by these studies. Background: The literature has shown that teachers in teaching programming have been less successful than they should and need to be, so dropout and failure rates for students remain high. In this sense, much has been discussed about the possibilities and limitations of using the active learning pedagogical techniques in this context. Methodology: For this review, an analysis from all studies mentioning active learning in the context of the teaching/learning of computer programming published between 2014 and 2019 was performed, retrieved in WOS, SCOPUS, ScienceDirect, and ACM Digital Library. The selection of studies was based on a set of criteria established to guide the selection process, including alignment with the research questions and evaluating the quality of studies. Contribution: This study contributes to an overview of the current scenario, characterizing the research studies that associate the different pedagogical techniques of active learning in the context of the teaching/learning of computer programming. Findings: The results showed that the studies’ approaches usually occur by intervention/pedagogical experiment or by the development of a tool, instrument or methodology. The lipped classroom methodology has obtained a notable prominence in research. The use of active learning pedagogical techniques results in greater acceptance or positive feedback from students, increasing their satisfaction or motivation to improve the learning experience, learning outcomes, or student performance. However, they require a greater effort/work by the teacher to plan and/or execute the teaching/learning process. It should be highlighted that the contributions observed for the teaching/learning process of computer programming derive from investigations mainly concentrated in the university context, aiming to observe if these contributions can be reproduced in other education levels. The contributions observed in the studies regarding the uses of pedagogical techniques of active learning in the context of computer programming indicate that their use can contribute significantly to the teaching/learning process, showing it to be a viable alternative and consistent with the reduction of the failures in the learning of programming. Recommendations for Practitioners: Considering that over the years the teaching/learning process of computer programming has been a challenge for students, based on the findings of this research, we recommend that teachers consider restructuring their traditional practices of teaching computer programming, making use of pedagogical techniques of active learning to obtain better learning results of their students. Recommendation for Researchers: We recommend that fellow scholars consider investigating how the difficulties inherent to teachers related to the teaching/learning process of programming may relate to difficulties concerning students and content, especially with regard to traditional teaching practices. Impact on Society: This study adds to previous systematic reviews of the literature, specifically studies that relate active learning to the context of teaching/learning of programming. It is hoped that the findings of this article can support other research that addresses the topic, enabling its development and deepening, through the developed basis from which active learning researchers can work. Future Research: Future studies may investigate the benefits of using different pedagogical techniques for active learning and the costs related to the higher cognitive burden imposed by these techniques for learning computer programming. http://www.informingscience.org/Publications/4767 computer programming active learning teaching/learning teaching methodologies systematic review eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-05-11 20 221 243 4760 article Ahad ZareRavasan zare.ahad@mail.muni.cz Taha Mansouri taha.msi@gmail.com Amir Ashrafi amir.ashrafi@postgrad.manchester.ac.uk Aim/Purpose: This research aims to present a brand-new approach for student performance prediction using the Learning Fuzzy Cognitive Map (LFCM) approach. Background: Predicting student academic performance has long been an important research topic in many academic disciplines. Different mathematical models have been employed to predict student performance. Although the available sets of common prediction approaches, such as Artificial Neural Networks (ANN) and regression, work well with large datasets, they face challenges dealing with small sample sizes, limiting their practical applications in real practices. Methodology: Six distinct categories of performance antecedents are adopted here as course characteristics, LMS characteristics, student characteristics, student engagement, student support, and institutional factors, along with measurement items within each category. Furthermore, we assessed the student’s overall performance using three items of student satisfaction score, knowledge construction level, and student GPA. We have collected longitudinal data from 30 postgraduates in four subsequent semesters and analyzed data using the Learning Fuzzy Cognitive Map (LFCM) technique. Contribution: This research proposes a brand new approach, Learning Fuzzy Cognitive Map (LFCM), to predict student performance. Using this approach, we identified the most influential determinants of student performance, such as student engagement. Besides, this research depicts a model of interrelations among the student performance determinants. Findings: The results suggest that the model reasonably predicts the incoming sequence when there is a limited sample size. The results also reveal that students’ total online time and the regularity of learning interval in LMS have the largest effect on overall performance. The student engagement category also has the highest direct effect on student’s overall performance. Recommendations for Practitioners: Academic institutions can use the results and approach developed in this paper to identify students’ performance antecedents, predict the performance, and establish action plans to resolve the shortcomings in the long term. Instructors can adjust their learning methods based on the feedback from students in the short run on the operational level. Recommendation for Researchers: Researchers can use the proposed approach in this research to deal with the problems in other domains, such as using LMS for organizational/institutional education. Besides, they can focus on specific dimensions of the proposed model, such as exploring ways to boost student engagement in the learning process. Impact on Society: Our results revealed that students are at the center of the learning process. The degree to which they are dedicated to learning is the most crucial determinant of the learning outcome. Therefore, learners should consider this finding in order the gain value from the learning process. Future Research: As a potential for future works, the proposed approach could be used in other contexts to test its applicability. Future studies could also improve the performance level of the proposed LFMC model by tuning the model’s elements. http://www.informingscience.org/Publications/4760 e-learning Learning Analytics (LA) Learning Fuzzy Cognitive Map (LFCM) Learning Management System (LMS) Student Engagement Student Performance eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-05-14 20 245 261 4749 article Rama Bassam Baroud rerobaroud@hotmail.com Omar Mubin omar.mubin@gmail.com Mariam Alhashmi mariam.Alhashmi@zu.ac.ae Aim/Purpose: This study sought to understand the views of both teachers and students on the usage of humanoid robots as teaching assistants in a specifically Arab context. Background: Social robots have in recent times penetrated the educational space. Although prevalent in Asia and some Western regions, the uptake, perception and acceptance of educational robots in the Arab or Emirati region is not known. Methodology: A total of 20 children and 5 teachers were randomly selected to comprise the sample for this study, which was a qualitative exploration executed using focus groups after an NAO robot (pronounced now) was deployed in their school for a day of revision sessions. Contribution: Where other papers on this topic have largely been based in other countries, this paper, to our knowledge, is the first to examine the potential for the integration of educational robots in the Arab context. Findings: The students were generally appreciative of the incorporation of humanoid robots as co-teachers, whereas the teachers were more circumspect, expressing some concerns and noting a desire to better streamline the process of bringing robots to the classroom. Recommendations for Practitioners: We found that the malleability of the robot’s voice played a pivotal role in the acceptability of the robot, and that generally students did well in smaller groups with the robot; teachers expressed concern that the children would become easily distracted should too many children be privy to one robot. Recommendation for Researchers: Our results provide valuable recommendations for researchers in the area. We believe, there needs to be continued efforts in devising suitable methodological assessment tools to evaluate student and teacher attitudes in the classroom particularly in the Arab world. We also advise researchers to focus on providing adaptive behavior in the context of educational robots. There are different distinct areas that need further clarifications and study based on our review. Impact on Society: On a wider scale, the findings of this paper have a huge implication for the educational technology as the integration of robotics in education is one of the emerging trends in the area, particularly in the UAE. This study allows to answer questions related to attitudes and perceptions of both teachers and students toward educational robots in the UAE. Future Research: Possible avenues of research in the area include focusing on the adaptive and natural behavior of robots in disciplines other than Mathematics as a means of successfully integrating robots in the classroom. http://www.informingscience.org/Publications/4749 humanoid robots focus groups Emirati school teaching assistants Arab culture eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-06-01 20 263 282 4784 article Huma Akram akram_huma1@outlook.com Sarfraz Aslam sarfrazaslam@qq.com Atif Saleem ad668@nenu.edu.cn Khalida Parveen nicepak81@hotmail.com Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction. Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis. Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges. Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported surveys and interviews. However, future researchers should employ other means and methods of examination such as private universities, public universities, primary schools, middle schools, secondary schools, and observations or focus group discussions to broaden the understanding of online teaching practices and challenges in Pakistan. Impact on Society: By examining faculty members’ experiences and challenges of teaching online, this study will help educators and educational leaders to raise the quality of online teaching in Pakistan by knowing the appropriate solutions and recommendations. Future Research: This study examined the adoption of three ICT indicators through pedagogical practices such as perceived usefulness, perceived ease of use, and attitude to use. For future studies, researchers and practitioners should evaluate other indicators such as students’ learning outcomes. http://www.informingscience.org/Publications/4784 higher education online teaching pedagogical practices online teaching challenges technology acceptance model (TAM) eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-06-19 20 283 308 4809 article Deema Alajaji daalajaji@iau.edu.sa Abeer A Alshwiah aalshwiah@iau.edu.sa Aim/Purpose: To investigate the application of game elements to a non-gaming context (gamification), specifically on an early childhood teacher-training course. Background: This research proposes a teaching strategy that combines gamification elements via e-quizzing tools with the main principles of a scavenger hunt (SH). The purpose of this blend is to provide learners with an exciting learning environment. Methodology: A convenience sample of 41 students was selected from the Early Childhood Department of the School of Education in Imam Abdulrahman University (IAU), Saudi Arabia. The learners’ perceptions of gamification and the Quizizz e-tool were investigated using online scales, a focus group, and classroom observations. The teachers were also interviewed to gather their views on this strategy. Contribution: Gamification has been a focus of recent educational research, but many educators find it challenging to apply gamification effectively. Therefore, this research proposes a teaching strategy that combines e-quizzing gamification elements with the main principles of an SH to create an exciting learning environment. Findings: Gamification was found to improve trainee teachers’ perceptions of the selected teaching strategy. It also increased their motivation for learning and engagement with their peers, thereby proving Quizizz to be a useful gamification tool, despite some technical difficulties. Recommendations for Practitioners: This study recommends that teachers who utilize technology should do so for educational purposes and in new ways, rather than merely increasing the time spent using technology in the classroom. This will ensure that classes are more interesting, thereby eliciting enthusiasm from their students. Recommendation for Researchers: Further research is recommended to explore students’ development in the area of collaboration, synthesis of information, critical thinking, and problem-solving, as a result of gamification strategies in education. Impact on Society: The study participants expressed a willingness to apply this strategy later in their careers with other students and on other courses. The collaborative and problem-solving skills learned are likewise transferable to other contexts and lifelong learning. Future Research: Further research is recommended to explore students’ development of other skills such as collaboration, synthesis of information, critical thinking, and problem-solving. http://www.informingscience.org/Publications/4809 gamification scavenger hunt Quizizz perception engagement motivation eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-07-08 20 309 329 4816 article Ari V Alamäki ari.alamaki@haaga-helia.fi Amir Dirin amir.dirin@haaga-helia.fi Jyrki Suomala jyrki.suomala@laurea.fi Cheul Rhee crhee@ajou.ac.kr Aim/Purpose: This case study examines students’ affective responses to and relationships with two-dimensional (2D) and 360° videos that were experienced with or without low-cost virtual reality (VR) headsets. Background: The prior research on low-cost VR technology is scant. Schools and universities are not financially able to purchase tens or hundreds of expensive inbuilt VR headsets. Therefore, we recommend an alternative, low-cost solution. Methodology: We conducted the experiment with students’ (N=100) responses to videos and VR technologies used in a higher education setting. We also applied a quantitative research approach examined in light of media richness and affective experience theories. Contribution: This study provides evidence of the integral role that VR technologies and 360° video content play, because using low-cost VR headsets potentially decreases the initial affective experiences of 360° videos among students. Although VR headsets improve media richness, they might simultaneously weaken students’ overall affective experiences if they experience usability challenges. Findings: The results showed that using low-cost VR headsets decreased positive user experiences when they were watching 360° videos. The 360° video experience was noted to be better without low-cost VR headsets. Low-cost VR headsets with a smartphone and 360° videos were found to be complicated to set up and use among first-time users. However, 360° videos created a more positive affect than did 2D videos. We also found that the positive affect of videos enhanced the social sharing intention. Recommendations for Practitioners: Educational institutes and teachers with limited financial budgets need to plan and manage courses that increases their need to adopt low-cost VR headsets. However, a poor initial user experience of low-cost VR technology usability might create negative student attitudes, which might hinder VR’s adoption rate in higher education. Recommendation for Researchers: This study provides a new understanding about students’ affective experiences of 2D videos and 360° videos with and without low-cost VR headsets. The results show that positive user experiences of 2D and 360° videos enhance students’ interest in sharing and collaboration in digital learning environments. Impact on Society: The results help educators to predict possible usability challenges in selecting the proper rich media for different learning situations. Additionally, the results assist educators to design VR assisted courses that motivate students. Future Research: The experimental comparison of different VR solutions and traditional learning technologies merits further examination. Additionally, more research is needed to determine the relationship of VR technologies, video content and learning methods, because technological features and content are tightly integrated in VR. http://www.informingscience.org/Publications/4816 360° video VR technologies higher education affective user experience eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-07-14 20 331 350 4820 article Yassine Safsouf safsoufyassine@gmail.com Khalifa Mansouri khmansouri@hotmail.com Franck Poirier franck.poirier@univ-ubs.fr Aim/Purpose: Since the beginning of the COVID-19 pandemic, many countries have adopted online education as an alternative to face-to-face courses. This has increased awareness of the importance of analyzing learning data left by students to improve and evaluate the learning process. This article presents a new tool, named TaBAT, created to work with different LMSs in the form of dashboards accessible online and allowing teachers to monitor the progress of their learners and at the same time allow learners to visualize their learning process. Background: TaBAT is designed based on the results of our previous research on factors that can influence the success of online learners, where we proposed and statistically validated a model for assessing the success of online learners called e-LSAM (e-Learner Success Assessment Model). Methodology: Two studies are presented in this article. The first one is conducted on a group of students from two classes (each composed of two groups) of a higher institute in Morocco, who participated in courses organized in blended learning on the Moodle platform. For each class, one of the two groups had access to the experiment to use the TaBAT tool (exposed group) to analyze the learning traces, while the second group did not have access to the dashboard (control group). The second study aimed to understand the impact of the usage of the TaBAT tool on the two exposed groups. Contribution: The purpose of this article is to present a new analysis tool as well as to test this tool and to evaluate its impact on self-regulation and the prediction of academic success and, finally, to see how these students evaluate this tool. Findings: The results of the TaBAT usage demonstrate the effectiveness of the success algorithm, based on our theoretical model e-LSAM. The results also prove that this tool was able to increase the performance of the students of both groups exposed. The general evaluations of the participants also confirmed these results. Impact on Society: The article proposes a tool for institutions to facilitate the monitoring and control of students’ learning process. The tool provides visual information for teachers to study and react to in the educational context and gives students visualizations to promote their self-reflection and increase their performance and academic success. Future Research: Generalize the use of the TaBAT tool, incorporating both private and public institutions, in order to confirm the results obtained in this article and at the same time improve the self-regulation and academic success of learners. http://www.informingscience.org/Publications/4820 information visualization learning analytics learning analytical dashboard self-regulated learning higher education e-learning learners’ success eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-07-15 20 351 383 4819 article Dedi Futra futra.dedi@yahoo.com Indra Primahardani indra.primahardani@lecturer.unri.ac.id - Hadriana hadriana@lecturer.unri.ac.id - Mahdum mahdum.adanan@lecturer.unri.ac.id - Isjoni isjoni@yahoo.com Aim/Purpose: The purposes of this research are to analyze online learning management activities conducted by the principals of junior high schools in Indonesia in facing COVID-19 as well as to discuss their perspective and expectations towards online learning activities when facing COVID-19 and after COVID-19 has passed. Background: Due to the rapid spread of the COVID-19 pandemic, the Indonesian Minister of Education and Culture instructed that teaching and learning activities for all levels of education in Indonesia must be carried out online from home. There have been comprehensive reports about the various forms of online learning, its effects on students, the challenges, the learning transition from offline to online, and teachers’ views on this new approach. Very few, if any, focus on how principals act upon the transition during this COVID-19 pandemic. Therefore, this research focuses on how principals overcome various problems that arise in the implementation of online learning activities. Methodology: As many as 309 principals of junior high school from twelve districts in Indonesia were asked to give their responses to a set of questionnaires. The reliability of the questionnaire was analyzed using Cronbach’s Alpha with the help of SmartPLS 3.0 software. The percentage was mainly used in the descriptive analysis. To obtain the influence among variables, the statistical inferential analysis was used. Contribution: Although the sample size of this research is limited, the results may contribute to the existing theory and practice related to the implementation of online learning in Indonesia. The findings of this research could be a guide for principals to manage online learning in the future. Findings: The data analysis showed that the constructs of organizing and monitoring-evaluation were found to play an important role as a mediator between the variables of planning with implementation of principal management in online learning. Path analysis demonstrated that the implementation variable was significantly influenced by the variables of planning, organizing and monitoring-evaluation, with a contribution value of 78.20%. Thus, it indicated that the planning, organizing and monitoring-evaluation variables contributed directly or indirectly to the implementation of principal management in online learning. Generally, the online learning management activities conducted by the principals of junior high schools in Indonesia have been carried out well, especially in the Implementing aspect. However, the aspects of Planning, as well as Monitoring and Evaluation, still need to be improved. Recommendations for Practitioners: The government is recommended to provide adequate online learning supporting facilities as well as to facilitate teachers to increase insight and knowledge in terms of technology use, especially in designing, implementing, and providing assessments of online learning. So far, the government has provided some facilities and conveniences to principals and teachers. However, some information and ICT related trainings from the government during the COVID-19 pandemic is not widely known by the principals and the teachers. Socialization about these is needed. Recommendation for Researchers: This work offers a theoretical understanding of the problems faced by school principals in facing COVID-19. Further research on how principals and teachers manage online learning activities needs to be carried out to solve various problems which might arise during the process of implementation. Impact on Society: This research suggests that the principals in Indonesia have good online learning management. However, to reach the stated learning objectives efficiently and effectively, the principals need to collaborate with the teachers as the main facilitators of the teaching and learning process. Cooperation with parents is also highly recommended. Future Research: Further research should focus on how the application of online learning can improve students’ achievement through good management and collaboration with teachers, other administration staff at schools, and parents. http://www.informingscience.org/Publications/4819 online learning management COVID-19 pandemic principals eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-07-23 20 385 403 4817 article Jason G Wells wells@deakin.edu.au Aaron Spence aaron.spence@deakin.edu.au Sophie McKenzie Sophie.mckenzie@Deakin.edu.au Aim/Purpose: This paper focuses on understanding undergraduate computing student-learning behaviour through reviewing their online activity in a university online learning management system (LMS), along with their grade outcome, across three subjects. A specific focus is on the activity of students who failed the computing subjects. Background: Between 2008 and 2020 there has been a multiplicative growth and adoption of Learning Analytics (LA) by education institutions across many countries. Insights gained through LA can result in actionable implementations at higher institutions for the benefit of students, including refinement of curriculum and assessment regimes, teacher reflection, and more targeted course offerings. Methodology: To understand student activity, this study utilised a quantitative approach to analyse LMS activity and grade outcome data drawn from three undergraduate computing subjects. Data analysis focused on presenting counts and averages to show an understanding of student activity. Contribution: This paper contributes a practical approach towards LA use in higher education, demonstrating how a review of student activity can impact the learning design of the computing subjects. In addition, this study has provided a focus on poor performing students so that future offerings of the computing subjects can support students who are at risk of failure. Findings: The study found that: • Collecting data relating to student activity and analysing the activity is an important indicator of engagement, with cross referencing the data to grade outcome providing information to support modification to the learning design of the computing subjects. • The computing subjects in this study all had the majority of the as-sessment marks awarded at the later part of the study period. • Students that fail subjects are active within the LMS for the period of the subject even when they submit no assessments • Assessment weight and the time of delivery could influence the out-comes Recommendations for Practitioners: The collection and analysis of student activity in the LMS can enable learning designers and practitioners to better reflect the subject design and delivery to provide more informed ways of delivering the learning material. Recommendation for Researchers: Collecting LA requires a thought-out process, designed well in advance of the teaching period. This study provides useful insight that can impact other researchers in the collection of assessment related analytics. Impact on Society: The cost of education is expensive to those that undertake it. Failing, although expected, potentially can be reduced by examining how education is designed, delivered, and assessed. The study has shown how information on how students are engaging has the potential to impact their outcomes. Future Research: Further work is needed to investigate whether intervention may assist the poor performing students to improve their grade outcomes relative to activity levels, subsequently impacting their retention. http://www.informingscience.org/Publications/4817 learning analytics higher education retention computing information tech-nology learning management system eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-10-25 20 405 427 4874 article Pauline Salim Muljana pauline.muljana@gmail.com Tian Luo tluo4work@gmail.com Bridgette S Epps bepps006@odu.edu Aim/Purpose: The current literature discusses the use and benefits of learner-generated videos (LGVs). However, it rarely addresses any correlation between the types of subjects that are best suited for using these videos or what techniques should accompany the use of LGVs. Background: This systematic review synthesizes current literature to identify patterns and implications that develop from the use of LGVs so that their future use can be both consistent and effective. This paper also reviews the studies to establish the most consistent educational benefits that emerge from this activity. Methodology: Employing the Preferred-Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) technique, this systematic review cumulated 39 eligible studies published between 2008 to 2020. A set of eligibility criteria guided us in the article selection process, such as the use of LGVs as an assignment, educational settings, publication time frame, and empirical studies. We conducted further steps by searching the articles in major databases, screening, analyzing, and synthesizing the articles. Contribution: This study expands the literature regarding LGVs-related topics in both research and practical aspects. We have discovered research gaps, suggesting the directions of future studies. Additionally, we provide suggestions for practitioners interested in adopting LGVs. Findings: Findings reveal that the use of LGVs may result in reduced cognitive load, increased creativity, increased cross-curricular competencies, learner independence, and the ability to apply knowledge in a meaningful way. Recommendations for Practitioners: Most of the studies that we reviewed recommended strategies for implementing LGVs into a curriculum to optimize the benefits of LGVs. • Articulating the learning objectives and aligning the LGV activities with the learning objectives emerges as an important strategy. • Instructors may guide students to commence the LGV project early and stay organized with the tasks required to complete the project, as this type of guidance may help students overcome time-related challenges. • Providing several options for the students to create different designs or formats and select the type of media would promote their creativity. Recommendation for Researchers: Other scholars may consider exploring group differences in their learning performance by employing an experimental study (e.g., providing specific production rules versus not), including investigating the impact on the learning achievement. Future Research: Future studies may focus on investigating the impact on cognitive load when students produce LGVs with instructional guidance. Other important variables, such as self-confidence and self-efficacy, that may have played a role in the process of producing LGVs deserve further attention. http://www.informingscience.org/Publications/4874 activity theory learner-generated content learner-generated video social constructivism eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-11-19 20 429 457 4880 article Clementin Kortisarom Prijambodo ckprijambodo@gmail.com Anita Lie anita@ukwms.ac.id Aim/Purpose: This study aimed at exploring students’ online-learning exposures involving their readiness and motivation to learn English using synchronous video conferences, as well as investigating the possible relationship between the readiness and motivation. To fulfill these objectives, three research questions were formed: (1) What is students’ readiness to learn English using synchronous video conferences? (2) What is students’ motivation to learn English using synchronous video conferences? (3) Is there any correlation between students’ readiness and their motivation to learn English using synchronous video conferences? Background: Due to the urgency of Covid-19 pandemic in the educational field, the Indonesian Minister of Education requested that all schooling activities must be conducted online as announced in the Learning from Home Policy starting on March 24, 2020. In this case, students are forced to struggle with the unfamiliar and challenging learning situations that their readiness and motivation to learn are worth questioning. Methodology: The participants in this descriptive research, combining both a survey and correlation study, were 116 Indonesian high schoolers. They came from two different private schools as the particular adaptive curriculum has been reshaped and implemented in each school during this pandemic. In order to collect the data of students’ readiness and motivation while they were learning English using synchronous video conferences, an online Likert-Scale questionnaire was distributed to all participants. Furthermore, a semi-structured interview was conducted to dig deeper into students’ online-learning exposures. Contribution: The results of this study can become reference to create the effective and successful online learning environment. This study offers fresh and genuine insights coming from students on how ready and motivated they were within the unfamiliar learning situations. Besides, the obstacles faced by students are also presented. Three pillars were used to construct the questionnaire and to analyze the findings: 1) Four Online Readiness Factors, 2) ARCS Model of Motivation, and 3) the Community of Inquiry (CoI) Framework. Hence, the findings of this research can also expand educators’ and researchers’ knowledge whether the readiness and motivation can be improved through the three frameworks. Findings: This study shows how students’ readiness and motivation are influenced by unfamiliar situations of synchronous online learning. Firstly, students are already confident with their technical skills and their familiarity with the use of technology. However, their readiness in terms of self-discipline is the lowest. Secondly, students’ motivation cannot be consistently high because of two drawbacks that demotivated them within their online learning. Furthermore, this study also found that there is significant positive correlation between readiness and motivation. Hence, the readiness and motivation factors cannot be simply ignored within the online learning progress. Recommendations for Practitioners: As our findings reveal, Teacher Presence is important as it enhances Cognitive Presence and supports students to experience Social Presence. Therefore, the roles of teachers that cover designing and providing meaningful learning activities, acting as a model to engage students in online discussion, employing effective strategies to deliver direct instruction and managing class, should be completely fulfilled. Instead of consistently sustaining the teacher-centered style, teachers may sharpen their technical skills along with their pedagogical knowledge. Online learning can be effective as teachers could design and implement the student-centered learning style in synchronous virtual meetings. Recommendation for Researchers: Learning from Home is a new policy that was published because of the Covid-19 pandemic urgency. The learning process happening in a synchronous virtual environment is new for both Indonesian teachers and students. Accordingly, more researchers in this topic involving a wider level of students coming from rural and urban areas are still needed. Impact on Society: By showing how students’ readiness and motivation are influenced in the online learning process, this study offers a reference that students can have better opportunities of an effective and successful online-learning environment. This study also discusses the obstacles mostly faced by students. Following the frameworks used, this study also gives an opportunity for educators to expand their knowledge to take part in solving any problems related to the investigated issues. Future Research: As technology must still be developing and online learning is possibly sustained closely after the pandemic, its development must be continuing. As the idea of online learning through synchronous meetings is new, issues related to this learning situation can still be investigated so that Indonesian teachers can gradually create more effective and successful online learning. http://www.informingscience.org/Publications/4880 students’ readiness motivation online learning synchronous video conferences Community of Inquiry framework Indonesia eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-11-21 20 459 477 4881 article Mandy Yan Dang Mandy.Dang@nau.edu Yulei Gavin Zhang Yulei.Zhang@nau.edu Aim/Purpose: The aim of this study is to address the research questions on: (1) what factors can significantly influence student learning in remote classes during the COVID-19 pandemic? and (2) what are the gender differences, if any, in this context? To do this, the authors developed a research model from the switching costs (defined as the time and effort students have been put to change from one learning platform to another) and quality-related perspectives. In addition, gender differences are examined and identified by testing the proposed research model on male and female students, respectively. Background: The recent worldwide outbreak of COVID-19 has changed many aspects of people’s lives, including higher education. To better protect students and faculty, many universities have moved most of their classes online. Such a sudden change could make significant impacts on student learning. Thus, this study aims to empirically examine factors that can influence student learning in remote classes during the COVID-19 pandemic, and to investigate potential gender differences in such a context. Methodology: The survey method is used in this study. The survey invitation was sent to students in multiple classes that had switched from in-person learning to remote learning during the COVID-19 pandemic. The survey was distributed in the online format. In total, 428 students completed the survey, with 202 being males and 226 being females. Contribution: This study contributes to the current literature on student learning during emergency situations such as COVID-19 by developing a research model to systematically investigate potential factors that could influence their perceptions of academic performance and learning enjoyment. A second contribution is the integration of theoretical perspectives of switching costs and three types of quality-related constructs in the proposed research model. In addition, the authors also investigate gender differences based on the proposed research model, and some interesting differences have been found and reported in this study. Findings: Data analysis indicates that perceived value has a significant impact on perceived academic performance for female but not male students. In addition, male students find information quality to be a significant factor in perceived academic performance, but not perceived learning enjoyment; on the contrary, their female counterparts find it to be significant in influencing perceived learning enjoyment, but not perceived academic performance. Also, female students perceive system quality to be influential on their learning enjoyment and support service quality to be influential on their academic performance, but no such significant perceptions are found among male students. Recommendations for Practitioners: The results of this study could help bring some insights to educators on teaching remote classes during the COVID-19 pandemic (or potentially in other similar emergency situations). For example, when moving classes to the remote platform because of an emergency situation, in order to make sure a smooth transition and achieve a higher rate of student learning success, educators, as well as the institution, need to focus on reducing the costs and, in the meanwhile, increasing the benefits associated with such a change from the students’ perspective. In addition, educators may need to keep in mind the gender differences identified in this study, which may help them better understand the learning needs of different gender groups. Recommendation for Researchers: Researchers could validate and apply the proposed research model on students from different types of institutions (such as public universities vs. private universities) and students at different levels (such as undergraduate vs. graduate students). It could also be valuable to apply and extend the current model on students from other nations who have different cultural backgrounds. Impact on Society: Understanding influential factors on student learning during the COVID-19 pandemic, as well as gender differences in this context, could help educators better adjust their teaching of remote classes in such an emergency situation, thus meeting the learning needs of students in both gender groups. Future Research: Future research could further validate the research model proposed in this study by applying it to students in other institutions and other nations. Also, in addition to perceived academic performance and learning enjoyment, future research may expand the current model or create new models on other student learning-related dependent variables. http://www.informingscience.org/Publications/4881 COVID-19 remote learning switching costs information quality system quality support service quality eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-12-09 20 479 501 4884 article Avichai Kellerman avichai@herzog.ac.il Hava Sason havasason@gmail.com Aim/Purpose: The goal of this study was to examine which of the types of teacher-student interactions found in previous studies by Kang (2009) and Kang and Im (2013) during distance learning in routine situations, were also found in times of emergency, specifically during the COVID-19 pandemic, and whether these interactions differed between students with regard to the extent and nature of each type of interaction. Background: Teacher-student interactions during learning in general and particularly in distance learning has an impact on students’ satisfaction, motivation, and ability to contend with learning assignments. As learning in times of emergency poses additional, unique challenges, teacher-student interactions may be affected as well. Methodology: The participants in the study were 591 undergraduate students from different departments in a teaching college, who answered an opinion survey after completing a semester of distance learning due to the COVID-19 pandemic. Qualitative textual content analysis was performed on students’ answers to open-ended questions about the nature of their interaction with their teachers. The students’ answers were divided and analyzed according to the answers they gave on a separate questionnaire on self-regulation in learning. Contribution: The findings of this study can offer a theoretical contribution to understanding the different types of teacher-student interactions in distance learning in emergency situations, their frequency, and how they are connected to students’ self-regulation. From the practical perspective, the study highlights the importance of this interaction, especially in times of emergency, and offers practical insights for teachers in academia and in general. Findings: The study’s findings reflect students’ critical need for interaction with their teachers in emergency distance learning. The students reported different types of interaction with their teachers during the COVID-19 period. The most common form of interaction was instructional communication (Q&A), which mainly took place via email, though students would have preferred WhatsApp. The least common form of interaction was social intimacy. Students with a high level of self-regulation were more likely to report on interaction with the teacher, and to take more responsibility for whether or not interaction occurred. Recommendations for Practitioners: Considering the findings of this study, colleges and universities should invest in training and encouraging teachers to engage in different types of interaction with their students. It is important for teachers to be aware of the need for these types of interaction. Encouraging teacher-student interaction in teachers’ training colleges (where this study was carried out) is also important, as it may affect the teaching methods used by the students when they become teachers in the future and, consequently, influence the entire education system. Recommendation for Researchers: Research of teacher-student interaction in distance learning should take into account the unique characteristics and challenges posed by this type of learn-ing in times of emergency, as found in this study. Additional technological and pedagogic tools should be developed to improve teacher-student interaction so that it meets the students’ expectations during routine and emergency times alike. Impact on Society: Studies have found that teacher-student interaction is one of the greatest contributors to students’ motivation and satisfaction and to their ability to cope with learning assignments. As distance learning has become widespread and inevitable in times of emergency or crisis, which may occur again in the future, improving interaction during distance learning in an emergency is very important. This may improve the learners’ ability to maintain their regular learning routine despite the emergency situation. Future Research: It is recommended to expand the research method and examine the data using in-depth interviews and questionnaires. It is also worth comparing the findings of this study with findings of similar studies among students in colleges and universities other than teachers’ training colleges, graduate students, and students of different ages. http://www.informingscience.org/Publications/4884 emergency remote teaching (ERT) teacher-student interaction self-regulated learning (SRL) eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-12-15 20 503 528 4888 article Amira Ali amira.ali@sadatacademy.edu.eg Aim/Purpose: This study investigated the integration of Google Docs in facilitating undergraduate students’ interactional collaboration in an online translation course. The study also explored the engagement patterns that emerge when students use Google Docs and evaluated their experience of using this platform in collaborative translation. Background: Integration of technology in specialized English translation classes has become crucial to empower students with the required skills in the labor market. However, students might perceive specialized translation as a tedious and difficult process and become reluctant to engage in translation classes. Few studies have investigated students’ performance and engagement aspects in online collaborative translation contexts. Methodology: This study employed a mixed-method approach. Multiple sources of data were collected from translation tests, an engagement questionnaire, semi-structured interviews, and students’ interactions on the online platforms. Ninety-three students majoring in business administration were purposefully assigned into a control group and two experimental groups. Throughout six weeks, students in the first experimental group collaborated on translation assignments via discussion forum boards on a Learning Management System (LMS), whereas students in the second experimental group used Google Docs to complete three translation assignments. Control group students completed the same assignments individually. Contribution: This study contributes to the previous body of knowledge in the field of collaborative learning, translation, and educational technology by exploring the effectiveness of using Google Docs in improving students’ collaboration and engagement in a specialized translation course. Findings: One-way ANOVA for the translation post-tests showed a statistically significant improvement in the overall translation performance and translation subskills of the experimental group who used Google Docs compared to the control group and the experimental group who interacted through discussion forums. Descriptive statistics of the engagement questionnaire revealed a significant statistical increase in the Google Docs group’s behavioral, cognitive, and affective engagement. Content analysis of the qualitative data showed that students engaged behaviorally by giving and receiving feedback both at the global and local levels and cognitively through questioning, giving constructive comments, and justifying arguments. Students also engaged effectively and expressed positive feelings when collaborating online. Moreover, students reported the usefulness of using Google Docs in the collaborative translation process and expressed their satisfaction and confidence. Recommendations for Practitioners: Practitioners should use collaborative technological tools to upgrade translators’ skills and increase students’ engagement. Recommendation for Researchers: It is recommended that researchers compare students’ engagement in different learning modalities and explore the relationship between students’ translation competence and their engagement level. Impact on Society: The society of specialized translation will be improved by implementing innovative pedagogical techniques in teaching and training translators. This research can raise awareness of the importance of online tools in exchanging learning experiences inside and outside the academic contexts. Future Research: Future studies should explore the impact of implementing web/computer-based tools in the collaborative translation of different genres and various languages. http://www.informingscience.org/Publications/4888 Google Docs collaborative translation engagement specialized translation eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2021-12-26 20 529 558 4890 article Zainab M AlQenaei zainab.alqenaei@ku.edu.kw Omar Khalil omar.khalil@ku.edu.kw Abrar Y Aldekheel aldekheel.paaet@gmail.com Aim/Purpose: This study collects empirical evidence to investigate the extent to which high school teachers adopted the tablet computer in their instruction within the context of the Tablet Project in Kuwait and explores what drove their adoption behavior. Background: The role of information technology in education is prominent and takes different forms depending on the purpose of information technology adoption and the adopted information technology systems. To utilize emerging technology in education in Kuwait, the government launched an initiative to integrate the tablet computer into high school education during the 2015–2016 academic year. Three years later, some evidence doubting the project’s value had had been circulated, which motivated undertaking a thorough investigation to assess the project’s effectiveness, particularly from the teachers’ perspectives and its influential factors. Methodology: We adapted an expanded Technology Acceptance Model to assess the extent of high school teachers’ use of the system in their teaching practice and to examine the effects of teaching efficacy, perceived ease of use, and perceived usefulness on that use behavior. To test the research hypotheses, a data set was collected from 206 teachers and analyzed using the partial least squares structural equation modeling (PLS-SEM) method. Contribution: Our empirically derived results confirm the scanty information that was in circulation at the time of this study and that claimed that the Tablet Project was not progressing sufficiently or achieving its objectives. These results could guide future efforts aimed at effectively integrating information technology into high school education in Kuwait and at enhancing the ongoing online education necessitated by the COVID-19 pandemic. They also advise that effective integration of information technology into teaching and learning mandates a comprehensive redesign and digitization of the targeted educational system. Findings: Although teachers report minimal use of the system in teaching, teaching efficacy emerges as the strongest determinant of that use behavior, followed by perceived ease of use and perceived usefulness. The fitted model also has satisfactory explanatory power as it explains 43% of the variance in use behavior. Recommendations for Practitioners: The results of this study suggest that, in the public schools of Kuwait, teaching efficacy is a more important determinant of the use behavior of information technology in teaching than perceived ease of use or perceived usefulness. In addition, it is difficult to adopt information technology into teaching where there is inadequate awareness of the role of technology in e-learning, a lack of content modules fit for information technology-assisted teaching, poor Internet connections, a lack of technical support, and a lack of adequate professional and technical training. Recommendation for Researchers: This study offers significant empirical results from the Arabian milieu on the utility of the Technology Acceptance Model in elucidating public high school teachers’ adoption of the tablet computer in teaching practice. Our results also enhance the growing global body of knowledge on the integration of hedonic systems as well as their individual and contextual determinants in education, in general, and in teaching practice, in particular. Furthermore, teaching efficacy is an important determinant of teachers’ adoption of information technology in teaching. Impact on Society: Information technology augments traditional, face-to-face teaching and learning in societies by incorporating rich, online learning experiences and creating a motivating and efficient learning environment. Yet, the value of information technology-enabled education depends significantly on the successful integration of the systems into the educational process, and the results of this study could serve as a foundation for policies and plans aimed at successfully integrating information technology into the educational systems in Kuwait and similar societies. Future Research: The results and limitations of this study suggest several future research topics. Future research should explore the extent of students’ adoption of the tablet computer in learning activities and its important determinants to gain a better understanding of the Kuwaiti Tablet Project initiative. In addition, future research should employ other research methods (e.g., qualitative analysis), use samples from private schools’ teachers, and incorporate and test other possible determinants of teachers’ adoption of information technology in teaching to verify the validity and generalizability of the reported results. http://www.informingscience.org/Publications/4890 information technology (IT) education Technology Acceptance Model (TAM) teaching efficacy (TE) perceived ease of use (PEOU) perceived use-fulness (PU) Kuwait eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-01-28 19 .i v 4501 article Christopher Cheong christopher.cheong@rmit.edu.au Table of Contents for JITE: Research, Volume 19, 2020 http://www.informingscience.org/Publications/4501 JITE IT education education research table of contents eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-01-28 19 001 016 4496 article Kevin Schoepp kevinschoepp@gmail.com Maurice M. Danaher maurice.danaher@zu.ac.ae Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context. http://www.informingscience.org/Publications/4496 workplace problems computing education asynchronous discussion eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-02-06 19 017 040 4497 article Nazire Burçin Hamutoğlu bhamutoglu@sakarya.edu.tr Ugur Basarmak ugurbasarmak@ahievran.edu.tr Aim/Purpose: The aim of this study is to propose and test a model in which perceived barriers to technology integration are handled within a broad framework. It can be argued that the proposed model will have the dynamics to examine the studies performed on technology integration in a generic way and to have an important place in explaining the technology barriers at individual and school level under internal and external barriers. This can then be used to minimize such barriers and facilitate technology integration. Background: As seen in previous studies, barriers constitute a complex structure that is encountered in almost every environment for different reasons, affects the teaching-learning process, and contains several variables under primary and secondary barriers. It is thought that exploring this complex structure plays a key role in technology integration. In many studies, it is observed that the barriers are addressed as internal and external aspects but work on such aspects is quite limited. Methodology: Based on the convenience sampling method, the research was planned and conducted in accordance with the relational survey model. A structural regression model was used to examine the barriers that teachers perceive in technology integration. The sample of the study involved 449 teachers working in different branches at nine public schools in the academic year of 2018-2019 at the city center of Kirsehir province, and they participated on a voluntary basis. The number of teachers in the research sample corresponds to 73% of the total number of teachers in Kirsehir. Contribution: The contribution to the literature is proposing and testing a model which can be used to measure technological barriers in technology integration in education considering internal and external factors with a large perspective and holistically. Findings: The findings of the structural regression model used in this study showed that beliefs towards learning-teaching activities (BLTA), beliefs towards the expert support (BES), technological self-efficacy beliefs (TSEB), family resistance (FR), assessment (ASSES), and pedagogical self-efficacy beliefs (PSEB) are located under internal barriers and that lack of vision (LV), lack of money (LM), lack of training (LT), infrastructure (INF), content (CONT), and time (TIME) are all part of external factors. Furthermore, the results showed that external barriers affect the internal barriers directly and positively. Finally, it was observed that beliefs towards change (BC) and lack of leadership (LL) had no effect on internal or external barriers. Recommendations for Practitioners: As the findings of this study were discussed under internal and external barriers to technology integration, the results of the study could shed a light for managers, teachers or candidate teachers within the framework of “technology integration.” The identification of barriers in different settings should be used as the first step in minimizing the impact of such barriers in technology integration in education. Recommendation for Researchers: The work done can form the basis of investigating the impacts of latest technology on education, and necessary dimensions on the technology integration within the context of internal and external factors in the classroom or in a virtual learning environment for further research. Findings should then be used to aid technology integration in education. Impact on Society: The effective and successful technology integration may be reached by minimizing the barriers identified. Future Research: Future research can investigate technological barriers with reference to external variables (e.g., motivation, acceptance, satisfaction) using the developed scale. The findings can then be used to eliminate the barriers and facilitate technology integration. http://www.informingscience.org/Publications/4497 external barriers internal barriers teacher technology integration eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-02-08 19 041 063 4500 article Ying Xiu xiuying9010@gmail.com Penny Thompson penny.thompson@okstate.edu Aim/Purpose: This study aims to explore the relationship between motivation and students’ perspectives, learning performance, and use of online course materials in flipped classrooms. Background: The flipped classroom model is an innovative instruction method that has limited research to date exploring its impact on motivation. It remains unknown if the same motivation patterns exist in flipped classrooms as in purely face-to-face or online learning environments. Methodology: Fifty-nine undergraduate students’ expectancy beliefs (control beliefs about learning, self-efficacy) and value beliefs (task value, intrinsic motivation, extrinsic motivation) were measured by subscales adapted from Motivated Strategies for Learning Questionnaire. Students’ final grade percentage represented their learning performance. Regression analysis was used to explore the ability of motivational characteristics to evaluate how well the five motivational subscales predicted participants’ perspectives of a flipped class. Contribution: The results of this study suggest that students have similar motivation patterns regarding their learning performance in flipped classrooms as in traditional or online classrooms. Overall, students reported positive motivational beliefs towards a flipped classroom. Findings: Results indicated that students in a flipped classroom also show a positive correlation with motivation regarding their learning performance as in traditional or online classrooms. Self-efficacy is a significant predictor of both students’ academic achievement and perceptions of the flipped classroom. Overall, students had positive attitudes towards the flipped model but indicated neutral attitudes when asked if they wished to take another class taught in a flipped format. Recommendations for Practitioners: The findings suggested that instructors should set up pre-class activities related to credits that account for the course grade to reinforce students’ effort spent on course preparation. The results of this study suggest that students’ previous experiences of flipped classrooms and online learning may not always affect their motivational beliefs, learning performance, and perceptions of the course format in a flipped classroom. However, a large number of online materials may cause fatigue and make students unwilling to use all the online materials. Recommendation for Researchers: The flipped classroom model is a valuable teaching strategy that can be applied at any educational level to maximize learning time, but continuing research is needed in the field to improve the effectiveness of this approach and facilitate learning among all students, including those with low self-efficacy beliefs or overall motivation. Impact on Society: While the flipped learning model challenges instructors to shift emphasis from providing content to designing active learning experiences, this role remains vitally important for facilitating in-class activities, scaffolding out-of-class preparation, and effectively implementing the flipped design. Future Research: This research did not use control experiments to eliminate other confounding variables. This study explored relationships between motivation and flipped learning but did not prove cause and effect. Whether students in a non-flipped learning classroom have a higher or lower motivation is still unknown and more empirical studies are still needed in the field for assisting instructors who want to adopt this teaching style with better practices. http://www.informingscience.org/Publications/4500 motivation learning outcome flipped classroom undergraduate course eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-03-09 19 065 085 4509 article Ziva R Hassenfeld ziva.hassenfeld@tufts.edu Marina Umashi Bers Marina.Bers@tufts.edu Laura E De Ruiter Laura.DeRuiter@tufts.edu Madhu Govind madhu.govind@tufts.edu Aim/Purpose: This paper presents findings on a curricular intervention aimed at integrating computer programming with reading and writing in early elementary school. The purpose of this research was to explore the relation between students’ varying literacy levels and their level of success in mastering an introductory programming language. Methodology: This curricular intervention study was implemented in a single school district in southeastern Virginia. Of the district’s 33 elementary schools, eight schools received an external grant from the U.S. Department of Defense to introduce computer science in early elementary education. Standardized literacy test scores were correlated with internally developed, and age appropriate programming assessment scores from N = 132 second grade students. Contribution: This study is the first of its kind to look at how students at varying literacy levels succeed in mastering an introductory programming language when introduced through a literacy lens. Findings: The findings indicated that there was strong evidence for a weak, positive correlation between students’ literacy levels, as determined by the PALS assessment, and their programming mastery, as determined by the curricular programming assessments. The positive correlation suggests that there may indeed be underlying constructs that overlap between literacy and programming. Recommendations for Practitioners: Consider integrating computer programming as a foundational component of the literacy curriculum, especially in the early grades, where the two skill sets can mutually support one another. Recommendation for Researchers: Additional research is necessary, using a variety of literacy and programming measures, to continue to understand the relationship between emerging literacy and emerging computer programming skills. Impact on Society: Reimagining computer programming as a language has significant implications for how we teach programming in schools and how students then use programming out in the workforce. Future Research: Future work will repeat this curricular intervention with younger students: the district’s first grade and kindergarten classrooms. Introducing programming through the Coding as Literacy (CAL) approach even earlier in students’ literacy trajectories, we believe, will allow the positive impact of programming knowledge to influence students’ literacy development. In this next phase of our research agenda, we will collect pre and post literacy scores, both standardized and internally developed, to see the myriad ways that programming knowledge impacts literacy. http://www.informingscience.org/Publications/4509 emerging programming pedagogy curricula early childhood computer science education literacy eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-03-19 19 087 112 4518 article Yassine Safsouf safsoufyassine@gmail.com Khalifa Mansouri khmansouri@hotmail.com Franck Poirier franck.poirier@univ-ubs.fr Aim/Purpose: This study focuses on the learners’ success toward learning management systems in higher education in Morocco and also proposes a theoretical model to better understand the determinants of learners’ satisfaction, self-regulation and continuance intention to use these systems. For this purpose, variables which may have a positive or negative influence in our model are examined. Background: The latest version of the technology acceptance model, expectation–confirmation model, DeLone and McLean Information systems success model and self-regulated learning theory, have been used. This study proposes a causal model named e-learner success assessment model or e-LSAM. Methodology: In this study, a structural equation model (SEM) approach was used for the empirical validation and testing of correlation hypotheses between e-LSAM constructions. Contribution: This research extends previous literature on the factors that can contribute to learners’ use, engagement, satisfaction and success in an e-learning system, we also propose a causal model named e-learner success assessment model (e-LSAM). Findings: The results indicate that, learner’s success in an e-learning system could be explained by self-regulation and learners’ intention to continue using LMS, which is explained by learners’ satisfaction. The results also show that the system quality, course and information quality, course flexibility, diversity in assessments and social interactions can improve learners’ satisfaction with LMS platforms Impact on Society: This study will enable the university and higher school in Morocco to better understand the critical factors to be undertaken to improve student performance and educational levels. Future Research: This document is a general overview of factors that help to understand learner’s success in an eLearning system; it is not without limitations. Our research did not take into account the effects of demographic attributes such as gender, age, level of education and others. More specifically, Morocco, like any other country, has its own traditions and culture, future research should explore how these aspects influence the success of learners in an e-learning system. http://www.informingscience.org/Publications/4518 continuance usage e-learning learner satisfaction self-regulation learning man-agement systems learners’ success causal model eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-03-19 19 113 130 4526 article Garry White gw06@txstate.edu Aim/Purpose: The purpose of this study is to determine the effectiveness of an Adaptive Learning Technology (ALT), as compared to traditional teaching methods, in an undergraduate management information course. The effectiveness is based on Bloom’s Taxonomy of Learning Competencies Background: Previous studies have investigated factors involved with ALT. From one study, students enjoyed how to use new technology and believed it improves learning. However, the literature lacks studies showing gains in understanding and remembering as defined by Bloom’s Taxonomy of Learning Competencies. Methodology: Correlations between ALT usage and test/course grades were performed. McGraw-Hill’s Connect LearnSmart® was used as the ALT. The ALT was optional for extra credit in the class. Correlations were performed between LearnSmart® scores and tests. Then, since usage was bimodal (students who took the initiative to fully complete LearnSmart® and those who did not do LearnSmart®), an independent-samples t-test was performed between these two distinct groups. Sampling was from an Information Technology course at a major university. The data collection methods composed of recording LearnSmart® scores and test scores. Contribution: This study aims to provide empirical evidence of ALT outcomes in learning, to show if ALT enhance learning over traditional teaching methods. If not, the value of using ALT is provided. Findings: Results showed no relationships between ALT usage and test/course grades. No differences between the two groups (those who completed ALT and those that did not do the ALT) were found with each of the four tests and final course grades. Since the ALT group did the LearnSmart® as an option, the tool appears to be a preference for learning style and provides user satisfaction. This is consistent with prior studies. Recommendations for Practitioners: Practitioners should use ALT for convenience, preferences, and students’ satisfaction. The use of both traditional teaching methods and newer technology teaching methods might be most effective because they provide flexibility for the best method that satisfies the student. Editors and developers of publishers need to consider student preferences in learning. Recommendation for Researchers: Opinions and perceptions by subjects may be misleading. In future research, empirical evidence needs to be provided to validate opinions and perceptions. Research needs to focus more on students’ characteristics such as learning style, learning preferences, and initiative. Impact on Society: This research suggests that an ALT is efficient for the learning process rather than effective for outcomes and enhanced learning. Students can learn just as well without an ALT. Decisions to use an ALT should be based on convenience and student preferences. Future Research: In this study, students had the option to do an ALT. They showed initiative. For future research, initiative needs to be removed. Random assignments to do an ALT or not need to be studied to further confirm the findings of this study. Also, a future study needs to use the same subject’s outcomes for both an ALT and traditional teaching methods. http://www.informingscience.org/Publications/4526 adaptive learning technology Bloom’s Taxonomy of Learning Competencies learning tools LearnSmart® SmartBook® student grade outcomes eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-04-14 19 131 166 4533 article Catalina Huilcapi-Collantes cahuilcapi@puce.edu.ec Azucena Hernández Martín azuher@usal.es Juan Pablo Hernández-Ramos juanpablo@usal.es Aim/Purpose: The purpose of this study was to examine the effects of a 20-hour blended learning visual literacy course applied to in-service teachers. For this purpose, we designed the course to train the educators and the instrument to measure the level of visual literacy of participants before and after the intervention. Then, we found the differences. Background: Visual literacy is essential for improving visual communication skills on in-service teachers because they use and construct visual material permanently. Hence, they need to be trained for developing visual literacy taking into account their pace of life and specific needs. Methodology: We employed a quasi-experimental one-group pretest-posttest design. The area of study is Social Science, specifically Education. The population was in-service teachers who work in private schools in the north zone of Quito, Ecuador. The convenience sampling method was used to conduct this pilot study of 51 teachers at one private school. The visual literacy course was designed based on the ACRL Visual Literacy Competency Standards. The differences in the level of visual literacy were measured through a visual literacy test of 45 items made for this specific purpose. Differences between pretest and posttest were found after performing paired samples t-test on collected data. Contribution: This research contributes to visual literacy research focused on in-service teacher’s instruction. This practical study was based on a complete proposal for training and evaluated the visual literacy level of in-service teachers. Findings: Findings show that there are statistically significant differences in pretest and posttest scores, so teachers improved their level of visual literacy after the 20-hour blended learning visual literacy course. Recommendations for Practitioners: Practitioners should adapt the length of the training course to the teachers’ schedules. They should review the course themes and the items in the visual literacy test to know about the specific content to be taught along the course. Recommendation for Researchers: Researchers who want to replicate a similar study should have a bigger group of participants and, if possible, they should have a control group. Impact on Society: This study indicates that teachers could improve their level of visual literacy after attending a well-structured training course. Thus, it is crucial to offer in-service teachers the opportunity to improve their visual communication skills through a concrete learning process adapted to their schedules and life. Future Research: Future research should focus on evaluating before and after the treatment, through practical projects, the previous and acquired knowledge of in-service teachers. http://www.informingscience.org/Publications/4533 visual literacy teacher training blended learning in-service teachers eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-04-15 19 167 204 4532 article Juarez Bento Silva juarez.b.silva@ieee.org Simone Meister Sommer Bilessimo simone.bilessimo@ufsc.br Isabela Nardi Silva isabela.n.silva@edu.sesisc.org.br Aim/Purpose: This paper presented the framework for the integration of digital technologies in education, implemented in InTecEdu Program, developed by Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina (UFSC), Brazil. Background: The main objective of the model presented is to arouse interest in science and technology among adolescents. Therefore, it sought to develop STEM competencies (Science, Technology, Engineering, and Mathematics) in children and adolescents. Understanding learning in STAM areas can favor the development of professionals who can supply the demand in related sectors, especially in the scientific-technological scope. To fulfill the main objective, strategies related to students and teachers were developed. With activities aimed at students, it was hoped to promote vocations to scientific-technological careers and encourage entrepreneurship. On the other hand, the activities related to teachers aimed at training them to integrate technology into their lesson plans. Inspired by the Maker Culture, the model sought to make it possible for teachers to become the main agents in the process of integrating technology in their lesson plans, since they were in charge of building and producing their digital content and other resources to support their didactic activities. The maker movement is a technological extension of the “Do It Yourself!” culture, which encourages ordinary people to build, modify, repair, and manufacture their objects, with their own hands. The training actions were preceded by a diagnosis, inspired by the Technological Pedagogical Content Knowledge (TPACK) model, as well as the lesson plans prepared and made available by the teachers. Methodology: Methodologically, the framework’s work plan was composed of five Work Packages (WP), which include management, resource mapping, strategies related to teachers, strategies related to students, and the dissemination and exploitation of results. In the 2014-2018 period, 367 teachers participated in training activities, intending to integrate technologies into lesson plans. At the end of 2018, 27 Basic Education schools, including an indigenous and a rural school, from the public-school system, in the states of Santa Catarina, Minas Gerais, and the Rio Grande do Sul, in Brazil, using the project’s Virtual Learning Environment (VLE). In these 70 teachers, 230 classes, and 6,766 students accessed didactic content, produced by teachers, at VLE. Also, 20 laboratories were available in 26 instances, for use in practical activities in disciplines in the STEM areas. Specifically, in the STEM areas, 3,360 students from 98 classes from 9 schools had integrated the Remote Laboratories, in lesson plans in the subjects of Physics and Biology (High School), Science (Elementary School). Contribution: The main results of the application of the framework are related to the training of human resources, knowledge production, and educational innovation. About the training of human resources, we sought to contribute to the training of teachers concerning technology in education and, with that, arouse greater interest on the part of students, as well as obtain improvements in their learning from teaching methodologies supported on the use of digital technologies. On the other hand, the production of knowledge, in the program and the socialization of research, is favored by the model based on open-source resources, both in terms of software and hardware and with open educational resources. This characteristic favor and expands the potential for reapplying research and, consequently, its contribution to educational innovation. Findings: The results, about students, indicated an increase in motivation due to the creation of new teaching and learning opportunities. The fact of extending the classroom and school, through remote laboratories, to support practical activities and the use of VLE, was also pointed out as a very positive factor. On the other hand, the realization of the workshops, inspired by practices of the Maker Culture, provided an approximation of these to the skills of the real world, which will certainly favor their employability. Regarding the teachers, it is noticed the continuity and expansion in the use of technological resources in the classroom; many sought and have participated in new training actions. Recommendations for Practitioners: Provision of a repository of practices for sharing and reuse of lesson plans developed by teachers participating in the research. Technical documents, manuals, and guides for robotics, computer programming, electronics and new technology workshops for students. Recommendation for Researchers: Technical documents, manuals, and guides for remote laboratories. Data collected in the applied questionnaires. Technical documents, manuals, and guides for robotics, computer programming, electronics and new technology workshops for students. Impact on Society: The main results of the framework application are related to human resources formation, knowledge production, and educational innovation. Regarding the formation of human resources, we sought to contribute to the formation of teachers concerning technology in education and, about the students the creation of teaching and learning opportunities, to extend the classroom and also the school, through the remote laboratories, to support the practical activities and the use of the VLE. Future Research: The socialization and reapplication of the framework since it is based on open-source resources, both software and hardware, and with open educational resources. http://www.informingscience.org/Publications/4532 framework integration technology teaching and learning teacher im-provement open educational resources virtual and remote labs eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-04-23 19 205 222 4540 article Mona Lundin mona.lundin@ped.gu.se Annika Lantz-Andersson annika.lantz-andersson@ped.gu.se Thomas Hillman thomas.hillman@gu.se Aim/Purpose: The aim of this study is to investigate posts that deviate from the norm by receiving many more comments than likes in a teacher thematic Facebook (FB) group. Background: Social media sites are currently becoming standard tools for professional practices. Swedish teachers use thematic FB groups as a platform for professional learning. Methodology: Data from a large teacher FB group over a three-year period have been collected using programmatic approaches. The interactions have been analysed through a three-phased process: (1) meta-data selection criteria and computational analysis to identify in-depth discussions, (2) content selection criteria, and (3) interaction analysis of selected threads. Contribution: FB discussions provide a platform for teachers for sharing resources and for emotional and professional support. The support and sharing do not merely constitute explicit requests, but also bring about professional discussions. Findings: The 79 original posts that significantly deviated from the norm of the group, were formulated as questions and/or requests, which implies that they were designed to attract comments and not only likes. The original posts were organized around four themes: (1a) functionally motivated technical features, (1b) instructionally motivated technical features, (2) pedagogical ideas and premises, and (3) sharing. The nature of these unusual threads was that teachers used the thematic FB-group to share teaching material and resources as well as to give and receive emotional and professional support. Such sharing and support meant a transformation from working in isolation to finding a professional community. In the discussion threads the teachers displayed a variety of identities, such as active and engaged teacher, a thematic expert, or a central group member. Recommendations for Practitioners: In terms of practical implications, teachers’ competencies towards using social media platforms for collective and constructive discussions need to be strengthened. The challenge is to promote more teachers to partake in challenging such group norms in such groups so that discussions characterised by openness, debate, and constructive criticism are established. Recommendation for Researchers: It is vital to empirically investigate teachers’ online interactions as new types of collegial discussions that, while rich, could be seen as valuable even if they are unpredictable compared to well-established professional learning efforts. Impact on Society: This study contributes with knowledge about the impacts of social media platforms as becoming standard tools for all human activities, let alone professional practices. Future Research: Additional detailed analysis of teachers’ use of social media platforms for professional purposes are needed as well as methodological competence development with regard to computational approaches such as those employed in this study. http://www.informingscience.org/Publications/4540 social media Facebook teachers Goffman identity work computational analysis thematic analysis eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-04-26 19 223 242 4542 article Ahmad Samed Al-Adwan a.adwan@ammanu.edu.jo Naser Khdour n.khdour@ammanu.edu.jo Aim/Purpose: The current study has been carried out to reveal students’ readiness to utilize MOOCs at higher learning institutions in Jordan. Background: Higher education institutions around the globe are shifting rapidly to reach learners worldwide by providing open education. In accordance with this universal effort, Jordan is committed to offering open access education that allows learners to access knowledge through the Internet and has launched one of the first Arabic “Massive Open Online Course” (MOOC) platforms in the Arabic region. Thus, students must be prepared and ready for this innovation in education. Nonetheless, MOOCs have been incessantly discussed and have faced wide criticism as an insufficient amount of research has been conducted on students’ readiness to be involved in MOOCs. The level of tertiary students’ preparation to utilize and attend MOOCs as a source of learning is unclear. Methodology: Structural equation modeling (SEM) was used to test the proposed model of students’ readiness for MOOCs. Convenience sampling was used to distribute a paper-based questionnaire to the students of three Jordanian universities during a period of four months from May to September 2019. Out of 700 distributed questionnaires, a total of 537 responses were returned giving a response rate of 76.7%. Out of the returned questionnaires, 69 responses were reported incomplete as most of the questions (>80%) were left unanswered; these 69 questionnaires were eliminated from any further analysis. As a result, a total of 468 questionnaires were valid for statistical analysis. Contribution: This study aims to contribute to the existing literature by examining the perceptions of higher education students in Jordan toward MOOCs. The current study extends the continuing debate about MOOCs with respect to determining which factors influence students’ readiness to participate in these courses. Specifically, this study investigates both the cognitive and psychological influential factors that determine the readiness of Jordanian students to adopt MOOCs. The proposed theoretical framework for this research is based on the work of Yu and Richardson, who developed the model of Student Online Learning Readiness (SOLR). SOLR is comprised of three forms of competency assumed to be important in examining students’ readiness for online learning. Specifically, these competencies are (1) social competency represent skills, capabilities, and a sense of control, which is necessary for managing social situations and developing and sustaining relationships, (2) communication competency, “the ability of an individual to demonstrate knowledge of the appropriate communicative behavior in a given situation”, and (3) technical competencies, “self-efficacy in technology”. Furthermore, the research model includes an additional competency: self-management of learning, “the degree to which a student perceives himself/herself as being self-disciplined and is able to engage in a greatly autonomous learning setting.” Findings: The results obtained from the SEM revealed that students’ readiness to accept MOOCs in their learning is significantly influenced by four types of competency: social, technical, self-management of learning, and communication. Recommendations for Practitioners: Facilitators of MOOCs should take into account that technical competency can be enhanced by recognizing that technical competency related to online learning should be developed, taught, and constantly reinforced at every educational level as a life skill. Additionally, facilitators and developers of MOOCs should be prepared to find methods to support and inspire student participation, and to recognize the importance of learning skills in the MOOC environment. Furthermore, facilitators and developers of MOOCs should increase the social presence of fellow participants in MOOCs, which in turn facilitates the attainment of collaborative learning. Recommendation for Researchers: Researchers may use well-established theories related to investigating online learning usage in exploring students’ readiness to use MOOCs. Impact on Society: A study like the current one would be beneficial for higher education institutions in Jordan to determine the key factors that influence students’ readiness and in turn develop active strategies to address students’ needs in order for them to adopt MOOCs. Future Research: Further studies may include additional factors to better measure students’ readiness to use MOOCs. The additional factors can be revealed by utilizing a qualitative method. Thus, additional studies may employ a mixed-method approach (both quantitative and qualitative) to accurately identify additional factors that may influence student readiness to student readiness to MOOCs and to offer a more holistic understanding of readiness. http://www.informingscience.org/Publications/4542 MOOCs distance learning MOOCs adoption online learning technological competency self-regulate learning MOOCs adoption eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-05-04 19 243 258 4549 article Corey Baham corey.baham@okstate.edu Aim/Purpose: The purpose of this study was to explore and test several improvements for incorporating the Business Product Owner (BPO) role in student software projects using Scrum. Background: As the popularity of Scrum has grown, its roles and ceremonies have been utilized in student software projects, yet one of the more challenging roles to implement in the academic context is the role of BPO. Consequently, although the BPO role is central to Scrum, this role is lacking in many student Scrum projects. Methodology: Both quantitative and qualitative data were collected at a large university in the U.S. to assess the effectiveness of attempted improvements in incorporating the BPO role in 32 student Scrum projects. Contribution: This study is among the first to theorize and examine the bottom-up selection of BPOs where team members select their own BPOs as a unique project requirement. This study extends current theory to expand the development team roles when BPOs are unable to articulate requirements during co-creation activities. This study also informs us of the impact of BPO attributes on team member perceptions and it demonstrates how BPO engagement can be improved in student Scrum projects. Findings: The findings suggest that BPO engagement can be improved by (a) formalizing the BPO selection process through time-limiting responses, screening, and contractual agreements, (b) starting the BPO initiation process through co-creation activities (e.g., user story workshop), and (c) expanding the development team’s role in defining and prioritizing features during the BPO execution process through mutual steering. Recommendations for Practitioners: Based on the findings, practitioners are recommended to educate BPO’s concerning their role and its impact on the Scrum team. Recommendation for Researchers: Researchers are recommended to develop and test additional mechanisms to facilitate ongoing BPO engagement. Impact on Society: Higher education needs to explore more ways of involving practitioners in student projects. Future Research: Future research should explore ways of reducing BPO attrition in student Scrum projects. http://www.informingscience.org/Publications/4549 agile software development Scrum business product owner IS education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-05-08 19 259 286 4489 article Achmad Nizar Hidayanto nizar@cs.ui.ac.id Zaenal Abidin z.abidin@mail.unnes.ac.id Theresiawati Tere - theresiawati@upnvj.ac.id Henki Bayu Seta henkiseta@upnvj.ac.id Aim/Purpose: This research aims to evaluate and analyze the e variables which influence the quality of e-learning services at the university-level based on the perspectives of students (stakeholders). It seeks to identify factors of e-learning quality and satisfaction and to examine the relationship between the dimensions of e-learning quality, satisfaction, and behavioral intention as perceived by university students. Background: E-learning is an electronic learning approach that supports online teaching and learning. One of key indicators of the success of e-learning development and implementation is the increased satisfaction of e-learning users. However, research focusing on the service quality of e-learning in universities, especially in Indonesia, has not been widely carried out and has not been comprehensive. Researching the quality of e-learning services in universities, especially in Indonesia, will help to increase the gross enrollment rate (GRE) in tertiary education Methodology: This research uses quantitative methods. Research data were obtained by distributing a questionnaire at one of state universities in Indonesia. The study was based on an extension of a service quality model consisting of teacher quality perception represented by factors of assurance, empathy, responsiveness, and reliability, the quality of the Learning Management System (LMS) represented by usability and informativeness, and the quality of lecture materials represented by learning contents. Data collected were analyzed with SmartPLS, using a partial least squares-structural equation model (PLS-SEM). Contribution: This research contributes to knowledge in the field of information systems, especially the management of e-learning as an online learning media. Most e-learning research only involves one aspect, for example, teacher quality or service quality. This research investigates several dimensions including teacher quality, LMS quality, and content quality, resulting in a model that incorporates several aspects. Findings: The findings of this research indicate that content quality, teacher quality (empathy, responsiveness, reliability, and assurance), and LMS quality (usability and informativeness) have a significant influence on the quality of e-learning based on the students’ perceptions. However, LMS quality does not have a significant effect on satisfaction. The quality of e-learning and user satisfaction are found to have a significant and positive effect on user intention to engage in e-learning. The findings of this study suggest that satisfaction is very influential and has a higher value than e-learning quality in relation to students’ intention to use e-learning. Recommendations for Practitioners: The significant influence of the constructs investigated in this research could shape strategies and approaches that are adopted to enhance e-learning service quality and increase the success of e-learning development and implementation, resulting in higher interest in e-learning services, especially in Indonesian higher education. Recommendation for Researchers: This work offers a theoretical understanding of e-learning service quality in a higher education institution. We recommend that fellow researchers consider LMS quality, content quality, and user satisfaction as important factors which influence the quality of e-learning services. Impact on Society: For universities, this research provides insights into important indicators of e-learning service quality so that the success of e-learning development and implementation can increase e-learning users’ interest in using e-learning services. Future Research: Future studies focusing on e-learning services should incorporate indicators of LMS quality, content quality, and user satisfaction as important factors that influence the quality of e-learning services. Our research is limited to the e-learning of one university in Indonesia. The research might be expanded to a larger scale, including all regions in Indonesia which are represented by several public and private universities. http://www.informingscience.org/Publications/4489 e-learning e-learning quality service quality ServQual model Indonesian higher education student perspectives eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-06-01 19 287 314 4550 article Lars Almén lars.almen@ju.se Cecilia Bjursell cecilia.bjursell@ju.se Sangeeta Bagga-Gupta Sangeeta.Bagga-Gupta@ju.se Aim/Purpose: The aim of the study is to explore students’ encounters with digital tools and how they account for their experiences of using digital tools within formal education. Background: While computers have a long history in educational settings, research indicates that digital tools function both as affordances and constraints, and that the role of digital tools in schools continues to be debated. Taking into consideration student perspectives can broaden the understanding of knowledge formation practices. Methodology: The study is part of a larger ethnographic project, focusing on agency at all levels with respect to digitalization in schools. The present exploratory study is built primarily on interviews with 31 secondary school students at five different schools (15 girls and 16 boys). The analytical framework was a Nexus Analysis, focusing on discourses in place. Contribution: The paper shows how digital tools are conceptualized as being formed by and fitted into the traditions and habits of the institution, rather than acting as a transformative force to change knowledge formation practices in schools. Findings: From the students’ narrative accounts, the following key themes emerge: (1) Action in contexts, (2) Agency in contexts, and (3) Equality in contexts. The first deals with the use of digital tools in school and the interaction order as it is accounted for in the use of digital tools in schools. The second frames human agency with regards to usage of digital tools and how agency fluctuates in interaction. The third deals with the compensating role digital tools are supposed to play for students who are identified with special needs and for students with divergent backgrounds, especially socioeconomic standards. Recommendations for Practitioners: For teachers, the recommendation is to engage in dialogue with the stu-dents on how and when to use digital tools and the affordances and con-straints involved from a student’s point of view. For school leaders, the recommendation is to review how organizational structures, culture, and processes hinder or support the development of new practices in digitalization processes. Recommendation for Researchers: The three key themes that emerged in this study emphasize the need to reflect upon how a panopticon view of contemporary classrooms can be challenged. Involving students in this work is recommended as a means to anchor ideas and results. Impact on Society: This study is part of a larger project at Jönköping University, focusing on agency at all levels with respect to digitalization in schools. The overall goal is to increase our understanding of how to improve digitalization and implementation processes in schools. Future Research: Future studies that address digital technologies in schools need to pay special attention to the interaction between students, teachers, and various kinds of tools to map the nature of the education process, with the aim of challenging the panopticon view of the classroom. Future studies need to focus upon processes themselves, rather than accounts of processes. http://www.informingscience.org/Publications/4550 digital tools nexus analysis secondary school digitalization Sweden eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-06-17 19 315 337 4573 article Robert Weinhandl robert.weinhandl@gmail.com Zsolt Lavicza lavicza@gmail.com Tony Houghton ajh249@gmail.com Aim/Purpose: Our research aims to explore which design elements and aspects of online learning environments are relevant for teachers when introduced to educational innovations such as flipped learning and, thereby, to enable facilitating the dissemination of these innovations. Background: Integrating educational innovations from academic discourses or professional teacher development into teachers’ classroom practices is challenging. Sustaining and reinforcing their effects on professional development is also difficult especially because of the lack of continuous support and inspiration for long term pedagogical changes. Online learning environments could facilitate such assistance, inspiration, and assist in developing supportive teacher communities. The current coronavirus pandemic and the associated homeschooling illustrate that supportive off- and online teacher communities and mutual support and inspiration of teachers will become increasingly significant, especially in virtual learning environments. Methodology: To discover key elements and aspects of such learning environments, an online learning environment for flipped mathematics education was developed, and its application was investigated following design-based research principles. Contribution: In this paper, specifications of design elements and aspects of our online learning environments for teachers embedded into flipped education and other educational innovations will be introduced. Findings: The evaluation of the research data using grounded theory principles indicated that if online learning environments was to promote flipped approaches in mathematics education for teachers in our study the following categories were essential: (a) teachers want to be able to make decisions concerning online learning, (b) online learning environments should illustrate advantages of approaches/technologies as well as their practical relevance, (c) online learning environments should not lead to additional work for teachers, and (d) privacy and security of online learning environments. Recommendations for Practitioners: Following results of our study, teachers should be provided with a variety of high-quality learning materials and opportunities for teachers to share their own learning materials through online learning environments in professional teacher development. However, when providing a variety of learning materials, course leaders should ensure not to overburden participants of professional teacher development. Recommendation for Researchers: For researchers, it is necessary to verify results of our qualitative study quantitatively and to apply our results in other fields of online learning as well. Focusing on the contradictions between the visibility and dissemination of innovation through OLE and teachers’ request for closed OLE could be fruitful. Impact on Society: Results of our study could also have an impact on working lives as a whole, and not just schools or professional teacher development. The corona pandemic has increased the relevance of online working and related online learning for a growing part of our society. High-quality online learning environments could play important roles in this professional transformation. Future Research: Our consecutive research step will be, on the one hand, to explore how online learning environments and their elements could support teachers in their everyday professional lives and thus shifting our research focus from professional teacher development to teaching and learning mathematics in schools. On the other hand, our future research will focus on developing quality standards for learning materials for online learning environments. Furthermore, research should also be continued in regions and subjects with less favorable conditions. This enhancement of research setting should improve the generalizability of our results. http://www.informingscience.org/Publications/4573 scaling-up innovations professional teacher development blended learning mathematics teaching online learning environments flipped approaches eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-06-20 19 339 365 4553 article Ufuk Celikkan ufuk.celikkan@ieu.edu.tr Yasar Guneri Sahin yasar.sahin@ieu.edu.tr Aim/Purpose: This paper investigates the gaps between industry and academia perceptions of information technology fields, such as computer science, software engineering, and computer engineering, and it identifies areas of asymmetry between curricula and industry expectations. The study mainly focuses on the skills required of IT professionals (graduated students) and on how higher education institutes equip students for industry. Background: Higher education institutes have several IT-related departments. However, it is not clear whether these departments have sufficient content to equip students with industry-related skills. Rapid advances mean that some curriculum topics are redundant before the end of a standard two- or four-year degree programs. Balancing the technical/non-technical skills and adjusting the curricula to better prepare the students for industry is a constant demand for higher education institutions. Several studies have demonstrated that a generic curriculum is inadequate to address current IT industry needs. Methodology: The study involved a comprehensive survey of IT professionals and companies using a Web-based questionnaire sent directly to individual companies, academics, and employers. 64 universities and 38 companies in 24 countries were represented by the 209 participants, of whom 99 were IT professionals, 72 academics, and 38 employers. Contribution: This paper is intended to guide academics in preparing dynamic curricula that can be easily adapted to current industry trends and technological developments, with content directly relevant to student’s careers. In addition, the results may identify the skills that students need to secure employment and the courses that will provide skills in line with current industry trends. Findings: The results indicate a lack of emphasis on personal and non-technical skills in undergraduate education compared to general computer science, software development, and coding courses. Employers’ and software experts’ responses emphasize that soft skills should not be ignored, and that, of these, analytical thinking and teamwork are the two most requested. Rather than a theoretical emphasis, courses should include hands-on projects. Rapid developments and innovations in information technologies demand that spiral and waterfall models are replaced with emerging software development models, such as Agile and Scrum development. Recommendations for Practitioners: A multidisciplinary approach should be taken to the teaching of soft skills, such as communication, ethics, leadership, and customer relations. Establishing multiple learning tracks in IT education would equip students with specialized knowledge and skills in IT. An effective communication channel should be established between students and industry. It is also important to reduce the distance between academics and students and to provide an interactive environment for technical discussions. Enterprise level computing and Framework use provide job market advantages. Recommendation for Researchers: Researchers and department heads, particularly those involved in curriculum design and accreditation, could use the results of this exemplary study to identify key topics for attention. Impact on Society: Changes of various degrees are required in the current curricula in many higher education institutions to better meet student needs. Societies and technology are dynamic in nature, and information technology-related curricula in higher education institutions should be equally dynamic. Future Research: Since technology (especially information technology) transforms and advances itself so rapidly, this study should be replicated t to investigate how these changes affect the gap between revised curricula and current industry expectations. http://www.informingscience.org/Publications/4553 asymmetry in software education higher education and industry gaps in-formation technology education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-06-22 19 367 393 4580 article Ilenia Fronza ilenia.fronza@unibz.it Luis Corral lrcorralv@tec.mx Claus Pahl claus.pahl@unibz.it Aim/Purpose: This work aims to introduce and evaluate an instructional strategy that aids end-users with developing their software products during intensive project-based events. Background: End-users produce software in the labor market, and one of the challenges for End-User Software Engineering (EUSE) is the need to create functional software products without a formal education in software development. Methodology: In this work, we present an instructional strategy to expose end-users to Agile-based Software Engineering (SE) practices and enhance their ability to developing high-quality software. Moreover, we introduce a SE approach for the collection of metrics to assess the effectiveness of the instructional strategy. We conducted two case studies to validate the effectiveness of our strategy; the comprehensive analysis of the outcome products evaluates the strategy and demonstrates how to interpret the collected metrics. Contribution: This work contributes to the research and practitioner body of knowledge by leveraging SE centric concepts to design an instructional strategy to lay the foundations of SE competencies in inexperienced developers. This work presents an instructional strategy to develop SE competencies through an intensive and time-bound structure that may be replicated. Moreover, the present work introduces a framework to evaluate these competencies from a product-centric approach, specialized for non-professional individuals. Finally, the framework contributes to understanding how to assess software quality when the software product is written in non-conventional, introductory programming languages. Findings: The results show the effectiveness of our instructional strategy: teams were successful in constructing a working software product. However, participants did not display a good command of source code order and structure. Recommendations for Practitioners: Our instructional strategy provides practitioners with a framework to lay foundations in SE competencies during intensive project-based events. Based on the results of our case studies, we provide a set of recommendations for educational practice. Recommendation for Researchers: We propose an assessment framework to analyze the effectiveness of the instructional strategy from a SE perspective. This analysis provides an overall picture of the participants’ performance; other researchers could use our framework to evaluate the effectiveness of their activities, which would contribute to increasing the possibility of comparing the effectiveness of different instructional strategies. Impact on Society: Given the number of end-user developers who create software products without a formal SE training, several professional and educational contexts can benefit from our proposed instructional strategy and assessment framework. Future Research: Further research can focus on improving the assessment framework by including both process and product metrics to shed light on the effectiveness of the instructional strategies. http://www.informingscience.org/Publications/4580 intensive project-based events bootcamp end-user software engineering EUSE instructional strategy assessment framework eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-07-24 19 395 425 4601 article Carmen Tulia Ricardo-Barreto cricardo@uninorte.edu.co Daladier Jabba Molinares djabba@uninorte.edu.co Humberto Llinás hllinas@uninorte.edu.co Judith M Peña Santodomíngo direccion.cideh@usbmed.edu.co Cinthia Milena Astorga Acevedo castorga@uninorte.edu.co Pedro D Acevedo Rodríguez pdacevedo@uninorte.edu.co Claudia P Baloco Navarro cbaloco@uninorte.edu.co Sandra M Villarreal Villa sandravillarreal@uninorte.edu.co Aim/Purpose: This study aimed at recognizing and analyzing the trends of ICT use (hardware, software, and digital educational resources) by higher education professors in the Antioquia region (Colombia), and characterizing this population according to their context. Background: The inexorable growth of ICT and the convergence of networks have produced great changes in human culture, and particularly in the educational environment. As a result, the development of appropriate technological competencies and the study of the trends of ICT use to meet this requirement become necessary. Methodology: The study follows a quantitative approach, with a non-experimental and correlational design. The sample consisted of 97 professors from different universities of the Antioquia region (Colombia), age between 21 and 60 years old, selected in a non-aleatory way, to fill in an online survey. Contribution: A contribution is the identification and characterizing of an active population in higher education and the trends in use of digital resources in the classroom from the professors’ perception that allows recognizing the pedagogical potential of these resources to enrich the process of social and educational appropriation of ICT in higher education institutions (HEI). Findings: Findings show the level of use (low and high) of ICT (hardware, software, and digital educational resources) by university professors, identifying those that still maintain a predominant use (e.g., desktop PC); those that are innovative (e.g., laptop, smartphone), and those that appear with low frequency (e.g., apps, digital blackboard, clickers). These results show some factors that may influence the development of these trends, such as technological infrastructure, HEI support, teachers’ training, the accessibility and availability of resources, and preference for digital open resources. Recommendations for Practitioners: According to the results, universities should provide technological resources and suitable connectivity necessary for educational innovation to professors. Besides, it is suggested to strengthen the pedagogical use of ICT by training according to the trends of use and professors’ competency levels. Recommendation for Researchers: This study made evident professors’ great preference of using storage, display, and sound devices, among them the desktop PC and the laptop continue being the key tools to boost the educational process, in contrast to the low use of tools to detect plagiarism, social networks, and apps to boost activities with emergent technologies. Considering the potential and richness these tools may offer in the educational processes, it should be interesting to carry out studies on factors or motivations that influence the little inclination to use them. Impact on Society: The analysis of the trends of ICT use from the perspective of university professors about hardware, software, and digital educational resources may suggest greater attention to the permanent training to take advantage of the pedagogical and technological potential of these tools. Future Research: This study allows thinking of other ways and lines of research that are the base to develop future proposals exploring the reality of new generations of professors. It also could be the base to carry out comparative studies in other regional contexts, which permit to compare, contrast and enrich professors’ diversity. On the other hand, this research also shows the importance of carrying out mixed studies that offer a greater level of comprehension, analysis, and reflection about the target population and the trends of use of ICT. http://www.informingscience.org/Publications/4601 hardware software digital educational resources higher education institutions ICT eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-07-26 19 427 450 4612 article Melpomeni Kefallinou mkefallinu@gmail.com Emmanuel Fokides fokides@aegean.gr Aim/Purpose: The study examined whether spherical videos are an effective tool in teaching primary school students subjects related to the endangered species. It also examined their feelings/attitudes towards this tool. Background: Young students have trouble understanding concepts related to environmental education and, specifically, concepts related to the endangered species. Spherical videos constitute an interesting alternative teaching tool, applicable in diverse scientific disciplines. Additionally, research in this field is rather unsystematic and fragmented, given that the underlying technology is still an emerging one. Methodology: A three conditions within-subjects design was applied. Forty-nine, nine-to-ten years-old primary school students attending public schools in Athens, Greece were selected to participate in the project. They had never before been formally taught subjects such as the ones included in the study and had no prior experience in using Google Cardboard compatible head-mounted displays. The participating students were taught using printed material, web pages, and interactive applications in which spherical videos were embedded. The project lasted for nine two-teaching-hour sessions (three for each tool). Data were collected using nine evaluation sheets. About a third of the questions in these tests assessed declarative knowledge, while the rest examined procedural and conditional knowledge. A validated scale was also used, designed to evaluate users’ experience when using digital educational applications. For analyzing the data (from both the evaluation sheets and the questionnaire), several repeated measures ANOVA tests were conducted using SPSS 25. Contribution: By examining the learning outcomes from the use of applications in which spherical videos were integrated, by contrasting their impact on knowledge with other tools, and by quantifying their differences, the present study extends the -rather limited- literature regarding the educational uses of this technology. Given that there is a lack of a well-defined teaching framework, the study contributes towards this end, as a modified version of Bybee’s 5Es was tested, with encouraging results.” Findings: Post-hoc pairwise comparisons revealed statistically significant differences indicating that students’ performance when using the apps was better than their performance in the web pages and printed material. Statistically significant differences were also noted when analyzing the questionnaire’s data. In detail, the analysis revealed that the apps were considered more motivating compared with both the printed material and the web pages. The same applied to students’ enjoyment. Also, their sense of presence was stronger. Then again, all tools were considered as being equally useful. Finally, no usability issues were reported. Recommendations for Practitioners: As the development of apps requires time and effort, a large pool of ready-made apps has to become available to educators. Spherical videos have to be used in the context of a well-defined teaching framework. A familiarization period on how HMDs are used and how to run and navigate in the apps will help to avoid usability issues. Education administrators have to implement reforms in the primary school timetable and curriculum, for achieving the seamless integration of this technology to everyday teaching. Recommendation for Researchers: Motivation and enjoyment can be further enhanced by adding game-like features. Thus, software developers can consider adding such features and researchers can examine their effects. A lot more can be done for making the apps utilizing spherical videos easier to handle and navigate. For example, hand tracking can be used, which is a more natural interaction method. Future Research: Besides larger sample sizes and more interventions, future research can examine the impact of spherical videos on student misconceptions, attitudes, and behaviors towards environmental issues. It would be interesting to examine the views and experiences of educators as well. Longitudinal studies and comparison of spherical videos with other promising technologies would also be useful. http://www.informingscience.org/Publications/4612 endangered species environmental education primary school spherical videos eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-07-29 19 451 474 4605 article Lina María Pastes Urbano linampastesu@gmail.com Hamil S. Terán hamil@unicauca.edu.co Fabinton Sotelo Gómez fabinton.sotelo@unicauca.edu.co Mario F Solarte msolarte@unicauca.edu.co Carlos J Sepulveda sepul0392@unicauca.edu.co Juan M López Meza lmjuan@unicauca.edu.co Aim/Purpose: The purpose is a bibliographic review that seeks to offer a clearer vision of the impact of technological tools on the implementation of the flipped classroom model. Background: This document reviews the flipped classroom and secondary education literature to analyze what technological tools are used to implement this model in secondary education settings and their impact on students. Methodology: For the review, an analysis of 61 articles found in SCOPUS and WOS was carried out, processed with a scientometric tool, where the implementation of the inverted classroom model in high school is evident, and, according to these, an in-depth analysis was carried out on which tools are most used and in which contexts they are applied. Contribution: This document offers new researchers a more unobstructed view of what type of technological tools have been implemented in the flipped classroom model in the context of high school and how students perceive them. Findings: This review analyzes the following aspects: • Analysis of the leading countries where the flipped classroom model is applied in secondary education. • Analysis of the subjects where the flipped classroom model has been implemented. • It offers an analysis of the most used technological tools and in which contexts they are applied (online or offline). Impact on Society: This document helps new researchers make a conscious decision about the type of tool to implement to support the flipped classroom model and shows the importance of developing technological tools that are not limited by the use of the internet so that they can reach a more significant number of people. Future Research: Carry out research that focuses on applications that support low connectivity contexts, in order to improve the implementation of the flipped classroom model. http://www.informingscience.org/Publications/4605 flipped classroom high school technology platforms eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-07-29 19 475 488 4611 article Chongwoo Park chopark@augusta.edu Dong-gook Kim dkim@daltonstate.edu Aim/Purpose: One of the most critical challenges to the student learning experience in online classes would be providing interactions between students and instructors as effective as in face-to-face learning. This study introduces perceived instructor presence as a way to promote such interactions and investigates its effects on student learning experience in online learning. Background: Drawing upon theories of constructivism and social presence, this study proposes a research model to explore the causal relationships from the interactivity of a communication tool to the perception of instructor presence and to student learning experiences such as engagement and satisfaction. Methodology: The survey method was used to collect data from online business classes where an interactive communication tool was required to use for class communication and collaboration. Partial Least Squares analysis was used as the primary data analysis tool. Contribution: This study introduces perceived instructor presence in the online learning context and empirically tests its effects on the online learning experience. This study also contributes to the online learning literature by confirming the constructivist’s point of view on learning that interactions lead to better learning experiences, in the online learning environment. Findings: The study results show that the use of an interactive communication tool in online learning fosters strong student-instructor interactions and promotes students’ perceptions of instructor presence, which eventually enhances student engagement and satisfaction in online classes. Recommendations for Practitioners: This study recommends practitioners (e.g., teachers and professors) to use more interactive communication tools such as Microsoft Teams and Slack to promote the instructor presence in their online classes, which ultimately increase student engagement and satisfaction. Practitioners are also recommended to develop and use any other teaching methods or activities that can increase perceived instructor presence, which has a direct impact on student engagement in online learning. Recommendation for Researchers: While the fellow researchers can take one of the future research directions in this paper, it is recommended to consider more fundamental approaches to the study of online learning. For example, the concept of presence is a radical difference when courses are moved from face-to-face to online learning. Future research could investigate how various types of presence can play differently in online learning. Impact on Society: Better learning experiences are likely to have a significant impact on society’s well-being, and the findings of this study suggest how student learning experiences can be improved in online classes. Furthermore, this is particularly useful when many face-to-face classes were forced to switch to online classes abruptly during the COVID-19 pandemic as many students, parents, and educators were concerned with online learning experiences. Future Research: A replication study with different communication tools in various courses would be good future research to support the generalizability of the findings. Another interesting future research is to employ other types of dependent variables, such as tool adoption and academic performance. It would be worth investigating how different types of learning experiences can be associated with various learning tools. As this study finds that an interactive communication tool is associated with student engagement, gamification can be associated with student enjoyment in online learning. http://www.informingscience.org/Publications/4611 instructor presence online learning interactivity engagement satisfaction Microsoft Teams eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-08-04 19 489 510 4597 article Yulei Gavin Zhang Yulei.Zhang@nau.edu Mandy Yan Dang Mandy.Dang@nau.edu Aim/Purpose: In this study, we aim to understand factors that can influence technology-supported learning, specifically in the blended environment. To do that, a research model is developed by incorporating factors from three perspectives, including self-related factors, technology and systems factors, and the instructional design factor. Background: Technology-supported learning has changed the way of instruction dramatically in higher education, from e-learning to the more recent blended learning. Because of the increased popularity and wide adoption of blended learning, it would be of importance for educators and researchers to know and understand factors that could lead to student success in the blended environment. Methodology: The survey method was used in this study. The study site is a freshman-level, introduction to computer information systems class, at a major public university located in the United States, which adopts the blended learning instructional method. In total, 699 students completed the survey. Contribution: This paper contributes to the existing literature by investigating potential, influential factors on blended learning success from multiple perspectives. In addition, a research model is developed and tested in order to systematically investigate and understand the impacts of those factors on student success in such a learning environment. Findings: Some interesting results have been identified. One is that students’ computer self-efficacy doesn’t play any significant role in influencing their perceptions of either the learning climate, task-technology fit, or the level of flexibility associated with blended learning. However, their own motivation to learn could significantly influence the first two of them. Another important result we find is that all four technology and systems related factors, including information quality, system quality, service quality, and media richness, have significant impacts on students’ perceptions of learning climate, task-technology fit, and blended learning flexibility. We also find that the instructional design factor can significantly influence blended learning success. Recommendations for Practitioners: This study offers a research model that researchers could adopt to evaluate student success in blended learning or technology-supported education in general. Recommendation for Researchers: This study offers a research model that researchers could adopt to evaluate student success in blended learning, or technology-supported education in general. Impact on Society: The higher education industry needs to gain a better understanding of how potential factors could influence student success in blended learning (or technology-supported learning in general) in order to ensure the success of the use of modern information technology and systems to assist students’ learning. Future Research: Future research can further examine and validate the research model proposed in this study on other class settings and with different types of study bodies. In addition, future research may identify other types of important factors and further extend the proposed research model. http://www.informingscience.org/Publications/4597 technology-supported learning blended environment self-related factors technology and systems factors instructional design factor satisfaction intention eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-08-05 19 511 553 4608 article Helen E. Owen helen.owen@otago.ac.nz Sherlock A Licorish sherlock.licorish@otago.ac.nz Aim/Purpose: We aimed to investigate the circumstances under which Kahoot! (a Game-based Student Response System (GSRS)) increases junior and senior Information Science university students’ learning and knowledge retention beyond that of traditional teaching methods. We also explored whether the positive learning impacts of Kahoot! vary as a function of student subject knowledge (i.e., junior vs senior students). Background: The effectiveness of game-based student response systems (GSRSs) as learning tools in the classroom remains unclear, given inconsistent findings across educational research. Kahoot! enhances secondary and tertiary students’ attention and motivation during class, but its effectiveness on learning and retention of course knowledge may vary depending on situational and individual factors. In New Zealand universities, students spend three years studying towards a Bachelor’s degree, majoring in subject(s) of their choice. By the end of their third year of study, students are eligible to graduate with a sound knowledge of their chosen major. Thus, first-year students (referred to as “junior students”) and third-year students (“senior students”) may differ in terms of their learning styles and their ability and willingness to integrate Kahoot! use into their course work and revision. It is hypothesised that differences in subject knowledge between junior versus senior students will influence the perceived effectiveness of Kahoot!. Methodology: Thirteen first-year (junior) and fourteen third-year (senior) Information Science students (total n = 27), who used Kahoot! in seven lectures (for 30 minutes per lecture) were interviewed about their perception of Kahoot!’s effectiveness. We conducted a mixed-methods case study of students’ interview transcripts, demographic records and student scores, where thematic (content) analysis was used to analyse interview responses. Then, we quantified themes for a one-way ANCOVA, with student subject knowledge predicting Kahoot!’s effectiveness, when controlling for students’ duration of tertiary study and study habits (i.e., hours dedicated to course work per week) as potential confounders. Contribution: This study addresses the conflict in existing literature around whether GSRSs improve student learning beyond traditional teaching methods. To our knowledge, this is the first study that shows GSRSs (namely Kahoot!) use improves, or at least, supplements tertiary students’ learning and knowledge retention of lecture content. This study also reveals how student characteristics (i.e., accumulated tertiary experience) and their subject knowledge influence the effectiveness of Kahoot! as a learning tool. Findings: Kahoot!’s use increased students’ learning and knowledge retention, among other positive impacts (e.g., attention and engagement). However, the perceived learning impact of Kahoot! was greater for senior students. Senior students found Kahoot! more useful for learning new knowledge and revising previously acquired knowledge. On the other hand, while junior students also experienced positive learning impacts using Kahoot!, they reported concerns regarding limited and shallow content coverage, and the time-consuming and distracting nature of the platform. Recommendations for Practitioners: Educators should take care to ensure GSRSs are appropriately implemented to support rather than replace traditional teaching methods (e.g., “chalk and talk” style presentations, PowerPoint use). In addition, lecturers using GSRSs should clearly inform students about the examinable content and their expectations for performance in formal assessments. Recommendation for Researchers: The positive impact of Kahoot! use on students’ learning and knowledge retention may be due to stronger interactions and engagement during class. Researchers should more closely explore how student-lecturer interactions and in-depth discussions following GSRS use influence learning. Thus, there is a need to re-evaluate Malone’s (1980) intrinsic motivation theory in relation to the “interactive” or “enjoyability” components experienced during Kahoot! use. Impact on Society: The positive impacts of Kahoot! use on student learning vary for junior and senior students. However, our findings indicate that both cohorts of students benefit from 15-minute Kahoot! sessions at the end of a lecture or course unit, allowing them to test their knowledge and revise* previously taught material. Kahoot! provides a comfortable platform that allows students to ask and answer questions without embarrassment. More experienced students can also evaluate their learning by creating their own Kahoot! quizzes and providing feedback to the lecturers. Overall, Kahoot! use could have a positive impact on teaching and learning globally. Future Research: Beyond the recommendation for researchers above, future research should explore how differences in lecturers’ teaching styles and students’ self-regulation of learning impact Kahoot!’s effectiveness as a learning tool. http://www.informingscience.org/Publications/4608 game-based student response systems Kahoot! classroom dynamics engage-ment motivation junior and senior information science students eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-08-28 19 555 570 4623 article Wing Shui Ng wsng@ouhk.edu.hk Aim/Purpose: Teachers usually educate students’ cyberethics using debate, case-based discussion, and role-playing instructional methods in a face-to-face setting. With the presence of teacher and peers, students may not be willing to share their true attitudes, and it may affect the effectiveness of the teaching methods. To tackle the challenge, the author applied a teaching method with a core component of a pressure-free self-assessment approach to improving adolescents’ cyberethics education. This study aimed to explore the impact of the self-assessment method on students’ self-knowledge and self-awareness of cyberethics. Background: Since people usually use their own devices in an individual environment to participate in online activities, going online can be regarded as a private act. The behaviours of youngsters in the online environment may be different from that in the classroom when they are engaged in a face-to-face discussion, especially as they are not required to use their real names to go online. Research has suggested that youngsters have a higher inclination to misbehave online. Together with the fact that they are regular Internet users, and they are overrepresented online, there is an urgent need to foster ethical online behaviour in adolescents. Methodology: A group of 28 students of age about 14 participated in this study. They were studying in secondary level 3 of a government-subsidised secondary school. All of them were required to take an information technology course in their formal curriculum. The researcher applied a framework of adolescents’ cyberethics education to nurture the students with appropriate cyberethics. It includes four dimensions, namely information security, privacy, intellectual property and netiquette. In the first phase of the teaching method, the students received a lecture on cyberethics to obtain related knowledge. In the second phase, the students were engaged in a self-assessment exercise on cyberethics. Data were collected using a knowledge test, a questionnaire, and the self-assessment exercise. Contribution: This paper highlights the challenge arisen from the face-to-face setting of commonly used instructional methods of cyberethics education, such as role-playing and debate. This study suggested a self-assessment teaching method with the rationales underpinned by theories in the area of social psychology. This paper provides detailed elaboration on the instructional method. The author also suggested a framework of adolescents’ cyberethics education. Findings: The students considered the self-assessment exercise allowed them to reflect on their attitudes on cyberethics. It thereby enhanced their self-knowledge on cyberethics. They also expressed that the method was more effective for self-reflection compared with commonly used instructional methods. Moreover, importantly, they stated that they would be more aware of cyberethics in their future online activities. Recommendations for Practitioners: Teachers are advised to use a self-assessment exercise together with commonly used instructional methods, such as case-based discussion, debate, and role-playing, in their future practices of cyberethics education. Recommendation for Researchers: Researchers could consider youngsters’ cognitive and psychological development, and social and emotional factors to improve adolescents’ cyberethics education. Impact on Society: It is anticipated that youngsters would have a higher level of awareness to uphold information security, protect privacy, respect intellectual property and maintain appropriate netiquette. They could then demonstrate more appropriate behaviours when they go online after receiving cyberethics education using the approach elaborated in this paper. Future Research: It is valuable to explore how different factors in cognitive, psychological, social, and emotional domains affect youngsters’ online behaviours. Future research may also design effective instructional methods to improve adolescents’ cyberethics education. http://www.informingscience.org/Publications/4623 cyberethics moral education self-presentation self-knowledge self-awareness self-assessment eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-09-06 19 571 614 4625 article Susanne M Owen susanne.owen@unisa.edu.au Gerald White gerald.white@flinders.edu.au Dian T Sumakul toar.sumakul@staff.uksw.edu Dharmaputra Taludangga Palekahelu dharma.palekahelu@staff.uksw.edu Eko Sediyono eko@uksw.edu Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions. http://www.informingscience.org/Publications/4625 education computers teachers remote schools online learning Papua In-donesia school leaders eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-09-17 19 615 637 4632 article Geoffrey Dick gfdick@aol.com Asli Yagmur Akbulut akbuluta@gvsu.edu Aim/Purpose: Enterprise Resource Planning (ERP) simulation (ERPsim) games have been used in Information Systems courses to teach students ERP systems and business processes. This study investigates whether the use of ERPsim games can be extended to other management disciplines. More specifically, this study reports on using the ERPsim games innovatively in a new context, in an undergraduate managerial decision making course, to enhance student perceived learning outcomes and satisfaction. Background: In this study, the ERPsim games were used to provide students with practical experience about using information in tactical and operational decision making and to illustrate important course concepts such as anchoring, bias, and bounded awareness, among others. The theoretical framework leveraged in this study was derived from the literature on technology acceptance in educational settings and the studies on virtual learning environment effectiveness. Methodology: Survey methodology was used to collect the data and test the research model. One sample t-tests and partial least squares (PLS) were used for empirical analysis. 138 students participated in the study. Contribution: By developing and testing a sound research model, we conclude that the use of ERPsim games can be successfully extended from their current domain of Information Systems to management courses that are not technical to enhance student understanding of managerial concepts in a fun and enjoyable way while enabling students to gain realistic practical experience in using information for decision making. While, the ERPsim games have been used in IS education; this paper presents an opportunity to use them in a different context. Findings: The study confirms that the ERPsim games are useful in improving student perceived learning outcomes and the level of satisfaction in management courses. It also identifies the factors that directly or indirectly shape student learning outcomes and satisfaction in such courses. Recommendations for Practitioners: The use of the simulations has relevance to the new Association to Advance Collegiate Schools of Business (AACSB) guidelines that emphasize the need to incorporate evidence based, technology and data-driven decision making to solve real-world business problems into business curriculum. The study should also encourage educators to innovate in their own courses by experimenting with this particular simulation or similar simulations. Recommendation for Researchers: Researchers should use additional samples to increase the generalizability of the findings. They should also extend the current research model by incorporating additional factors. Impact on Society: The study provides support for the use of a simulation game to improve students’ learning experiences and to help them better understand managerial decision making, which would allow graduates to more effectively transition into managerial roles. Future Research: Future research should include establishing and validating the best practices surrounding the use of these simulations in the classroom. http://www.informingscience.org/Publications/4632 curriculum innovation ERPsim gamification management decision mak-ing simulation eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-09-17 19 639 654 4581 article Norah M Almusharraf nmusharraf@psu.edu.sa Jamie Costley costleyjamie@gmail.com Mik Fanguy mik@kaist.edu Aim/Purpose: This paper aims to explore the effects of students’ interactions with video lectures on the levels of collaboration and completeness of their group note-taking. Background: There has been an increase in the amount of online learning over the last 20 years. With video lectures becoming an increasingly utilized instructional modality, it is essential to consider students’ interactions with videos and the subsequent effect of those interactions on collaboration. Methodology: This research used a combination of survey data about student interactions with video lectures and evidence of student-to-student interactions from a sample of 149 masters and Ph.D. students at a university in South Korea. Contribution: To date, limited research has been conducted on the effect of student interactions with online instructional videos and that interaction’s effect on collaborative note-taking. Past research has examined the effects of lecture-watching behaviors and collaborative note-taking separately, and this paper looks at their relationship with one another. Findings: This paper has two main findings. The first is that interacting more with video lectures increases the amount that students interact with each other. The second is that these higher levels of interaction with videos do not impact the completeness of student note-taking. Recommendations for Practitioners: These findings of this paper suggest that instructors should encourage students to utilize active viewing strategies, as doing so will increase interaction among students, which will subsequently benefit their levels of collaboration. Recommendation for Researchers: This research shows the value of drawing links between aspects of learner consumption of instructional media and other aspects of their learning, particularly collaboration. Impact on Society: The importance of effective instruction and increasing collaboration in online learning is of great value now, particularly so, as much instruction is being delivered in online formats. Future Research: Future research should seek further to understand the relationships between aspects of instruction and collaboration. More specifically, future research could look into clickstream data and collaboration. http://www.informingscience.org/Publications/4581 collaboration group work note-taking video lectures interaction eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-09-24 19 655 670 4634 article Talal M. Alasmari talasmari@uj.edu.sa Aim/Purpose: This paper investigates the educational gap between males and females caused by gender segregation in Saudi educational institutions and the role of Mobile Learning Technology (MLT) in bridging this gap through the emphasis on teaching practices, learning resources, and opportunities, as well as participation in campus life. Background: There is a gender gap over the access to educational opportunities and facilities raised by the segregation in educational institutions in Saudi Arabia. In Saudi society, school campuses have been always been restricted due to the cultural and social values of the native people. The practice of segregation extends across all social aspects of life including education. This has resulted in a gender preferred educational system that highly favors males over females in terms of teaching, learning opportunities, facilities, and resources, as well as the participation of activities on campus. This has become disadvantageous for female students because it has limited their equal access to learning opportunities, sometimes trained by less experienced instructors, and has led thus to an unfair academic performance. Methodology: An online surveying system was used with a population of all female students who are enrolled in 13 colleges located in Jeddah. The size of the population was 15,171 students. The sampling technique was probabilistic random in which only 300 questionnaires were received back, and only 187 out of 300 questionnaires were fully answered. The study is descriptive, and it used a quantitative survey method with a cross-sectional collected data. Contribution: This study supported instructors and higher education administrators in adopting MLT to overcome some cultural gaps caused due to segregation by adding literature on MLT contribution to the enhancement of higher education opportunities for women in Saudi Arabia. This study is the first of its kind in the context of Saudi Arabia to delve into the role of MLT in closing the gender gap through making an effective Saudi higher education system policy. Findings: There are some challenges experienced by Mobile Learning Technology to close the gap caused by gender segregation in the Saudi educational institutions in relation to some dimensions that include demographic data, teaching gap, content, educational opportunities, participation in campus life, and the use of mobile learning. Recommendations for Practitioners: This study recommends that the educators should consider the need to implement Mobile Learning Technology in the educational system of Saudi Arabia as a means of bridging the everlasting gap of gender separation, especially in schools, and also to empower female students to compete at the same level with their counterpart male students. Recommendation for Researchers: Further research is expected to focus on effective implementation in Mobile Learning in female campuses as well as government assistance of promoting Mobile Learning in both public and private schools of female campuses. Impact on Society: The study findings could be highly beneficial for understanding the problems that confront equality and transparency in education between male and female and how Information and Communication Technology (ICT) tools could help guarantee equality in education. Future Research: Future studies could be extended to other areas of assisted online education tools. Furthermore, measures can be implemented to enhance transparency and equality between males and females in education, which could be associated with satisfaction levels for both sides. http://www.informingscience.org/Publications/4634 mobile learning gender gap Saudi Arabia higher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-09-26 19 671 692 4621 article Huda Suleiman Al Qunayeer Hknieaier@qu.edu.sa Aim/Purpose: The aim of the present study is to explore the online participation of nine English as foreign language (EFL) Arab learners in group writing discussions through a Facebook group over the study period of three months and how the EFL learners view the role of the Facebook-facilitated peer review activities in promoting their online participation. Background: Research has addressed the issue of isolation among distance learning students by integrating various technological tools into online courses. Yet, little is known about the role of Facebook groups in addressing this issue among distance learning learners from the sociocultural theories, and how online participation supports learners’ nurturing of social relations still needs to be answered through an empirical analysis of their interactions and reflections on their online learning experience. Methodology: Being situated in a Facebook group mentored by two instructors, the study was conducted over three months using a case study approach. The data was collected from two sources: (1) learners’ comments/interactions on their peer review posts, and (2) their reflections on their experience through online call interviews. The study used a content analysis of learners’ interactions and a thematic analysis of the reflections. Moreover, simple descriptive statistics, including the number and percentage of learners’ patterns of interactions: on-task, around-task, and off-task were used to determine the intensity of learners’ online participation over the study period. Contribution: The findings contribute to the research at the international level in several ways. It supports the argument that online participation is not merely taking part in activities, but it also involves social relations among learners. The findings also underlie useful pedagogical and technological implications for EFL teachers and lecturers. Facebook groups can be used as interactive platforms for EFL learners in distance courses. In addition, owing to the students’ increasing access to Facebook groups, instructors can engage learners in useful learning activities that contribute to their language learning, particularly writing. This study raises people’s awareness of the usefulness of Facebook groups as interactive platforms for university students in distance courses. Findings: The findings indicate that the learners engaged in active online participation, which is partly evidenced by their increasing intensity of participation in terms of the on-task, around-task and off-task aspects over the three months. However, learners’ online participation is facilitated by the course instructor as he posted comments that reflect his diverse roles in facilitating the online group discussions. The learners also view the positive role of Facebook-facilitated group discussions on collaborative writing in contributing to their online participation, friendships and sense of community. Recommendations for Practitioners: Since learners’ maintenance of active participation in online discussions is a critical issue reported by many previous studies on online learning at the international level, the present study suggests that instructors should play the role as facilitators and mentors of learners’ online discussions in order to engage learners in active learning and also enable them to pursue their online discussions. Recommendation for Researchers: Based on the findings, researchers should focus on how to promote learners’ sense of community in distance courses in order to enable them to feel attached to one another and overcome the feelings of isolation. Facebook groups can be used for the purpose of language learning, especially at the university context. Impact on Society: The study informs us of how teachers can assign their students to collaborative writing tasks by making a good use of information technologies. Future Research: Based on the findings, researchers should focus on how to promote learners’ sense of community in distance courses in order to enable them to feel attached to one another and overcome the feelings of isolation. Facebook groups can be used for the purpose of language learning, especially at the university context. Future research could maximize the opportunities for online learning using a combination of social networking sites, such as Facebook and other social technological tools in distance courses. Such integration of more than tools will increase learners’ online participation in such courses. http://www.informingscience.org/Publications/4621 online participation group writing discussions Facebook group sense of community eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-10-10 19 693 723 4640 article Preeti Bhaskar preeti.bhaskar52@gmail.com Kriti Priya Gupta kritipriyag@gmail.com Aim/Purpose: The purpose of the present study is to prioritize the inhibiting and motivating factors underlying the adoption of AI based teaching and learning solutions by teachers in the higher education sector of India. Background: AI based teaching and learning solutions are amongst the most important educational innovations. The intervention of AI in instructional methods can result in personalized teaching and learning experiences. AI enabled teaching and learning systems can give teachers a better understanding regarding their students’ learning abilities, learning styles and progress. Methodology: The Analytic Hierarchy Process (AHP) is employed to find the relative importance of inhibiting and motivating factors. The primary data for making the pair-wise comparisons between the factors were obtained from a convenient sample of 32 teachers, teaching in various higher educational institutions (HEIs) in the National Capital Region (NCR) of Delhi, India. Contribution: Though, the acceptance of AI based solutions has been studied in other contexts such as retail, banking, ecommerce, and so on; nonetheless, the acceptance of AI in the education sector has not grabbed much attention of researchers. Hence the study has made worthwhile contributions to the literature as it has specifically focused on the adoption of AI based teaching methods by teachers in higher education Findings: The findings suggest that institutional barriers are the major inhibitors and recognition is the main motivator that affect teachers’ behaviour towards adopting AI based teaching solutions. Overall, the findings of the study highlight the importance of institutional support in terms of resources, time, and recognition that may be provided to the teachers so that they can willingly integrate AI based methodologies into their teaching. Recommendations for Practitioners: The study provides several implications for HEIs and developers of AI based educational solutions. The HEIs should provide adequate support to their teachers in terms of financial support, infrastructure and technical support. The developers should focus on developing such solutions that are compatible with the teachers’ existing work style. Recommendation for Researchers: Future studies can employ statistical techniques such as multiple regression analysis or structural equation modelling to examine the impact of these factors on the actual use behaviour of teachers regarding AI based teaching methods. More diversified samples that are statistically significant in size, can be considered to examine the teachers’ behaviour regarding AI based instructional methods. Impact on Society: AI technology can play a pivotal role in reshaping and remodeling higher education. AI is the technology of todays’ times that has the capability of transforming the instructional methods. The educators need to understand that nowadays, teaching and learning are heading towards creative styles that embrace the use of innovative technologies such as AI. Future Research: The adoption of AI in the field of education is at a very nascent stage in India, constant changes are likely to happen in the factors influencing the adoption of AI enabled teaching solutions. Future studies may come up with a more holistic model of factors to address this research problem. http://www.informingscience.org/Publications/4640 artificial intelligence (AI) adoption higher education teachers analytic hierar-chy process (AHP) eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-10-23 19 725 729 4654 article Christopher Cheong christopher.cheong@rmit.edu.au Jo Coldwell-Neilson jo.neilson@deakin.edu.au Tian Luo tluo4work@gmail.com Kathryn MacCallum kathryn.maccallum@gmail.com Aim/Purpose: The COVID-19 pandemic quickly and suddenly affected many, if not all, parts of the world. From an educational perspective, educators and students managed the social restrictions by transitioning to teaching and learning completely online. As educators and students are two important stakeholders in education, the Special Series contains four articles that focus on these two perspectives. http://www.informingscience.org/Publications/4654 COVID-19 and education online teaching online learning teaching during pandemic eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-10-23 19 731 753 4628 article Jayendira P Sankar drpjai14@gmail.com Kalaichelvi R kalai_hasan@yahoo.com Jeena Ann John jeena.ann.john@gmail.com Nidhi Menon nidhimenon2323@gmail.com Kesavan Vadakalu Elumalai ekesavan@ksu.edu.sa Mufleh Salem M Alqahtani mqahtani1@ksu.edu.sa May Abdulaziz Abumelha mabumelha@ksu.edu.sa Aim/Purpose: The objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during the COVID-19 pandemic. Further, the study analyzes the moderating effect(s) of gender and level of the course on the quality of e-learning in higher education during the COVID-19 pandemic. objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during COVID-19 pandemic. Background: The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education “e-learning.” The learning supported with electronic technology like online classes and portals to access the courses outside the classroom is known as e-learning. This study aimed to point out the variables influencing the quality of e-learning, such as administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support. Methodology: An inferential statistics cross-sectional study was conducted of the students of higher education institutions in India and the Kingdom of Saudi Arabia with a self-administered questionnaire to learn the students’ perception of e-learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 784. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the quality of e-learning and the seven independent variables and two moderating variables in the higher education sector. Contribution: The study aims to explore the quality of e-learning in higher education from the students’ perspective. The study was analyzed based on the student’s data collected from the higher educational institutions of India and Saudi Arabia. The study will support the top management and administrators of higher educational institutions in decision making. Findings: The findings revealed that there is a positive relationship between the set of variables and the quality of e-learning in the higher education sector. Also, there is a significant difference in the perception of the students between gender, level of the course, and quality of e-learning in the higher education sector during the COVID-19 pandemic. Recommendations for Practitioners: The results of the study can help top management and administrators of higher educational institutions to improve their actions. Higher educational institutions need to concentrate on the study outcomes related to administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support to enhance the quality of e-learning. The study revealed that there should be a difference in the procedure of providing e-learning based on the level of the course and gender of the students. Recommendation for Researchers: The results were examined and interpreted in detail, based on the perspective of the students, and concluded with a view for future research. The study will be beneficial for academic researchers from different countries with a different set of students and framework. Impact on Society: The study revealed that the positive results of the students’ perspective on the quality of e-learning would help the policy-makers of the country in providing the learning process during the COVID-19 pandemic. Also, the result explored the importance of the quality aspects of e-learning for improvement. Future Research: There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic. Further researchers will bring the performance level of e-learning during the COVID-19 pandemic. http://www.informingscience.org/Publications/4628 e-learning quality students’ perspective higher education COVID-19 pandemic eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-10-23 19 755 774 4615 article Talha Abdullah Sharadgah yestalha@yahoo.com Rami Abdulatif Sa'di slmss2002@yahoo.co.uk Aim/Purpose: This study investigates the perceptions of faculty members at Prince Sattam bin Abdulaziz University, Saudi Arabia, towards preparedness of institutions of higher education (IHE) for assessment in virtual learning environments (VLEs) during the COVID-19 lockdown. In addition, the study explores evidence of bona fide challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it attempts to propose some pragmatic solutions. Background: Assessment of student performance is an essential aspect of teaching and learning. However, substantial challenges exist in assessing student learning in VLEs. Methodology: Data on faculty’s perceptions were collected using an e-survey. Ninety-six faculty members took part in this study. Contribution: This paper contributes to COVID-19 research by investigating preparedness of IHE for assessment in VLEs from faculty members’ perceptions. This practical research explores deleterious challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it proposes effective solutions to prevent future challenges. These solutions can be used by IHE to improve the quality of assessment in VLEs. Findings: The findings revealed that IHE were not fully prepared to provide a proper assessment in a VLE during the lockdown, nor did they have clear mechanisms for online assessment. The findings also showed that faculty members were not convinced that e-assessment could adequately assess all intended learning outcomes. They were convinced that most students cheated in a way or another. Additionally, faculty had other concerns about (1) the absence of advanced systems to prevent academic dishonesty; (2) insufficient qualifications of some faculty in e-assessment because most of them have never done it before, and e-assessment has never been mandated by the university before the pandemic; and (3) insufficient attention paid to formative assessment. Recommendations for Practitioners: It is recommended that decision makers help faculty members improve by continuous training on developing e-assessment tests for both formative and summative assessments. Decision makers should also ensure the inclusion of technology-based invigilation software to preclude cheating, make pedagogical and technical expertise available, and reconsider e-assessment mechanisms. Faculty members are recommended to attend training sessions if they do not master the basic skills of e-assessment and should devise a variety of innovative e-assessments for formative and summative purposes. Recommendation for Researchers: More similar work is needed to provide more solutions to the challenges identified in this paper regarding the e-assessment in response to the COVID-19 pandemic. Impact on Society: The study suggests introducing technology-based solutions to ensure e-assessment security, or holding tests in locations where they can be invigilated whilst rules of social distancing can still be applied. Future Research: Future research could suggest processes and mechanisms to help faculty develop assessment in VLEs more effectively. http://www.informingscience.org/Publications/4615 assessment in VLEs COVID-19 e-assessment lockdown online assessment eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-10-23 19 775 802 4620 article Tsz Kit Ng ngtk@hkcwcc.edu.hk Samuel Kai Wah Chu samchu@hku.hk Xiu Han Li u3003557@hku.hk Rebecca Reynolds rbreynol@comminfo.rutgers.edu Man Yi (Helen) Chan helenmyc@hku.hk Aim/Purpose: This article aims at the critical present: to serve a constructive purpose in the current COVID-19 crisis by presenting practice driven pedagogical strategies for online learning and teaching. It acknowledges the multitude of challenges faced by educators through the delivery of online instructional strategies for schools. Background: The development of information technology enables online learning and blended learning to be increasingly popular in extending students’ learning opportunities. Technology-enabled learning approaches make students’ learning more flexible and personalized. In Hong Kong, one of the first few cities where the COVID-19 pandemic outbreak was first reported, school classes have been suspended since the end of Lunar New Year on February 3, 2020. Methodology: This research used a qualitative method of multiple case analysis to explore how three educators from primary, secondary, and tertiary institutes employed various strategies to offer learning and teaching as usual. Naturalistic inquiry was used to observe, describe, and interpret the “lived experiences” of the three educators and the perceptions of stakeholders. Contribution: Since early February 2020, school classes have been suspended amid the COVID-19 pandemic in Hong Kong, one of the first cities where the coronavirus outbreak was first reported. This timely article overviews effective practices with the use of online learning technologies to support academia from around the world to achieve teaching and learning in an online environment. Findings: Results indicate that meaningful cognitive activities rely on teachers’ leading role to build a blended approach that combines the advantages of asynchronous and synchronous methods in order to facilitate social interaction among students. Furthermore, our research has revealed that educators are likely to perceive three non-teaching challenges on a rapid blended transition of the learning – digital divide, data privacy, and professional leadership. Recommendations for Practitioners: The COVID-19 pandemic has disrupted the learning of a generation of students and driven a sudden shift to online learning. Our case study recommends a blended model of asynchronous and synchronous learning as an effective pedagogy that allows learners flexibility, autonomy, and opportunities for learners to socialize with each other, which can be applied at any education level. Impact on Society: Technological advancements have made online classes possible, but how feasible is it to believe that a near overnight transition can lead to effective learning and teaching? The current article strongly acknowledges the multitude of barriers that stand in the way of feasibility, capacity building. and delivery of inclusive online instruction for today’s school districts, administrators, curriculum and technology directors, teachers, parents, and students. Future Research: In an effort to generate new knowledge within the challenges of the current pandemic, further studies are suggested to examine the longitudinal impact of these blended approaches, the digital divide, inclusive and accessible learning opportunities of vulnerable groups, and psycho-social support for students towards their academic and social development. http://www.informingscience.org/Publications/4620 COVID-19 coronavirus blended synchronous case study homeschooling eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-10-23 19 803 832 4626 article Anita - Lie anita@ukwms.ac.id Siti Mina Tamah mina@ukwms.ac.id Imelda - Gozali imelda.gozali@ukwms.ac.id Katarina Retno Triwidayati retno@ukmc.ac.id Tresiana Sari Diah Utami tresiana@ukmc.ac.id Fransiskus - Jemadi ikinjemadi@gmail.com Aim/Purpose: The purpose of this study was to explore language teachers’ online engagement during the Covid-19 pandemic in Indonesia. Four questions guided the inquiry in this study: 1) To what extent did teachers engage in online learning during the Covid-19 pandemic? 2) What challenges did teachers encounter while engaging in online learning during the Covid-19 crisis? 3) How has the suspension of face-to-face classroom meetings changed teachers’ practices? and 4) What were their hopes for the future of education in their respective regions?v Background: The sudden learn-from-home mode enacted since 24 March 2020 due to the Covid-19 pandemic has forced all schools to shift into online learning with no or little preparation in terms of internet access, teacher capacity, and student-parent readiness. All in all, the pandemic disruption has shed light on the widening digital divide that has serious implications for the human capital development in Indonesia Methodology: This case study involved 18 teachers from four regions in Indonesia. Data were collected through an online survey, weekly reflections, and interviews with the teachers. A group interview with five students for each of the 18 teachers was used as triangulation. To probe more deeply into a representative sample for a variety of attributes, the researchers then focused on four teachers for a more in-depth analysis. Contribution: Knowledge of the impacting factors on online learning engagement can aid in resolving the issues and providing equal opportunities for all students. This study highlighted that teachers in remote regions would need a more top-down intervention from education authorities and offered two recommendations to the government to overcome the widening digital divide as amplified by the current school suspension. This study presents interesting results pertaining to online learning engagement during the Covid-19 pandemic in Indonesia. Insights gained in this study would contribute to the perspective on the challenges and dilemmas faced by educators and students elsewhere while engaging in online learning. Findings: This study found an interplay of five related factors of online learning processes against five levels of engagement. Those five factors are learners, teachers’ prior exposure to online learning, technological knowledge, pedagogical knowledge, and the support system. Teachers in this study were still struggling to enhance the quality of online learning engagement. Nevertheless, given the rising awareness of the inadequacy of their online learning delivery and a renewed sense of commitment, these teachers had high hopes that they would be able to enhance their competence and improve their professional practices. Recommendations for Practitioners: This study found most teacher participants have, within a short period, enhanced their technological knowledge (TK) regardless of their prior exposure to technology. Teachers can be encouraged to integrate their technological knowledge with pedagogical and content knowledge to develop their technological pedagogical content knowledge (TPACK) by participating in the government program for teacher professional development. Recommendation for Researchers: This study involves only language teachers; therefore, future researchers are invited to involve non-language teachers so that more conclusive findings can be obtained. Impact on Society: Knowledge of the impacting factors on online learning engagement can aid in resolving the issues and providing equal opportunities for all students. More importantly, the lessons learned should enlighten educators that technology integration into sound pedagogy would transform current practices into quality learning. Future Research: Issues related to technology integration in education can still be unearthed especially because the budding insights of online learning will steadily be developing in post-pandemic realm, particularly in Indonesia. http://www.informingscience.org/Publications/4626 online learning engagement urban vs remote regions language teaching secondary school teachers Indonesia eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-10-29 19 833 854 4653 article Sofia Rebelo sofia.crebelo@gmail.com Pedro Isaías pedroisaias@gmail.com Aim/Purpose: As e-Learning becomes increasingly pervasive, students’ engagement in online settings emerges as a central challenge, as it is often more demanding to ensure in this context. The core importance of engagement for e-Learning, places a focus on various instruments and strategies that can be deployed to foster its enhancement. Background: Gamification is often depicted as a significant instrument to drive engagement, behavior change, and loyalty, which can be of great significance to online learning. This paper aims to examine the relationship between the application of gamification tools and the level of engagement in e-Learning websites. Methodology: This research used two methods: the analysis of e-Learning websites and an online survey with a convenience and purposive sample of e-Learning and/or gamification experts. Contribution: This paper adds to the existing body of research by placing and emphasis on and examining the positive role of gamification as an engagement instrument with valuable potential for e-Learning. Findings: The results showed that the majority of the selected e-Learning websites use gamification and engagement elements and that the tools that are more commonly used were deemed as the most effective, by the experts. It became equally evident that the deployment of a larger number of gamification and engagement elements have positive repercussions in the enhancement of engagement, which can have constructive ramifications for the effectiveness of e-Learning. Recommendations for Practitioners: From a practitioner’s viewpoint the findings can assist both learning designers and teachers in the creation of gamification strategies to enhance students’ engagement. As a central challenge of e-Learning courses, engagement requires a multifaceted approach to be addressed effectively and knowing the strategies that have positive outcomes is a step forward in ensuring that the students can enroll in online courses and not be compromised with respect to their engagement. Finally, the lack of engagement can have serious repercussions not only on the learning experience of the students, but also on their actual academic performance. Hence, it is important to guide educators towards good design practices that can maximize engagement in these settings. Recommendation for Researchers: From a research perspective, these findings add to a growing body of studies that focus on the benefits of gamification by highlighting its positive repercussions on engagement and identifying which elements are more effective. In addition, the use of different sources of data provided a wider illustration of what is currently the use of gamification elements by functioning e-Learning websites and how those who apply them in practice in their courses perceive these elements. Future Research: Future research endeavours can focus on exploring students’ perceptions of gamification and how it influences their leaning performance. http://www.informingscience.org/Publications/4653 gamification engagement e-learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-11-03 19 855 889 4660 article Reza Ghanbarzadeh Reza.Ghanbarzadeh@scu.edu.au Amir Hossein Ghapanchi Amir.Ghapanchi@vu.edu.au Aim/Purpose: The purpose of this study was to examine the impact of five factors on the user acceptance of Three-Dimensional Virtual Worlds (3DVWs) in higher education. Another objective of the study was to investigate the effects of the application of 3DVWs on five variables relevant to positive outcomes for higher education students. Background: Three-Dimensional Virtual Worlds (3DVW) are of considerable importance and potential for the creation of the next generation of teaching and learning environments. There has been a remarkable interest in the educational communities in applying virtual environments for teaching and learning, and this technology has been largely adopted to favour educational settings. With the increasing development of 3DVW technologies in the education sector, two uncertainties have emerged with respect to higher education that significantly influence the applicability of the technology in the field: user acceptance of the technology and educational benefits of the technology for both individuals and institutions. Thus, this study examined the relationship between various factors and the user acceptance of 3DVWs in higher education as well as the relationship between the application of 3DVWs in higher education and positive educational outcomes. Methodology: By conducting a quantitative study, an extensive research model was developed by which 21 hypotheses were examined to assess the relationships between 12 variables. In order to evaluate the hypotheses, an online survey with 32 questions was developed and distributed among the participants. The questionnaire was developed to analyse the relationship between independent and dependent constructs of the research model. By applying a purposive convenience sampling technique, 135 undergraduate students, who were enrolled in a first-year elective course, participated in the survey. The PLS-SEM method was used to analyse the relationships between variables based on the hypothesised hypotheses. Second Life was used as the primary 3DVW environment for the research experiment in this study. Contribution: This study is among the first to conduct a quantitative method by developing an extensive research model to examine both antecedents and consequences of the application of 3DVWs in higher education. The research model exam-ined several self-developed variables relevant to the antecedents and conse-quences of user acceptance of 3DVWs those had not been defined or exam-ined previously in this field. The study takes 3DVW engagement into account, which is a variable associated with not only use, but also with continuous use of the technology, and deeper involvement with the technology. This study contributes to the research and practitioner body of knowledge by introduc-ing various factors significant in preparing a distance learning environment and activities that can be adapted in higher education. Findings: The findings suggest the effectiveness of ease of use, usefulness, enjoyment, and visual attractiveness of a 3DVW-based learning environment on user acceptance of the technology. Findings also suggest that application of 3DVWs has a significant impact on student satisfaction, learning outcome, retention, course engagement, and students’ graduate outcome. The study confirms that computer self-efficacy of higher education students does not have a positive impact on the acceptance of 3DVWs. Recommendations for Practitioners: Curriculum designers and developers should consider designing easy-to-use and user-friendly virtual learning environments and should make aesthetic design decisions to create appealing learning environments to attract students’ attention. A 3DVW-based learning environment needs to be realistic to make students experience a sense of presence within the environment. Increased enjoyment, pleasure, and playfulness of the virtual learning environment contribute to a higher level of adoption of 3DVWs among students. For the higher education institutions, the costs of developing and maintaining a virtual learning environment and implementing a teaching and learning programme are very low in comparison with a traditional face-to-face education system. This technology provides great capabilities for collaboration, teamwork, and networking on a worldwide scale. Recommendation for Researchers: Further studies are required to investigate from different perspectives the various factors impacting on user acceptance and/or positive outcomes of user acceptance of the technology. Using the technology for different courses, implementing different teaching and learning methods, and developing creative activities in the virtual environment might contribute to new findings in the field. This study could be extended by applying the technology in educational settings other than higher education, such as K–12. New studies could also explore other aspects of 3DVWs which were not part of the case study, such as the implementation of the technology on virtual reality, augmented reality, and smartphones. Impact on Society: The study would be beneficial for higher education institutions worldwide to regulate the key factors that affect students’ entrancement of 3DVWs as well as the positive outcomes of user acceptance of this cutting-edge technology for students. Future Research: This study could be a starting point for future research focusing on various aspects of the application of 3DVW technology in education. Future studies could identify and investigate other variables that are associated with user acceptance of 3DVW in education as well as the positive outcomes of the application of the technology in this field. The four new variables presented in this study can also be examined in different contexts and/or with the application of various technologies. There have been some inconsistencies between the findings of the current study and some of the previous studies in the field. Future studies can investigate inconsistent relationships much more meticulously in a similar context. Future studies could also explore other aspects of 3DVWs which were not part of the case study. http://www.informingscience.org/Publications/4660 three-dimensional virtual world user acceptance Second Life eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-11-05 19 891 930 4659 article Ahmed Alshehri a.alshehri@napier.ac.uk Malcolm J Rutter malcolmrutter@ieee.org Sally Smith s.smith@napier.ac.uk Aim/Purpose: This study proposes a theoretical framework that amalgamates Unified Theory of Acceptance and Use of Technology (UTAUT) variables with usability metrics to investigate the impact on students’ intention and use of the Learning Management System (LMS) in Saudi higher education. Background: There is a dearth of academic research on Saudi higher education to examine the effects of usability factors on students use of LMSs, so significant issues have not yet been examined. Methodology: Based on survey data from 605 respondents, the Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was employed to assess the model. Contribution: The findings of the study may help colleges and universities to gain insights into the best way to promote e-learning system perceived usefulness and acceptance among students. Findings: The results confirmed that the UTAUT parameters are valid and robust in the context of LMS in Saudi Arabia. The dimension of social influence emerged to significantly influence the students’ intention and usage behaviour. The performance expectancy was affected by information quality and the system interactivity whereas the effort expectancy was influenced by system navigation, system learnability, and instructional assessment. The usability feature of interactivity was also demonstrated to influence students’ willingness to use the system. Recommendations for Practitioners: University policymakers are expected to benefit from this research for e-learning system acceptance in an academic setting and eliminate any impediments to its implementation. University students will be able to identify the factors and motivations driving their adoption of the system. In particular, usability, social, and organisational factors that affect their use of an e-learning system would be better understood. Recommendation for Researchers: The study should aid the research community in technology acceptance and usability studies to determine the students’ perceptions and experiences towards e-learning usability, social, and organisational factors that influence their acceptance, specifically in a Saudi context where students have unique psychological and social characteristics. Administrators and designers could also better understand areas of improvement for usability issues and develop design solutions based on the findings of this study. Impact on Society: The suggestions have been offered in order to accelerate and increase the use of e-learning services in Saudi higher education. System designers and administrators should have a better insight into the user interface design, considering system-independent metrics that could enhance user acceptance of e-learning systems. Future Research: The study focused on the students’ perspective, a natural progression of this work is to involve other e-learning stakeholders (teachers and administrators). This could enrich the research by providing a better understanding of undisclosed issues, offering different views about the implementation and use of an e-learning system in Saudi Arabia. http://www.informingscience.org/Publications/4659 UTAUT technology acceptance usability e-learning systems LMS PLS-SEM developing country eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-11-10 19 931 952 4662 article Wafa Al-Maawali wafaa.rus@cas.edu.om Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated from the interactional possibilities created by teachers. The extent to which teachers can create opportunities to address their students’ needs, while effectively conveying the value of these opportunities to their students, is likely to impact on how well these affordances for learning and collaboration are utilised. Methodology: A survey that includes two questionnaires was used. The questionnaires were circulated to 102 teachers and their 354 adult students in six higher education institutions in Oman. The questionnaires were analysed by SPSS Amos v20 for statistical measures such as mean, standard deviation, and correlation. Contribution: The study contributes to the field of e-learning because it demonstrates that the affordances offered by teachers for e-learning have an impact on the possibilities for students to engage. Both affordances were found to be highly correlated statistically. Further, teachers were found to primarily use the lowest level of engagement for online tasks, requiring low levels of cognitive challenge and social involvement from the learner. Findings: The results indicate a low to medium level of self-directed learning that significantly correlates with perceptions of teaching possibilities for learning interactions. Recommendations for Practitioners: Teachers are encouraged to vary approaches to student engagement in online teaching materials such as enhancement, additional engagement opportunities, and extension so that students are encouraged to use different cognitive abilities and capabilities to engage in social interactions. Impact on Society: This study presents a strong recommendation with regards to extending the online affordances towards social interactions of learning beyond the boundary of the classroom. Future Research: Further studies on e-heutagogy and affordances of both teachers and students are needed. The effect of teachers created opportunities on students learning actions is an area that grants further investigation. http://www.informingscience.org/Publications/4662 educational technology affordances teaching possibilities possibilities for learn-ing interactions e-learning self-directed learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-11-12 19 953 975 4661 article Ahmad Samed Al-Adwan a.adwan@ammanu.edu.jo Nour Awni Albelbisi noorbelbisi@gmail.com Amro Al-Madadha a.almadadha@psut.edu.jo Mohammad Hamdi Al Khasawneh m.alkhasaawneh@psut.edu.jo Shadia Hasan Aladwan d-shadiahaladwan@bau.edu.jo Omar Horani o.horani@ammanu.edu.jo Aim/Purpose: The main objective of this study is to explore students’ beliefs with regard to social media use (SMU) in higher education and the consequences of such use on the perception of their academic performance. Additionally, the study aims to determine the major influential factors with regard to SMU in student learning settings as a means of enhancing their performance. To achieve these objectives, drawing on the literature related to SMU in higher education settings, a research model has been developed. Background: Social media platforms have led to a significant transformation with regard to the communication landscape in higher education in terms of offering enhanced learning and improved teaching experience. Nevertheless, little is known, particularly in developing countries such as Jordan, as to whether or not the use of such platforms by students in higher education increases the perceptions of their academic performance. Therefore, this study has developed a model to examine the perceptions of higher education students with regard to social media use and its effect on their performance. Methodology: The Structural Equation Modelling approach is used to analyze data collected via an online survey in the form of a questionnaire to examine the use of such a model. The study sample is drawn from undergraduate and postgraduate students from three universities (one public and two private) in Jordan. Convenience sampling is used to collect data. Out of 730 sent questionnaire, 513 responses were received, of which 403 were deemed qualified to be part of the data analysis process. Contribution: This study contributes to the literature on social media in higher education by enhancing our understanding of the perceptions of higher education students on the use of social media in their learning. The tested model can be used as a benchmark for other studies that target the impact of social media on student performance in higher education. Findings: The results reveal that perceptions of (1) usefulness, collaborative learning, enhanced communication, enjoyment, and ease of use of social media have a positive effect on the use of such media in student learning; (2) resource sharing has an insignificant effect on social media use in student learning, and (3) social media use has a positive influence on students’ perceptions of their academic performance. Recommendations for Practitioners: Senior management and policy makers in higher education institutions will have to train faculty members on effective strategies and methods in order to effectively integrate social media into education. This would equip faculty members with the necessary digital skills needed to help them to be fully informed regarding the benefits of social media and its tools in learning and teaching activities and would also allow them to avoid any possible drawbacks. Furthermore, faculty members should reconsider their current techniques and strategies, and adopt new methods in their teaching that encourage students to use social media platforms as part of their learning. For example, they can regularly post discussions and assignments on social media platforms to inculcate the habit of using such platforms among students for educational purposes. Students, on the other hand, should be aware of the implications and potential advantageous aspects of SMU in their learning. This could be done by conducting regular workshops and seminars in the various faculties and schools at universities. Recommendation for Researchers: Researchers are encouraged to investigate additional factors that might influence the use of social media by students as well as faculty members. Specially, an emphasis should be given to identify any potential obstacles that might hinder the use of social media in higher education. Impact on Society: Social media is not only useful for socializing, but also it can be an effective educational tool that enhance students’ performance in higher education. Future Research: Although the collected data support the research model, this study is subjected to various limitations that need to be tackled by further studies. This study is based on the principles of quantitative research design. Data for this study was collected via survey questionnaires. Accordingly, future studies may consider a qualitative research design in order to uncover additional factors that may impact the use of social media on the part of higher education students. This would allow researchers to generate in-depth insights and a holistic understanding of SMU by higher education students. A convenience sampling method was employed to select respondents for this study. The respondents who participated in this study were from three universities (one public and two private) in Jordan. Accordingly, future research is deemed to be necessary to achieve a degree of generalizability regarding the findings of this study. http://www.informingscience.org/Publications/4661 social media enjoyment TAM higher education usefulness collaborative learning student performance eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2020-12-05 19 977 996 4668 article Ahmad Aljanazrah ajanazrah@birzeit.edu Ghadeer Hamed ghadeer.hamed.27@gmail.com Aim/Purpose: The objective of this study is to explore the effectiveness of using virtual experiments on students’ level of achievement and on their practical skills as well as their views on applying the virtual experiments in a general physics lab. Background: There is a continuous debate in the literature on the effect of using virtual experiments/ lab on students’ physics learning and whether those virtual experiments can substitute and/or enhance students’ performance in the real lab. Also, there is a need to design effective learning environments which are more suitable to students’ characteristics in the digital age and can help them to acquire science inquiry and practical skills. Methodology: Mixed research methodology is adopted including quasi-experimental design, achievement test, participatory observation, and semi-structured interviews. Two groups of students were selected: an experimental group (45 students) and control group (45 students). Contribution: The study results contribute to the ongoing discussion on the role of virtual lab in learning and teaching general physics lab and provide a model of combining virtual and real lab as well as an alternative solution under the times of COVID 19. Findings: The results of the study showed that substituting face-to-face theoretical preparation in the general physics lab is at least equally effective as using virtual experiments. Students with virtual components acquired deeper understanding of physics concepts and were better prepared for carrying out real experiments. Attending online videos spared students’ time and provided them with a more flexible and rich learning environment. Recommendations for Practitioners: Faculty members are encouraged to use virtual experiments instead of face-to-face lab preparation. It is important to include more interactive multimedia and short online videos in the design of the virtual experiments. Recommendation for Researchers: The development of virtual experiments can be extended to other experiments and topics in science. Researchers are encouraged to combine both quantitative and qualitative data collection tools to allow deeper exploration of students learning in the virtual environments. Impact on Society: Virtual labs have the potential to save time and cost for both students and university as they reduce presence hours at the university in the real lab. Virtual experiments provide flexible learning opportunities that can overcome time, pace, and place barriers for learners from the community. They also provide a solution for physical distancing needed due to the emergency conditions imposed by the pandemic. Future Research: Further investigations are needed to include the development of the whole introductory physics lab into virtual course and to explore the digital (virtual) transformation of other topics in physics and science as well. http://www.informingscience.org/Publications/4668 virtual lab blended learning lab performance achievement in physics eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-01-22 18 . i iv 4191 article Christopher Cheong christopher.cheong@rmit.edu.au JITE: Research, Volume 18, 2019, Table of Contents http://www.informingscience.org/Publications/4191 table of contents JITE IT education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-01-22 18 001 018 4181 article Maurice m Danaher maurice.danaher@zu.ac.ae Kevin Schoepp kevinschoepp@gmail.com Ashely Ater Kranov kranova@live.com Aim/Purpose: Assessing non-technical skills is very difficult and current approaches typically assess the skills separately. There is a need for better quality assessment of these skills at undergraduate and postgraduate levels. Background: A method has been developed for the computing discipline that assesses all six non-technical skills prescribed by ABET (Accreditation Board for Engineering and Technology), the accreditation board for engineering and technology. It has been shown to be a valid and reliable method for undergraduate students Methodology: The method is based upon performance-based assessment where a team of students discuss and analyze an ill-defined authentic issue over a 12-day period on a discussion board Contribution: This is the first published method to assess all six skills simultaneously in computing and here it has been trialed with postgraduate students. Findings: The results show that the method, though originally designed for undergraduates, can successfully be used with postgraduate students. Additionally, the postgraduate students found it to be very beneficial to their learning. Recommendations for Practitioners: This method can successfully assess non-technical skills at tertiary level in the computing discipline and it can be adapted to other disciplines. Though designed for assessment it has been found to be an ideal method for teaching the skills at both undergraduate and post graduate levels. Recommendation for Researchers: Compared with other assessment approaches this method has many advantages: it is a direct method of measurement, it is a rigorous method and it assesses all skills simultaneously Impact on Society: Proficiency in non-technical skills is critical for development of knowledge-based economies. This method is a tool to assist in developing these skills. Future Research: Researchers can examine how the method benefits students in their context and examine if there are differences between their context and the UAE context presented here. Researchers can work on developing a rubric solely for postgraduate use i.e., to capture the range of levels among postgraduates. http://www.informingscience.org/Publications/4181 computing education learning outcomes employability transferable skills assessment eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-01-24 18 019 057 4182 article Pauline Salim Muljana pauline.muljana@gmail.com Tian Luo tluo4work@gmail.com Aim/Purpose: This systematic literature review investigates the underlying factors that influence the gap between the popularity of online learning and its completion rate. The review scope within this paper includes an observation of possible causal aspects within the non-ideal completion rates in online learning environments and an identification of recommended strategies to increase retention rates. Background: While online learning is increasingly popular, and the number of online students is steadily growing, student retention rates are significantly lower than those in the traditional environment. Despite the multitude of studies, many institutions are still searching for solutions for this matter. Methodology: A systematic literature review was conducted on 40 studies published between 2010 and 2018. We established a set of criteria to guide the selection of eligible articles including topic relevance (aligned with the research questions), empirical studies, and publication time frame. Further steps were performed through a major database searching, abstract screening, full-text analysis, and synthesis process. Contribution: This study adds to expanding literature regarding student retention and strategies in online learning environments within the higher education setting. Findings: Revealed factors include institutional support, the level difficulty of the programs, promotion of a sense of belonging, facilitation of learning, course design, student behavioral characteristics, and demographic variables along with other personal variables. The recommended strategies identified for improving student retention are early interventions, at-all-times supports for students, effective communication, support for faculty teaching online classes, high-quality instructional feedback and strategies, guidance to foster positive behavioral characteristics, and collaboration among stakeholders to support online students. Recommendations for Practitioners: Since factors within the open systems of online learning are interrelated, we recommend a collective effort from multiple stakeholders when addressing retention issues in online learning. Recommendation for Researchers: We recommend that fellow scholars consider focusing on each influential factor and recommendation in regard to student retention in online learning environments as synthesized in this study. Findings will further enrich the literature on student retention in online learning environments. Future Research: Future research may investigate various data-mining and analytics techniques pertaining to detection and prediction of at-risk students, the efficacy of student support and faculty support programs, and ways to encourage struggling students to adopt effective strategies that potentially engender positive learning behaviors. http://www.informingscience.org/Publications/4182 student retention online learning instructional strategies higher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-01-26 18 059 071 4175 article Mohammad Ali Rostaminezhad marostami@birjand.ac.ir Aim/Purpose: Students’ perceptions about feedback in e-tests have not been studied using qualitative methods. Therefore, the objective of this study was to investigate the students' attitude towards electronic tests, focusing on the feedback. Background: Despite the advantages of electronic tests, it is one of the neglected technologies in the students’ evaluation process. Based on the technology acceptance model, users' attitudes have a significant impact on the acceptance of each technology. There is a paucity of qualitative research regarding the examination of students’ attitudes towards e-testing and instant feedback. Methodology: A pilot study was used to achieve the aims of the study. Using purposeful sampling, the attitudes of 40 students from the University of Birjand who participated in the electronic test were examined. Contribution: This study suggests interventions to improve the acceptance of electronic tests and reduce resistance to them. It provides insight into understanding the nature of immediate feedback in electronic tests, puts forth suggestions for the successful implementation of e-tests in the students' evaluation process, and further provides information on the relationship between immediate feedback and student test anxiety Findings: Among the various features of electronic tests, instant feedback has attracted students' attention more than others. Students’ perceptions about instant feedback were contradictory, because some felt instant feedback is stressful, while others considered it desirable. Based on the results, feedback on electronic tests: opportunity or challenge was selected as a main theme. Recommendations for Practitioners: Practitioners should consider student attitude toward feedback in e-tests and they should personalize e-test feedback according to students’ preferences. Recommendation for Researchers: Researchers can examine quantitative and qualitative variables such as personality type, study approaches, exam anxiety and other factors in studying student’s attitudes towards feedback. Impact on Society: Teachers can use these finding in designing and developing e-tests in their formative and summative assessments, where they select the optimal feedback strategy for their assessments. Future Research: This study highlights that instant feedback is not necessarily acceptable to students. Further study is necessary to find when it is good and when it is not, for whom it is good or bad, how we can reduce the negative effects of instant feedback, and whether it increases exam anxiety or not. http://www.informingscience.org/Publications/4175 electronic test assessment feedback student perceptions instant feedback eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-01-28 18 073 095 4183 article Arnon Hershkovitz arnon.hershkovitz@gmail.com Mohamed ali Abu Elhija mohamed_abu@hotmail.com Daher Zedan zedan.daher18@gmail.com Aim/Purpose: To study associations between elementary-, middle- and high-school students’ perceptions of classroom environment and student-teacher relationship and their out-of-class communication practices via WhatsApp app. Background: Communication between students and teachers is usually extended beyond the classroom’s time and space. This communication, referred to as out-of-class communication (OCC), may impact students’ academic, social, and emotional development. Today, OCC is facilitated via social media and instant messaging services, which may have impact on its nature. Methodology: Methodology was quantitative in nature. Data was collected using an online questionnaire (implemented on Google Forms, http://forms.google.com , during June-July 2016. Participants (n=300), from 5th-12th grades (11-18 years old), were recruited in schools in a few Arab villages in northern Israel, with the assistance of their teachers. Contribution: The present study expands the growing body of knowledge about student-teacher communication via online social networks, specifically regarding out-of-class communication. We identify the unique aspects of WhatsApp-based out-of-class communication, which shed light on student-teacher relationship at large. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their own educational agenda and to check if and how they and their students can benefit from OCC. Findings: Overall, we identify WhatsApp’s important, unique role in promoting good student-teacher relationship and positive classroom environment. Recommendations for Practitioners: The findings regarding the unique contribution of WhatsApp to student-teacher out-of-class communication should be taken into consideration by policy makers while formulating policies for the use of online social networks in educational settings. Teachers should be aware of the important role this type of communication plays for their students and for their classroom. Both teachers and students should communicate respectfully, with teachers serving as role models for their students regarding proper digital behavior. Recommendation for Researchers: This study should be replicated to more populations and to more communication platforms, in order to validate its findings. Impact on Society: The associations between out-of-class communication via online social networks and student-teacher relationship have two main effects on society at large. First, promoting better student-teacher communication could improve learning and teaching. Second, if this communication is to be carried out properly, the students - who are the future citizens - will learn how to behave correctly in the digital age. Future Research: It is advised to explore the studied associations in other populations and regarding other communication platforms. Also, qualitative exploration is advisable, as it may shed more light on the unique aspects of WhatsApp-based student-teacher out-of-class communication. http://www.informingscience.org/Publications/4183 out-of-class communication student-teacher relationship classroom environ-ment social media instant messaging WhatsApp eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-01-30 18 097 112 4193 article Amanda Sullivan Amanda.Sullivan@tufts.edu Marina Umashi Bers Marina.Bers@tufts.edu Aim/Purpose: Educational robotics competitions are a popular way to increase students’ interest in science and engineering during their K-12 years. However, female students are typically underrepresented in these competitions. The goal of this study is to determine differences in the experiences of male and female robotics competition students in order to better support female students and increase their representation in competition leagues. Background: VEX Robotics Competitions are one of the fastest-growing educational robotics competitions available to middle school and high school students around the world. Despite growing numbers of participants, VEX programs have a notice-able lack of female participants. In order to create a more diverse and representative program, it is important to investigate why fewer female students participate in the competitions and what can be done to better support female students. Methodology: Qualitative and quantitative data were collected from VEX mentors and students through online surveys. A total sample of N=675 VEX mentors and students participated (n=47 students and n=628 mentors). The surveys asked scaled, multiple choice, and free response questions. Through these surveys, the following research questions are answered: 1) What (if any) are the differences between male and female student experiences with VEX? 2) What (if any) are the differences in male and female students’ confidence in their technical ability? and 3) What (if any) are the differences in male and female students’ performance on VEX related robotics team tasks? Contribution: This study contributes to the growing body of work on engaging female students, and other underrepresented students, in STEM fields such as programming, engineering, and robotics. Findings: Results demonstrate the male students outnumber female students and male mentors also outnumber female mentors in this sample. Male students are significantly more confident in their general technical ability and their ability to put things together (p<.05) and students of both genders generally wished to have more female students on their teams. Results also indicate that mentors generally perceive their female students as requiring more help and that they are less engaged with construction tasks as compared to male students. Recommendations for Practitioners: VEX mentors should focus on enhancing female students’ confidence with the construction and building aspects of robotics and ensuring they get the same experience with these tasks as male students. They should consider providing supplemental hands-on training sessions, within or outside of regular team sessions, for students who wish to build confidence and experience in these areas. Recommendation for Researchers: Researchers should continue to explore the experiences of female students in robotics competitions, including differences based on grade level, mentor gender, and more. Researchers should additionally look at female students who are not a part of robotics teams (or who have left a robotics team) to understand why these teams do not appeal to them. Impact on Society: Women are still underrepresented in engineering and computer science professions. In order to bridge this gap, it is critical to find effective ways to reach girls in their K-12 years to build their confidence and interest in these fields before they reach college. This study points out critical areas where robotics competition teams should focus on building female students’ confidence. Future Research: The findings in this paper present research from year 1 of a multi-year longitudinal study. Future research will continue to track the mentors and students in this study in order to gain information on retention and change over time. http://www.informingscience.org/Publications/4193 gender robotics programming competitions STEM eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-03-20 18 113 159 4244 article Bronwyn Hegarty bronwyn.hegarty@gmail.com Matt Thompson Matt.Thompson@op.ac.nz Aim/Purpose: The aim of the study was to investigate how the facilitation of a vocational lecturer (teacher) influenced the engagement of fifteen carpentry students during their learning. This facilitation occurred while the students used smartphones and mobile applications to create visual assessment ePortfolios. Background: To encourage independence and peer collaboration, when creating their visual ePortfolios, the lecturer decided to get his students to use BYOD mobile devices, and social media applications to record their learning of technical skills. His intention was to make use of the devices they brought to class, and to enable greater autonomy and flexibility in the learning process by eliminating the need for digital cameras and proprietary software they had previously been using. The lecturer also saw this as an opportunity to provide more frequent and immediate formative feedback, and to encourage students to share their work. Methodology: A Participatory Action Research design was used with fifteen certificate level students. They were guided in the use of three social media applications (apps) – Facebook, Evernote and Google Plus (G+) that they could use on their Smartphones to develop ePortfolios for assessment. Both quantitative and qualitative data was collected during four Action Cycles, and the outcomes are portrayed as a case study. Several sampling methods were used: a student pre-survey, and post-survey, observations and reflections by the lecturer, focus group interviews with students and an individual interview with the lecturer. For this article, a framework based on established factors of student engagement was used to examine the findings to establish the impact of the teacher. Contribution: This paper extends the body of research about student engagement with a focus on the importance of the teacher in supporting 21st Century vocational learning and ePortfolio assessment using mobile technologies. Findings: The majority of students were comfortable with the learning approach using the three applications and their mobile phones, and felt confident with the technologies. Overall, they found the learning approach was more convenient and made the experience easier, as well as enjoyable and fun. Students believed that mobile learning helped their learning and assisted them to connect with others. All three apps were considered easy to access. Facebook was the most preferred app with Google Plus (G+) the least liked. Evernote was favoured for its image editing and annotation features. Students responded well to the lecturer's teaching methods and the learning environment he created. He was found to be pivotal to the learning process. As a result of the lecturer’s learning and assessment design, students enhanced their achievement rates. He scaffolded their use of mobile technologies through: demonstrating and modelling each app at the start of the cycle of use, use of technologies during their learning, and by providing prompt, frequent and timely feedback on their ePortfolio work. Since he enabled them to use devices familiar to them, that is, smartphones, he helped them to develop autonomy and confidence. The lecturer was supportive and enthusiastic and encouraged students through structured and well-designed collaborative activities to engage in active learning that challenged them, and encouraged collaboration. He guided them in their learning through regularly interacting with them to provide feedback, and he also added an aspect of competitiveness to the activities to motivate them. Recommendations for Practitioners: Teaching staff are advised to seek guidance when designing learning activities using mobile technologies, and to access technical support. Cochrane’s (2014) six critical success factors for designing learning using mobile devices would assist. Also, it would be useful to carry out a needs analysis with students and other stakeholders beforehand. Recommendation for Researchers: Participatory Action Research is a robust methodology for trialling innovative learning strategies because when using this approach, researchers can be immediately responsive to the needs of the participants. Impact on Society: An understanding of the factors associated with student engagement and high self-efficacy for using mobile technologies is essential for teachers tasked with designing contemporary learning activities in today’s higher education learning environments. Encouraging the use of mobile devices that students own, and have familiarity using, helps to make learning and teaching more sustainable. Future Research: Further research is needed to measure the impact of factors associated with student engagement, on the design of student-centred learning using contemporary technologies. It would also be helpful to examine the implications of student engagement measures as predictors of excellence in teaching, and in the development of learner capability (e.g., critical thinking, social justice awareness, reasoning, etc.). http://www.informingscience.org/Publications/4244 student engagement mobile technologies smartphones eportfolios vocational learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-03-24 18 161 184 4270 article Lamiae dounas lamiae.dounas@gmail.com Omar EL beqqali omar.elbeqqali@usmba.ac.ma Camille Salinesi Camille.Salinesi@univ-paris1.fr Aim/Purpose: In this paper, we highlight the need to monitor and diagnose adaptive e-learning systems requirements at runtime to develop a better understanding of their behavior during learning activities and improve their design. Our focus is to reveal which learning requirements the adaptive system is satisfying while still evolving and to provide specific recommendations regarding what actions should be taken and which relevant features are needed to help meet the specified learning requirements. Background: Adaptive e-learning systems research has long focused on user modeling and social learning to personalize each learner experience, while fewer instruments are reported to assess the quality of the solutions provided by such adaptive systems and to investigate their design problems. The design problems may emerge due to ever-evolving requirements being statically specified at design stages and to the changing environments that can be difficult to control and observe. The combination of some or all of these factors can lead to a definition of inconsistent or insufficient adaptation rules, which in turn may prevent these systems from providing appropriate resources to learners even if the needed ones have been accounted for within the knowledge space. Methodology: An empirical study has been performed to check and validate the behavior of a real-world adaptive e-learning system under four stated requirements. The study used a novel monitoring and diagnosing tool that reads the collected data from the system and checks its behavior against constraints that are derived automatically from the requirements specification. Contribution: The results provide statistical insights and highlight some issues related to requirements compliance at runtime, which helped us detect unforeseen instructional design issues. Recommendations for Practitioners: The study suggests that diagnosing requirements compliance at runtime can be an essential means to increase the confidence about their adaptive e-learning systems capabilities at runtime. Recommendation for Researchers: The study suggests that further research for developing specific indicators related to requirements compliance is needed in the field of adaptive e-learning systems. Future Research: Future work includes the study of possible improvement of our diagnostic tool using probabilistic reasoning. http://www.informingscience.org/Publications/4270 runtime requirements requirements compliance adaptive e-learning system learning analytics goal modeling adaptive e-learning system evaluation eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-04-18 18 185 206 4308 article Ramadan Abdunabi ramadan.abdunabi@colostate.edu Ilham Hbaci hbac3324@bears.unco.edu Heng-Yu Ku hengyu.ku@unco.edu Aim/Purpose: Currently, Information Systems (IS) departments in business schools are moving towards integrating learning to program or code in their undergraduate core courses. Many factors affecting IS student success in learning to program have been identified, but there is still a dearth of knowledge about student perceptions on their own competence. The purpose of this study was to investigate factors that may affect the success of IS students in learning to program. Background: Students’ perceptions about the value and difficulties to learn programming can affect their skills acquisition. IS educators need to understand the student perception related to difficulties of learning to program in order to offer more effective support during their teaching process and interactions with students. To address this need, this study examines two critical elements to improve teaching IS programming courses: (a) Programming Self-Efficacy—students’ beliefs on their own programming competence, combined with (b) levels of programming skills which IS students initially thought to learn for their future profession. Methodology: This study uses quantitative data drawn from undergraduate students in a Computer Information Systems classes at Colorado State University in U.S.A. and supported by qualitative data. Contribution: Quantitative data measures the correlation between students’ programming self-efficacy, their perceived value of programming, their own practice time, and the frequency of teaching assistant (TA) consultations. The qualitative data was utilized to understand students’ thoughts of the programming skills they need in their future profession that may influence their programming self-efficacy during the learning process. The importance of this study lies in the potential that the findings of this study are critical to investigate the most influential factors that are likely to be a vehicle through which educators can either improve self-efficacy of their students and/or understand it more fully. Furthermore, these findings may influence pedagogical practices for teaching programming languages in higher education contexts more successfully. For instance, applying a contextual learning approach may assist in identifying the most effective approach to teach programming courses, and in turn, will lead to increased learning outcomes as encountered and narrated by IS students. Findings: The correlation analysis indicated a significant positive correlation between IS students’ programming self-efficacy and their perceived value of learning programming. However, the practice time and frequency of TA consultations had no significant relationship with programming self-efficacy. In addition, the qualitative data revealed a clear placement of IS students’ vision of their future coding level into five categorical programming skills: novice, communicator, end-user, and professional, with a new category of “competent” emerging. Recommendations for Practitioners: The study suggests that IS Educators need to embed interventions for increasing IS students’ perceived value of learning programming and practice time. It is also very effective to associate the class activities with real life projects. Furthermore, we suggest to educators to apply the contextual learning approach that would support higher levels of value for programming and programming self-efficacy among IS students. Also, coordination between educators and employers can aid in developing effective programming classes, improving IS students’ job marketability. Recommendation for Researchers: Investigating other factors that potentially contribute to IS students’ programming self-efficacy, such as previous computer programming and math exposure, motivation, and economic status. Impact on Society: Realizing the importance of the programming self-efficacy could help IS educators to teach effective and efficient programming courses that ultimately result in students learning programming with high acquisition and less distress. Highlighting the importance of linking what the market needs with the course content would increase students’ programming self-efficacy and their chances of obtaining jobs. Future Research: An interactive programming tool is a suggested supplement for IS educators to increase student enthusiasm about practice time that would support students work on their own and enjoy the class, and educators would be capable to accurately track and assess students’ participations. http://www.informingscience.org/Publications/4308 Information systems programming self-efficacy IS student classification competent programmers. eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-04-18 18 207 229 4312 article Alona Forkosh Baruch alonabar@gmail.com Orit Avidov Ungar oritav@openu.ac.il Aim/Purpose: The study aims to evaluate Information and Communication Technology (ICT) implementation in academic colleges of education. The article offers a conceptual framework for ICT implementation within teacher education in the information era, which combines an array of frameworks and addresses the needs of teacher education. Background: The study examines the components of ICT implementation within the training as perceived by teacher educators in these colleges, their attitudes towards the contribution of ICT for teaching and learning, and the available conditions and resources in these colleges for ICT implementation in teaching. Methodology: A mixed methodology of quantitative and qualitative nature was utilized. A questionnaire was developed including a set of sequential steps. The sample that responded to the questionnaire included 615 faculty members, which were approximately 25% of the population of lecturers in 8 colleges of education. Contribution: The results enabled insights regarding success and challenges in the implementation of the computerization program. It supplies policymakers as well as practitioners with updated data and enables evidence-based decision-making. Findings: Use of ICT by faculty shows two key factors: basic ICT use and advance collaborative use. Use in teacher training was divided into 5 factors: information management, advanced technological methods, project-based learning, display of information, and learning organization. Two factors were related to the students’ use of ICT in their teaching: integrating ICT in classroom activity, and usage for distance learning. Recommendations for Practitioners: Recommendations for practitioners include empowering the efficiency of ICT implementation, thereby transforming teaching and learning; training pre-service teachers to utilize advanced ICT tools that encourage collaboration, problem-based learning; utilization of the tool developed and used in this study for decision-making and assessing ICT implementation in teacher training; and highlighting the role of the teacher educator as a major factor in translating educators’ beliefs and modelling for students. Recommendation for Researchers: Recommendations for researchers include identifying the possibilities of utilizing the proposed tool in their research and development plans within their teacher training institutes, as a means of assessing the nature of ICT implementation in their teacher education programs. Impact on Society: ICT implementation in education has an impact on the future generation of students, as citizens of the knowledge society and lifelong learners. Teacher educators are at the heart of this process; hence, developing and implementing a tool to measure as well as encourage a paradigm shift in teaching and learning is of utmost importance. Future Research: Future research should include examining the utilization of the developed tool in diverse contexts, as well as using it as an indicator for comparing ICT implementation processes and models between institutes, and for examining the implementation process from a longitudinal point of view, from pre-service education throughout the TPD (Teacher Professional Development) as an in-service teacher. http://www.informingscience.org/Publications/4312 ICT implementation colleges of education models of implementation ICT literacy online questionnaire pre-service teachers eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-05-03 18 231 252 4321 article Heydy R Robles hrobles@uninorte.edu.co Janitza Guerrero janitzag@uninorte.edu.co Humberto LLinas hllinas@uninorte.edu.co PEDRO MONTERO monterop@uninorte.edu.co Aim/Purpose: The purpose of this study was to analyze the online teacher- students’ interactions using WhatsApp, an instant messaging tool, and to identify the students’ view towards the use of that tool in a law course from a higher education institution in Colombia. Background: WhatsApp is a trending tool that is ultimately being used in academic contexts. However, little research is known on the types of interactions that occur when teachers are involved in student conversation groups. Methodology: This is a mixed- method study. Participants completed an opinion survey in order to establish students’ satisfaction towards the use of WhatsApp to complement face-to- face classes, a focus group to explore in depth the students´ opinions and acceptance of the WhatsApp tool for academic purposes and a chat conversation register to analyze the different types of interactions. The sample included 166 Law students. Contribution: Our contribution is to enrich the current literature on the interactions between teachers and students in a virtual environment where teachers can monitor the different academic tasks, coordinate in real time and analyze the students’ interactions that impact on the students’ ´learning process. Findings: The findings found in this research reveal that the different interactions between students and teachers in order to facilitate learning should be valued not only the relationships of knowledge construction, but also the social and interdependence presences due to the fact that in traditional learning processes they are not usually taken into account. Recommendations for Practitioners: The results of our research give evidence of how students in each subgroup (Plaintiffs, Defendant or Judges) diversify the use of the WhatsApp tool. Whether it is to organize, coordinate meetings, plan work, make quick inquiries, clear doubts, share messages and especially be able to communicate in real time and directly with the teacher, thus facilitating the learning process in the classroom. Recommendation for Researchers: This study identified that law university students appear to have a special preference for the WhatsApp tool, thanks to the immediacy of being able to coordinate tasks and communicate with the teacher, in comparison to using other technological means such as email. We recommend continuing to explore the use of WhatsApp in other different disciplines in order to compare the teacher-student interactions. Impact on Society: The analysis of academic interactions through WhatsApp may lead to further exploration of innovative forms of communication of teachers with their millennial students and new teacher roles to design constructive learning environments. Future Research: Future studies are suggested with regard to this topic and it would be interesting to carry out research work that deeply analyzes the role the instructor plays when participating in a WhatsApp chat group with academic purposes and how it may condition the way students interact. http://www.informingscience.org/Publications/4321 mobile learning WhatsApp higher education interaction law eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-06-07 18 253 274 4360 article Ahmed Al-Azawei ahmedhabeeb@itnet.uobabylon.edu.iq Aim/Purpose: This research investigates the success variables affecting the adoption of social networking sites (SNS), namely Facebook, and learning management systems (LMS), specifically Moodle, in developing countries. Background: In contemporary education, universities invest heavily in the integration of LMS with traditional classrooms. Conversely, such technologies face a high rate of failure and not all learners are satisfied with LMS services. In turn, this leads to the exploitation of SNS interactive features and services, which are subsequently included in the process of teaching and learning. However, the success of both SNS and LMS has rarely been studied in the context of developing nations. Methodology: In this study, a cross-sectional survey was used to collect the research data. It targeted a population sampled from amongst state-sector university undergraduates in Iraq (N=143). The study was based on an extension of DeLone and McLean’s Information Systems Success (D&M ISS) model to include four antecedent variables: system quality, information quality, technology experience, and Internet experience as direct determinants of technology use and user satisfaction, both of which affect the net benefits of Facebook and Moodle. The collected data were analyzed with SmartPLS, using a partial least squares-structural equation model (PLS-SEM). Contribution: This research extends previous literature on the critical success factors (CSF) of SNS and LMS in the case of developing countries. The study guides the way in which the acceptance of SNS and LMS in higher education can be organized in the developing world in general, especially in the Middle East, thereby bridging this research gap and extending previous literature. Findings: The research results support the influence of quality and experience antecedents on technology use and learner satisfaction. The extended model also provides full support for the association between technology use and learner satisfaction, concerning the net benefits of Facebook and Moodle. The proposed model achieved a good fit and explained 61.4% and 68.1% of the variance of LMS and SNS success, respectively. Recommendations for Practitioners: The significant influence of the constructs investigated in this research could shape strategies and approaches to be adopted for the enhancement of SNS and LMS implementation in educational institutions. More specifically, this study is aimed at guiding SNS and LMS acceptance in developing countries, especially in Middle Eastern higher education. Recommendation for Researchers: This work offers a theoretical understanding of the body of knowledge on SNS and LMS application in institutes of higher education. It further supports the usefulness of the D&M ISS model for predicting the success of social networks and e-learning systems. Future Research: As with most empirical literature, this research makes a number of recommendations for further work. Future research could investigate other constructs that potentially influence technology success in education such as facilitating conditions, perceived privacy, and security. Moreover, researchers from different contexts are invited to apply this extended model and conduct a mixed methods (quantitative and qualitative) analysis to deepen the current understanding of the effect of SNS on teaching and learning, while also comparing it with the impact of LMS in this digital era. http://www.informingscience.org/Publications/4360 social networking sites (SNS) learning management systems (LMS) DeLone and McLean’s Information Systems Success (D&M ISS) model higher education the Middle East eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-06-10 18 275 292 4367 article Ivy M. Tarun ivy.m.tarun@isu.edu.ph Aim/Purpose: There is a huge array of educational technology tools that are now in use today. These tools have changed the way teachers teach and the way students learn. Among the many educational technology tools that are gaining popularity are the online collaboration tools. Online collaboration tools are web-based tools that allow individuals to do things together online like messaging, file sharing, and assessment. However, when new educational technology is integrated in the classroom, its effects must be determined as this is an essential component for evaluation. Having the tool is not enough, there has to be an evaluation of its quality to make it more effective. It is on this premise that the customized online collaboration tool of one university in the Philippines was assessed. The study specifically aimed to identify the perceived effectiveness of the customized online collaboration tool; and identify the effectiveness of using Usability Metrics for Effectiveness. Background: Most studies provide evaluation of newly developed software using a set of quality standards such as functionality and usability. However, there is limited evidence where online collaboration tools are evaluated on their effectiveness using user’s perception as well as assessing their usability using a set of effectiveness metrics. Methodology: The study employed questionnaire-based (n=127) and metrics-based (n=81) approaches. Data gathered were analyzed using simple and relative frequencies, weighted mean, ANOVA, and Tukey HSD (Honestly Significant Difference). Contribution: This study supplements the literature regarding the effectiveness of online collaboration tools that are used for teaching and learning particularly those that are custom-made for an institution. It provides additional information on other ways to evaluate the effectiveness of customized online collaboration tools. It likewise provides information on the difference between what the users report about the tool’s effectiveness and what the metrics show. Findings: The customized online collaboration tool was perceived to be very effective for collaboration, teaching and learning. But there is a significant difference on the students’ perception based from their courses and year levels. The customized online collaboration tool’s effectiveness as regards its application performance is poor because of design interface faults. However, the customized online collaboration tool has good completion rate. Recommendations for Practitioners: Findings suggest that the customized online collaboration tool can be an alternative tool to open-source learning platforms which faculty members may use for teaching and learning as students find it very effective not only for collaboration but for teaching and learning as well. However, errors caused by interface design problems must be addressed to yield a higher application performance rating and higher completion rate. Recommendation for Researchers: Further assessment on the tool’s effectiveness using an empirical study is recommended to provide additional definitive evidence which may support the benefits of using online collaboration tools in the classroom. http://www.informingscience.org/Publications/4367 online collaboration tool software effectiveness educational technology usability metrics eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-06-11 18 293 317 4366 article Mahdum Mahdum mahdum.edu@gmail.com Hadriana Hadriana hadriana@lecturer.unri.ac.id Maria Safriyanti maria.safriyanti@yahoo.com Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. Research on ICT use in education in Indonesia generally focuses on teachers in urban areas. Methodology: The data of this study were collected through a set of questionnaires administered to 616 senior high school teachers from four rural districts in Indonesia. The questionnaire reliability was analyzed using the Cronbach Alpha with the help of SPSS software. The percentage was mainly used in the descriptive analysis. Whereas, Mann-Whitney U-test was used for inferential statistics as the data were not normally distributed. Contribution: Even though this study has limitation related to sample size, the results contribute to the existing theory and practice related to ICT integration in Indonesia. This study could be an incentive for improving readiness of teachers in rural areas regarding ICT use in learning activities. Findings: The results of this study indicated that the teachers had a good level of perception and motivation toward ICT integration in learning activities. However, they still faced with several issues related to facilities and technical expertise. Recommendations for Practitioners: The school principals together with related parties in the Education Office have to work together in designing IT training programs for teachers so that they have more knowledge and skills related to the use of ICT in teaching and learning activities and at the same time they can increase their confidence in using ICT. The government as a policy-maker should provide financial support for the schools to adequately provide ICT equipment needed in schools, as well as to prepare the necessary facilities and infrastructure. Recommendation for Researchers: In terms of ICT use in learning activities, more research needs to be done on the relationship between the use of ICT and students’ attainment in rural districts context. Impact on Society: This study suggests that teachers in rural districts in Indonesia have good perceptions of ICT integration in learning activities. However, to apply ICT-based curriculum as expected by the government, it is important for teachers to continue improving their ability and enriching their knowledge related to the use of ICT through training, both held by schools or other institutions so that teachers can vary their teaching methods or teaching strategies. Future Research: Further research may address how the use of ICT in learning activities affects students’ attainment in rural district context. http://www.informingscience.org/Publications/4366 perception motivation teachers Indonesia ICT use 2013 curriculum eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-07-13 18 319 330 4389 article Abdullah S Alqahtani asalqahtani@iau.edu.sa Aim/Purpose: Edmodo is a free and secure social learning network for teachers, students, and parents. This research aims to investigate the impact of using the Edmodo network among the students at Imam Abdulrahman bin Faisal University and students’ attitudes toward it. Background: The creators of e-learning systems have recently taken remarkable strides, including the development of a full range of techniques and means of communication. Social networks encourage collaborative work and thus have huge potential to increase information sharing among users, which makes these networks especially useful in academic and higher-education systems. Edmodo network is one of the main choices to be adopted in education process. Methodology: This research has an experimental design based on a set of online tests. It also includes the development of a scale to determine students’ attitudes toward Edmodo Contribution: There is a lack of studies on the adoption of Edmodo within higher education. This research is an investigation of the impact that using Edmodo had on students at Imam Abdulrahman bin Faisal University. Findings: The findings of this research show that using Edmodo leads to a statistically significant improvement in learning skills among higher-education students. The results also illustrate that students have positive attitudes toward the use of Edmodo in their courses. Recommendations for Practitioners: Adopting Edmodo within their teaching model. Recommendation for Researchers: More investigation on this topic with a larger number of participants is recommended. Impact on Society: This investigation provides society with better understanding of adopting Edmodo within higher education. Future Research: Further work should include investigations of this topic that include a larger number of participants with more diverse backgrounds. The challenges of using Edmodo also need to be investigated in further studies. http://www.informingscience.org/Publications/4389 Edmodo academic social media blended learning e-learning networks eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-07-30 18 331 353 4393 article Sibongile S Simelane-Mnisi simelanes@tut.ac.za Andile Mji mjia@tut.ac.za Aim/Purpose: The purpose of the current study was to investigate whether the effectiveness of the Technology-engagement Teaching Strategy using personal response systems with student’s approaches to learning will increase the pass rate in the Mathematics course Background: The challenge in this study was to develop the learning activities that accommodate individual differences and diversity in learning. Furthermore, Studies investigating students’ approaches to learning have mostly done this in a face-to-face learning environment as opposed to incorporate exploration thereof when integrating educational technology. Methodology: A mixed method approach was used. The basis of using this method was a combination of quantitative and qualitative approaches which gives a clearer understanding of research problems than either approach alone. Participants were 240 students registered for Mathematics II at a study University of Technology in South Africa. Purposeful, convenience and simple random sampling were used to select the participants. Contribution: No study that has investigated the utility of personal response systems with students’ approaches to learning is currently available as observed by the researcher. In this case, the combination of the two variables in this study makes it unique and therefore important in contributing to the body of knowledge focusing on the role of technology in pedagogy. Findings: The results showed that while the majority of students followed the Strategic Approach the same Technology-engagement Teaching Strategy was used for students following Surface Approaches. The Technology-engagement Teaching Strategy was developed in such a manner to accommodate students following different approaches. The personal response system continuous assessments, as well as the semester test, revealed the improvement in academic performance as well as the increase in mathematics pass rates. It was also found that using personal response system enhances students’ mathematical communication skills, and helps to develop the skills needed to write and read mathematical proofs. Recommendations for Practitioners: It is recommended that academics take into consideration the students approaches to learning in their teaching practices. It is crucial that lecturers take advantage of technology to enhance their teaching practices and decrease the fear of the unknown and open up to new innovations in teaching. Recommendation for Researchers: It is recommended that the use of personal response systems should be explored in different mathematics settings (different lectures and universities). Such an exploration according to the researcher will be useful in endorsing what has been reported in this paper. Impact on Society: The results revealed that the Strategic Approach was the most dominant among the participants in this study. The results also showed the improvement in students’ academic performance as well as the number of students who passed increased. Future Research: A further research study could be conducted with students in a different discipline where poor academic performance is experienced. http://www.informingscience.org/Publications/4393 teaching strategy personal response systems students’ approaches to learning mathematics higher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-08-06 18 355 378 4403 article Nazym Suleimen naz.berikovna@gmail.com Aim/Purpose: The purpose of the study is to examine and understand the attitude of Kazakhstani universities’ instructors towards ICT integration into the curriculum and to find out the relationship between instructors’ attitudes towards ICT and their actual usage of ICT for teaching and learning processes. Background: The Kazakhstani government has taken initiatives and developed state programs to integrate information communication technologies (ICT) into all levels of education. According to previous research studies, instructors’ negative attitude towards ICT integration into curriculum can affect the implementation of ICT-related initiatives in education including higher education. Therefore, this research study examines the attitudes of Kazakhstani higher education instructors towards ICT integration into curriculum. Methodology: The study implemented an explanatory sequential mixed methods design. For quantitative and qualitative data collection paper-based questionnaires and semi-structured interviews were used, respectively. Convenience sampling was conducted, and the sample consisted of 102 instructors working in two universities in Kazakhstan. In quantitative data analysis, descriptive and inferential statistics were used; Spearman’s rho correlation coefficient was used to identify the relationship between variables. Contribution: Understanding instructors’ attitude towards ICT in education and exploring reasons behind attitudes might be beneficial in accomplishing aims and purposes of governmental ICT-related programs in the higher education system. Findings: Quantitative data analysis reveals that instructors generally possess positive to very positive attitude towards using ICT in education. Instructors often use simple basic tools such as multimedia presentation software; however, they very rarely use more advanced tools such as discipline-oriented software. No statistically significant relationship was found between attitude and advanced ICT tools. Qualitative data analysis identifies several barriers to ICT usage: insufficient or lack of provision of ICT tools and software, lack of technical support, and lack of technical knowledge among instructors. Recommendations for Practitioners: As a result of the study, it is firstly recommended to university administrations to create and add positions of information technology (IT) specialists, to each department and on a permanent basis. Secondly, it is recommended to provide faculty members with training courses that focus on ICT in pedagogy. Thirdly, universities could ask for guidance from their existing faculty members who are advanced ICT integrators, that is to say, collegial learning should be encouraged more strongly. Finally, universities are recommended to reward those faculty members who are active and effective in their attempts to integrate ICT into teaching. Future Research: As I was not able to interview those instructors who possessed negative attitude towards ICT in education, I would recommend filling this gap in the future. Interviewing instructors who are reluctant to integrate ICT into teaching can help identify more issues related to using ICT in education which were not discovered in the current research study. Also, the current research study did not investigate instructors’ attitudes in relation to their demographic background. Further research studies can examine how instructors’ age, gender, place of study, place of work, academic degree, or subject area of teaching influence their attitude towards using ICT in education and their actual usage of ICT in teaching practices. http://www.informingscience.org/Publications/4403 ICT integration into curriculum attitude towards ICT use in teaching barriers to integrating ICT into teaching ICT in higher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-08-06 18 379 393 4411 article Elena Neiterman eneiterman@uwaterloo.ca Christine Zaza zaza@uwaterloo.ca Aim/Purpose: The aim of this study was to explore whether students’ self-initiated personal technology use differ by class size as well as to explore students and instructors’ perspectives on whether students’ technology use in class is a problem. Background: Because class size influences several aspects of student engagement, it is plausible that class size would affect students’ technology behaviours, but, to our knowledge, no study has directly examined class size as a factor in students’ on- and off-task technology use. There is also a paucity of research on how the use of off-task technology affects instructors. Methodology: We surveyed all undergraduate students and faculty in one Faculty at a Canadian university in Fall 2016. A total of 478 students and 36 instructors completed the survey. The survey contained questions about students’ and instructors’ behaviours and attitudes towards the use of technology in class. Quantitative data were analyzed in SPSS and Excel and qualitative excerpts from short-answer questions on the survey were analyzed in NVIVO 8. Contribution: This paper demonstrates that students’ on- and off-task technology use in class is influenced by class-size. It also informs us on the impact students’ technology use has on instructors in the academic classroom. Findings: Student-initiated technology use increased significantly as class size increased. Students and instructors expressed little concern about the impact of class-related technology use on learning and views did not differ significantly between these two groups. Although both students and instructors believed off-task technology use hinders learning, their views differed significantly, with more instructors than students feeling strongly that students’ use of technology in class is a problem. Recommendations for Practitioners: We need to develop guidelines on how to address off-task technology use in class. Recommendation for Researchers: More research is needed to explore how the use of technology in class affects instructors. Impact on Society: Higher education industry needs to consider how to manage the use of off-task technology in class. Future Research: We need to explore further how to mitigate the factors contributing to the off-task technology use in academic classroom. http://www.informingscience.org/Publications/4411 media in education post-secondary education pedagogical issues improving classroom teaching laptop multitasking eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-08-14 18 395 417 4417 article Hosam Al-Samarraie myclasy@gmail.com Islam Alomari wanjaffer@gmail.com Reem Yousef reem.yousef@afu.ac.ae Aim/Purpose: This study reviewed previous research on the role of gamification techniques in promoting students’ learning. Background: The role of gamification in promoting students’ learning has been investigated empirically by many scholars. To date, mixed results about the effectiveness of gamification have been reported, and researchers frequently argue that the inappropriateness of certain techniques may have contributed to these mixed findings. Methodology: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to assess the criteria required for this review. A total of 40 studies were identified and included in the systematic review. The selected studies were used to assess the association between certain gamification techniques and students’ learning in this study. Findings: The results showed that gamification techniques differently affect students’ learning. In addition, it is important for students to be instructed about the application of gamification approach before they engage in a gamified learning task. The key challenges relating to the use of gamification techniques were also discussed. Recommendations for Practitioners: This review can help educational decision makers and practitioners to stimulate certain learning outcomes of the students with the help of specific gamification techniques. http://www.informingscience.org/Publications/4417 gamification gamified learning activities higher education lifelong learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-09-02 18 419 436 4392 article Rıdvan Ata ridvanata@yahoo.com Kasım Yıldırım kasimyildirim@mu.edu.tr Aim/Purpose: The principal aim of this study was to reveal digital citizenship levels of pre-service teachers enrolled in 1st and 2nd year in the education faculty at the Muğla Sıtkı Koçman University in Muğla, Turkey. Pre-service teachers’ perceptions of digital citizenship and their patterns of knowledge of digital citizenship were explored. Background: This study examines the concepts of digital citizenship, including digital communication, digital rights / responsibilities, critical thinking, digital participation, digital security, digital skills, digital ethics, and digital commerce, of pre-service teachers and their interaction with instructional technology. This research study will inform policies and strategies to enhance teacher trainings and education in Turkey. Methodology: A mixed methodology of data sources including a survey and open-ended questions were collected to explore pre-service teachers’ perceptions of digital citizenship. The Digital Citizenship Scale was used as the quantitative data collection instrument. Various statistical techniques and tests such as ANOVA, t-Test, and Tukey HSD were used in the analysis of the data. Contribution: This study contributes to existing literature knowledge by demonstrating the patterns of digital citizenship that influence Turkish pre-service teachers’ professional development and deepening the discussion of change in policies and strategies in education programs in Turkey. Findings: Results indicated that there was a statistically significant difference of digital citizenship scores of male and female pre-service teachers with male participants scoring higher than female participants. However, participants’ mean scores did not significantly differentiate by their departments. Similarly, it was observed that participants’ mean scores did not significantly differentiate by the high school types. As far as parent educational background was concerned, the mean scores of the participants did not indicate a significant difference by the education level of the mother, but the scores differed significantly by the father’s education level. Similar responses emerged in the open-ended questions. Participants expressed that they felt competent in digital communication and digital participation and their parents are partly influential in the improvement of these skills. In addition, the majority of the participants stated that the major they enrolled did not have any contribution to their digital skills so far. Recommendations for Practitioners: Recommendations for practitioners to include in their teacher education programs training pre-service teachers to become digital citizens. Recommendation for Researchers: Recommendations for researchers to include identifying practical activities that enhance pre-service teachers’ digital citizenship skills. Impact on Society: The findings and results of this study will help display a universal digital citizenship model for pre-service and veteran teachers in Turkey as well as to strengthen their interaction with instructional and information technologies through policy and strategy changes in educational settings. Future Research: Further studies should be undertaken, especially in developing countries. Future research can further explore pre-service teachers’ perceptions of digital citizenship such as digital rights, responsibilities, and ethics as well as evaluating the opinions of school administrators, students, and parents regarding their perceptions of digital citizenship in educational settings. http://www.informingscience.org/Publications/4392 digital citizenship pre-service primary school teachers digital technologies internet eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-10-06 18 437 466 4441 article Emmanuel Fokides fokides@aegean.gr Penelope Atsikpasi pred17015@aegean.gr Polyxeni Kaimara a16kaim@ionio.gr Ioannis Deliyannis yiannis@ionio.gr Aim/Purpose: This work examines which factors influence user views on the learning effectiveness of serious games. For that matter, a model was developed and tested. Background: Although the impact of serious games on learning is their most widely ex-amined aspect, research is spread thin across a large number of studies having little in common in terms of their settings, samples, and learning sub-jects. Also, there is a lack of consensus regarding which factors have an im-pact on their effectiveness. The most significant problem seems to be the fact that most assessment tools examined just a few factors. Methodology: The initial model included eleven factors responsible for shaping the learning outcomes, belonging to four groups: (a) content, (b) technical features, (c) user state of mind, and (d) learning enabling features. All possible relationships between these factors and subjective learning effectiveness were examined. Data were collected using the Serious Games Evaluation Scale. The target group was 483 university students who played two serious games. The model was tested using covariance-based structural equation modeling. Contribution: The study offers the prototype of a rather complex model, accurately explaining the intricate relationships between the substantial number of factors that were measured and their impact on user views regarding the subjective learning effectiveness of serious games. Findings: The final model fit statistics were very good, and 58.4% of the variance in subjective learning effectiveness was explained. The factor with the most significant impact was enjoyment, followed by subjective narration quality and realism. Quite interestingly, motivation did not have any effect on subjective learning effectiveness, while subjective feedback quality was not included as a construct in the final model. Moreover, the subjective ease of use and audiovisual fidelity had a minimal impact on other factors. Finally, the model proved to be invariant across genders and across the serious games that were used. Recommendations for Practitioners: Serious game developers can use the model so as to decide on which factors to focus, depending on their needs. Educators and education policymakers can also benefit from the model’s use, together with scales evaluating the quality of educational software. By assessing technical and content features and by using the model as a blueprint, they can envisage how enjoyable and motivating a serious game might be, as well as how it is going to impact user views regarding its learning effectiveness. Recommendation for Researchers: Researchers can use the model in order to understand what shapes the learning experience of users when they play serious games. They can also use it for understanding the interactions between different the factors that come into play. Future Research: Several alternative models have to be tested so as to develop a much simpler one which, at the same time, will have the capacity to adequately explain what users think of serious games. Several different target groups and serious games have to be examined in order to establish that the model is indeed invariant across a wide range of serious games genres and users. Finally, an interesting idea is to examine the relationship between subjective and objective learning effectiveness. http://www.informingscience.org/Publications/4441 enjoyment learning effectiveness serious games structural equation modeling subjective narration quality subjective realism eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-11-02 18 467 479 4452 article Hayley J Mayall hmayall@niu.edu Araya Ramsin araya.ramsin@gmail.com Aim/Purpose: The purpose of this study was to examine whether ESL students in Thailand felt comfortable and confident using online course management tools as indicated by the levels of their online learning self-efficacy. Background: While online learning has become commonplace in most US based universities, some international educational institutions are just now dealing with the enormous task of introducing online learning to their academic communities and working with both faculty and students for successful implementations. In Thailand, there is a national initiative to harness the power of online learning together with other technological innovations to facilitate an increase in learning outcomes and provide additional access to education for students within public educational institutions. Methodology: Online learning self-efficacy data was collected from 856 newly admitted English as a second language (ESL) students at a large public university in Thailand. Participants were provided an email link to an online survey either via a direct email solicitation or a web link posted by their course instructors. The survey consisted of 8 demographic items and 29 self-efficacy items on a 4-point Likert-type scale. Contribution: This paper adds to the body of research on self-efficacy in online learning context by examining the levels of online learning self-efficacy of ESL students in Thailand, where online learning is still not as prevalent as in the United States and many other regions. Findings: Significant correlations were found between online learning self-efficacy levels and demographic characteristics including self-report computer skills, comfort level using the internet, self-reported English proficiency scores, and prior online learning experience. ESL learners participating in this study were found to have high levels of online learning self-efficacy, which indicated a readiness for engagement in online learning courses. Recommendations for Practitioners: As indicated by the results of the study, ESL students who were better at using computers and more comfortable surfing the internet were found to be more confident that they would do well in online learning environments. Therefore, it is recommended that sufficient training should be provided to support this transition by helping students, especially those with lower computer skills and comfort levels using the internet, get started and supporting them along the way. Also, at the very first stage of transitioning into online learning, the institution may first start with partially online courses into which a mixture of both online and face-to-face elements is incorporated. This will allow students to gradually adjust themselves into the new instructional delivery system and technologies that come with it. Once students are well-adjusted and familiar with the new learning environment, and assessment of the effectiveness of the partial integration has been conducted, the institution can consider offering courses that are entirely online. Recommendation for Researchers: Faculty and institution readiness for the adoption of online learning should also be taken into consideration in future work. To address the identified limitations, we recommend that inclusion of participants from across content domain would provide a more representative and generalizable result. Impact on Society: Incorporation of online learning as a standard instructional strategy will improve access to the educational system within Thailand. Assessing student readiness for this non-traditional way of learning may facilitate institutions’ ability to better plan how to effectively incorporate online learning into its curricula. Future Research: This student focused study was a follow-up to a faculty focused study attempting to indicate the level of readiness for this institution to broadly adopt online learning. Future research could be conducted at the organization/institution perspective using appropriate frameworks to address the last element of readiness for online learning adoption that considers the three facets of student, faculty, and institution. After the completion of this phase of affective/attitudinal research and the implementation of online learning within this institution, we recommend moving on to the measure effectiveness of the new instructional methodology. http://www.informingscience.org/Publications/4452 online learning ESL learners self-efficacy eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-11-05 18 481 507 4455 article Yusep Rosmansyah yusep@stei.itb.ac.id Ariq Bani Hardi ariq.bani@bssn.go.id Mohamad Achiruzaman achiruzaman@bps.go.id Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys. Background: The conventional online training still lacks engagement, immersion, and curiosity aspects, which decreases learners’ learning seriousness because the instructors and participants do not meet directly. Integration of 3DMUVLE and gamification in online training has a good potential to tackle the issue. Methodology: This research applied the Design Research Method (DRM) to propose a 3DMUVLE educational game design framework. The proposed framework was applied in training that involved 30 participants (first group), and the result was compared with that of 30 other participants (second group) who studied using the conventional method, which was an e-book and web-based learning. Authors compared the perceived usefulness and heightened enjoyment in using the proposed 3DMUVLE using linear regression analysis on HMSAM model. Contribution: Through statistical tests on the case study data, this research indicated that the 3DMUVLE resulted in better knowledge gain. Findings: Some important findings in this paper include (1) the development steps of a 3DMUVLE educational game design framework for online training of food crops productivity data survey; (2) statistical analysis result that the proposed 3DMUVLE lead to better knowledge gain, enjoyment, curiosity, immersion, and usefulness aspects; (3) the statistical analytic also showed that enjoyment and perceived of usefulness factors represented the strongest variables that influenced behavioral intention to use. Recommendations for Practitioners: The 3DMUVLE is suggested to produce better knowledge gain, yet it still has to be proven further through similar statistical analysis in real field survey scenarios. Recommendation for Researchers: The proposed 3DMUVLE can be adapted to other domains. Pleasing features in the game can be improved, such as quality of instruction in the simulation, in the hope that these will increase engagement and knowledge gain. Voice communication among users and instructors to improve interactivity may also be introduced. Impact on Society: 3DMUVLE potentially offers better knowledge gain that can be applied in various fields of online training. Future Research: An immediate future research includes a development targeted for smartphone platform, in Virtual Reality (VR) or non-VR mode. VR improves immersion aspect further but is more complicated to perform. Smartphone is relatively cheaper than a computer and more accessible by more people. Training using a smartphone-based 3DMUVLE can be carried out in wider scenarios. http://www.informingscience.org/Publications/4455 3D virtual learning environment educational game online training eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-11-16 18 509 528 4457 article Monica Flores Marin mfloresm@uees.edu.ec María T Espinoza Salguero mariaespinoza@uees.edu.ec Victor Pinto Tapia vpinto@uees.edu.ec Aim/Purpose: This research is a comparative test between two Human Computer Interaction (HCI) design approaches - Apple versus one informed by child users. Background: There are studies concerning the creation of graphical interfaces for kids, however, they do not involve them in the design process. On the other hand, operating systems such as Apple or Android impose their graphic guidelines designed only for a general outlook. Methodology: The research has a scope of exploratory nature, with a mixed approach. For the measurement of usability, tests were developed to determine the degree of efficiency, effectiveness, and satisfaction generated in two versions of the same game. Children between six and eight years of age were targeted for this test. Contribution: This research compares two design guides to determine which one is better to develop games for children. Findings: This study concluded that the design guide elaborated by children allowed the building a more efficient, effective, and satisfactory game because the total usability percentage was 89.84%. This percentage was much higher than that obtained using the generic Apple guide, where the percentage of total usability obtained was 78.72%. Recommendations for Practitioners: Using design guides to develop games for children helps to increase the level of usability for them. Recommendation for Researchers: These design guides can be used for other devices that have different operating systems as guidelines to develop games for children. Impact on Society: The future generations of game developers that focus on games for children can take into account the following guidelines to create games that children will enjoy more. Future Research: Perform usability tests with users of different ages, for example children, adolescents, and adults. It is also suggested to take into account mobile devices with Android operating system. http://www.informingscience.org/Publications/4457 usability mobile devices games children eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-11-18 18 529 547 4459 article Mohammad T Alshammari mtalshammari@gmail.com Amjad Qtaish am.qtaish@uoh.edu.sa Aim/Purpose: Effective e-learning systems need to incorporate student characteristics such as learning style and knowledge level in order to provide a more personalized and adaptive learning experience. However, there is a need to investigate how and when to provide adaptivity based on student characteristics, and more importantly, to evaluate its value in learning enhancement. This study aims to bridge that gap by examining the effect of different modes of learning material adaptation and their sequences to the learning style and knowledge level of students in e-learning systems. Background: E-learning systems aim to provide acceptability and interactivity between students, instructors, and learning content anytime and anywhere. However, traditional systems are typically designed for generic students irrespective of individual requirements. Successful e-learning systems usually consider student characteristics such as learning style and knowledge level to provide more personalized and adaptive student-system interaction. Methodology: A controlled experiment was conducted in a learning context with 174 subjects to evaluate the learning effectiveness of adaptivity in e-learning systems. Contribution: The main contributions of the paper are threefold. First, a novel adaptive approach is proposed based on a specific learning style model and knowledge level. Second, the approach is implemented in an e-learning system to teach computer security, the application domain. Third, a rigorous experimental evaluation of the learning effect of the adaptive approach is offered. Findings: The results indicate that adaptation according to the combination of learning style and knowledge level produces significantly better learning gains, both in the short-term and medium-term, than adaptation according to either trait individually. Recommendations for Practitioners: Practitioners should consider the combination of learning style and knowledge level when delivering and presenting learning material to their students. Recommendation for Researchers: Researchers should consider sound educational models when designing adaptive e-learning systems. Also, rigorous and carful experimental design evaluations should be taken into account. Impact on Society: Universities and e-learning industries can benefit from the proposed adaptive approach and the findings in designing and developing more personalized and adaptive e-learning systems. The incorporation of student characteristics, especially learning style and knowledge level, may be used to enhance learning. Future Research: The experiment might be duplicated with a focus on longer-term learning gains by including more subjects and more learning resources. Also, the study might be expanded to application domains other than computer security. Moreover, other variables such as student satisfaction, motivation, and affective state might be explored to further the understanding of the effect of adaptivity on learning gains. http://www.informingscience.org/Publications/4459 adaptivity e-learning learning style evaluation computer science education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-11-27 18 549 570 4461 article Praveen Kakada praveenkakada@gmail.com Yogesh Deshpande drydeshpande@gmail.com Shilpa Bisen shilpabisen777@gmail.com Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. http://www.informingscience.org/Publications/4461 technology support academic support social support service support stu-dent satisfactiontechnology support academic support social support service support student satisfaction eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-11-28 18 571 587 4464 article Robert C Mahaney bob.mahaney@eku.edu James H. Fisher jim.fisher@eku.edu Aim/Purpose: At a public, higher education program in information technology, faculty are frequently asked to evaluate their curricula concerning: course content, the matriculation experience, where and in what capacity graduates are employed, and future academic initiatives developed to keep pace with changes in technology. The problem is determining the best process or mechanism to accumulate the responses. Background: The increased importance of STEM programs (science, technology, engineering, and mathematics), reduced state support, and the need for greater accountability are driving academic technology programs to justify their existence. This paper explores one process for evaluating a Computer Information Systems (CIS) program in a state-supported university in the Midwest USA, through an email survey designed for graduates to capture their unique perspective as ‘customers’. Methodology: An email survey was developed, field tested, and sent to 550 email addresses obtained from university alumni affairs. Results were accumulated in a Qualtrics program and analyzed for research purposes. Contribution: The contribution of this research is outlining one program’s experience gleaning information on the employment of graduates, assessing the CIS and business core curriculum, and collecting suggestions for future academic courses and experiences through the utilization of an email survey. This is a valuable source of curriculum feedback that is often overlooked by programs that want to enhance their academic offerings. Findings: Among the findings are the following: the CIS program is and has been a viable and relevant information technology program that prepares graduates for meaningful careers in this field; the business core curriculum of accounting, finance and business communication is essential to the career success of CIS graduates; graduates of the CIS program are prepared to assume managerial roles throughout their careers; and Cooperative (Co-op) education is an extremely valuable experience and should be required in the CIS curriculum. Recommendations for Practitioners: Graduates of an academic program are an excellent source of evaluation material. A well-constructed email survey can gather relevant data on employment and employability, the curriculum, the college experience, and other academic program information. This type of survey is an easy, inexpensive, and expedient means for gathering this information. Recommendation for Researchers: The current study surveyed CIS graduates to assess the appropriateness of the curriculum. Future researchers should seek input from IT managers and HR managers who will be hiring CIS graduates in the near future to find their perspectives on the CIS curriculum. Future Research: Further research needs to investigate the link between alumni surveys and accreditation. There is also a need to improve and refine survey instruments, increase survey response rates, incorporate survey responses into program marketing initiatives, and define a process for incorporating these results into the development/creation of academic courses. http://www.informingscience.org/Publications/4464 CIS curriculum development IT careers email surveys Cooperative education STEM curriculum assessment eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-01-08 17 . i iv 3935 article Christopher Cheong christopher.cheong@rmit.edu.au able of Contents for Volume 17, 2018, of the Journal of Information Technology Education: Research http://www.informingscience.org/Publications/3935 table of contents JITE IT education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-01-08 17 001 038 3934 article Philip G Neufeld neufeld.philip@gmail.com Henry D Delcore hdelcore@csufresno.edu Aim/Purpose: The effective adoption of an ICT across every segment of the student population may occur where the design, implementation and supports recognize and adjust for variations in adoption practices across the student population and the situatedness of the promoted ICT adoption. The goal of this study was to demonstrate methods to explicate variations in perceptions and meanings associated with the adoption of a technology; facilitate the segmentation of the population based upon these variations and sociodemographic variables; constitute agents’ practice, within a respective segment, based upon their behaviors and beliefs; and compare these agents’ adoption of a specific technological practice relative to their adoption of the critical practice of effectively selecting and using technologies. Background: Students emerge into a world infused with ICT where the critical technological practice of effectively selecting and using ICT affects students’ participation in a network society and information economy. Education policies and practices, regarding technology use for instruction and learning, often assume student populations are homogenous in their perceptions and practices concerning a given technology and do not account for how situatedness influences students’ perceptions and experience with technology. Universities and faculty, while promoting an ICT, may unintentionally reproduce inequity when not attentive to the ways in which students, as socially situated actors, acquire or fail to acquire the practice of effectively adopting technological innovations. Methodology: This study was an instrumental case study of the phenomenon of ICT adoption, in this instance tablet technology for academic purposes, at a public university where over 30% of students in the study self-identified as the first generation university attending student within their household. This study utilized mixed methods to identify students’ perceptions regarding this ICT, using a two-phase survey (phase 1 n=652; phase 2 n=440), and then explored students’ experiences and associated meanings regarding this technology through the use of photo diary interviews (n=11) and focus groups (n=6,6,2). The survey items were based upon constructs found in the Unified Theory of Acceptance and Use of Technology. These constructs include determinants and moderators for behavioral intention and use behavior for user adoption of a specific ICT. Contribution: This study contributed to research as follows: 1) ICT adoption from students’ perspectives; 2) evidence for segments within populations based upon perceptions and meanings associated with ICT adoption; 3) evidence for how situatedness affects adoption; 4) a practice-oriented approach that distinguishes adoption of a specific technology relative to efficacious practice of selecting and using ICT; and 5) how promoting adoption of a specific technology, given effects of situatedness and variations in segments, may help or hinder the adoption of the critical practice of effectively selecting and using technology thereby affecting students’ participation in modern society. This study points to ways to better understand and support segments of students based upon variations in ICT perceptions and practices, differences in ICT assemblages, and dissimilar situatedness. This study advocates for a criticaltechno-pedagogy whereby students culti-vate the practice of critically choosing and effectively using ICT thereby improving their agency within a digital society. Findings: The findings from this study included 1) variations among students in perceptions, meanings, and practices associated with the adoption of a specific technology; 2) segments of students, based upon sociodemographic variables, for whom there were similar perceptions, meanings, and practices; 3) situatedness affecting students’ adoption of a given technology based upon students’ available ICT assemblage, instructional context, settings of student work, and social and cultural contexts; and, finally, 4) technology adoption as a practice, shared from teacher to students and promulgated within an educational institution, may compel some students to adopt a given technology rather than promote the critical practice of effective selection and use of ICT. Recommendations for Practitioners: Universities and faculty should ascertain and accommodate segments of students who have variations in perceptions and practices associated with ICT adoption as well as differences in situatedness relative to students’ available ICT assemblage, instructional contexts, and social contexts. Universities should insist on student participation in the design and implementation for prospective ICT adoptions and ensure student voice from a diverse set of students. Universities should accommodate variations among student segments by tuning ICT designs, implementations, and supports for each segment. The methods described in this study facilitate timely discovery of student perceptions and practices as well as situatedness of students relative to an ICT adoption. Institutions and teachers should model ICT adoption practices that foster mature student-centered ICT adoption in ways that cultivate the competent practice of effectively selecting and using ICT. Recommendation for Researchers: Research on ICT adoption should consider 1) the voice of adopters, 2) segments among adopters differentiated by perceptions, practices, or sociodemographic variables, and 3) in what ways situatedness affects ICT adoption. Re-searchers should evaluate effectiveness of accommodations to ICT adoption initiatives where design, implementation and supports better facilitate each of the defined student segments. Impact on Society: A critical techno-pedagogy understands that students’ technological practices, as learned perspectives and embodied practices, affect students’ participation as co-agents within socio-technical systems of education, employment and life in current and as-yet-imagined futures. A critical techno-pedagogy is mindful of the hegemonic influence of technology firms upon education; is attentive to the non-technological dimensions shaping socio-technical systems; and is aware that technological practices embody and engender values, thereby reproducing inequity or inclusion. Institutions intent to adopt this or that technology must not forget the future-ready imperative of cultivating students’ critical techno agency, namely, setting students on the journey of effectively selecting and using ICT in ways that realize students’ participation in an information economy and net-worked society. Future Research: Future research should explore the interplay of student learning experiences and outcomes relative to pedagogical practices as well as available ICT assemblage including devices, connectivity, and applications. Research should also explore how the interplay of agents and social practices within education effect the development of the practice of effectively selecting and using ICT. http://www.informingscience.org/Publications/3934 student technology equity situatedness segment cluster practice learning pedagogy adoption eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-03-15 17 039 061 3980 article Murad Abou Saeed muradsaeed16@yahoo.com Mohammed Abdulrab abdulrabd@gmail.com Kamila Ghazali kamila@um.edu.my Sakina S. Suffian Sahuri sakina@um.edu.my Aim/Purpose: The current case study aimed to investigate the engagement of nine English as foreign language (EFL) learners in online peer feedback on writing in a Facebook group. Specifically, the study focused on the issues of writing addressed in peer feedback and the learners’ perception of peer feedback in the Facebook group. Background: Peer feedback on writing has attracted the attention of many researchers and instructors of writing in English as second/foreign language (ESL/EFL) contexts. More recently, the application of synchronous and asynchronous technologies, including Facebook, has been reported to foster ESL/EFL learners’ engagement in peer feedback. Yet, in the EFL university context, the teacher/instructor still represents the sole resource of feedback, while learners are only passive receivers of feedback. Therefore, it is necessary to encourage EFL learners to be providers of feedback by engaging them in peer work in writing. Methodology: The study was conducted among nine EFL Arab learners beyond the university writing course. As an extension to enhance their writing in the Facebook group, the activities of peer feedback reported in this study were monitored by the course instructor for three months. The learners’ interactional feedback exchanges, text revisions, and written reflections were qualitatively analyzed and the patterns of interaction were quantified. Contribution: The findings contribute to the previous body of knowledge about the role of peer feedback, as well as the application of how asynchronous technological tools such as Facebook facilitate learners’ interactional feedback exchanges in writing. Findings: The learners engaged in interactional feedback exchanges in the revision-oriented discourse (n=1100 (64%)). These comments triggered global text revisions focusing on content, organization, and argumentative genre (n=533 (31%)) and local text revisions focusing on language and mechanics/conventions (n=567 (33%)). The learners also engaged in the non-revision-oriented discourse (n=620 (36%)) that focused on establishing group cohesion in terms of a friendly social context, social support, socialization, social ties, and attachment among them. The learners also perceived the Facebook group as an interactive learning environment that facilitates their peer feedback on writing beyond the university context. Recommendations for Practitioners: The findings of the current study underlie useful pedagogical implications for EFL instructors and lecturers as well university students, specifically how peer feedback can be used by instructors as a way to enhance learners’ writing skills. Moreover, with the increasing access to social networks such as Facebook groups, EFL learners can engage themselves in peer feedback activities beyond the university writing courses for further development in writing. Recommendation for Researchers: Significant insights on EFL learning may be gleaned from analysing peer feedback on learning activities, which are easily facilitated by commonly available social networks such as Facebook. Hence, researchers who are interested in this domain are encouraged to look beyond the traditional teaching medium. Impact on Society: The use of social networks (including Facebook groups) for educational purposes has received much attention from university learners worldwide. This research can facilitate people’s awareness of the value of such networks in creating learning opportunities outside the university context. Future Research: Future research could combine both synchronous and asynchronous technologies in peer feedback and focus on the effect of peer feedback on each learner’s writing. http://www.informingscience.org/Publications/3980 peer feedback online peer feedback Facebook EFL writing eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-04-19 17 063 102 4022 article Hager Khechine Hager.Khechine@sio.ulaval.ca Sawsen Lakhal Sawsen.Lakhal@USherbrooke.ca Aim/Purpose: We aim to bring a better understanding of technology use in the educational context. More specifically, we investigate the determinants of webinar acceptance by university students and the effects of this acceptance on students’ outcomes in the presence of personal characteristics such as anxiety, attitude, computer self-efficacy, and autonomy. Background: According to literature in information systems, understanding the determinants of technology use and their effect on outcomes can help ensure their effective deployment, which might yield productivity payoffs. Methodology: Data collection with an online quantitative questionnaire yielded to 377 valid responses from students enrolled in an undergraduate management information systems course. SPSS software allowed obtaining descriptive statistics and Smart-PLS was used for validity and hypotheses testing. Contribution: Previous studies assessed either the determinants of technology use or the effect of their use on students’ outcomes, and often omitted to assess the role of personal characteristics. This research fulfills the gap about the scarcity of studies that link goals to intentions and behavior, while considering personal cognitive characteristics. Findings: Results showed that performance expectancy, social influence, facilitating conditions, and voluntariness of use explained the behavioral intention and webinar usage. Some of these relationships were direct and others were moderated. Satisfaction was the only student outcome affected by the use of webinars. Anxiety, attitude, and autonomy are the personal characteristics that exerted direct and moderating effects on the relationships between the main variables of the research model. Recommendations for Practitioners: Results gave rise to interesting managerial recommendations for adopting technologies in universities. Among them, teachers are encouraged to promote the webinars’ advantages and to exert less pressure on students to use webinars. Recommendation for Researchers: On the theoretical side, we brought a holistic view of the use of technologies in higher education by linking goals to intentions and behavior, and integrating personal cognitive characteristics into the same model. Results allowed enriching the literature about technology adoption in the educational context. Future Research: Future research should follow closely the results of studies on generation Z to find better explanatory variables of technology adoption. We also propose to consider new variables from the updated technology acceptance models to further understand the derteminants of technology use by students. http://www.informingscience.org/Publications/4022 webinar UTAUT students’ outcomes personal characteristics Smart-PLS eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-06-01 17 103 126 4061 article Gila Cohen Zilka gila.zilka@gmail.com Revital Cohen revitalc@bezeqint.net Ilan Rahimi irahimi@ono.ac.il Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Is there a correlation between teacher presence and social presence on one hand, and the perception of threat and challenge, motivation, and self-efficacy on the other in students studying in VCs and BCs? Findings: A link was found between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, it was found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendations for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles. http://www.informingscience.org/Publications/4061 blended course challenge motivation learning community self-efficacy virtual course social presence teacher presence threat transactional distance eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-06-06 17 127 157 4060 article Millicent L Carmouche millicent.carmouche@aamu.edu Jelisa L Thompson Thompson_jelisa@yahoo.com LaTiegra S Carter lcarte18@bulldogs.aamu.edu Aim/Purpose: This study explored an alternative means to offering supervisory coaching to teachers, professional development, and virtual teacher coaching through the use of videoconferencing. Background: Teacher coaching has been identified as an effective way to improve teacher implementation of research proven effective classroom strategies. The use of technology to implement coaching widens the audience of coaches that one coach can reach. Methodology : A single-case multiple baseline design was used to investigate the effect the intervention had on the frequency with which teachers offer Opportunities to Respond (OTR) and on the on-task behavior of middle school students with emotional/ behavior disorders (E/BD). Contribution: This paper expands the body of knowledge on teacher coaching to include the use of technology. Findings: Results indicated there was a functional relationship between virtual teacher coaching with videoconferencing and teacher rates of OTR. However, no functional relationship was observed between teachers given OTR and student on-task behavior. Recommendations for Practitioners : The use of technology to implement coaching widens the audience of coaches that one coach can reach. Recommendation for Researchers: Future researchers should consider collecting data on academic information such as the number of correct responses in addition to on-task behavior. Impact on Society : Teacher practitioners will be able to benefit from increased access to coaches, improving effective implementation of evidence-based practices. Future Research: Among other things, researchers could consider studying students with disabilities other than emotional/behavioral disorders and even students without disabilities may give important information on how opportunities to respond works with other populations. http://www.informingscience.org/Publications/4060 virtual teacher coaching videoconferencing professional development emo-tional/behavior disorders opportunities to respond eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-06-07 17 159 182 4059 article Albert D. Ritzhaupt aritzhau@mail.usf.edu Max Sommer msommer15@ufl.edu Aim/Purpose: The purpose of this study was to examine the impact of the flipped classroom model on learner achievement and satisfaction for undergraduate learners Background: The context for this research on the flipped classroom was an introductory technology literacy course at a public, research university. Methodology: This study employed a quasi-experimental pre-test/post-test design consisting of two groups: the treatment condition (sections in which instructors implemented the flipped classroom model for the module that was the focus of the study) and control condition (sections in which instructors lectured in the face-to-face meeting, then learners completed the practice online as homework). Learners in each group received their form of instruction and completed the same instructional activities, tests, and surveys. These data were analyzed using descriptive statistics, Analysis of Variance (ANOVA), and Analysis of Covariance (ANACOVA) models. Contribution: This research adds to a growing base of literature on the flipped classroom, a special instantiation of blended learning. Findings: Results indicated that there was no significant difference between the two groups in terms of learner achievement. In terms of learner satisfaction, however, there was a significant difference in which participants favored the control condition. Recommendations for Practitioners: Practitioners should select situations that are appropriate for the flipped classroom context. This should be reflected in the implementation of curriculum that would benefit from the affordances of this approach. Recommendation for Researchers: Researchers should seek to replicate this study in longer durations and using rigorously developed and validated measures. Impact on Society: This study suggests the flipped classroom may not be perceived by learners in an introductory technology literacy course as beneficial to their satisfaction. Future Research: Future research should seek to replicate studies in technology literacy courses to identify the optimal learning situations for the blended learning environment. http://www.informingscience.org/Publications/4059 flipped classroom learner achievement learner satisfaction blended learning; technology literacy eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-06-14 17 183 203 4077 article salihu dasuki s.dasuki@shu.ac.uk Nasiru Yakubu yakubu.m@aun.edu.ng Aim/Purpose: This study is based on the DeLone and McLean’s Information Systems Success (D&M ISS) model, which was modified to determine the success factors responsible for the acceptance of an e-learning system called Canvas by students of a Nigerian University. Background: The adoption of eLearning has been under studied within the context of developing countries. There have been calls in the literature for further research from a developing country perspective. This study attempts to fill this knowledge gap by investigating the factors responsible for students’ adoption of eLearning in a Nigerian University. Methodology: The study was built on the premise that system quality (SQ), service quality (ServQ) and information quality (IQ) are determinants of behavioral intention to use Canvas and user satisfaction of Canvas, both of which in turn influence the actual usage of Canvas. Responses from 366 students were analyzed with AMOS 22 using structural equation model (SEM) to test the relationships between the constructs of the proposed model. Contribution: The study contributes to the research gap about the paucity of studies in the adoption of eLearning in developing countries that have placed emphasis on the use of eLearning systems or on the software quality attributes of the systems under investigation. Findings: The results partially supported the effect of the quality antecedents on behavioral intention and user satisfaction of students. There was full support for the relationship between behavioral intention and user satisfaction of students on their actual usage of Canvas. Recommendations for Practitioners: The level of significance of the constructs identified in the study will guide the formulation of strategies and methods that could further enhance the adoption of eLearning systems in developing countries, specifically Nigeria. Recommendation for Researchers: Theoretically, the study contributes to the body of knowledge on eLearning adoption by empirically validating the DeLone and McLean model in a different context, specifically sub-Saharan Africa. Future Research: Future research could investigate the factors that influence instructors’ behavioral intentions to use eLearning applications and also the effect that the instructors have on students’ adoption of eLearning. http://www.informingscience.org/Publications/4077 eLearning systems IS success universities Nigeria eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-07-03 17 205 226 4081 article Hananel Rosenberg hananelro@gmail.com Christa S. C. Asterhan asterhan@huji.ac.il Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture. http://www.informingscience.org/Publications/4081 teacher-student communication secondary school WhatsApp social networks technology (SNT) media in education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-08-14 17 227 246 4098 article Ngozi Fidelia IYARE Ngoziya@yahoo.com Julia S James jamessjulia.jj@gmail.com Tom M Amonde tmamonde@yahoo.com Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups – an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students’ motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results. http://www.informingscience.org/Publications/4098 interactive technologies reading intervention comprehension grade school Jamaica eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-08-23 17 247 283 4104 article Betty Tärning betty.tarning@lucs.lu.se Aim/Purpose: The goal of this paper is to examine digital applications used in Swedish schools and whether they fulfill their potential as support for learners. This is done by examining the kinds of feedback they provide and discussing if this feedback supports learning or not. Background: The paper targets one aspect regarding which educational apps can be of high value for learners and teachers, namely the feedback they provide. The paper also addresses the need for supportive feedback and reviews 242 apps with respect to what types of feedback they provide. Methodology: A sample of apps used in primary school was collected via email to schools in Sweden. The author evaluated each app with respect to what kind of feedback it provided. The article concerns both positive and negative feedback, with a focus on negative. The following types of feedback were evaluated; verification feedback, corrective feedback, elaborated feedback, encouraging feedback and result feedback. Contribution: This paper contributes to knowledge regarding how most apps only contain verification feedback (telling the student whether their answer was correct or not). In order to help a student while learning, verification feedback is not enough. Rather, previous research has shown that explanatory feedback is more beneficial for learning. Findings: Seventy-seven percent of all apps contained verification feedback, and only 12 % provided the student with some type of explanation as to why their answer was incorrect. Looking at previous research, this is not desirable if one wants the app to support learning and not only act as a testing device. Fifty-five percent of all apps also contained some type of encouragement, but none of this encouragement addressed the task or the effort the learners put into the task - something that would be preferable from a learning perspective. Recommendations for Practitioners: There is much to be gained for developers of educational software if they would make more use of the feedback in educational apps. As for now, the feedback is primarily suited for testing and not for learning. For users of apps (teachers, parents, and children) this paper shows that feedback can be and is an important factor to evaluate before deciding if the app is “worth” spending time on. Recommendation for Researchers: The research describes different types of feedback and their (dis)advantages. Impact on Society: The paper stresses that most feedback represented in apps today corresponds to a behavioristic approach comparable to instrumental conditioning by means of reinforcement. In essence, most apps miss the opportunity of treating the learner as an active and constructive being who would benefit from more nuanced feedback. Future Research: Previous research has shown that elaborated feedback is more beneficial for learning, but more research needs to be done here, the amount of elaborated feedback will most likely affect varying student groups and varying tasks in different ways. And more importantly, how can we make the students pay attention to and act upon the feedback provided to them. http://www.informingscience.org/Publications/4104 digital applications verification feedback corrective feedback elaborated feed-back encouraging feedback result feedback eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-09-03 17 285 307 4110 article Hosam Al-Samarraie myclasy@gmail.com Ahmed Isam Al-hatem alhatemit@gmail.com Mona Masood drmona_usm@yahoo.com Aim/Purpose: This study investigated the potential use of Second Life (SL) to facilitate nursing students’ confidence and motivation, as well as its impact on their self-regulated learning development. Background: The current emphasis on nursing education in general has resulted in more consideration of different virtual learning environments as a means for assessing individuals’ learning in a healthcare context. Methodology: A quantitative research approach employing the survey method was used in this study. A model fit for Partial Least Squares (PLS) technique on 218 participants was produced to estimate the direct effect of environmental elements in terms of environment content design, environment interactivity, and environment functionality on student nurses’ behaviour in terms of motivation and confidence. In addition, the direct effect of student nurses’ behaviour on the development of their self-regulated learning was also examined and discussed. Two SL medical scenarios were designed to facilitate nurse students’ mastery of the learning task. Contribution: This study shows the potential of using SL for empowering nurses’ self-regulated learning and collaborative learning. It extends the current understanding on how SL can assess nurses to learn about clinical related matters through the control of teleported characters (avatars), thus enhancing self-regulation. Findings: This study found that SL content design, functionality, and interactivity can positively affect nursing students’ learning by providing them with the necessary elements to stimulate their confidence and motivation. We also found that nursing students’ confidence and motivation when using SL have significantly contributed to their self-regulated learning. Recommendations for Practitioners: Findings from this study can help educational decision makers to consider the use of seamless learning environments, like the SL, to help students solve problems and generate alternative responses to their issues. http://www.informingscience.org/Publications/4110 Second Life nurse education higher education online learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-09-05 17 309 344 4111 article Matthew Andrew mandrew@pi.ac.ae Jennifer Taylorson jentaylorson@gmail.com Donald J Langille dlangille@pi.ac.ae Aimee Grange Aimee.Grange@zu.ac.ae Norman Williams norman.williams@zu.ac.ae Aim/Purpose: The purpose of this study was to survey student opinions about technology in order to best implement and utilize technology in the classroom. In this paper, technology refers to ‘digital technology’. The aims of this study were to: (1) examine student attitudes towards technology in regards to enjoyment and perceived usefulness; (2) investigate what tools and devices students enjoyed and preferred to use for learning; (3) examine whether students preferred learning with books and paper instead of technological devices (e.g. laptops, tablets, smartphones); and (4) investigate whether student opinions about digital technology and preferred learning tools differ between two universities (based on their level of technology implementation) and between two programs (Foundation Studies and General Studies). Background: Previous studies have investigated student device choice, however, fewer studies have looked specifically at which tools and devices students choose for certain academic tasks, and how these preferences may vary according to the level of digital technology integration between two different universities. Methodology: In this study, a mix of quantitative and qualitative data was gathered from 1102 participants across two universities in the United Arab Emirates from an English-language Foundation Studies program and a first-year General Studies program. A questionnaire (containing closed-ended and open-ended questions) was followed by three focus-group interviews (n=4,3,2). ANOVA and t-Tests were used to test for statistically significant differences in the survey data, and qualitative survey and interview data were analyzed for recurring themes. Contribution: This study aims to provide a more comprehensive account of the learning tools (including books/paper, laptops, tablets, and phones) students prefer to use to complete specific academic tasks within a university context. This study also seeks to evaluate student attitudes towards using digital technology for learning, in order to best implement and utilize technology in the context of higher education institutions in the Middle East and around the world. Findings: Findings suggest that participants enjoy learning how to use new technology, believe it improves learning, and prepares them for future jobs. Books/paper were the most preferred resources for learning, followed closely by laptops, while tablets and smartphones were much less preferred for specific educational tasks. The data also revealed that respondents preferred learning through a combination of traditional resources (e.g. books, paper) and digital technological tools (e.g. laptops, tablets). Recommendations for Practitioners: These findings can be used to recommend to educators and higher education administrators the importance of adopting learning outcomes related to digital literacy in the classroom, to not only help students become more effective learners, but also more skilled professionals in their working lives. Additionally, classroom practices that incorporate both traditional tools and newer technological tools for learning might be most effective because they provide flexibility to find the best learning tool(s) for the task. Recommendation for Researchers: Participants preferred books and paper for learning. One reason was that paper helped them remember information better. More research needs to be done on the learning benefits of using more tactile mediums, such as paper for reading and writing. Impact on Society: The findings from this study suggest that some learners may benefit more from the use of digital technology than others. Institutions and organizations need to provide flexibility when it comes to technology implementation for both students and faculty. This flexibility can accommodate different learning styles and preferences and not isolate individuals in the classroom or workplace who may be slower to adapt to new technologies. Future Research: Future research is needed to investigate student attitudes towards digital technology at higher education institutions in other parts of the world. In addition, this study focused mostly on student perceptions of learning tools and devices in the classroom. More research needs to be done on the impact technology has on learning per se – specifically how certain tools may help learners more effectively complete different educational tasks. http://www.informingscience.org/Publications/4111 student attitudes digital technology device choices learning tools higher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-09-25 17 345 363 4120 article Antonis Natsis anatsis@tdm.au.dk Pantelis M. Papadopoulos pmpapad@tdm.au.dk Nikolaus Obwegeser nikolaus@mgmt.au.dk Aim/Purpose: This study aimed to explore whether students’ self-reported use of various learning strategies affected their perceptions on different course activities as well as their perceived performance in terms of both cognitive learning outcomes and general skills. Background: In a highly active learning environment that incorporates research into teaching, the effective use of various learning strategies is considered of high importance for the successful engagement of students. Yet, this line of research has mainly focused on individual learning. Shifting from individual to collaborative learning settings, the current study investigated whether students’ use of self-regulated learning, peer learning, and help seeking strategies influenced their perceptions on both the group activities and the respective outcomes. Methodology: At the beginning of the course, 81 first semester postgraduate students self-reported the level of use of self-regulated learning, peer learning, and help seeking strategies by filling in the respective subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Then, groups of 3 or 4 students were formed and instructed to create several learning artifacts of different types and conduct a peer-tutoring session, based on a topic assigned to them by the teacher. Additionally, the same groups conducted a research project of their own choice within course topics. Students’ final grade served as an indicator of their academic performance. At the end of the semester, students filled in a questionnaire eliciting their perceptions on the process and the outputs of the course activities. Finally, through statistical analysis of students’ responses to the questionnaires, the influence of learning strategies on students’ perceptions and their academic performance was examined. Contribution: Our findings contribute to the literature regarding the research-teaching nexus in higher education settings. More specifically, the study shows how students’ self-reported use of learning strategies affects students’ perceptions on the activities they were engaged in, their achievement of cognitive learning outcomes, and their skills development in a research-integrated course design. Findings: Students perceived differently the value of producing and studying learning artifacts. Students who scored higher in the self-regulated learning and peer learning subscales of MSLQ perceived their role as more active in the preparation of the presentation for the peer-tutoring session, which was the artifact that required higher level of interaction among the group members. Students’ final grades were influenced partially by their self-reported use of different learning strategies. Recommendations for Practitioners: Integrating research into teaching through the assignment of research-related tasks to students can promote students’ acquisition of domain knowledge and research skills. The merits of this approach can be further strengthened by having students working in groups and providing the outputs of their involvement in the research-related activities as learning material for their peers. Furthermore, students’ individual characteristics (e.g., use of learning strategies and preferences should be taken into account when designing course activities). Recommendation for Researchers: Researchers should continue to explore the way that various learning strategies influence different aspects of the learning process, especially in the achievement of cognitive learning outcomes and the development of general skills. Impact on Society: Creating learning environments that foster students’ active engagement with the course material and peer collaboration should be a vital goal of higher education institutes as it can improve students’ performance and promote the necessary skills for self-directed and autonomous learning, a key competence in the modern workplace. Future Research: In this study, both cognitive learning outcomes and general skills were assessed by students’ final grade. In a future study, distinguishing these different types of learning outcomes would allow us to examine in more detail the impact of students’ learning strategies and course activities on the accomplishment of cognitive learning outcomes and general skills. http://www.informingscience.org/Publications/4120 research-teaching nexus learning strategies student perception learning out-comes academic performance eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-09-26 17 365 398 4119 article Edwin Pramana epramana@stts.edu Aim/Purpose: This study investigates the factors that influence university students’ intentions to adopt mobile learning for their learning activities. A theoretical model is developed based on prior research incorporating constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT), the Technology Acceptance Model (TAM), and specific mobile learning constructs, as well as the moderating effects of gender and experience. Background: Mobile Learning, the use of smartphones and other mobile devices in accessing education materials, has become increasingly popular in the last decade. Despite the widespread use of smartphones by students, not many universities have adopted mobile learning in their teaching and learning activities. Methodology: A paper-based questionnaire was used to collect data. A final sample of 696 student responses from five urban universities in Indonesia was used. All of the constructs in the model are measured using existing scales. Structural Equation Modeling (SEM) was used to analyze and develop the theoretical model using Amos software. Contribution: This research contributes to the theoretical understanding of mobile learning adoption as well as practice and provides guidance for university managers to successfully implement mobile learning in their universities. In particular, the study explores moderating effects due to gender and mobile learning experience and presents more complete findings based on total effects instead of only considering direct effects. Findings: Perceived Enjoyment and Perceived Usefulness are the two most influencing factors in the adoption of mobile learning. Gender moderates the direct effect of learning autonomy on behavioral intention. New findings include significant correlations and causal effects involving learning autonomy, perceived enjoyment, facilitating condition, perceived mobility, social influence, perceived usefulness, and perceived ease of use. Recommendations for Practitioners: University managers should ensure that the students can enjoy mobile learning and also find it useful for their learning activities. Furthermore, the University has to facilitate and support the mobile learning system and infrastructure, and they also need to create a university learning environment where professors, senior students, and friends all encourage the adoption of mobile learning. Recommendation for Researchers: Research on mobile learning adoption should consider the moderator effects on the factors of behavioral intention to adopt mobile learning. Different groupings within these moderators should also be examined. Future Research: Additional studies may address and compare findings with respondents from rural Indonesian universities where the infrastructure and facilities are inferior to those in urban universities as well as participants from other cultural contexts. http://www.informingscience.org/Publications/4119 mobile learning university factors moderating effect UTAUT TAM SEM eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-09-28 17 399 422 4122 article Yasemin Afacan yasemine@bilkent.edu.tr Aim/Purpose: This study investigates, through structural equation modeling, the direct and indirect effects of blended learning on overall course satisfaction and student performance in interior architecture. Background: For critical education contexts, it is important to analyze student satisfaction with blended learning as well as its effects on student performance. In the context of teaching design, there is a need for in-depth research to understand what factors determine satisfaction with blended learning and how these factors affect performance in design courses both directly and indirectly. Methodology: To explore the student experiences of blended learning and its effects on the relationship between overall course satisfaction and student performance, data was collected through a survey instrument from a randomly selected 306 undergraduate students, 220 female and 86 male, each enrolled in four daytime blended learning sections of a design course. Contribution: Different than other studies, this study contributes to the literature by investigating the direct and indirect effects of a blended learning environment on the relationship between overall course satisfaction and student performance in the interior architecture context, rather than solely focusing on satisfaction or performance. Findings: The findings show that satisfaction with blended learning has a significant and direct influence on performance. Different than the studies in blended learning satisfaction literature, the study found blended interpretation and experience as significant contributors to impact blended learning satisfaction in design courses. Recommendations for Practitioners: The findings in the study are intended to assist design instructors in improving student satisfaction of a blended design course in order to enjoy the possibilities of new information and communication technologies (ICTs) as well as to serve as a basis for developing an effective course mechanism in a blended design curriculum. Recommendation for Researchers: The study focused on the mediating effect of only one variable, which was performance, but researchers could investigate more variables, such as experience, learning strategies, and retention as having mediating effects on student satisfaction in different blended learning models in design courses. Impact on Society: This study emphasizes that students’ satisfaction with blended learning in challenging learning environments like interior architecture provides learners with choices to develop more student-centered instruction and increased performance and engagement. Future Research: It is advisable to (i) explore the blended learning behavior of international design students compared with national students and (ii) investigate potential implications of computer-mediated feedbacks on student creativity. http://www.informingscience.org/Publications/4122 blended learning design teaching student performance course satisfaction personalized learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-09-29 17 423 440 4129 article Gregory M Francom greg.francom@gmail.com Andria L Moon andria.moon@northern.edu Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use. http://www.informingscience.org/Publications/4129 teacher preparation teacher candidate educational technology educational technology confidence 1:1 school-university partnership eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-10-02 17 441 469 4121 article M. Teresa Villalba maite.villalba@universidadeuropea.es Guillermo Castilla guillermo.castilla@universidadeuropea.es Sara Redondo sara.redondo@universidadeuropea.es Aim/Purpose: The aim of this work is to explore which factors impact on the adoption of the flipped classroom in vocational education to pave the way for the schools which want to apply this model. Background: Although various experiences in the use of the flipped classroom have been reported in recent years in the literature, fewer efforts have been done on how to implement this model from a pedagogical standpoint. The factors that influence its adoption have not been studied in depth, at least not in a global way. These factors include the use of technology and teaching methodologies active in the classroom, the trend towards innovation of teachers and schools, and whether teachers have the necessary ICT training and infrastructures. Moreover, although the results of many experiences in Higher Education have been published, this is not so for other levels of education, such as vocational schools. Methodology: A quantitative research method was used by constructing a questionnaire. The questionnaire included open questions in order to obtain qualitative information, which enriched the results obtained. Descriptive and factor analysis was used to analyze data, within the framework of the project FlipIT!–Flipped Classroom in the European Vocational Education”, ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555) funded by the European Union, with the participation of Hungary, the United Kingdom, Ireland, the Czech Republic, and Spain. The research sample includes 625 teachers (434 from Spain, 121 from Hungary and 61 from the Czech Republic) from schools participating or somehow associated to the project. Contribution: An empirically validated framework of the factors influencing the adoption of the flipped classroom approach in schools was obtained. This framework can guide the curriculum design of flipped classroom model courses for vocational education teachers. Findings: Empirically validated factors for the adoption of the flipped classroom in technical schools are presented. In addition, descriptive analysis results from a sample of 625 vocational education teachers confirmed that the countries involved in the survey fulfill the factors needed for the adoption of the flipped classroom in vocational education schools. Another important result is that, according to the surveyed teachers, the flipped classroom is a strongly practice-oriented method very suitable for vocational education. Recommendations for Practitioners: The framework here presented can guide the curriculum design of flipped classroom model courses for vocational and technical education teachers and allow schools to know the factors to review and improve in order to use the model. Recommendation for Researchers: This study is a first step toward determining the factors needed for the adoption of the flipped classroom model in vocational and technical schools. More studies using alternative data sources and methods are needed to obtain a definite model to support this adoption since FC has proved to be a very successful model for motivating students. We hope these results pave the way for schools who want to adopt the FC model and for focusing teaching training on the competences that this work detected. Impact on Society: Recently, we are witnessing an important debate about the future of education at every level. Different innovative methodologies have emerged in a search for more motivating and effective ways to learn, as well as to develop in our students the so-called 21st-century skills such as critical thinking, communication and collaboration, creativity, and information, media and technology skills. The flipped classroom approach can help to improve vocational education by changing traditional classes and teaching students other important soft skills, such as teamwork and collaboration, reflection, digital skills, and self-study. Future Research: The model is currently being implemented in schools in Spain, Hungary, and the Czech Republic using the results obtained here under the framework of the European project “FlipIT!–Flipped Classroom in the European Vocational Education”, ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555). After checking the criteria obtained in the framework for each of the participating schools, as a first step, an online course has been created using the competences obtained in this framework, both pedagogical and ICT. Once the course is completed, the teachers will carry out a pilot project to use the model. We hope the framework is useful to other researchers in order to implement the model in other countries and extend it with other criteria to obtain a validated international framework. This study is a first step toward determining the factors needed for the adoption of the flipped classroom model in technical schools. More studies using alternative data sources and methods are needed to obtain a definite model to support this adoption since FC has proved to be a very successful model for motivating students. We hope these results pave the way for schools who want to adopt the FC model and for focusing teacher training on competences. http://www.informingscience.org/Publications/4121 flipped classroom approach inverted classroom active learning educational technology eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-10-09 17 471 484 4131 article Jamie Costley costleyjamie@gmail.com Mik Fanguy mik@kaist.edu Matthew Baldwin mbaldwin@kaist.ac.kr Christopher Lange christopherhlange@gmail.com Seunglock Han costley@kongju.ac.kr Aim/Purpose: Extant research provides conflicting information regarding the role that lecture behaviors play within e-learning lectures. This study sought to understand what role motivation plays in increasing the likelihood that students engage in lecture behaviors in general, and how motivation affects the differing types of lecture behaviors. Background: The growth of online learning has increased the importance of video lectures as a means of delivering content. As with offline lectures, students may find it useful to adapt and change the way they interact with lectures to improve their learning. One possible approach that allows students to effectively manage any challenges they have in understanding a lesson is to initiate lecture behaviors to alter the flow of information. Methodology: In the present study, a survey was administered to cyber university students (n = 2434) in order to examine at the relationship between intrinsic goal orientation (a type of motivation) and levels of lecture behaviors. Contribution: This research fills an important gap by showing the effects that motivation can have on how students interact with video lectures and suggests the ways in which students engaging in specific lecture behaviors do so in order to gain a better understanding of the content. As lecture behaviors are an important part of how students are interacting with this important and new method of teaching, it is important to understand which characteristics make students more likely to engage in lecture behaviors. Findings: Students who have higher levels of motivation are more likely to engage in lecture behaviors. These lecture behaviors may include splitting attention between media sources, pausing the video lecture, rewatching parts of the video lecture, and diverting attention to obtain better audio or visual clarity. Recommendations for Practitioners: Instead of just tracking students’ viewing progress on each course lecture video, instructors should further endeavor to measure their students’ use lecture behaviors in relation to online course lecture content. Doing so can provide valuable insight into students’ level of engagement with course lecture materials and overall levels of intrinsic goal orientation. Recommendation for Researchers: Researchers need to start factoring in how student characteristics interact with instructional engagement when investigating online learning. Impact on Society: Improvement in our understanding of online learning helps improve the quality of instruction, which provides a net gain for society. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of lecture behaviors, possibly using controlled experiments. http://www.informingscience.org/Publications/4131 cyber university; intrinsic goal orientation; Korea; lecture behaviors; motivation; online learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-11-24 17 485 504 4142 article Orit Avidov Ungar oritav@openu.ac.il Adva Margaliot adva_m@ACHVA.AC.IL Etty Grobgeld grobgld@ACHVA.AC.IL Becky Leshem beckyleshem@gmail.com Aim/Purpose: The study aimed to examine teacher educators’ perceptions regarding their ability to implement innovative pedagogies following a year during which they used a newly equipped Active Learning Classroom (ALC), designed for teacher training Background: To this end, we asked how participants perceived the effective use of the ALC and how they were able to leverage the use of the ALC to implement innovative pedagogies. Methodology: Using the grounded theory method, we conducted qualitative analysis of data collected from semi-structured in-depth personal interviews. The sample included 22 randomly-selected teacher educators in a single teacher-education college, who had used the ALC over the last year. Average teaching tenure was 22 years. Contribution: As part of the transition to using innovative pedagogies in an ICT (Information Communication Technology) enhanced teaching environment, our proposed model can be used to map teachers’ perceptions and proficiencies, so as to address the specific needs of each group. Findings: Analysis revealed four pedagogic teaching patterns. Based on the TPACK (Technology, Pedagogy, and Content, Knowledge) model as a theoretical framework, we were able to relate these patterns to participants’ strengths and weaknesses in technological and pedagogic knowledge and the ways in which they used the ALC. These patterns testify that there are different levels of use and integration of technology and pedagogy by teacher educators. Recommendations for Practitioners: Enhancing teachers’ knowledge, promoting innovative concepts and removing barriers for ICT usage require integrated technological-pedagogic guidance, which should be provided to the teachers by instructors with integrated TPK (Technology Pedagogy Knowledge). Recommendation for Researchers: The ability to map technological and pedagogic strengths in accord with teaching patterns and styles provides an advantageous and applicable foundation that can be used by any future studies that wish to pursue this line of investigation. Impact on Society: Formulating new strategies in teacher education would effectively make teacher educators the leading force driving the desired transformation, whereby teachers have the skills and knowledge to prepare students to become productive members of society in the 21st century. Future Research: Future studies are encouraged to use our proposed model (which maps technological and pedagogic strengths in accord with teaching patterns) to examine additional questions, for example, what is the relationship between teaching style and teaching effectiveness and can it provide the impetus to attempt to shift teachers’ attitudes and styles? http://www.informingscience.org/Publications/4142 TPACK teacher educators teaching style teacher perceptions techno-logical classroom pedagogy eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-11-24 17 505 526 4143 article Mohammed Abdullah Alharbi maalharbi@mu.edu.sa Aim/Purpose: The aim of the present study was to examine peer interactions and the instructor’s facilitation of online asynchronous group discussions on free writing among 20 learners of English as a foreign language (EFL) joining one Saudi university over one academic semester. The study also attempted to explore the views of the learners on the online interactions. Background: Peer interaction has been one of the interesting topics for research on the applications of computer mediated communication (CMC) tools among learners in different domains, including language learning and writing. However, most of the EFL classroom practices lack such peer interactions and are dominated by teacher-centered approaches. Moreover, although CMC tools serve as interactive platforms for online peer interaction, such interaction needs to be cultivated and maintained by instructors. Methodology: The study was conducted among 20 learners of English as a foreign language (EFL) in one Saudi university over one academic semester. The instructor of the writing course facilitated the asynchronous group discussions of free writing. The data was collected from (l) learners’ peer interactions, (2) instructor’s comments in the discussions and (3) learners’ follow-up individual interviews. A qualitative content analysis of online interactions and a thematic analysis of the students’ responses to the interview questions were performed. Contribution: The use of technology reported in this study maximizes the opportunities for teacher-learner and learner-learner interactions, which are restricted or almost lacking in the EFL writing classroom. The findings of the present study also contribute to previous research on learners’ peer interactions and instructors’ facilitation of asynchronous group discussions. More specifically, the study informs us of the role of peer interactions through asynchronous tools in language learning, including writing. It also highlights the role of instructors in facilitating asynchronous group discussions. Findings: The findings showed that the EFL learners posted 1702 comments distributed among eleven patterns in terms of its language functions: evaluation, problem identification, alterations, clarification, suggestion, justification, agreements and disagreements, comprehension check, procedural, error acknowledgement and others. Analysis of the foci of peer interactions illustrated that the learners engaged in task-oriented interactions: content, organization, purpose, grammar, vocabulary and spelling and punctuations and non-task-oriented interactions: task management and socialization. Based on the analysis of the instructor’s comments, the instructor played an important role in facilitating the group discussions as indicated through his various comments (n=852) on the learners’ discussions. Although the learners expressed their positive views on the role of peer interactions and learner-instructor interactions in enhancing language learning, including writing, grammar and even reading, some of them were challenged by the flow of online interactions, weak net connection and sensitivity to peer feedback. Recommendations for Practitioners: The findings of the study provide valuable recommendations to both learners and instructors who are interested in using asynchronous tools for language learning and, in particular, writing through interactions. The application of such tools is promising, and its value is maximized with instructor’s facilitation of peer interactions. Recommendation for Researchers: The study provides valuable insights into how peer interactions and instructor’s comments are both important when investigating asynchronous group discussions in EFL learning. Therefore, researchers should search this interesting research topic further to enrich our knowledge of it. Impact on Society: Since the study focuses on one country of the EFL context, it is expected to have an impact on the society, particularly university learners and instructors by raising their awareness of the role of technological applications in learning and teaching. Future Research: Future researchers should focus on how peer interactions are distributed among individual learners and how the instructor’s facilitation affects peer interactions in asynchronous group discussions over time. http://www.informingscience.org/Publications/4143 peer interaction instructor’s facilitation asynchronous tools EFL writing eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-11-24 17 527 547 4152 article Fariza Khalid fariza.khalid@ukm.edu.my Aim/Purpose: The study aims to explore the dimensions of identities in relation to an online community of practice (CoP) and how the dimensions of identities influence the way teachers behave on their online CoP. Background: One of the emerging approaches for teachers’ professional development is through a form of community of practice, through which teachers learn through collaboration and active learning. In line with the progression in technology, online communities of practice have been widely accepted as one of the possible approaches for teacher professional development that can enhance the opportunity for collaboration. Even though online CoPs provide a better platform for collaboration and sharing best practices among teachers, some issues lead to a failure of any online CoPs. Day, Sammons, Stobart, Kington, & Gu (2007) stress the importance of understanding the aspects of identities and their impact on how teachers perform and commit to any activities and that an understanding of teachers’ identities is central to any analysis of teachers’ effectiveness, work, and lives. Previous research, however, studied the aspects of identities in the perspectives of the development of their identities as teachers in the context of their daily interaction with significant others in face-to-face mode. However, there has been very little research that has focused on teachers’ identities in relation to their participation in online communities. The extent to which their identities influenced the way they interact, engage, and contribute to their online CoP is still debatable, although it was profoundly stated that identities play a great role in shaping teachers’ behavior in their offline CoPs. Taking this into account, this study aims to identify the dimensions of identities in an online CoP setting and how these identities influence their capacity to involve themselves in online sharing through communities of practice (CoPs). Methodology: This research employed a case study approach which involved 16 teachers from six high performing secondary schools. The selection of the participants was made through purposive sampling. Data was generated through in-depth one-to-one interviews. Data analysis was conducted using thematic analysis through which the emerging themes were carefully identified. Contribution: The study has successfully identified the dimensions of identities in relation to teachers’ participation in an online CoP, which adds to the current body of literature. The result of the study also illustrates how these dimensions of identities interrelated to each other that led to the teachers’ level of participation in an online CoP. Having an in-depth understanding about identities also would provide a better understanding of why the members reacted the way they did and, and how the dimension of identities plays a role in this. Findings: The result of the analysis indicates four main dimensions of identities, i.e., personal identities, professional identities, learner identities and member of the community’s identities. These dimensions were found to influence each other. Overall, there are seven factors seen as ‘immediate’ causes leading to the final outcome (participation in online CoPs), i.e., beliefs in the benefits of informal sharing activities, perceived importance of online sharing activities, perceived role in community, willingness to initiate discussions, willingness to respond, acceptance towards others’ comments, and beliefs in the benefits of online communities. Personal identities affected not only their jobs as teachers but also influenced their commitment towards their participation in the online CoPs in this project. Their prior knowledge and experience influenced teachers’ perceived competency in using online sharing applications. Their prior experience also impacted the way they perceived the benefits of online activities (teachers’ identities as learners) and their attitudes towards them. The findings indicate that different individuals had different sharing preferences, and the differences were partly driven by how they conceived of professional development as well as how they perceived themselves professionally. Recommendations for Practitioners: This study also indicates that to ensure the success of any online professional development for teachers, it is essential to take into consideration the aspect of endorsement by senior management, e.g., principals or coordinators from a district or state level. It is also critical for stakeholders to understand the working culture of teachers and their conception of professional development to ensure any new policies is in line with teachers’ identities. Recommendation for Researchers: The analysis in this study was developed by exploring the reasons behind the teacher’s behaviors. In the future, it will be more meaningful for new researchers to consider the dimensions of identities when they develop any online CoP. Future Research: This study was conducted using a qualitative approach. The emerging dimensions of identities can be used by future researchers as a basis to do quantitative research that covers a larger sample size, through which a generalization can be made. A causal network that was developed in this study can be tested using inferential statistics. http://www.informingscience.org/Publications/4152 teachers’ identities online identities dimensions of identities online community of practice eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2018-12-25 17 549 575 4163 article Noa Ragonis noarag@beitberl.ac.il Gila Shilo gilas@beitberl.ac.il Aim/Purpose: Research shows that students encounter difficulties in identifying the structure of argumentation texts and in understanding the main message of the argument. The research examined the effect that learning Logic Programming (LP), while applying logic inference, has on students’ understanding of argumentation texts. Background: Understanding an argumentation text means exposure to its structure, which requires the ability to identify the argument presented and to distinguish between the argument and its justifications. Argumentation is an important cognitive capacity for handling conflicting information, viewpoints, and opinions. Students’ lack of ability to identify the structure of argumentation texts, and to understand its’ main message, affects the understanding of texts in general, the writing of texts, and the presentation of oral arguments. Since Logic Programming is based on inference that is similar to the way in which people commonly believe that human inferential thinking is performed, our research approach was to investigate how learning LP in Computer Science affects the understanding of argumentation texts in Linguistics. Methodology: The research population included 319 11th-grade students from five high schools, divided into a study group and a control group. Students’ understanding was tested using knowledge questionnaires after completing their language studies, before (pre-study) and after (post-study) a year of learning LP. The knowledge questionnaires included argumentation paragraphs where students were asked to give each paragraph a title and to analyze the argument structure. In addition, an attitudes questionnaire was administered at the end of the school year in order to examine the students’ attitudes towards the connection between the two disciplines. The research applied a mixed method approach, combining both qualitative and quantitative methods. Contribution: The research and its’ findings contribute to the previous body of knowledge with relation to students difficulties in understanding argumentation texts in Linguistics studies. Moreover, it suggests a new approach of using argumentation in the framework of inference as apply in LP to scaffold students’ conceptions. The use of an interactive computerized system (like the logic programming language Prolog) can scaffold students in constructing their knowledge, develop their computational thinking skills, and also enables to vary the teaching methods. Findings: Findings show that the students’ understanding of argumentation texts improved after learning LP. The study group students’ achievements were explicitly better compared with the control group students, who did not learn LP, though this was not always reflected with significant statistics. Students’ attitudes questionnaire revealed that students did not identify on their own the connections between the two disciplines and so could not explicitly use it to promote their understanding. Recommendations for Practitioners: Creative educators, who value challenges, can greatly benefit their students if they collaborate in aim for applying interdisciplinary learning while combining those two disciplines. The research conclusions shows that it is possible to improve students’ understanding if teachers explicitly mediate and guide students in drawing analogies. Recommendation for Researchers: The analysis tool we developed and apply can be used by educators and researchers to evaluate the understanding of argumentative texts by learners. It can be used in language classes at all levels as well as by educators in other disciplines in which the understanding of the argumentative structure is fundamental. Impact on Society: Developing argumentation skills and computational thinking skills. Future Research: Vary future possible research can follow the presented approach: examining how LP teachers expose the logical structure of an argumentation paragraph when they write logic programs that describe the inference represented in texts; examining how language teachers coupe with learning and using LP; examines the knowledge and skills of students that experienced a mediate learning process in the two disciplines in parallel. http://www.informingscience.org/Publications/4163 argumentation logic programming education language education computa-tional thinking interdisciplinary analogies eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2019-01-24 17 577 593 4164 article F Shoufika Hilyana farah.hilyana@umk.ac.id Muhammad Malik Hakim malik.hakim@umk.ac.id Aim/Purpose: This study intends to find out the difference between the use of Schoology-based e-learning and conventional learning by integrating character education in the learning process Background: E-learning has a high contribution to change learning process positively, but it is a big challenge to conduct character education through e-learning, because of the reduced intensity of face-to-face with lecturers as the primary role model. Methodology: The research sample consisted of 55 students of Electrical Engineering Faculty of Engineering, Universitas Muria Kudus. This study involved two variables: the experimental variable and the dependent variable. Experimental variables are treatment variables for the experimental class, namely physics learning through Schoology-based e-learning, and treatment variables for the control class used as a comparison, namely, conventional learning. The dependent variable is ANEKA-based character education. Indicators of ANEKA character values are integrated into the learning process and are measured using a Likert scale, which is given at the beginning and end of learning in the control and experimental classes. The normality testing use the Kolmogorov-Smirnov method; the homogeneity test use Levene’s test; and hypotheses testing use F-ANOVA test and paired samples t-test. Contribution: Contributions of this study are character education for students that could be done through e-learning by integrating character value (such as ANEKA) into the way they learn. Findings: The results of the study show the student learning outcomes of Schoology-based e-learning platform users by 16% higher compared to conventional learning. The character values of students using e-learning also higher 20% compared to conventional learning. So it can be said that learning physics by using Schoology-based e-learning, which is integrated with ANEKA-based character education, can improve character values and student learning outcomes. Recommendations for Practitioners: Findings from this research can convince the lecturer to integrate character values of ANEKA to their subject through e-learning Recommendation for Researchers: For researchers, it is necessary to develop more scope including the use of other subjects and other study program students as respondents in the further study Impact on Society: ANEKA character values could be integrated into the learning process, which can improve students’ attitudes in their daily life Future Research: Research on practicality and effectiveness in developing Schoology-based e-learning in other courses by integrating character values http://www.informingscience.org/Publications/4164 ANEKA e-learning physics character education Schoology eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-12-29 16 i iii 3631 article Lynn Jeffrey l.m.jeffrey@massey.ac.nz http://www.informingscience.org/Publications/3631 online teaching online learning preservice teachers online schools virtual schools eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-12-29 16 001 014 3626 article Tian Luo tluo4work@gmail.com David Moore moored3@ohio.edu Laura Hibbard hibbardl@ohio.edu Teresa Franklin franklinteresa@gmail.com Aim/Purpose The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates’ perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates’ aspirations to complete virtual field experiences. Background With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers’ papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. Contribution The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers’ interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students’ perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences. Future Research Future research may continue to examine if the exposure course, combined with a short-term clinical experiences and long-term online apprenticeships may serve to prepare graduates with the skills necessary to teach in classrooms of the future. http://www.informingscience.org/Publications/3626 online teaching online learning preservice teachers online schools virtual schools eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-12-30 16 015 029 3622 article Abdullah Konak konak@psu.edu Sadan Kulturel-Konak sadan@psu.edu Mahdi Nasereddin mxn16@psu.edu Michael R. Bartolacci mrb24@psu.edu Aim/Purpose This paper utilizes the Technology Acceptance Model (TAM) to examine the extent to which acceptance of Remote Virtual Computer Laboratories (RVCLs) is affected by students’ technological backgrounds and the role of collaborative work. Background RVCLs are widely used in information technology and cyber security education to provide students with hands-on experimentation. However, students may not exploit their full benefits if they do not accept RVCLs as a viable educational technology. Methodology In order to study the impact of collaborative work on technology acceptance, an empirical study was conducted using collaborative and individual versions of an introductory level computer networking exercise in an RVCL. Trials for the empirical study included students from technology intensive and non-technology intensive programs. Contribution The relationship between the technological background of students and their acceptance of an RVCL and the effect of collaborative work on this relationship were explored for the first time in the literature. Findings The findings of the study supported that collaborative work could improve non-technology students’ acceptance of RVCLs. However, no significant effect of collaborative work on technology acceptance was observed in the case of technology students. Recommendations for Practitioners Educators should consider the benefits of collaborative work while introducing a new technology to students who may not have background in the technology introduced. Recommendation for Researchers In this study, student technological background was found to be a significant factor for technology acceptance; hence, it is recommended that technological background is included in TAM studies as an external factor. Future Research Repeating similar studies with multiple exercises with varying degrees of challenge is required for a better understanding of how collaborative work and student technological background affect technology acceptance. http://www.informingscience.org/Publications/3622 collaborative learning technology acceptance virtual computer laboratories eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-01-06 16 031 045 3627 article Imane KAMSA kam.imane@hotmail.fr Rachid ELOUAHBI elouahbi@yahoo.fr Fatima EL KHOUKHI el_khoukhi_fatima@yahoo.fr Aim/Purpose: To identify and rectify the learning difficulties of online learners. Background: The major cause of learners’ failure and non-acquisition of knowledge relates to their weaknesses in certain areas necessary for optimal learning. We focus on e-learning because, within this environment, the learner is mostly affected by these vulnerabilities due to the lack of direct contact with the teacher, who would be able to point out the learner’s difficulties and help to rectify them. Methodology: The research sample was 49 learners enrolled in an online course. We focused on three cognitive factors: language, memory, and reasoning. We propose an approach to optimize learners’ performances based on two intelligent agents that model the role of a teacher: the “detector agent” and the “rectifier agent”. Contribution: The intelligent agents beneficially contribute to e-learning enrichment and the development of cognitive skills and solidification of knowledge acquisition. This is achieved by strengthening the memory, the assimilation of lessons by improving language skills, and the reinforcement of problem solving by developing reasoning and analysis capacity. Findings: The results show that the proposed approach efficiently detects the weaknesses of learners and resolves them intelligently. Future Research: The approach toward e-learning performance can be improved by focusing on other factors and intelligent agents that can improve the yield for learners and more effectively optimize system operation for their perceived needs. http://www.informingscience.org/Publications/3627 e-Learning learner performances optimization detector agent rectifier agent eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-01-23 16 047 068 3645 article Emmanuel Fokides fokides@aegean.gr Aim/Purpose: The study examines the effectiveness of university courses in shaping pre-service teachers’ intention to use 3D multi-user virtual environments (MUVEs) when they become practicing teachers. Background: Four variables (perceived usefulness, perceived ease of use, self-efficacy, and attitude toward use), as well as behavioral intention to use MUVEs, were used to build a research model that extended the Technology Acceptance Model, and structural equation modeling was used for parameter estimation and model testing. Methodology: Self-reported data was gathered from 325 pre-service teachers studying at the Department of Primary School Education at the University of the Aegean in Greece. Contribution: The study demonstrated the applicability of the TAM as a model that can adequately explain pre-service teachers’ intention to use MUVEs as practicing teachers. Findings: Results analyses revealed a good model fit and, overall, 64% of the variance in behavioral intention was explained. Perceived usefulness and perceived ease of use were the most influential factors. Recommendations for Practitioners: In order to increase the odds of a successful use of MUVEs in educational settings, institutions need to address specific organizational factors that will positively influence pre-service teachers’ intentions to use them and provide experiences relevant to that technology. Also, more emphasis is needed on the usability of MUVEs. http://www.informingscience.org/Publications/3645 MUVEs pre-service teachers structural equation modeling Technology Ac-ceptance Model eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-03-20 16 069 103 3675 article Budhi Kristianto budhik@staff.uksw.edu Background: Although Indonesia is one of the world’s most populated countries with a high penetration of internet usage there has been little research on SNS usage in Indonesia, especially involving children. Instead, SNS research in Indonesia has focused on university students and political, marketing, and disaster mitigation issues. Aim/Purpose: In order to address this gap a theoretical model is formulated from a review of previous studies incorporating basic constructs found in the Technology Acceptance Model (Perceived Usefulness, Perceived Ease of Use, and Attitude) as well as other influences, motivations, and individual characteristics that affect a child’s attitude toward the use of SNS. Methodology : The model is evaluated and developed using data collected from 460 children in primary school grades 4, 5, and 6 in five cities in Indonesia. The statistical techniques implemented with SPSS and Amos computer software (t-tests, correlation coefficients, principal component factor analysis, Cronbach alpha coefficients, and structural equation modeling (SEM) analysis). Findings: The results confirm many of the effects on a child’s attitude toward SNS reported in previous studies due to: the usefulness and ease of use of SNS; parental influence; feelings of flow experience and risk; and the child’s level of access, technical expertise, and experience with SNS. New findings include significant correlations and causal effects involving: the influences of peers and parents; the child’s level of technical expertise; and feelings of flow experience. Contribution: Despite limitations related to sampling and the administration of a questionnaire among young children, the findings contribute to theory as well as practice and provide guidance on effective ways to improve children’s attitudes towards the use of SNS. http://www.informingscience.org/Publications/3675 attitude children Indonesia parental influences peer influences social net-works TAM eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-03-28 16 105 126 3685 article Hamed Mubarak Al-Awidi hamedalawidi@gmail.com Fayiz M Aldhafeeri fayizaldhafeeri@gmail.com Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives. Background: In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum. Methodology : Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical). Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented. Findings Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum. http://www.informingscience.org/Publications/3685 digital curriculum educational technology Kuwait education technology readinesss eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-03-30 16 127 142 3682 article Savern l Reweti s.reweti@massey.ac.nz Andrew Gilbey a.p.gilbey@massey.ac.nz Lynn Jeffrey l.m.jeffrey@massey.ac.nz Aim/Purpose: The aim of this study was to explore whether a full cost flight training device (FTD) was significantly better for simulator training than a low cost PC-Based Aviation Training Device (PCATD). Background: A quasi-transfer study was undertaken to ascertain whether a Civil Aviation Authority certified Flight Training Device (FTD) was more effective at improving pilot proficiency in the performance of a standard VFR traffic pattern (Overhead Rejoin Procedure) than a customised low cost PCATD. Methodology: In this quasi-transfer study, a high fidelity FTD rather than an aircraft was used to test both training and transfer tasks. Ninety-three pilots were recruited to participate in the study. Contribution: The use of PCATDs is now well established for pilot training, especially for Instrument Flight Rules (IFR) skills training. However, little substantive research has been undertaken to examine their efficacy for VFR training. Findings: There was no evidence of a pre-test/post-test difference in VFR task perfor-mance between participants trained on the PCATD and the FTD, when post tested on the FTD. The use of both PCATD and FTD demonstrated signifi-cant improvements in VFR task performance compared to a control group that received no PCATD or FTD training. Recommendations for Practitioners : We discuss the possibility that low cost PCATDs may be a viable alternative for flight schools wishing to use a flight simulator but not able to afford a FTD. Recommendation for Researchers: We discuss the introduction of improved low cost technologies that allow PCATDs to be used more effectively for training in VFR procedures. The development and testing of new technologies requires more research. Impact on Society: Flight training schools operate in a difficult economic environment with continued increases in the cost of aircraft maintenance, compliance costs, and aviation fuel. The increased utilisation of low cost PCATD’s especially for VFR instruction could significantly reduce the overall cost of pilot training Future Research: A new study is being undertaken to compare the effectiveness of a PCATD and a FTD at training transfer of other VFR task procedures such as forced landing training, forced landing after take-off, and low-level navigation exercises. http://www.informingscience.org/Publications/3682 PC-based aviation training device flight training device visual flight rules qua-si-transfer simulator pilot training eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-04-03 16 143 168 3694 article Ronnie H. Shroff rshroff@hkbu.edu.hk Christopher J Keyes ckeyes@hkbu.edu.hk Aim/Purpose: By integrating a motivational perspective into the Technology Acceptance Model, the goal of this study is to empirically test the causal relationship of intrinsic motivational factors on students’ behavioral intention to use (BIU) a mobile application for learning. Background: Although the Technology Acceptance Model is a significant model, it largely remains incomplete as it does not take into consideration the motivation factors and/or outside influences in the adoption of new technology. Methodology: A Mobile Application Motivation Instrument (MAMI) was developed from a comprehensive review of literature on intrinsic motivation and verified using a formalized card sorting procedure. Four intrinsic motivation scales were developed: perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT). Consequently, a scale to assess students’ behavioral intention (BIU) to use mobile applications was developed using existing scales from prior TAM instruments. Contribution: Incorporating the motivational factors into TAM may provide better explanation and prediction of student acceptance and usage of mobile applications. A potential contribution of this study is the development of a reliable and valid instrument that could be further used by a growing community of researchers, instructional designers, and instructors. Findings: Data were collected from 193 participants to test the causal relationship of perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) on students’ behavioral intention to use (BIU) a mobile application, using a structural equation modeling approach. The structural path model indicated that perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) had a significant influence on students’ behavioral intention to use (BIU) a mobile application for learning. Implications of this study are important for researchers and educational practitioners. Future Research: One environmental dimension, understudied but with likely implications for intrinsic motivation, is the social environment. http://www.informingscience.org/Publications/3694 intrinsic motivation mobile learning behavioral intention competence challenge choice interest eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-04-23 16 169 188 3699 article Orit Avidov Ungar oritav@openu.ac.il Tamar Shamir-Inbal shamirt@gmail.com Aim/Purpose: The aim of the study is to examine what ICT coordinators perceive as the main elements of knowledge needed to implement ICT successfully into school culture. Background: For the past few years, Israel’s Ministry of Education has been running a national program of adapting the education system to the 21st century skills. Key teachers have been appointed as ICT coordinators. Their role was to implement technology in schools. Methodology: The participants in this study were 130 ICT coordinators in Israeli Hebrew and Arabic schools. Those ICT coordinators had to attend a special in-service 60-hour course throughout an entire school year. The research tool was the reflection of the ICT coordinators who were asked to complete at the end of the in-service course. Narrative analysis was chosen as the main approach to data analysis. Contribution: We claim that ICT coordinators maintain a complex perception of their role, based on broad personal and professional knowledge that enables them to lead the needed changes. Findings: Based on the findings the coordinators revealed primary successful elements of their work: (a) technological aspects, (b) pedagogical aspects, (c) the organizational aspects, and (d) the ICT coordinator as a leader of systemic change. The first two elements already appear in the TPACK construct, while the others constitute organizational knowledge (OK) and leadership knowledge (LK) that enables the coordinators to facilitate ICT implementation in schools, and these are the unique elements of this study. Recommendations for Practitioners : We recommend that when choosing ICT coordinators or ICT implementation leaders at school, one should check not only that they possess the familiar TPACK knowledge, but also organizational knowledge and leadership knowledge that was found essential to successful completion of the coordinators’ role. Impact on Society : his study has shed light on the nature and significance of leadership knowledge (LK) and its function as an additional expression of TPACK. Future Research: We suggest that future research about educational technology leaders’ TPACK be drawn from these results. http://www.informingscience.org/Publications/3699 ICT coordinators TPACK leadership knowledge ICT implementation eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-05-11 16 189 207 3728 article Jamie Costley costleyjamie@gmail.com Christopher Hughes chris.jl.hughes@hotmail.com Christopher Lange christopherhlange@gmail.com Aim/Purpose: The number of students enrolled in online courses that use video lectures is on the rise. However, research shows that the number of students watching video lectures is low, and the number watching videos to completion is even lower. Background: This paper seeks to understand this problem by looking for correlations between instructional design and student engagement with video lectures. Methodology: Students at a cyber-university in South Korea (n=1801) were surveyed on their perception of the instructional design used in the courses they took and their engagement with online video lectures. Contribution: This paper contributes to the body of knowledge by demonstrating positive correlations between instructional design, watching, and finishing video lectures. Findings: While most other research has found low levels of online lecture viewership, this paper found significantly higher numbers watching and finishing videos. Other major findings of the paper are that five key elements of instructional design for online learning environments (designing methods, setting the curriculum, establishing time parameters, establishing netiquette, and utilizing the medium effectively) all correlated positively with students watching and finishing video lectures. Recommendations for Practitioners : Based on findings in this paper, it is recommended that practitioners consider taking actions when designing their instruction for online courses. These include batching their video lectures together by topic, devoting greater resources to helping students utilize the medium, and communicate time parameters in a way that encourages students to view video lectures in a timely manner. Recommendation for Researchers: As the watching of video lectures in this study was mandatory for learners, an interesting area of further research would be to examine whether that decision led to higher numbers of students watching them. Future Research: It is important for researchers to conduct further research into the interplay between ways instructors can design their instruction in order to encourage learners to better experience online learning. http://www.informingscience.org/Publications/3728 instructional design cyber university video lectures eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-06-27 16 209 226 3775 article Daisuke Saito d.saito@fuji.waseda.jp Hironori Washizaki washizaki@waseda.jp Yoshiaki Fukazawa fukazawa@waseda.jp Aim/Purpose: When learning to program, both text-based and visual-based input methods are common. However, it is unclear which method is more appropriate for first-time learners (first learners). Background: The differences in the learning effect between text-based and visual-based input methods for first learners are compared the using a questionnaire and problems to assess first learners’ understanding of programming. In addition, we study the benefits and feasibility of both methods. Methodology: In this research, we used the sandbox game Minecraft and the extended function ComputerCraftEdu (CCEdu). CCEdu provides a Lua programming environments for the two (text and visual) methods inside Minecraft. We conducted a lecture course on both methods for first learners in Japan ranging in age from 6 to about 15 years old. The lecture taught the basics and concepts of programming. Furthermore, we implemented a questionnaire about the attitude of programming before and after the lecture. Contribution: This research is more than a comparison between the visual method and the text method. It compares visual input and text input methods in the same environment. It clearly shows the difference between the programming learning effects of visual input and text input for first learners. In addition, it shows the more suitable input method for introductory education of first learners in programming learning. Findings: The following results are revealed: (1) The visual input method induces a larger change in attitude toward programming; (2) The number of operations and input quantity influence both groups; (3) The overall results suggest that a visual input is advantageous in a programming implementation environment for first learners. Impact on Society: A visual input method is better suited for first learners as it improves the attitude toward programming. Future Research: In the future, we plan to collect and analyze additional data as well as elucidate the correlation between attitudes and understanding of programming. http://www.informingscience.org/Publications/3775 programming-learning Minecraft. programming input method game-based learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-07-14 16 227 246 3732 article Samie Li Shang Ly li.ly.bo@gmail.com Raafat G Saade raafatsaade@gmail.com Danielle Morin Danielle.Morin@concordia.ca Aim/Purpose: Teaching and learning is no longer the same and the paradigm shift has not settled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. Background: In this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as experiential, constructivist, and collaborative elements. We also present a peer-to-peer interactive web based learning tool, designed and implemented in-house with immersive learning features. Methodology: We conducted an exploratory research with a Ph.D course on “pedagogical methods” where 9 doctoral students were tasked to follow the peer-to-peer 3 phase process in their learning. Contribution: We found the peer-to-peer does favor experiential, constructivist, collaborative learning, which contributes into the use of immersive learning as an important learning style for the future. Findings: This study investigated different ways to measure students’ collaboration, constructivism through their peer evaluation scores and performance in an immersive learning environment by taking the roles of teacher, evaluator, and learner. Recommendations for Practitioners: An in-depth understanding of immersive learning methods allows the application of Experiential Immersive Learning (EIL) in various disciplines of professional training, which can increase performance and engagement. Recommendation for Researchers: It is necessary and advantageous for a researcher to view in-depth the process of students’ learning, to have the ability to quantify, analyze each individual’s contribution, and to observe via Information Technology the collaborative aspects of learning. Impact on Society: By observing an effective methodology in learning, this allows us to understand how knowledge is created throughout different disciplines. Future Research: Further studies should be made to adjust and polish our understanding of the peer-to-peer tool in order to gain a deeper understanding of customized learning. http://www.informingscience.org/Publications/3732 immersive learning information technology learning models educational evolution eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-07-25 16 247 266 3788 article Tian Luo tluo4work@gmail.com Guang-Lea Lee lxlee@odu.edu Cynthia Molina cmolina@nps.k12.va.us Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner’s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the con-text of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Contribution: This study has provided a) additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students’ and teachers’ viewpoints as well as reading comprehension test scores data; and b) recommendations for practitioners and researchers regarding professional development for IStation implementation. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers’ whole and small group lessons individualized for each class, as well as students’ practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when implementing such technology to a diverse array of learners on different reading levels, such as Tier 1 (high reader), Tier 2 (medium average benchmark reader), and Tier 3 (low reader). It is essential to provide professional development and training opportunities for teachers. Teachers can also train and elevate the higher achieving students with using IStation to monitor their own progress as well as set their own individual learning goals. Recommendation for Researchers: We recommend studies with a larger sample size that would likely yield more definitive and generalizable results, studies using a randomized control group that would have teased out extraneous factors and truly measuring the effects of IStation alone on STAR, as well as longitudinal studies examining the long-term effects of IStation. http://www.informingscience.org/Publications/3788 computer-adaptive learning technologies reading intervention early child-hood education IStation eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-08-08 16 267 283 3793 article Sohail Iqbal Malik sohail_iqbal9@hotmail.com Jo Coldwell-Neilson jo.neilson@deakin.edu.au Aim/Purpose: This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the course. Background: Learning to program is considered a difficult and challenging task for a considerable number of novice programmers. As a result, high failure and dropout rates are often reported in IP courses. Different studies have been conducted to investigate the issue. One of the reasons for this challenge is the multiple skills that students have to master in order to be able to build programs. These skills include programming knowledge and problem-solving strategies and being able to pay equal attention to these required skills in the IP course. Methodology: A focus group was conducted to obtain feedback from the IP instructors about the ADRI approach. The performance of the students who had completed the IP course before ADRI was compared with those who used the ADRI approach by undertaking a comparative analysis of their final exam grades. Contribution: The study demonstrates that the new teaching and learning approach based on the ADRI model encourages students to pay equal attention to programming knowledge and problem-solving strategies, discouraging programming shortcuts and reducing high attrition rates (failure and dropout) in the IP course. Findings: The results of the focus group show that the instructors preferred the ADRI approach compared to the traditional approach. The final exam grades show that the students performed better in semesters which offered the ADRI approach as compared to those semesters without this approach. Future Research: Future research will explore the ADRI approach in other fields of computer science studies, such as database and data structure, to determine if its impact has a wider application than just teaching introductory programming. http://www.informingscience.org/Publications/3793 introductory programming course ADRI approach teaching approach stu-dents learning outcomes failure and dropout rates eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-08-17 16 285 299 3794 article Shirley S.M. Fong smfong@hku.hk Samuel Kai Wah Chu samchu@hku.hk Wilfred W.F. Lau wwflau@cuhk.edu.hk I. Doherty iaindoherty@yahoo.com K.F. Hew kfhew@hku.hk Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an under-graduate biostatistics course for improving university students’ collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by convenience sampling and assigned to a wiki group (2014-2015) and a control group (2013-2014 and 2015-2016), respectively. The students in the wiki group attended face-to-face lectures and used a wiki (PBworks) weekly for online- group discussion, and the students in the control group had no access to the wiki and interacted face-to-face only. The students’ collaborative learning, approaches to learning, and course performance were evaluated using the Group Process Questionnaire (GPQ), Revised Study Process Questionnaire (R-SPQ-2F) and course results, respectively, after testing. Findings: Multivariate analysis of variance results revealed that the R-SPQ-2F surface approach score, surface motive and strategy subscores were lower in the wiki group than in the control group (p < 0.05). The GPQ individual accountability and equal opportunity scores (components of collaboration) were higher in the wiki group than in the control group (p < 0.001). No significant between-groups differences were found in any of the other outcome variables (i.e., overall course result, R-SPQ-2F deep approach score and subscores, GPQ positive interdependence score, social skills score, and composite score). Looking at the Wiki Questionnaire results, the subscale and composite scores we obtained were 31.5% to 37.7% lower than the norm. The wiki was used at a frequency of about 0.7 times per week per student. Recommendations for Practitioners: Using wiki technology in conjunction with the traditional face-to-face teaching method in a biostatistics course can enhance some aspects of undergraduate students’ collaborative learning (individual accountability and equal participation opportunity) and approaches to learning (with less surface learning). However, use of a wiki does not improve course performance. http://www.informingscience.org/Publications/3794 statistics education social media group processes learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-09-12 16 301 317 3855 article Ruti Gafni rutigafn@mta.ac.il Dafni Biran Achituv dafniba@gmail.com Gila Rahmani gilarachmani93@gmail.com Aim/Purpose: This study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners’ attitudes towards the process of learning, and more specifically in voluntary and mandatory environments. Background: Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. Methodology : The study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application and filled in before and after questionnaires. The other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. The second group answered another questionnaire tailored to more experienced users. The findings were analyzed using IBM SPSS version 22, and a model was examined with Partial Least Squares Structural Equation Modeling. Contribution: This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. Findings: Most of the participants found the MALL Duolingo application enhanced the learning process. The gamification characteristics, ease of use, ubiquity and self-learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. However, some statistically significant differences were found between the groups, referring to the characteristics of the application, among them ubiquity, lack of human feedback and simplicity of use. Recommendations for Practitioners: The research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for Researchers: Researchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society: Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is an opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote and encourage the use of these applications. Future Research Further examination is needed in different cultures, in order to understand if the findings are universal. http://www.informingscience.org/Publications/3855 mobile applications foreign languages MALL mobile assisted language learning m-learning gamification eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-09-17 16 319 338 3864 article Gila Cohen Zilka gila.zilka@gmail.com Aim/Purpose: Awareness of eSafety and potential online dangers for children and teenagers. Background The study examined eSafety among children and teenagers from their own perspectives, through evaluations of their awareness level of eSafety and of potential online dangers. Methodology: This is a mixed-method study with both quantitative and qualitative elements. The study includes questionnaires and interviews. A total of 345 participants from Israel completed questionnaires; 90 children and teenagers were interviewed from among the participants. Contribution: The study examined the awareness of children and youths of safe online surfing. It also examined the degree of exposure of children and youths to positive and negative aspects of the Internet. This study illustrates the dual potential of Internet use within the context of eSafety, as seen through the eyes of children and teenagers. Characteristics of use of the Internet are liable to increase the danger to and the bullying of youths and by youths in the digital domain. It also demonstrates the promises of using the Internet for productive learning and leisure activities. Findings: Findings show that the children and teenagers who participated in the study reported a medium-high level of awareness. Issues that participants were concerned about included avoiding contact with strangers and cyberbullying, not necessarily by strangers, but also by friends. Recommendations for Practitioners : It is important to examine how children perceive online events for the purpose of examining their statements regarding eSafety and the way they view problematic or dangerous online events, as well as how they believe they can cope with them. Recommendation for Researchers: The study recommends incorporating in future studies individual case studies and allowing participants to express how they perceive complex online situations. Impact on Society: This study illustrates the dual potential, positive and negative aspects, of Internet use within the context of eSafety, as seen through the eyes of children and teenagers. Future Research: Future studies should track changing eSafety awareness and behavior longitudinally to identify the impact of maturation and experience on their behavior and attitudes. http://www.informingscience.org/Publications/3864 Internet children teenagers eSafety cyberbullying eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-09-23 16 339 363 3865 article Paula Miranda pcrmiranda@gmail.com Pedro Isaias pedroisaias@gmail.com Carlos J Costa carlos.costa@iscte.pt Sara Pifano sarap@isrlab.org Aim/Purpose: As e-Learning 3.0 evolves from a theoretical construct into an actual solution for online learning, it becomes crucial to accompany this progress by scrutinising the elements that are at the origin of its success. Background: This paper outlines a framework of e-Learning 3.0’s critical success factors and its empirical validation. Methodology: The framework is the result of an extensive literature review and its empirical substantiation derives from semi-structured interviews with e-Learning experts. Contribution: The viewpoints of the experts enable the confirmation and the refinement of the original framework and serve as a foundation for the prospective implementation of e-Learning 3.0. Findings: The analysis of the interviews demonstrates that e-Learning 3.0 remains in its early stages with a reticent dissemination. Nonetheless, the interviewees invoked factors related to technology, content and stakeholders as being critical for the success of this new phase of e-Learning. Recommendations for Practitioners: Practitioners can use the framework as a guide for promoting and implementing effective e-Learning 3.0 initiatives. Recommendation for Researchers: As a new phenomenon with uncharted potential, e-Learning 3.0 should be placed at the centre of educational research. Impact on Society: The understanding of what drives the success of e-Learning 3.0 is fundamental for its implementation and for the progress of online education in this new stage of its evolution. Future Research: Future research ventures can include the design of quantitative and self-administered data collection instruments that can provide further insight into the elements of the framework. http://www.informingscience.org/Publications/3865 e-Learning 3.0 critical success factors semantic web eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-09-29 16 365 390 3869 article Tian Luo tluo4work@gmail.com Lacey A Clifton lclif005@odu.edu Aim/Purpose: The purpose of the study is to provide foundational research to exemplify how knowledge construction takes place in microblogging-based learning environments, to understand learner interaction representing the knowledge construction process, and to analyze learner perception, thereby suggesting a model of delivery for microblogging. Background: Up-and-coming digital native learners crave the real-time, multimedia, global-interconnectedness of microblogging, yet there has been limited research that specifically proposes a working model of Twitter’s classroom integration for designers and practitioners without bundling it in with other social media tools. 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: The findings shed light on the process of knowledge construction in mi-croblogging and reveal key types of knowledge manifested during learning activities. The study also proposes a model for delivering microblogging to formal learning environments applicable to various contexts for designers and practitioners. Findings: There are distinct learner interaction patterns representing the process of knowledge construction in microblogging activities ranging from low-order to high-order cognitive tasks. Students generally were in favor of the Twitter integration in this study. Recommendations for Practitioners: The three central activities (exploring hashtags, discussion topics, and participating in live chats) along with the backchannel activity formulate a working model that represents the sequential process of Twitter integration into classrooms. Impact on Society: Microblogging allows learners omnichannel access while hashtags can filter the global noise down to meaningful bytes of information to target formal and informal learning. When shared amongst global users for participatory communication, it gives access to collaborative knowledge. This study gives practitioners and designers a working model to leverage microblogging and connect to their tech-savvy learners for more connected learning. Future Research: Future research may include experiments of this proposed model for delivering microblogging in: prolonged studies; compared to other microblogging methodologies; in non-hybrid delivery models such as asynchronous-only; in other academic or professional disciplines; or in other educational age ranges. http://www.informingscience.org/Publications/3869 knowledge construction social media microblogging Twitter eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-10-07 16 391 410 3870 article Yanan Fan yanan@sfsu.edu Megan P Woodrich meganwoodrich@gmail.com Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration. http://www.informingscience.org/Publications/3870 English language learners writing instruction technology middle school col-laborative writing tools eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-11-21 16 411 435 3879 article Xavier Carrera Farran carrera@pip.udl.cat Roser Cussó-Calabuig rcusso@xtec.cat Xavier Bosch-Capblanch x.bosch@unibas.ch Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect. http://www.informingscience.org/Publications/3879 gender differences attitudes in computer use self-efficacy secondary students stereotypes in ICT eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-11-21 16 437 457 3883 article Digna Sayco Evale digna.evale@bulsu.edu.ph Aim/Purpose: This study is an attempt to enhance the existing learning management systems today through the integration of technology, particularly with educational data mining and recommendation systems. Background: It utilized five-year historical data to find patterns for predicting student performance in Java Programming to generate appropriate course-content recommendations for the students based on their predicted performance. Methodology : The author used two models for the system development: these are the Fayyad knowledge discovery in databases (KDD) process model for the data mining phase and the evolutionary prototyping for system development. WEKKA and SPSS were used to find meaningful patterns in the historical data, while Ruby on Rails platform was used to develop the software. Contribution: The contribution of this study is the development of an LMS architecture that can be used to augment the capabilities of the existing systems by integrating a data mining technique for modelling the leaners profile; developing of an algorithm for generating predictions; and making the most appropriate recommendations for the learners based on prior knowledge and learning styles. Findings: The result shows that J48 was the best data mining algorithm to be implemented for finding patterns in the data sets used in this study. Attributes such as age, gender, class schedule, and grades in other programming subjects were found relevant in predicting student performance in Java. Recommendations for Practitioners : It is recommended that collaboration between the academe and IT industry be strengthened to develop a more advanced LMS which could enhance classroom teaching and improve the learning process. Recommendation for Researchers: Combination of multiple algorithm in classifying data set is recommended to further improve the algorithm and rule sets of prediction. Inclusion of intrinsic attributes as part of data set aside from personal and academic records is also recommended. Impact on Society : This LMS can be used to produce independent learners. Future Research: Study about the impact of implementing this LMS in classroom environment will be conducted on the second phase. http://www.informingscience.org/Publications/3883 learning management systems educational data mining prediction model per-formance prediction attribute selection course-content recommendation index of learning styles eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-11-22 16 459 474 3873 article Hsiu Ju Chen soniachenpros@gmail.com Aim/Purpose: This study explores the associations between elementary school learners’ m-learning and learner satisfactions based on the technology-mediated learning model. Background: M-learning (mobile learning) is emerging, but its role in elementary education still needs clarification. Methodology: Questionnaires were mailed to several different elementary schools, located in different areas that adopted m-learning. Due to the possible limited cognitive ability because of age, short measures were adopted in the study. Finally, data from eighty-six elementary school learners who had experience in mobile learning were gathered and analyzed with Partial Least Square (PLS) for the limited sample size. Contribution: The results implied the vital role of m-learning in providing different form of interaction in class to activate elementary school learners’ course participation. They also indicated that mobile learning not only activated learners’ active course participation but linked students, teachers, courses, and schools. Findings: The results showed that m-technology quality of mobile learning was signifi-cantly associated with learners’ active course participation and satisfaction to-ward apps/tablets in m-learning that contributed to different learner satisfac-tions. Recommendations for Practitioners: The findings suggested that with good interaction quality facilitated by apps/tablets in m-learning, m-learning could be a suitable medium for teachers to have interaction with students and increased students’ different satisfactions in schools at alternative collective learning environments in elementary education. Future Research: Future studies to measure and reflect different impact of student-teacher interaction in m-learning are suggested. http://www.informingscience.org/Publications/3873 active course participation m-technology quality satisfaction toward course satisfaction toward peers satisfaction toward school eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2017-12-02 16 475 505 3893 article Emmanuel Fokides fokides@aegean.gr Aim/Purpose: The purpose of this study was to examine whether the authoring of computer games in a mainstream primary school setting can support the learning of game design and programming concepts. Background: Despite the benefits for students when they learn how to program and the significant body of research regarding this matter, these benefits are still under debate, and the teaching of programming has a relatively undeveloped pedagogy. With this in mind, a project was designed and implemented, having constructionism as its theoretical framework. Also, Microsoft’s Kodu Game Lab was used for the development of students’ games. Methodology: The project lasted for almost a school year (fifty two-hour sessions) and the target group was fifth-grade students (ages 10-11). A total of 138 students participated, coming from five schools in Athens, Greece. Students were divided into three groups. While all groups worked in pairs, to the first there was no teachers’ guidance, to the second there was limited teachers’ guidance, and to the third, a combination of teacher-led and pair work was used. Each group developed three games of escalating complexity and a total of 207 games were analyzed. Data were collected by analyzing students’ games and with a short questionnaire. Contribution: The study contributes to the debate surrounding the pedagogy of computer game authoring as a tool for teaching programming. That is because few studies have examined the above in mainstream settings, having as a target group primary school students. Furthermore, the present study is in contrast to most studies which involved intensive research projects, since it lasted for almost a school year. Findings: It was found that the most commonly used programming concept was conditions, followed by variables and loops, while Boolean logic and functions were the least used ones. The most problematic concepts proved to be Boolean logic and loops, closely followed by functions. The least problematic concepts were conditions and variables. Also, the number of programming concepts that were used was increasing in each game, while the errors were decreasing. All in all, students’ final games fall into the relational level according to a modified version of the SOLO taxonomy. While the findings indicated that, as well as learning some basic programming concepts, students enjoyed the activity and demonstrated positive attitudes to learning programming by developing games; it was also found that the teaching method did not have any effect on the learning outcomes nor in their views for game authoring. Recommendations for Practitioners: Extended projects can be considered for teaching programming to primary school students, using visual programming tools that allow the development of games. The classes’ teachers can undertake the task to teach programming if they are properly trained. The SOLO taxonomy can be used for assessing students’ games. Future Research: Future studies can examine a variety of game-like programming environments and the target group can be older or younger students. The assessment of students’ games is also an interesting topic. Finally, research can be conducted by using other devices and compare the results. http://www.informingscience.org/Publications/3893 constructionism game design Kodu primary school students programming SOLO taxonomy eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-01-04 15 i iii 2348 article Lynn Jeffrey l.m.jeffrey@massey.ac.nz http://www.informingscience.org/Publications/2348 table of contents JITE IT education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-12-27 15 001 018 2333 article Sabrina J Sterling sabrinasterling@mac.com This study examined the relationship between middle school students’ personality type and their academic performance in the technology courses in which they participated. It also explored the differences in technology use by personality. Most participants identified games as a favorite pastime. However, there were some noted temperamental differences. Students with the analytical personality reported the most varied use of computers, and rated their technology skills significantly higher on the self-perception scales and performed at a higher proficiency level than their peers. The study also investigated the effectiveness of the two computer courses offered at the schools in the study. Students who completed the Computer Literacy course during the school year performed significantly higher than those who took the Explorations Technology course, both courses, or no technology course at all. However, those with the analytical temperament performed better in the Explorations Technology course. Results suggest personality can predict technology use in students. Findings are consistent with similar research in the computing industry. http://www.informingscience.org/Publications/2333 technology temperament MBTI True Colors KTS differentiation personality type eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-12-27 15 019 047 2334 article Jef C. Verhoeven jef.verhoeven@soc.kuleuven.be Dirk Heerwegh dirk.heerwegh@lstat.kuleuven.be Kurt De Wit kurt.dewit@kuleuven.be Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT) skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories of socialization and technology acceptance we report how we constructed a structural equation model (SEM) to explore the variance in the basic ICT skill levels of science students. We also present the results of a test of this model with university bachelor’s science students. Basic ICT skills were measured using a new, elaborate instrument allowing students to rate their skills in detail. Our results show that science students score high on basic ICT skills and that our SEM explains a large part of the variation in the ICT skill levels of these students. The most explanatory power is coming from four variables: the perceived ease of use and the perceived usefulness of a personal computer, the anxiety for using a personal computer, and students’ belief that ICT is necessary for scientific research. http://www.informingscience.org/Publications/2334 survey ICT skills computer literacy science students technology acceptance model TAM higher education structural equation model confirmatory factor analysis eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-01-04 15 049 073 2335 article Dorian Stoilescu dorian.stoilescu@utoronto.ca Thang Manh Tran tmthang@yenbai.edu.vn This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers. http://www.informingscience.org/Publications/2335 ICT education comparative studies in ICT education ICT curriculum ICT policies ICT assessment eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-02-16 15 075 087 3405 article Mehmet FIRAT mfirat@anadolu.edu.tr Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days) and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility. http://www.informingscience.org/Publications/3405 LMS Learning Analytics Online Learning Academic Achievement eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-03-16 15 089 108 3418 article Jamie Costley costleyjamie@gmail.com Christopher Lange christopherhlange@gmail.com Understanding the relationship between social presence and critical thinking is useful for gaining insight into the interaction and discourse of learners online. Further study of how these two presences interact is important because research has shown a wide variety of relationships, both positive and negative, between social presence and critical thinking. The aim of this study is to investigate social presence and critical thinking using discourse analysis in the hope that it will deepen and broaden our understanding of the relationship between these important facets of learner discourse. Using quantitative analysis, an online forum used by students at a national university in Korea (n=219) was analyzed by taking 900 forum posts to determine the levels of social presence and critical thinking in each post. The relationships between social presence and critical thinking were analyzed and the results show that social presence and critical thinking have a negative correlation. This highlights the need for awareness of learner discourse, as an increase in social presence may lead to a decrease in critical thinking and vice versa. The likely cause of this is that learners tend not to change the discourse once the discourse within a particular context has been set. http://www.informingscience.org/Publications/3418 CMC CoI critical thinking learning communities online learning social presence eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-04-14 15 109 130 3423 article Ahmed Al-Azawei a.al-azawei@pgr.reading.ac.uk Karsten Lundqvist k.o.lundqvist@reading.ac.uk Ali kadhim Al-Bermani ali@itnet.uobabylon.edu.iq This study investigated the complex relationship among learning styles, gender, perceived satisfaction, and academic performance across four programming courses supported by an e-learning platform. A total of 219 undergraduate students from a public Iraqi university who recently experienced e-learning voluntarily took place in the study. The integrated courses adopted a blended learning mode and all learners were provided the same learning content and pathway irrespective of their individual styles. Data were gathered using the Index of Learning Styles (ILS), three closed-ended questions, and the academic record. Traditional statistics and partial least squares structural equation modelling (PLS-SEM) were performed to examine the proposed hypotheses. The findings of this research suggested that, overall, learning style dimensions are uncorrelated with either academic performance or perceived satisfaction, except for the processing dimension (active/reflective) that has a significant effect on the latter. Furthermore, gender is unassociated with any of the proposed model’s constructs. Finally, there is no significant correlation between academic performance and perceived satisfaction. These results led to the conclusion that even though Arabic engineering students prefer active, sensing, visual, and sequential learning as do other engineering students from different backgrounds, they can adapt to a learning context even if their preferences are not met. The research contributes empirically to the existing debate regarding the potential implications of learning styles and for the Arabic context in particular, since respective research remains rare. http://www.informingscience.org/Publications/3423 learning styles gender academic performance perceived satisfaction blended learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-06-03 15 131 156 3513 article Annika Lantz-Andersson annika.lantz-andersson@ped.gu.se Lisa Molin lisa.adamson@educ.goteborg.se Since reading and writing digitally demand partially different competencies, there is a change in some of the premises of related educational practices. This study aims to contribute to the knowledge of educational reading practices by scrutinizing how literacy events evolve in a digital classroom where each student has a personal digital device (1:1), iPads in this study. Our study is grounded in sociocultural theories of learning and focuses on the structuring resources utilized by students, namely the notion of multiple ongoing activities and the ways in which specific resources take precedence in shaping these activities. One class of 13–14 year-old students was studied for a week across several subjects through video-recordings and observations. The findings imply that the students moved among vast array of reading practices. However, the main structuring resource is a strong focus on task-solving and the practice of schooling, which mainly builds on principles emanating from traditional text. It is only occasionally that structuring resources that also include the opportunities associated with digital technology are utilized. This indicates the importance of further studies on how educational practices could be organized to scaffold the basis of traditional reading comprehension as well as other approaches required in digital environments. http://www.informingscience.org/Publications/3513 literacy digital technologies interaction analysis reading practices structural resources eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-06-07 15 157 190 3502 article Anna Sun sunq@rowan.edu Xiufang Chen Chenx@rowan.edu Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention. http://www.informingscience.org/Publications/3502 online education online teaching online learning community asynchronous learning cognitive presence social presence teaching presence online higher education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-06-07 15 191 210 3518 article Moamer Ali Shakroum M.shakroum@Murdoch.edu.au KOK Wai wong K.Wong@Murdoch.edu.au Lance Chun Che Fung L.Fung@murdoch.edu.au Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS).The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive, affective outcomes, etc.) at the same time when used to understand the impact of GBLS. Moreover, none of these studies considered the difference in students’ characteristics such as learning styles and spatial abilities. Therefore, a comprehensive empirical research on the impact of the GBLS mode on learning outcomes is needed. The purpose of this paper is to fill in the gap and to investigate the effectiveness of the GBLS mode on learning using Technology Mediated Learning (TML) models. This study revealed that the GBLS mode has greater positive impact on students’ learning outcomes (cognitive and affective outcomes) when compared with other two learning modes that are classified as Computer Simulation Software Learning (CSSL) mode and conventional learning mode. In addition, this study also found that the GBLS mode is capable of serving all students with different learning styles and spatial ability levels. The results of this study revealed that the GBLS mode outperformed the existing learning methods by providing a unique learning experience that considers the differences between students. The results have also shown that the Kinect user interface can create an interactive and an enjoyable learning experience. http://www.informingscience.org/Publications/3518 Gesture Based Learning System (GBLS) Computer Simulated Software Learning (CSSL) mode Kinect sensor Perceptual User Interface (PUI) learning technology Technology Mediated Learning (TML) Learning Outcomes eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-06-10 15 211 232 3512 article Noga Magen- Nagar nogamagen@gmail.com Ditza Maskit ditzamaskit@gmail.com The National Israeli Information and Communication Technology (ICT) Program that called for the “adaption of the educational system to the 21st century”, has been implemented in Israel since 2010. The program’s purpose intended to introduce an ‘ICT culture’ in the educational system – pre-schools and lower-level schools, as well as in higher education institutions, including teachers colleges. Following this call, the current study is aimed at examining the integration of ICT in a teaching training college in the north of Israel, in the context of a technological-pedagogic setting, the ICT culture in the college, and how educators’ metaphorical sensations contribute to their use of ICT tools and to student training in an ICT environment. The second aim of the research was to identify the operating factors in the course of educators’ professional development that impact on the integration of advanced technologies in teaching. This mixed-methods study involved 120 educators. Through structural equation modelling, the findings show that educators’ familiarity and mastery of ICT tools influence use for teaching purposes, more so than personal feelings, the ICT culture, and the availability of the tools. Findings emphasize the need for promoting the integration of technology in teachers colleges as a learning organization, from a systemic view, which emphasizes the teacher educator’s personal-professional development. http://www.informingscience.org/Publications/3512 ICT integration; educators; innovational change; teacher colleges eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-06-13 15 233 251 3519 article Gila Cohen Zilka gila.zilka@gmail.com Researchers and policy makers have been exploring ways to reduce the digital divide. Parameters commonly used to examine the digital divide worldwide, as well as in this study, are: (a) the digital divide in the accessibility and mobility of the ICT infrastructure and of the content infrastructure (e.g., sites used in school); and (b) the digital divide in literacy skills. In the present study we examined the degree of effectiveness of receiving a desktop or hybrid computer for the home in reducing the digital divide among children of low socio-economic status aged 8-12 from various localities across Israel. The sample consisted of 1,248 respondents assessed in two measurements. As part of the mixed-method study, 128 children were also interviewed. Findings indicate that after the children received desktop or hybrid computers, changes occurred in their frequency of access, mobility, and computer literacy. Differences were found between the groups: hybrid computers reduce disparities and promote work with the computer and surfing the Internet more than do desktop computers. Narrowing the digital divide for this age group has many implications for the acquisition of skills and study habits, and consequently, for the realization of individual potential. The children spoke about self improvement as a result of exposure to the digital environment, about a sense of empowerment and of improvement in their advantage in the social fabric. Many children expressed a desire to continue their education and expand their knowledge of computer applications, the use of software, of games, and more. Therefore, if there is no computer in the home and it is necessary to decide between a desktop and a hybrid computer, a hybrid computer is preferable. http://www.informingscience.org/Publications/3519 Information and communication technology (ICT) digital divide disadvantaged populations desktop computers hybrid computers E-Readiness eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-06-24 15 253 282 3522 article Khanh Tran Ngo Nhu nhukhanhdl@gmail.com This study examines factors that determine the attitudes of learners toward a blended e-learning system (BELS) using data collected by questionnaire from a sample of 396 students involved in a BELS environment in Vietnam. A theoretical model is derived from previous studies and is analyzed and developed using structural equation modeling techniques. Several theoretical findings from previous studies are confirmed but there are new findings concerned with important indirect effects on the learner’s attitude caused by (a) the extent to which the BELS provides flexible access to instructional/assessment media (System Functionality); (b) the individual’s ability to use language as a studying tool (Language Capability); and (c) the extent of the interactions among students and faculty (Interaction). Each of these indirect effects operates by directly increasing the individual’s belief that using the BELS is easy (Perceived Ease of Use) which in turn produces an improved attitude towards the BELS. Also, System Functionality has an important indirect effect on the learner’s attitude to the BELS by increasing the learner’s perceptions that the information and the manner in which it is presented in the BELS are appropriate (Content Feature), which then produces a definite improvement in the learner’s attitude to the BELS. Based on the theoretical findings, a hierarchy of practical objectives and associated actions are suggested for improving the learner’s attitude toward the BELS. These practical implications are expected to be of interest to education professionals and BELS developers and the actions relate directly or indirectly to (a) increasing the extent of the interactions among students and faculty; (b) increasing the individual’s perception that the BELS is easy to use; (c) improving the learner’s language skills; (d) ensuring that the BELS provides flexible access to instructional/assessment media; and (e) ensuring the appropriateness of the information and its presentation in the BELS. http://www.informingscience.org/Publications/3522 blended e-learning technology acceptance beliefs attitude structural equation modelling eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-06-30 15 283 303 3521 article Jesús Moreno León jesus.moreno@programamos.es Gregorio Robles grex@gsyc.urjc.es Marcos Román-González mroman@edu.uned.es The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics. http://www.informingscience.org/Publications/3521 elementary education improving classroom teaching interdisciplinary projects pro-gramming and programming languages teaching/learning strategies computer education Scratch eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-07-01 15 305 334 3523 article Mary Lam mary.lam@sydney.edu.au Monique Hines monique.hines@sydney.edu.au Melanie Keep melanie.keep@sydney.edu.au Robyn Lowe robyn.lowe@sydney.edu.au Merrolee Penman merrolee.penman@sydney.edu.au Srivalli Nagarajan srivalli.nagarajan@sydney.edu.au Emma Power emma.power@sydney.edu.au There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT) to new contexts. This study explored health sciences students’ preparedness for working, and leading change, in eHealth-enabled environments. Using a cross-sectional study design, 420 undergraduate and postgraduate students participated in an online survey investigating their understanding of and attitude towards eHealth, frequency of online activities and software usage, confidence learning and using ICTs, and perceived learning needs. Although students reported that they regularly engaged with a wide range of online activities and software and were confident learning new ICT skills especially where they have sufficient time or support, their understanding of eHealth was uncertain or limited. Poor understanding of and difficulty translating skills learned in personal contexts to the professional context may impair graduates ability to con-fidently engage in the eHealth-enabled workplace. These results suggest educators need to scaffold the learning experience to ensure students build on their ICT knowledge to transfer this to their future workplaces. http://www.informingscience.org/Publications/3523 Allied health eHealth Technology ICT Health sciences Higher education Internet Survey Telehealth Telemedicine eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-07-12 15 335 367 3536 article Emily Walden ewalden@uoregon.edu Fatima E Terrazas-Arellanes fatima@uoregon.edu Lisa A Strycker lisas@ori.org Carolyn Knox carolynknox.knox@gmail.com To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students — especially those with learning disabilities (SWLDs) — having well-prepared teachers can mean the difference between passive listening and active learning. This report discusses implementation and impact of a face-to-face professional development model designed to enhance teachers’ implementation of a web-based curriculum (the SOAR Student Toolkit) for teaching online research strategies to all students (both general education students and SWLDs) in the middle school classroom. Fifteen teachers and 446 students participated in this study. Data were gathered from three school-based implementations across two academic years. Results indicate that teachers found that the face-to-face professional development was of high quality (100%), the pace and format was appropriate (93%), and sufficient practice and feedback were provided (100%). All teachers said the professional development supported their professional growth in providing differentiated instruction for all students and integrating technology into their instruction. About half of the students agreed or strongly agreed that they were very happy with the use of the SOAR Student Toolkit, found it easy to use, believed it helped them learn online research strategies, and thought it was a good way to teach. Most students said they would use the SOAR Student Toolkit for future research projects at least sometimes. Students who learned the SOAR Student Toolkit from trained teachers improved scores an average of 29.2 percentage points on performance-based assessments, from 31.3% (SD = 22.1) at pretest to 60.5% (SD = 23.0) at posttest—a statistically significant increase (F(df = 1,857) = 468.4, p < .001). Gains for SWLDs were similar to improvements for general education students. http://www.informingscience.org/Publications/3536 teacher training middle school digital learning learning disabilities special education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-07-27 15 369 393 3538 article Mojca Pecar mojca.pecar@pef.uni-lj.si Romina Plesec Gasparic romina.plesec@pef.uni-lj.si Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when face-to-face communication was not possible. This paper discusses the constructs of social and cognitive components, reflection and collaborative learning in blended learning environments. It presents the results of a study that was conducted on a sample of pre-service primary school teachers studying at the largest faculty of education in Slovenia. The purpose of the study was to determine the intensity, level and content of students’ posts in the online discussion, how students assess its usefulness, and whether there are differences in the assessment of goals achieved in teaching practice between the students who were included in the online discussion and those who were not. We found that in the sub-groups where communication between students participating in the online discussion did not develop at the level of interpersonal relations, it also failed to develop at the level of learning. We also found that the online discussion helped the participating students to plan their lessons. In assessing the achieved practical teaching goals, it became obvious that the online discussion had a positive impact on students’ perception about adapting their lessons, as well as on their critical assessment in analysing their teaching. http://www.informingscience.org/Publications/3538 teacher education reflection collaboration blended learning environment asynchronous online discussion social and cognitive components of interaction eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-08-27 15 395 407 3548 article Tan Fung Ivan Chan tchan@barry.edu Marianne Borja Marianne.borja@waldenu.edu Brett Welch Brett.welch@waldenu.edu Mary Ellen Batiuk mary.batiuk@waldenu.edu Instructional technologies can be effective tools to foster student engagement, but university faculty may be reluctant to integrate innovative and evidence-based modern learning technologies into instruction. Based on Rogers’ diffusion of innovation theory, this quantitative, nonexperimental, one-shot cross-sectional survey determined what attributes of innovation (relative advantage, compatibility, complexity, trialability, and observability) predict the probability of faculty adopting the audience response system (ARS) into instruction. The sample of the study consisted of 201 faculty at a university in the southeastern United States. Binary logistic regression analysis was used to determine the attributes of innovation that predict the probability of faculty adopting the ARS into instruction. Out of the five attributes, compatibility and trialability made significant contributions to the model. The implication of the findings is that, in order to maximize adoption, the faculty needs to be given the opportunity to pre-test the ARS prior to implementation, and they need to know how the technology will assist them in achieving their pedagogical goals. Recommendations were made to leverage these attributes to foster faculty adoption of the ARS into instruction. http://www.informingscience.org/Publications/3548 clicker audience response system instructional technology adoption eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-08-29 15 409 429 3550 article Mark H McManis mmcmanis@austin.utexas.edu Lilla D McManis ldmcmanis@earlychildhoodresearchsolutions.com The use of touch-based technologies by young children to improve academic skills has seen growth outpacing empirical evidence of its effectiveness. Due to the educational challenges low-income children face, the stakes for providing instructional technology with demonstrated efficacy are high. The current work presents an empirical study of the use of a touch-based, computer-assisted learning system by low-income preschoolers. A description of the system’s design is provided with attention to young children’s interaction with touch devices, learner engagement, and pedagogically-based delivery of academic content. Children in 18 low-income child-care preschool classrooms were assessed on literacy and math skills in the fall and again in the spring. Target children used the iStartSmart learning system throughout the academic year, while control children did not have access to the system. Compared to controls, children using the learning system made significant gains on external standardized measures of literacy and math. Children who spent more time using the system and those who reached the upper levels of skill understanding showed the strongest improvement in test scores. The findings contribute to the currently sparse literature by illuminating that for at-risk early learners, touch-based, computer-assisted instructional technology shows promise as an educational tool. http://www.informingscience.org/Publications/3550 computer-assisted touch-based instructional technology literacy math preschool student achievement low-income eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-08-30 15 431 456 3549 article Kara Sage ksage@collegeofidaho.edu Lauren Halladay lhallada@hamilton.edu Abigail Quirk aquirk@characterlab.org Joseph Rausch joe.rausch@verizon.net The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users’ perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users. http://www.informingscience.org/Publications/3549 computer pace self-control learning flashcards eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-09-01 15 457 478 3546 article Mark Angolia angoliam@ecu.edu Leslie R Pagliari pagliaril@ecu.edu This paper assesses the effectiveness of the adoption of curriculum content developed and supported by a global academic university-industry alliance sponsored by one of the world’s largest information technology software providers. Academic alliances promote practical and future-oriented education while providing access to proprietary software and technology. Specifically, this paper addresses a lack of quantitative analysis to substantiate the perceived benefits of using information technology “point-and-click” instructional pedagogy to teach fundamental business processes and concepts. The analysis of over 800 test questions from 229 students allowed inferences regarding the utilization of self-directed “point-and-click” driven case studies employed to teach software applications of business processes needed for supply chain management. Correlation studies and analysis of variance investigated data collected from 10 individual course sections over a two-and-one-half-year period in a four-year public university. The data showed statistically significant positive correlations between the pedagogy and conceptual learning. Further, the research provided evidence that the methodology is equally effective for teaching information technology applications using either face-to-face or distance education delivery methods. http://www.informingscience.org/Publications/3546 information technology point-and-click academic alliances IT education business process integration pedagogy eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-09-22 15 479 501 3568 article Farid Naserieh naserieh@gmail.com Hamideh Marefat marefat@ut.ac.ir Abbas Ali Rezaee ab.al.rezaee@gmail.com In recent years, gloss presentation format or the location where a gloss appears with respect to its related target word has received renewed attention. Research suggested that different gloss presentation formats could have differential effects on reading comprehension and/or vocabulary learning. This study hypothesized that the effectiveness of different computerized gloss presentation formats in reading comprehension could be explained by drawing on the split-attention effect within the framework of cognitive load theory. The effect predicts that when two related sources of information are physically separated (e.g., a target word and the respective gloss), cognitive resources are unnecessarily wasted, and learning is hindered. To test this hypothesis, 39 Persian-speaking L2 learners of English were divided into two experimental conditions, each being exposed to a text enhanced with either in-text or marginal glosses. Two measures of reading comprehension and three measures of cognitive load were employed. The participants’ initial differences in terms of grammatical knowledge and vocabulary size were balanced out, and their look-up behavior was also tracked. The results revealed that the participants with access to in-text glosses, compared with those with marginal glosses, experienced lower levels of cognitive load due to the elimination of split-attention and, accordingly, performed better on the reading com-prehension measures. Given the participants’ L2 proficiency level, the findings suggested that a text enhanced with in-text glosses tends to be instructionally more efficient. http://www.informingscience.org/Publications/3568 gloss presentation format computerized glosses reading comprehension cognitive load split-attention effect eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-10-04 15 503 516 3574 article Stella Erbes stella.erbes@pepperdine.edu Steven Lesky steven.lesky@pepperdine.edu Joshua Myers joshua.myers@pepperdine.edu This qualitative study seeks to understand and resolve the difficulties that teachers encounter when integrating mobile devices in classrooms. To address the issue of teacher receptiveness, three undergraduate researchers collaborated with an education professor in spring 2012 to complete a qualitative study with a two-fold purpose: 1) to investigate how two secondary teachers in an independent school responded when adopting a class set of iPads throughout one school cycle (six school days); and 2) to elucidate what a school could do better to support teachers who are piloting mobile device integration. Although previous studies have commonly focused on the impact of 1:1 programs on student achievement, this study focuses on the role of the instructor when designing and delivering instruction with or without iPads. Qualitative data were collected and recorded after a series of observations and interviews with the teachers and the information technology director. All interviews were roughly transcribed and coded systematically so that patterns could be noted. Results found that both instructors commented about their instructional philosophy, instructional objectives, technology support, teacher efficacy, and classroom. At the conclusion of the experiments, the teachers had favorable impressions of the technology, despite initial misgivings and early technical issues. http://www.informingscience.org/Publications/3574 iPad educational technology 1:1 BYOD teacher efficacy instructional philosophy teacher training professional development technology support technology integration eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-10-10 15 517 533 3575 article Vanesa M. Gámiz-Sánchez vanesa@ugr.es María-Jesús Gallego-Arrufat mgallego@ugr.es Emilio Crisol-Moya ecrisol@ugr.es This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher’s perception of use of these tools (electronic portfolio in Moodle-Mahara, in the institutional environment of a university in southern Europe), examining the variables participation, autonomous learning, and motivation. The results show no increase in motivation, but they do show an increase in autonomy, especially a progressive increase in the student’s online participation in a blended learning context. The results show a positive correlation between the variables participation and university student’s performance. Research into the uses and impact of electronic portfolios on undergraduates has implications for improving educational practice by fostering increased participation and autonomous learning. http://www.informingscience.org/Publications/3575 electronic portfolios higher education teacher preparation autonomous learning student motivations eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-10-20 15 535 560 3578 article Christopher N Blundell c.blundell@hdr.qut.edu.au Kar-Tin Lee k5.lee@qut.edu.au Shaun Nykvist s.nykvist@qut.edu.au Digital technologies are an important requirement for curriculum expectations, including general ICT capability and STEM education. These technologies are also positioned as mechanisms for educational reform via transformation of teacher practice. It seems, however, that wide-scale transformation of teacher practice and digital learning remain unrealized. This is commonly attributed to a range of challenges associated with extrinsic and intrinsic influences, which while acknowledged, are not well conceptualized. Using evidence from a case study of teachers working to transform their practice with digital technologies, this paper presents a tri-theory framework that was used to conceptualize these challenges. Activity Theory provided a mechanism for teachers to identify extrinsic influences in activity systems then contextualize and reduce the perceived significance of challenging contradictions. System 1 and System 2 Thinking Theory was used by the teachers to explore the role of routine, attitudes, and beliefs in their practice and con-ceptualize discomfort associated with changes in practice. Transformative Learning Theory is presented as a mechanism to explain the interaction between extrinsic and intrinsic influences during the teachers’ collaborative attempts to consciously transform their practice. As a common language for discourse, the tri-theory framework allowed the teachers to collaboratively contextualize challenges of realizing digital learning. http://www.informingscience.org/Publications/3578 digital technologies digital learning transformation pedagogy influences barriers professional learning teachers eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-11-07 15 561 575 3562 article Arwa Ahmed Qasem arwa2aa4@gmail.com G. Viswanathappa gvriem@gmail.com Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions are a major predictor of the use of new technologies in instructional settings. Early studies have indicated that blended learning can be as successful as either online or face-to-face instruction, particularly in teacher preparation programs. Blended learning can lead to improved training, increased access and flexibility, and better cost-effectiveness. The objective of this paper is to analyse in-service science teacher perceptions towards integrating ICT in instructional design by training them using the blended learning approach. The present study is quasi-experimental in nature wherein a pre-test/post-test design was employed. The study was conducted on a sample of 60 science teachers of secondary schools in Yemen. A questionnaire was used to determine the in-service teacher perceptions towards integrating ICT in instructional design, which included 25 items. To analyse and interpret the data, t-test and ANCOVA statistical techniques were used. The findings show that there was a significant difference in teacher perceptions towards integrating ICT, especially in the group who were trained through the blended learning approach. The recommendations are, given that teachers are ready to use ICT, that Yemeni authorities in charge of education integrate ICT into programmes for in-service teachers. http://www.informingscience.org/Publications/3562 blended learning e-course design ICT integration in-service teachers teachers’ perception eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-11-07 15 577 591 3596 article Gregory M Francom greg.francom@gmail.com Barriers to effective technology integration come in several different categories, including access to technology tools and resources, technology training and support, administrative support, time to plan and prepare for technology integration, and beliefs about the importance and usefulness of technology tools and resources. This study used survey research to compare reported barriers to technology use in smaller school districts and communities to those in larger school districts and communities. This study also sought to determine other district and classroom factors that could influence barriers to technology integration. The population for this study was current public K-12 teachers in a rural North Midwestern state. Findings indicated that teachers in smaller districts and communities reported more access to technology tools and resources and higher administrative support for the use of technology than did teachers in larger districts and communities. By contrast, teachers in larger districts and communities reported higher time to plan and prepare for technology integration. http://www.informingscience.org/Publications/3596 technology integration barriers school district rural access training time beliefs eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2016-11-21 15 593 609 3602 article Ju Long julong@txstate.edu Hsun-Ming Lee sl20@txstate.edu Lucian Visinescu LLV19@txstate.edu Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes. http://www.informingscience.org/Publications/3602 motivation constructivist simulation active learning collaboration business intelligence eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-01-05 14 i iii 2092 article Lynn Jeffrey l.m.jeffrey@massey.ac.nz http://www.informingscience.org/Publications/2092 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-01-05 14 001 019 2091 article Toni Malinovski tmalin@nbrm.mk Tatjana Vasileva-Stojanovska tatjanav@nbrm.mk Dobri Jovevski dobri.jovevski@gmail.com Marina Vasileva vasileva_marina@yahoo.com Vladimir Trajkovik trvlado@finki.ukim.mk Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students’ subjective perceptions while using distance education systems based on a videoconferencing platform as Quality of Experience (QoE). Based on a literature review, sociological behavior and expectations, we have constructed a structural equation model (SEM) illustrating relations among different variables that can predict positive levels of adult students’ QoE, thus providing guidelines for proper development. We have tested the model using a survey of 198 primary education school teachers involved in a videoconferencing-based learning program for teacher enhancement. Results show a good fit to the model developed. The analysis showed that adult students’ QoE is directly influenced by appropriateness of teacher-student interaction and ease of participation, as well predicted by students’ motivation to attend similar trainings. Additionally, we found that variances in technical quality did not directly influence their QoE from the learning sessions. http://www.informingscience.org/Publications/2091 Quality of Experience adult students distance education lifelong learning videoconferencing structural equation modeling eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-01-20 14 021 053 2097 article Cheng-Yuan Lee clee@coastal.edu Todd Sloan Chener tcherner@coastal.edu There is a pressing need for an evaluation rubric that examines all aspects of educational apps designed for instructional purposes. In past decades, many rubrics have been developed for evaluating educational computer-based programs; however, rubrics designed for evaluating the instructional implications of educational apps are scarce. When an Internet search for existing rubrics was conducted, only two such rubrics were found, and the evaluation criteria used in those rubrics was not clearly linked to previously conducted research nor were their evaluative dimensions clearly defined. These shortcomings result in reviewers being unable to use those rubrics to provide teachers with a precise analysis of an educational app’s instructional potential. In response, this paper presents a comprehensive rubric with 24-evaluative dimensions tailored specifically to analyze the educational potential of instructional apps. http://www.informingscience.org/Publications/2097 evaluation rubric tablet technology instructional apps tablet devices apps public education blended learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-01-22 14 055 071 2101 article Madison N. Ngafeeson mngafees@nmu.edu Jun Sun jsun@utrgv.edu The efforts of educators in the last three decades have, among other things, focused on the use of information technology (IT) in education. It has become commonplace to view information systems both as an effective carrier of course content as well as a cost-effective tool to improve student learning outcomes. One of such technologies is the e-book. Decision-makers in the education field need make sense of this technological transformation. However, despite the growing popularity of e-books in higher education, its adoption by students is yet to be crystalized. This study exploits the technology acceptance model (TAM) framework to examine student acceptance of e-textbooks as “internally” impacted by technology innovativeness and “externally” influenced by system exposure. The results showed that students’ technology innovativeness is associated with student acceptance of e-textbooks and that system exposure was a strong moderator of the TAM relationships. The findings suggest that students’ openness to new technology, in general, is likely to positively affect the adoption of a specific new instructional technology. Additionally, system exposure was found to be a significant moderator of the TAM relationships. It is concluded that students’ technology innovativeness and system exposure must therefore be factored into instructional technology usage decision-making models. http://www.informingscience.org/Publications/2101 technology acceptance model instructional technology e-book IT education technology innovativeness technology exposure e-book adoption e-textbook acceptance eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-01-26 14 073 090 2103 article Gwendolyn Witecki gduffey@uoguelph.ca Blair Nonnecke nonnecke@uoguelph.ca Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for non-academic activities during lectures. We explored the relationship between student course engagement and the use of smartphones, laptops, cell phones, and tablets during lecture. Undergraduate students responded to an online survey asking about both course engagement and mobile device habits. Results show that smartphone use was most strongly related to lowered course engagement and while laptop use was related to lowered engagement, it was to a lesser extent. In contrast, overall engagement of students using tablets or cell phones was not significantly different than those who did not. http://www.informingscience.org/Publications/2103 pedagogical issues; post-secondary education; improving classroom teaching; media in education; interactive learning environments; laptops; smartphones; cell phones; tablets; student course engagement; unstructured mobile device use eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-02-16 14 091 111 2114 article James P. Downey jdowney@uca.edu Hemant Kher kher@udel.edu Technology training in the classroom is critical in preparing students for upper level classes as well as professional careers, especially in fields such as technology. One of the key enablers to this process is computer self-efficacy (CSE), which has an extensive stream of empirical research. Despite this, one of the missing pieces is how CSE actually changes during training, and how such change is related to antecedents and performance outcomes. Measuring change requires repeated data gathering and the use of latent growth modeling, a relatively new statistical technique. This study examines CSE (specifically general CSE or GCSE) growth over time during training, and how this growth is influenced by anxiety and gender and influences performance, using a semester-long lab course covering three applications. The use of GCSE growth more accurately models how students actually learn in a technology classroom. It provides novel clarity in the interaction of gender, anxiety, GCSE, specific CSEs, and performance during training. The study finds that the relationship between anxiety and self-efficacy decreases over time during training, becoming non-significant; it clarifies the significant role gender plays in influencing GCSE at the start of and during training. It finds GCSE influences application performance only through specific CSEs. http://www.informingscience.org/Publications/2114 Computer self-efficacy general computer self-efficacy technology training computer anxiety gender latent growth modeling eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-02-18 14 113 121 2115 article Dana Reinecke dana@room2grow.org Lori Finn finnl@sage.edu The present study is a post-hoc analysis of data automatically recorded by an online teaching platform in a graduate course in research methods. The course is part of a sequence that is delivered completely online in a program preparing students to become Board Certified Behavior Analysts. Data analyzed included frequency of access to video lectures and PowerPoint slides (PPTs) across each week of the course, and how access related to final grades in the course. The general conclusion was that higher grades were associated with greater frequency of access to video lectures and PPTs, although students who earned As and Bs tended to access these materials with gradually less frequency over time. Conversely, students who earned Cs or lower tended to access materials more frequently over time. Overall, students who earned As were more likely to employ a consistent pattern of access than students who earned lower grades. Limitations of the current project include a small sample size, skewed grade distribution, and a post hoc analysis of data instead of an experimental manipulation. Suggestions for future research are discussed. http://www.informingscience.org/Publications/2115 online class video lecture PowerPoint student outcomes student choice eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-02-26 14 123 137 2126 article Ove Edvard Hatlevik ove.e.hatlevik@iktsenteret.no Gréta Björk Guðmundsdóttir Greta.gudmundsdottir@iktsenteret.no Massimo Loi massimo.loi@iktsenteret.no The purpose of this study was to examine factors predicting lower secondary school students’ digital competence and to explore differences between students when it comes to digital competence. Results from a digital competence test and survey in lower secondary school will be presented. It is important to learn more about and investigate what characterizes students’ digital competence. A sample of 852 ninth-grade Norwegian students from 38 schools participated in the study. The students answered a 26 item multiple-choice digital competence test and a self-report questionnaire about family background, motivation, and previous grades. Structural equation modeling was used to test a model of the hypothesised relationship between family background, mastery orientation, previous achievements, and digital competence. The results indicate variation in digital competence among the ninth-graders. Further, analyses showed that students’ conditions at home, i.e., language integration and cultural capital, together with mastery orientation and academic achievements predict students digital competence. This study indicates that that there is evidence of digital diversity between lower secondary students. It does not seem like the development of digital competence among the students happens automatically. Students’ family background and school performance are the most important factors. Therefore, as this study shows, it is necessary to further investigate how schools can identify students’ level of competence and to develop plans and actions for how schools can help to try to equalize differences. http://www.informingscience.org/Publications/2126 digital competence structural equation modelling family background mastery orientation average grades lower secondary school eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-02-26 14 139 159 2127 article Anne Öman Anne.Oman@gu.se Sylvana Sofkova Hashemi Sylvana.sofkova-hashemi@hv.se Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software. http://www.informingscience.org/Publications/2127 Multimodality digital resources available designs primary education collaboration eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-05-18 14 161 178 2227 article Dana Ruggiero d.ruggiero@bathspa.ac.uk Christopher J. Mong cjmong@ualr.edu Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom. http://www.informingscience.org/Publications/2227 technology use technology integration in-service teacher professional development eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-06-04 14 179 188 2262 article Chris Smith uctkesmitty@gmail.com This paper provides an in-depth analysis into two case studies aimed at addressing the digital divide in two developing countries. A detailed description is provided for each case study along with an analysis of how successful the two projects were at addressing the digital divide in Siyabuswa, South Africa and Ennis, Ireland. The two case studies were both community-based ICT projects in rural areas of their respective countries. However, citizens in Siyabuswa had to continuously work hard to obtain new resources for a central hub which serviced the entire community, while citizens in Ennis were awarded a grant with an abundance of ICT technology including an Internet connection in every home. A conceptual framework for analyzing the success of digital inclusion projects was developed through a comprehensive literature review. This paper will identify the three factors (value, sustainability, and scalability) and four key components (digital equity, excellence, opportunity, and empowerment) that make up the framework, analyze each of the two case studies based on the framework, and explore future implications for addressing gaps in ICT access through the implementation of digital inclusion projects. http://www.informingscience.org/Publications/2262 digital inclusion projects digital divide digital empowerment scalability Information Age Town Siyabuswa Educational Improvement and Development Trust Project eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-06-09 14 189 218 2171 article Grandon Gill grandon@grandon.com Matthew Mullarkey mmullarkey@usf.edu A capstone course is normally offered at the end of a program of study with the goal of helping students synthesize what they have learned in the courses preceding it. The paper describes such a course—an undergraduate capstone course for MIS majors—that was built around case discussions and projects and originally offered in a face-to-face format. Over the course of the study, an asynchronous online version of the course was developed that was intended to be as faithful as possible to the classroom version. The paper examines the design, delivery, and learning outcomes of the online offering, contrasting it with the classroom version. The transition to an online course required many adaptations. Among the issues that we needed address are the following: 1) moving the highly synchronous face-to-face discussions of each case study to an asynchronous format without losing fidelity and energy, 2) changing how “student participation” was defined and evaluated, 3) adapting the project component of the course—which ended with a very popular “science fair” activity at the end of the semester in the classroom version—to a delivery mechanism where students never interacted with each other face-to-face, and 4) evaluating the relative learning outcomes of the two approaches. The results of the conversion proved to be consistent with some of our expectations and surprising in other ways. Consistent with expectations, the online tools that we employed allowed us to create an online design that was relatively faithful to the original version in terms of meeting learning objectives. Also consistent with our expectations, student perceptions of the course—while quite positive overall—were more mixed for the online course than for its face-to-face predecessor. The course offering produced two surprises, however. First, the online approach to the project component of the course actually seemed to result in higher quality project presentations than the face-to-face version. Second, when results were compared from the instrument we used to evaluate student learning gains, the classroom and online versions of the class proved to be nearly indistinguishable. Given the very different delivery mechanisms employed, we had anticipated far more differences in student perceptions of what they had learned over the course of the semester. Given the challenges of taking a highly interactive class online, we viewed this surprise to be a very pleasant one. http://www.informingscience.org/Publications/2171 Information systems capstone case pedagogy distance learning online learning evaluation IS curriculum critical thinking education eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-06-10 14 219 241 2266 article Maureen Tanner mc.tanner@uct.ac.za Elsje Scott elsje.scott@uct.ac.za This paper describes the flipped classroom approach followed in two second year Information Systems courses. The various techniques employed through this approach are described. These techniques were underpinned by a theory of coherent practice, which is a pedagogy that provides a framework for the design of highly structured interventions to guide students in their learning experiences. The paper also describes the students’ perceived benefits and limitations of the approach. The students’ performance was compared with that of the previous year where a traditional teaching method was followed. Overall, the flipped classroom approach had a positive impact on students’ attitude to learning, level of understanding, ability to apply concepts, engagement and performance. Limitations were mostly in line with a reluctance to take charge of their own learning (for some of them) and inability to engage in group discussions. A set of recommendations are proposed to address these gaps in line with what has been prescribed in literature.  http://www.informingscience.org/Publications/2266 Flipped Classroom Approach Inverted Classroom Active Learning Teaching & Learning Problem-Solving eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-06-13 14 243 256 2268 article Michelle WL Fong michelle.fong@vu.edu.au There is a dearth of research into teaching strategies and learning approaches for units involving sensitive topics that can provoke an emotional response in students. In a business ethics unit, attempts to strike a balance between conceptual knowledge and theory and skills training can be challenging because the unit can involve personal, sensitive or controversial topics. When engaging in deep and meaningful face-to-face discussion, students may unknowingly divulge personal opinions that they later regret or become identified with by other students over time. Value-laden topics may also lead to clashes between students if face-to-face discussions are not managed properly. This paper considers the use of technology in blended learning to provide an optimal learning environment for student discussion on sensitive topics via role-play and simulation in a first-year business ethics unit. The Audience Response System (ARS), online discussion boards and blogs, and wikis are assessed for their suitability in supporting online role-play and simulation. Among these online tools, asynchronous online discussion boards and blogs are the ideal tools for supporting student discussion on sensitive topics in online role-play and simulation. http://www.informingscience.org/Publications/2268 Sensitive topics student participation student engagement online role play simulation anonymity. eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-06-13 14 257 269 2269 article Airen Adetimirin aeadetimirin@gmail.com E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as they can communicate and share information sources with one another to promote learning. However, the optimum use of this forum is determined by anchor factors in TAM 3 such as computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness. A conceptual model based on TAM 3 was proposed and empirically tested. Using a survey research design and an online questionnaire for 121 Library and Information Science (LIS) postgraduate students, the paper demonstrated that computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness have significant influence on the use of ODF. The paper therefore proposes that Online Discussion Forums should be encouraged for learning in postgraduate education. http://www.informingscience.org/Publications/2269 Online discussion forum E-learning TAM 3 Postgraduate students Nigeria eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-06-27 14 271 282 2272 article David Wray d.j.wray@warwick.ac.uk Texting, or text messaging, refers to the use of mobile phones to type and send brief, electronic messages over a telephone network. Because such messages are limited to 160 characters and are typed on a small phone keypad, texters tend to employ a great many abbreviations in conveying their messages. This has led to widespread spelling adaptations, for example, “BRB” (be right back), “LOL” (laughing out loud), and “CUL8ER” (see you later). The research in this paper aimed to examine the views and opinions held by teachers about the impact of texting on children’s literacy development. Twenty-seven primary teachers were interviewed in depth and a number of key themes emerged. These teachers did express some negative view about the impact of texting, and of technology use generally, upon their students’ literacy, although many also mentioned some positive effects. A majority did feel concerned about the effects of textisms, but these feelings were tempered by a range of other factors. None of them blamed the use of textisms exclusively for declining levels of student literacy, suggesting also that the impact of student “street slang” was a significant influence as was the fact that many of their students spoke English as an additional language. These outcomes suggest that the media portrayal of this issue has been over-simplistic at best. http://www.informingscience.org/Publications/2272 texting mobile phones literacy teachers eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-07-12 14 283 296 2271 article Raafat George Saadé rsaade@jmsb.concordia.ca Jamal Abdulaziz AlSharhan jsharhan@hotmail.com In an educational setting, the use of online learning tools impacts student performance. Motivation and beliefs play an important role in predicting student decisions to use these learning tools. However, IT-personality entailing playfulness on the web, perceived personal innovativeness, and enjoyment may have an impact on motivations. In this study, we investigate the influence of IT-personality traits on motivation and beliefs. The study includes 95 participants. A survey was conducted after using the learning tool for one semester. Assessment of the psychometric properties of the scales proved acceptable and confirmatory factor analysis supported the proposed hypotheses. With the exception of the impact of enjoyment on motivation, all other hypotheses demonstrate behavior different from other contexts: playfulness on the web and perceived personal innovativeness have little to no impact on motivation; motivation in turn has the opposite strong and significant effect on beliefs. Specifically, we found that motivation has a strong impact on students’ attitudes and consequently attitudes were found to determine intentions where the variance explained is 50% (attitude) and 28% (intentions). These results give way to interesting interpretations as they relate to learning. http://www.informingscience.org/Publications/2271 Online learning extrinsic motivation intrinsic motivation playfulness on web enjoyment personal innovativeness eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-07-15 14 297 312 2274 article Hazem Said Hazem.Said@uc.edu Lauren Kirgis kirgisle@ucmail.uc.edu Brian Verkamp Brian.Verkamp@uc.edu Lawrence J Johnson johnslj@ucmail.uc.edu This paper investigates students’ assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students’ ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and Perceived Success. The study analyzed five semesters of students’ ratings and found no significant differences in the overall ratings of the course quality indicators between the on-line and face-to-face courses. There were differences between the overall ratings of the course quality indicators, with instructor performance and course organization receiving the highest ratings. More importantly, there was a significant interaction between the course quality indicators and the course structure. Examination of this interaction indicated that the course organization, the assessment and grading procedures, and the students’ perceived success in the course, were higher in on-line courses, while instructor performance was better in face-to-face courses. These findings suggest different ways to improve both the on-line and face-to-face courses. Finally, the most surprising outcome was that students perceived greater success in on-line courses. However, this result needs further exploration in future studies. http://www.informingscience.org/Publications/2274 Information technology curriculum online vs face-to-face students’ assessment students’ success factors eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-07-26 14 313 337 2281 article Mario Melo mmlmelo@hotmail.com Guilhermina L. Miranda gmiranda@ie.ulisboa.pt This study was designed to investigate the effects of two instructional approaches (4C-ID versus conventional) on learners’ knowledge-acquisition and learning transfer of the electrical circuits content in Physics. Participants were 129 9th graders from a secondary school in Lisbon, M = 14.3 years, SD = 0.54. The participants were divided in two groups: an experimental group constituted three intact classes (n = 78); and a control group constituted two intact classes (n = 51). The experimental group was taught using a digital learning environment designed with the 4C-ID model principles while the control group learned the same contents through a conventional method. We assessed the students’ performance (knowledge-acquisition and transfer), the perceived cognitive load, and the instructional efficiency. Results indicated that the experimental group performed significantly better than the control group on a knowledge-acquisition test and in a learning transfer test. They also perceived a less cognitive load in the transfer test and the learning environment developed with the 4C-ID model proved to be more instructional efficient than the conventional method. http://www.informingscience.org/Publications/2281 4C-ID model complex learning electrical circuits learning tasks learning transfer eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-07-29 14 339 362 2273 article Raafat George Saadé rsaade@jmsb.concordia.ca Danielle Morin Danielle.Morin@concordia.ca Jennifer D.E. Thomas jthomas@pace.edu This article investigates students’ perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: 1) To what extent do students understand the definitions of Problem-solving, Research, and Creative Idea Generation skills, and Critical Thinking skills? (2) What is the relative contribution of the various learning components (activities and resources) of the course to the perceived acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills; (3) Is the understanding of the definitions correlated with the perceived contributions of the learning components (activities and resources) of the course to the skills development? (4) To what extent is perceived Problem-solving skill acquisition explained by the acquisition of the other three skills? http://www.informingscience.org/Publications/2273 critical thinking skills information technology problem-solving web-based learning eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-07-29 14 363 395 2285 article Don Heath drheath2@gmail.com Rozan Maghrabi romaghra@uncg.edu Nora K. Carr carrn@gcsnc.com Research demonstrates the positive impact of parental involvement on students, families and schools. Studies also indicate a close connection between effective school-home communication and increased parental involvement and engagement in learning. Effective selection and use of Information Communication Technologies (ICT) invites more effective school-home communication, increasing parental involvement and improving student outcomes. However, ICT adoption rates are heterogeneous, influenced by cultural, socioeconomic and other factors. Also, gaps may exist between parent/school communication preferences. Our multi-case study investigates principals and parents from three different public elementary schools (suburban/high wealth; urban/low wealth; urban magnet/mixed income) to understand the impact of misalignment in ICT adoption and use on school-home communication. We find misperceptions by parents and principals regarding their ICT adoption beliefs and actual use. Our results also indicate alignment between parent and principal ICT preferences and expectations improves parent satisfaction with the principal and the school, while misalignment has the opposite effect. http://www.informingscience.org/Publications/2285 Diffusion ICT parent/school communication communication efficacy eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-09-02 14 397 416 2298 article Adolph Delgado mix498@my.utsa.edu Liane Wardlow liane.wardlow@pearson.com Kimberly O’Malley kimberly.omalley@pearson.com Katherine McKnight Kathy.mcknight@pearson.com There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for. http://www.informingscience.org/Publications/2298 K-12 digital learning devices one-to-one technology literature review eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-10-19 14 417 438 2315 article Bashar Zogheib bzogheib@auk.edu.kw Ahmad Rabaa'i arabaai@auk.edu.kw Salah Zogheib salahzogheib@hotmail.com Ali Elsaheli aelsaheli@auk.edu.kw Although most universities and educators are relying on implementing various technological tools in the curriculum, acceptance of such tools among students is still not sufficient. The Technology Acceptance Model (TAM) has been widely used by researchers to test user’s acceptance of technology in business, education and other domains. This research study is an attempt that tests the integration of TAM and user satisfaction in the educational field. It particularly investigates students’ acceptance to use MyMathLab, a technological tool, in university math classes in the Middle East. Structural equation modelling with various constructs was used. Findings support the theoretical model showing the great influence of user satisfaction on perceived ease of use and subjective norm on behavioural intention. The findings of this study also demonstrate that self-efficacy, user satisfaction, subjective norms, perceived usefulness, perceived ease of use, and students’ attitude constructs all have a positive impact on students’ behavioural intentions to adopt and use technological tools in a mathematics class room. Findings of this research have greater implications for educators and students worldwide. http://www.informingscience.org/Publications/2315 TAM MyMathLab university students math self-satisfaction eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2015-10-23 14 439 470 2317 article Stig T Gissel sttg@ucl.dk This study was undertaken to design, evaluate and refine an eBook-feature that supports students’ decoding of unfamiliar text. The feature supports students’ independent reading of eBooks with text-to-speech, graded support in the form of syllabification and rhyme analogy, and by dividing the word material into different categories based on the frequency and regularity of the word or its constituent parts. The eBook-feature is based on connectionist models of reading and reading acquisition and the theory of scaffolding. Students are supported in mapping between spelling and sound, in identifying the relevant spelling patterns and in generalizing, in order to strengthen their decoding skills. The prototype was evaluated with Danish students in the second grade to see how and under what circumstances students can use the feature in ways that strengthen their decoding skills and support them in reading unfamiliar text. It was found that most students could interact with the eBook-material in ways that the envisioned learning trajectory in the study predicts are beneficial in strengthening their decoding skills. The study contributes with both principles for designing digital learning material with supportive features for decoding unfamiliar text and with a concrete proposal for a design. The perspectives for making reading acquisition more differentiated and meaningful for second graders in languages with irregular spelling are discussed. http://www.informingscience.org/Publications/2317 eBooks scaffolding text-to-speech literacy acquisition decoding connectionism Design-Based Research eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 i iii 1942 article http://www.informingscience.org/Publications/1942 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 001 013 1943 article Lily Wong lily.wong@vu.edu.au Michelle WL Fong michelle.fong@vu.edu.au http://www.informingscience.org/Publications/1943 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 015 025 1944 article Noorshella Che Nawi norshella@umk.edu.my Michelle WL Fong michelle.fong@vu.edu.au Arthur Tatnall arthur.tatnall@vu.edu.au http://www.informingscience.org/Publications/1944 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 027 047 1945 article Dianne Watkins watkinsSD@cf.ac.uk Paul Dummer Dummer@cardiff.ac.uk Kamlla Hawthorne HawthorneK@cf.ac.uk Judy Cousins cousinsj@cf.ac.uk Catherine Emmett emmettCA@cf.ac.uk Mike Johnson johnsonMR1@cf.ac.uk http://www.informingscience.org/Publications/1945 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 049 072 1948 article Alan J. Reid alan.reid.phd@gmail.com Gary R. Morrison gmorriso@odu.edu http://www.informingscience.org/Publications/1948 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 073 089 1951 article Noa Ragonis noarag@beitberl.ac.il Gila Shilo gilas@beitberl.ac.il http://www.informingscience.org/Publications/1951 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 091 120 1960 article Cornelia Brodahl Cornelia.Brodahl@uia.no Nils Kristian Hansen nils.k.hansen@uia.no http://www.informingscience.org/Publications/1960 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 121 140 1968 article Lynn Jeffrey l.m.jeffrey@massey.ac.nz John Milne J.D.Milne@massey.ac.nz Gordon Suddaby gtsuddab@gmail.com Andrew Higgins andrew.higgins@vodafone.co.nz http://www.informingscience.org/Publications/1968 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 141 162 1970 article Kathryn Mac Callum k.maccallum@hotmail.com Lynn Jeffrey l.m.jeffrey@massey.ac.nz Kinshuk kinshuk@ieee.org http://www.informingscience.org/Publications/1970 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 163 175 1971 article Anne Doring doringa@duq.edu Ashley Hodge hodgea@duq.edu Misook Heo heom@duq.edu http://www.informingscience.org/Publications/1971 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 177 191 2025 article Conna Condon Conna.condon@my.ohecampus.com Raul Valverde rvalverde@jmsb.concordia.ca http://www.informingscience.org/Publications/2025 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 193 215 2026 article Nelson K. Y. Leung koeman72@hotmail.com Hannarong Shamsub hannarong.shamsub@gmail.com Nicole Tsang nicole.tsang2@gmail.com Bill Au bill.au@rmit.edu.vn http://www.informingscience.org/Publications/2026 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 217 231 2051 article Dan Bouhnik Dan.Bouhnik@biu.ac.il Mor Deshen Mor@amit.org.il http://www.informingscience.org/Publications/2051 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 233 255 2081 article Krista Francis kfrancis@ucalgary.ca Michele Jacobsen dmjacobs@ucalgary.ca Sharon Friesen sfriesen@ucalgary.ca http://www.informingscience.org/Publications/2081 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2014-01-01 13 257 275 2082 article Masood Badri chargers.dubai@gmail.com Asma Al Rashedi Asma.alrashedi@adec.ac.ae Guang Yang Guang.yang@adec.ac.ae Jihad Mohaidat jihad.mohaidat@adec.ac.ae Arif Al Hammadi Arif.alhammadi@adec.ac.ae http://www.informingscience.org/Publications/2082 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 i iii 1751 article http://www.informingscience.org/Publications/1751 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 001 032 1752 article Rakesh Babu babu@uwm.edu Rahul Singh rahul@uncg.edu http://www.informingscience.org/Publications/1752 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 033 049 1762 article Regina B. Danner gdanner58@gmail.com Clara O. A. Pessu eworitseakus@yahoo.com http://www.informingscience.org/Publications/1762 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 051 067 1771 article Romana Martin romana.martin@curtin.edu.au Tanya J. Mcgill t.mcgill@murdoch.edu.au Fay Sudweeks sudweeks@murdoch.edu.au http://www.informingscience.org/Publications/1771 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 069 094 1776 article Grandon Gill grandon@grandon.com Albert D. Ritzhaupt aritzhau@mail.usf.edu http://www.informingscience.org/Publications/1776 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 095 119 1781 article Sabra E. Brock sabraebrock@gmail.com Cornelia Brodahl Cornelia.Brodahl@uia.no http://www.informingscience.org/Publications/1781 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 121 140 1790 article Judith J. Smith smithjud@ecu.edu H. Carol Greene greeneh@ecu.edu http://www.informingscience.org/Publications/1790 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 141 158 1865 article Orit Avidov-Ungar oritav@openu.ac.il Tamar Shamir-Inbal shamirt@gmail.com http://www.informingscience.org/Publications/1865 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 159 189 1867 article Gail Casey gcasey@deakin.edu.au http://www.informingscience.org/Publications/1867 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 191 202 1881 article David Pundak dpundak@gmail.com Miri Shacham mshacham@netvision.net.il Orit Herscovitz orither@tx.technion.ac.il http://www.informingscience.org/Publications/1881 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 203 223 1882 article Sharon W. Tabor stabor@boisestate.edu Robert P. Minch rminch@boisestate.edu http://www.informingscience.org/Publications/1882 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 228 249 1888 article Ismar Frango Silveira ismar@mackenzie.br Xavier Ochoa xavier@cti.espol.edu.ec Alex J. Cuadros-Vargas alex.jcv@gmail.com Alén Humberto Pérez Casas alen.perez@cse.edu.uy Ana Casali anacasali@gmail.com André Ortega andre.ortega@cti.espol.edu.ec Antonio Silva Sprock asilva.sprock@gmail.com Carlos Henrique Alves Silva carlos_alvers@hotmail.com Cesar Alberto Collazos Ordoñez ccollazo@unicauca.edu.co Claudia Deco deco.clau@gmail.com Ernesto Cuadros-Vargas ecuadros@gmail.com Everton Knihs tomspsp@gmail.com Gonzalo Parra gonzalo.parra@cs.kuleuven.be Jaime Muñoz-Arteaga jmauaa@gmail.com Jessica Gomes dos Santos jeh.g.santos@gmail.com Julien Broisin broisin@irit.fr Nizam Omar omar@mackenzie.br Regina Motz regina.motz@gmail.com Virginia Rodés virginia.rodes@cse.edu.uy Yosly C. Hernandez Bieliuskas yosly.hernandez@ciens.ucv.ve http://www.informingscience.org/Publications/1888 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 251 270 1890 article Stephen D. Sorden steve@sorden.com Ishmael I. Munene Ishmael.Munene@nau.edu http://www.informingscience.org/Publications/1890 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 271 282 1891 article Erkan Tekinarslan erkantekinarslan@gmail.com http://www.informingscience.org/Publications/1891 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 283 300 1898 article Linnea Stenliden linnea.stenliden@liu.se http://www.informingscience.org/Publications/1898 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 301 325 1899 article Mark Dishaw dishaw@uwosh.edu Michael Eierman eierman@uwosh.edu Jakob Iversen iversen@uwosh.edu George C. Philip philip@uwosh.edu http://www.informingscience.org/Publications/1899 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 327 341 1913 article Bartolomé Vázquez-Bernal bartolome.vazquez@ddcc.uhu.es Roque Jiménez-Pérez rjimenez@uhu.es http://www.informingscience.org/Publications/1913 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 343 362 1919 article Joshua DeSantis jdesant1@ycp.edu http://www.informingscience.org/Publications/1919 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2013-01-01 12 363 378 1922 article Jason Pittman jmpittman@capitol-college.edu http://www.informingscience.org/Publications/1922 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 i iv 1551 article http://www.informingscience.org/Publications/1551 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 001 025 1552 article Kurt De Wit kurt.dewit@dowb.kuleuven.be Dirk Heerwegh dirk.heerwegh@lstat.kuleuven.be Jef C. Verhoeven jef.verhoeven@soc.kuleuven.be http://www.informingscience.org/Publications/1552 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 027 042 1566 article Ann-Frances Cameron Ann-frances.cameron@hec.ca Marie-Claude Trudel marie-claude.trudel@hec.ca Ryad Titah ryad.titah@hec.ca Pierre-Majorique Léger pml@hec.ca http://www.informingscience.org/Publications/1566 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 043 063 1568 article Thembela Sonteya Thembela.Sonteya@uct.ac.za Lisa F Seymour Lisa.Seymour@mweb.co.za http://www.informingscience.org/Publications/1568 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 065 079 1570 article Aimao Zhang aimao@georgiasouthern.edu http://www.informingscience.org/Publications/1570 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 081 101 1574 article Raymond Chiong rchiong@swin.edu.au Jelena Jovanovic jeljov@gmail.com http://www.informingscience.org/Publications/1574 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 103 124 1585 article Jyri Kemppainen jyri1964@gmail.com Matti Tedre matti.tedre@acm.org Erkki Sutinen erkki.sutinen@uef.fi http://www.informingscience.org/Publications/1585 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 125 140 1592 article Meg Coffin Murray isdoctor@gmail.com Jorge Pérez jperez@kennesaw.edu Debra Geist dgeist1@kennesaw.edu Alison Hedrick ahedric1@kennesaw.edu http://www.informingscience.org/Publications/1592 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 141 154 1633 article Richard Hauser hauserr@ecu.edu Ravi Paul paulr@ecu.edu John Bradley bradleyj@ecu.edu http://www.informingscience.org/Publications/1633 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 155 168 1634 article Aimao Zhang aimao@georgiasouthern.edu http://www.informingscience.org/Publications/1634 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 169 183 1688 article Zafer Unal unal@mail.usf.edu Yasar Bodur yasar@zunal.com Asli Unal asli@zunal.com http://www.informingscience.org/Publications/1688 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 185 200 1692 article Mahmoud Abou Naaj abounaaj@ajman.ac.ae Mirna Nachouki mirna@ajman.ac.ae Ahmed Ankit ankit@ajman.ac.ae http://www.informingscience.org/Publications/1692 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 201 219 1698 article Dan Bouhnik Dan.Bouhnik@biu.ac.il Golan Carmi carmi@jct.ac.il http://www.informingscience.org/Publications/1698 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 221 233 1711 article Josephine A. Larbi-Apau jlarbiapau@wayne.edu James L. Moseley james.moseley@wayne.edu http://www.informingscience.org/Publications/1711 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 235 248 1714 article Kent A. Walstrom kawalst@ilstu.edu Thomas P. Schambach tpscham@ilstu.edu http://www.informingscience.org/Publications/1714 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 249 267 1715 article Alaba Olaoluwakotansibe Agbatogun alabaagbatogun@yahoo.com http://www.informingscience.org/Publications/1715 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 269 286 1725 article Jennie M. Carr JCarr@bridgewater.edu http://www.informingscience.org/Publications/1725 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 287 299 1737 article Jacky Pow jackypow@hkbu.edu.hk Jun FU Fujunscnu@yahoo.com.cn http://www.informingscience.org/Publications/1737 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2012-01-01 11 301 337 1744 article Alfie Chacko Punnoose apunnoose@au.edu http://www.informingscience.org/Publications/1744 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 iii iv 1344 article http://www.informingscience.org/Publications/1344 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 v vi 1537 article http://www.informingscience.org/Publications/1537 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 001 017 1357 article Aristogiannis Garmpis agarbis@teimes.gr http://www.informingscience.org/Publications/1357 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 019 038 1358 article Zafer Unal unal@mail.usf.edu Asli Unal asli@zunal.com http://www.informingscience.org/Publications/1358 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 039 053 1362 article Pierre-Majorique Léger pml@hec.ca Patrick Charland charland.patrick@uqam.ca Harvey D. 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Beachboard beach@isu.edu Kregg Aytes kregg.aytes@montana.edu http://www.informingscience.org/Publications/1491 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 161 181 1492 article Carl Dreher carlvdreher@gmail.com Torsten Reiners t.reiners@curtin.edu.au Heinz Dreher heinz.dreher@gmail.com http://www.informingscience.org/Publications/1492 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 183 207 1500 article Rami Rashkovits ramir@yvc.ac.il Ilana Lavy ilanal@yvc.ac.il http://www.informingscience.org/Publications/1500 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 209 230 1503 article Edith Galy edith.galy@utb.edu Clara Downey claradowney@gmail.com Jennie Johnson jennie.johnson@utb.edu http://www.informingscience.org/Publications/1503 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 231 251 1502 article James P. Downey jdowney@uca.edu Ronnie Mcgaughey ronmc@uca.edu David Roach droach@atu.edu http://www.informingscience.org/Publications/1502 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 253 269 1507 article Daniela Gachago gachagod@cput.ac.za Amanda Morris morrisa@cput.ac.za Edwine Simon simone@cput.ac.za http://www.informingscience.org/Publications/1507 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 271 293 1512 article Patient Rambe pjoerambe@gmail.com http://www.informingscience.org/Publications/1512 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 295 307 1515 article Patricia Euzent patricia.euzent@bus.ucf.edu Thomas Martin thomas.martin@bus.ucf.edu Patrick Moskal patrick.moskal@bus.ucf.edu Patsy D. Moskal pdmoskal@pegasus.cc.ucf.edu http://www.informingscience.org/Publications/1515 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 309 331 1518 article Cheryl Aasheim caasheim@georgiasouthern.edu http://www.informingscience.org/Publications/1518 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2011-01-01 10 333 347 1529 article Franklin Wabwoba wabwoba08@yahoo.com Fullgence M. 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Smith Terry.Smith1@MaconState.edu Kevin S. Floyd kevin.floyd@maconstate.edu http://www.informingscience.org/Publications/1131 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2010-01-01 9 115 131 1167 article Nicole A. Buzzetto-More nabuzzetto-more@umes.edu Ojiabo Ukoha oukoha@umes.edu Narendra Rustagi nkrustagi@yahoo.com http://www.informingscience.org/Publications/1167 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2010-01-01 9 133 145 1182 article Marilyn Ford mfordster@gmail.com Sven Venema s.venema@griffith.edu.au http://www.informingscience.org/Publications/1182 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2010-01-01 9 147 171 1183 article Christine Rogerson Christine.Rogerson@uct.ac.za Elsje Scott elsje.scott@uct.ac.za http://www.informingscience.org/Publications/1183 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2010-01-01 9 173 181 1186 article Yoram Eshet-Alkalai yorames@openu.ac.il Eran Chajut eranch@openu.ac.il http://www.informingscience.org/Publications/1186 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2010-01-01 9 183 196 1290 article Sanjay Goel goelsan@yahoo.com Vanshi Kathuria kathuria.vanshi@gmail.com http://www.informingscience.org/Publications/1290 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2010-01-01 9 197 215 1297 article Adrian Stagg adrian.stagg@usq.edu.au Michael Lane Michael.Lane@usq.edu.au http://www.informingscience.org/Publications/1297 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2010-01-01 9 217 234 1302 article Erwin Adi eadi@binus.edu I Gde Made Krisna Aditya ditz.hj7@gmail.com Meriyana Citrawati m_citrawati@yahoo.com http://www.informingscience.org/Publications/1302 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2010-01-01 9 235 247 1327 article Muhammet Demirbilek mdbilek@gmail.com http://www.informingscience.org/Publications/1327 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2010-01-01 9 249 247 1330 article Mildred Atieno Ayere ayeremildred@yahoo.com Florence Y. 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Senn SennG@sc.edu http://www.informingscience.org/Publications/189 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2008-01-01 7 285 298 190 article Johnnie Wycliffe Frank Muwanga-Zake j.w.f.muwanga-zake@greenwich.ac.uk http://www.informingscience.org/Publications/190 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2008-01-01 7 299 314 191 article Bee K. Yew beeyewster@gmail.com http://www.informingscience.org/Publications/191 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2008-01-01 7 315 338 192 article W. T. Tsai Yinong Chen Calvin Cheng Xin Sun Gary Bitter bitter@asu.edu Mary White http://www.informingscience.org/Publications/192 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2008-01-01 7 339 353 193 article Annemieke Craig Annemieke.craig@deakin.edu.au Catherine Lang c.lang@latrobe.edu.au Julie Fisher http://www.informingscience.org/Publications/193 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 684 article http://www.informingscience.org/Publications/684 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 001 021 199 article Gregory J. Skulmoski skulmoski@hotmail.com Francis T. Hartman fthartman@gmail.com Jennifer Krahn jkrahn@ucalgary.ca http://www.informingscience.org/Publications/199 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 023 043 200 article Chang S. Nam csnam@ncsu.edu Tonya L. Smith-Jackson smithjack@vt.edu http://www.informingscience.org/Publications/200 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 045 064 201 article Pankaj Kamthan kamthan@cse.concordia.ca http://www.informingscience.org/Publications/201 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 065 080 202 article Ruben Quinonez rubenquinonez@hotmail.com Terry Ryan terry.ryan@cgu.edu Lorne Olfman Lorne.Olfman@cgu.edu http://www.informingscience.org/Publications/202 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 081 103 203 article Faouzi Kamoun Faouzi.Kamoun@zu.ac.ae Said Selim sselim@ud.ac.ae http://www.informingscience.org/Publications/203 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 105 122 204 article Matti Tedre matti.tedre@acm.org http://www.informingscience.org/Publications/204 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 123 134 205 article Florence Martin florencemartin@gmail.com Qi Dunsworth quz2@psu.edu http://www.informingscience.org/Publications/205 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 135 152 206 article Shouhong Wang swang@umassd.edu http://www.informingscience.org/Publications/206 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 153 168 207 article Hwee Ling Lim s32795@yahoo.com http://www.informingscience.org/Publications/207 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 169 180 208 article Jared Keengwe jared.keengwe@email.und.edu http://www.informingscience.org/Publications/208 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 181 198 209 article Kathy Lynch Dr.KathyLynch@gmail.com Aleksej Heinze a.heinze@salford.ac.uk Elsje Scott elsje.scott@uct.ac.za http://www.informingscience.org/Publications/209 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 199 214 210 article Uolevi Nikula uolevi.nikula@lut.fi Jorma Sajaniemi Matti Tedre matti.tedre@acm.org Stuart Wray http://www.informingscience.org/Publications/210 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 215 226 211 article Jinhua Guo jinhua@umich.edu Weidong Xiang xwd@umich.edu Shengquan Wang shqwang@umd.umich.edu http://www.informingscience.org/Publications/211 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 227 240 212 article George Rice george.rice@murraystate.edu Michael Bowman michael.bowman@murraystate.edu http://www.informingscience.org/Publications/212 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 241 248 213 article Bill Davey bill.davey@rmit.edu.au Arthur Tatnall arthur.tatnall@vu.edu.au http://www.informingscience.org/Publications/213 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 249 261 214 article Anne Therese Venables Anne.Venables@vu.edu.au Grace Tan Grace.Tan@vu.edu.au http://www.informingscience.org/Publications/214 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 263 277 215 article Kristen E. Dicerbo kdicerbo@cox.net http://www.informingscience.org/Publications/215 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 279 290 216 article Ju Long julong@txstate.edu http://www.informingscience.org/Publications/216 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 291 309 217 article Päivi Jokela paivi.jokela@hik.se Peter Karlsudd peter.karlsudd@hik.se http://www.informingscience.org/Publications/217 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 311 326 218 article Tony Jewels tonyjewels@agu.ac.ae Marilyn Ford mfordster@gmail.com Wendy Jones wc.jones@qut.edu.au http://www.informingscience.org/Publications/218 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 327 346 219 article Theda Thomas theda.thomas@acu.edu.au Timothy Davis Timothy.Davis@acu.edu.au Alanah Kazlauskas a.kazlauskas@optusnet.com.au http://www.informingscience.org/Publications/219 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 347 360 220 article Dave Oliver Tony Dobele http://www.informingscience.org/Publications/220 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 361 370 221 article Doris G. Duncan doris.duncan@csueastbay.edu http://www.informingscience.org/Publications/221 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 371 385 222 article Kregg Aytes kregg.aytes@montana.edu John C. Beachboard beach@isu.edu http://www.informingscience.org/Publications/222 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 387 406 223 article Eun-A Park eup112@psu.edu Hansa Sinha hansa_sinha@hotmail.com Jing Chong zc146@psu.edu http://www.informingscience.org/Publications/223 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 407 423 224 article Juha Sorva Ville Karavirta vkaravir@cs.hut.fi Ari Korhonen archie@cs.hut.fi http://www.informingscience.org/Publications/224 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 425 439 225 article Karin Tweddell Levinsen kale@learning.aau.dk Sabine Madsen sabinem@ruc.dk http://www.informingscience.org/Publications/225 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 441 453 226 article Tiong-Thye Goh tiong.goh@vuw.ac.nz Val Hooper val.hooper@vuw.ac.nz http://www.informingscience.org/Publications/226 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 455 479 227 article M R (Ruth) De Villiers dvillmr@unisa.ac.za http://www.informingscience.org/Publications/227 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 481 497 228 article George C. Philip philip@uwosh.edu http://www.informingscience.org/Publications/228 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 499 514 229 article Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au http://www.informingscience.org/Publications/229 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2007-01-01 6 515 540 230 article Kathleen Keogh k.keogh@ballarat.edu.au Leon Sterling Anne Therese Venables Anne.Venables@vu.edu.au http://www.informingscience.org/Publications/230 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 683 article http://www.informingscience.org/Publications/683 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 001 012 231 article Stephen J. Andriole stephen.andriole@villanova.edu http://www.informingscience.org/Publications/231 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 013 026 232 article Gokhan Gercek Gercek@uhcl.edu Naveed Saleem Saleem@uhcl.edu http://www.informingscience.org/Publications/232 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 027 052 233 article Sanjay Goel goelsan@yahoo.com http://www.informingscience.org/Publications/233 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 053 076 234 article Brian D. Moor brian.moor@njit.edu Fadi P. Deek fadi.deek@njit.edu http://www.informingscience.org/Publications/234 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 077 094 235 article David W. Johnson johnsoda@uvsc.edu Kimberly W. Bartholomew barthoki@uvu.edu Duane Miller millerdu@uvsc.edu http://www.informingscience.org/Publications/235 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 095 105 236 article Grandon Gill grandon@grandon.com Carolyn F. 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Ottaway ottathom@isu.edu Jane Chang changj@cba.bgsu.edu http://www.informingscience.org/Publications/239 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 153 164 240 article Nicole A. 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Cappel cappe1jj@cmich.edu http://www.informingscience.org/Publications/243 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 221 233 244 article Mariana Hentea mhentea@excelsior.edu Harpal S. Dhillon harpal.dhillon@swosu.edu Manpreet Dhillon dhillonm@gwu.edu http://www.informingscience.org/Publications/244 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 235 249 245 article Aleksej Heinze a.heinze@salford.ac.uk Chris Procter C.T.Procter@salford.ac.uk http://www.informingscience.org/Publications/245 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 251 269 246 article Nicole A. 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Hurst bhurst@swin.edu.au Karola Von Baggo KvonBaggo@swin.edu.au Anthony J. Bayley abayley@it.swin.edu.au http://www.informingscience.org/Publications/249 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 317 335 250 article Tanja Krunic takrunic@gmail.com Ljiljana Ruzic-Dimitrijevic ljdimitrijevic@gmail.com Branka Petrovic petrovic.b@vtsns.edu.rs Robert Farkas Robert.Farkash@gMail.com http://www.informingscience.org/Publications/250 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 337 342 251 article Mike Hart mike.hart@uct.ac.za http://www.informingscience.org/Publications/251 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 343 361 252 article Joseph J. Ekstrom jekstrom@byu.edu Sandra Gorka sgorka@pct.edu Reza Kamali rkamali@csustan.edu Eydie Lawson eal@it.rit.edu Barry M. Lunt luntb@byu.edu Jacob Miller Han Reichgelt reichgelt@mail.usf.edu http://www.informingscience.org/Publications/252 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2006-01-01 5 363 371 253 article Reza Kamali rkamali@csustan.edu Samuel Liles sliles@purdue.edu Charles R. 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Pendergast mpenderg@fgcu.edu http://www.informingscience.org/Publications/261 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 681 article http://www.informingscience.org/Publications/681 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 001 031 262 article Rafael Andreu andreu@iese.edu Kety Jauregui kjauregui@esan.edu.pe http://www.informingscience.org/Publications/262 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 033 041 263 article Anne Therese Venables Anne.Venables@vu.edu.au Grace Tan Grace.Tan@vu.edu.au http://www.informingscience.org/Publications/263 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 043 060 264 article Kevin R. 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Zirkle zirkle.6@osu.edu http://www.informingscience.org/Publications/278 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 307 327 279 article Akram Mahmoud Al-Rawi amalrawi@gmail.com Azzedine Lansari Azzedine1@yahoo.com Faouzi Bouslama faouzi.bouslama@zu.ac.ae http://www.informingscience.org/Publications/279 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 329 346 280 article Agostino Marengo amarengo@dss.uniba.it Vittorio Marengo vmarengo@dss.uniba.it http://www.informingscience.org/Publications/280 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 347 362 281 article Terry Butler Terry.Butler@UAlberta.ca Peter Ryan pryan@politics.ryerson.ca Ining Tracy Chao iningtracy.chao@royalroads.ca http://www.informingscience.org/Publications/281 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 363 372 282 article Gokhan Gercek Gercek@uhcl.edu Naveed Saleem Saleem@uhcl.edu http://www.informingscience.org/Publications/282 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 373 388 283 article Stephen Hawk hawks@uwp.edu http://www.informingscience.org/Publications/283 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2005-01-01 4 389 404 284 article Xiang Fang Sooun Lee http://www.informingscience.org/Publications/284 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2004-01-01 3 682 article http://www.informingscience.org/Publications/682 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2004-01-01 3 001 017 285 article Bert De Brock e.o.de.brock@bdk.rug.nl http://www.informingscience.org/Publications/285 eng Informing Science Institute Journal of Information Technology Education: Research (JITE:Research) 1547-9714 1539-3585 2004-01-01 3 019 034 286 article Han Reichgelt reichgelt@mail.usf.edu Barry M. 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