Journal of ICT in Education (JICTIE) [eISSN 0127-9750] is a peer-reviewed journal published twice a year (April & October starting 2024) by the Pejabat Karang Mengarang UPSI for the Faculty of Computing and Meta-Technology, UPSI. The main focus of the journal is academic writings and research reports featuring the latest issues of ICT education. Articles are published in English (starting from 2023). For articles in the Malay language, the author(s) is advised to work closely with a proficient translator. If you need assistance in finding a translator, feel free to contact the chief editor. Each submission is subjected to a double-blinded peer review process. Acceptance of articles is solely based on merit with no charge for submission and publication. JICTIE supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC).
Pejabat Karang Mengarang, UPSI, MALAYSIA
Assessing The Validity And Reliability Of A Motivation Questionnaire For Programming Learning With Augmented Reality Module: A Pilot Study
Malaysian secondary school students face significant motivational challenges in learning programming, including low self-efficacy, limited immediate feedback, and passive learning environments that hinder intrinsic motivation. To address these issues, Augmented Reality (AR) has been introduced as a potential tool to enhance student motivation in programming education. Although various instruments exist to measure student motivation, such as the Instructional Materials Motivation Survey (IMMS) developed by Keller (2010), there is a lack of studies that specifically employ the IMMS within the context of AR-integrated programming education. Therefore, this study adapted the IMMS for Programming Learning with Augmented namely as Motivation Questionnaire for Programming Learning with Augmented Reality (MQAR). A pilot study was conducted over a period of five weeks to evaluate the validity and reliability of the MQAR. Seven experts were selected to be involved in the content and technological validation, while 30 secondary school students enrolled in a computer science subject were involved in assessing the instrument’s reliability. The data were analysed using experts’ percent agreement and descriptive statistics. The findings revealed that the MQAR demonstrated high content validity (99.26%) and technological validity (99.45%). Interestingly, this study also found that, MQAR are reliable instruments to measure students’ motivation when using Programming Learning with Augmented module with Cronbach’s alpha values indicating good internal consistency across the four motivation constructs: Attention (α = 0.85), Relevance (α = 0.78), Confidence (α = 0.73), and Satisfaction (α = 0.82). The overall reliability of the instrument was α = 0.80, confirming that the MQAR is a valid, reliable, and robust tool for measuring student motivation Questionnaire for Programming Learning with Augmented Reality module. Limitations and future suggestions are acknowledged for this study.
Copyright (c) 2025 Salini Krishna Pillai, Noor Hidayah Che Lah, Md Meem Hossain https://creativecommons.org/licenses/by-nc-sa/4.0
A Systematic Literature Review on Deep Learning Approaches for Cloud Service Recommender Systems
Deep Learning (DL) offers a promising solution for cloud service recommender systems (CSRS) by addressing data sparsity issues and helping users overcome cold-start problems while managing dynamic preferences. The study follows the PRISMA 2020 guidelines in conducting a systematic literature review (SLR) of DL-based CSRS advancements from 2019 to 2025. The research started with 412 electronic records from Scopus, ScienceDirect, Springer, Wiley, and other sources before completing thorough screenings that narrowed the search to 23 appropriate studies. The integration of hybrid neural networks, along with attention mechanisms and knowledge graph integration, demonstrates improved accuracy for implementing the multi-criteria recommendations based on the quality-of-service prediction, the resource allocation, and the personalised service selection. Real-time scalability limitations and constraints regarding explainability remain despite current developments. Future research should examine federated learning systems and edge-cloud integration elements with ethical AI frameworks in place. The review delivers a structured overview that guides researchers and practitioners who want to enhance cloud service recommendations by employing modern methodologies.
Copyright (c) 2025 Rahaman Md Mizanur, Nor Asiah Mohamad @Razak, Muhamad Hariz Muhamad Adnan , Md Mahmudul Hasan https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing IT Capstone Programs through Agile Practices: Insights from Filipino Community Projects
The IT Capstone Program at the University of Asia and the Pacific (UA&P) integrates Agile methodology through the Scrum framework to provide students with practical experiences in consultancy and software development. To extend its impact, the program was later expanded through the UA&P Filipino Community Extension Program, which engages partner communities facing challenges that require IT-based solutions. This study examines the program’s implementation and areas for improvement after several years of practice. Data were collected through focus group discussions with alumni, industry practitioners, capstone students, and faculty advisers. Findings highlight the need for enhancements in sprint planning, code quality, and software maintainability to strengthen alignment with industry standards. Moreover, the study reveals how contextual factors in the adopted communities—such as IT infrastructure and government funding—affect the sustainability and effectiveness of capstone-developed solutions. The insights offer implications for refining capstone programs that aim to bridge academic training, industry expectations, and community service.
Copyright (c) 2025 Giuseppe Ng https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluating the Effectiveness of Online-Based ESL Writing Instruction: Insights from Public and Private School Teachers in Sabah, Malaysia
The research assesses the effectiveness of English as a Second Language (ESL) writing instruction via the internet among the teachers in the public and private sector schools in Sabah, Malaysia. Quantitative cross-sectional survey design was adopted, and through 117 ESL teachers (102 public, 15 private), it was studied how they understood their online teaching efficacy amid COVID-19. The outcome stated that it is moderately effective, with the average (mean) scores being a bit higher in the case of public-school teachers (M=3.10) than in the case of private school teachers (M=2.99), but the independent t-test did not show statistically significant differences (t (115) =0.566, p=0.572). Issues like poor quality internet access, infrastructure foundations in digital resources and challenges in student engagement stood out, especially in rural places. The research highlights the requirement of heightened professional development of teaching staff, equal advancement of infrastructure, and mixed learning models to maximise online ESL writing classes. These results add to the debate on equity in education provisions in resource-stressed environments and provide some useful policy suggestions to the decision-makers.
Copyright (c) 2025 Fay Fiona Constantine Limbai, Asmaa AlSaqqaf https://creativecommons.org/licenses/by-nc-sa/4.0
Towards 16 Years of MOOCs in Malaysia: From Technology Trigger to Plateau of Productivity
As of 2024, it has been 16 years since the inception of Massive Open Online Courses (MOOCs) in 2008. Initially seen as significant disruptors of education, the hype surrounding MOOCs has fluctuated over time. While MOOCs have made significant contributions to global educational development, including in Malaysia, their journey has been marked by both successes and challenges. Early expectations were high, and MOOCs were incorporated into national education policies. However, over time, challenges related to implementation, content quality, instructor qualifications, financial constraints, and student motivation hindered its progress. This paper seeks to assess the comprehensive journey and current status of MOOCs in Malaysia, evaluating their acceptance and maturity over the past 16 years. The study employs a narrative review approach, combining content analysis of literature with insights derived from the authors' professional experience in MOOC implementation and development.
Copyright (c) 2025 Ahmad Wiraputra Selamat, Hafizul Fahri Hanafi, Ika Parma Dewi, Hernán Javier Herrera Suárez https://creativecommons.org/licenses/by-nc-sa/4.0
The Development of Educational Programming Software (CTCode) to Enhance Computational Thinking Skills for Novice Students
This study aimed to develop a programming learning software designed to enhance computational thinking skills among novice students and to evaluate the effectiveness of the CTCode software. The development of CTCode was guided by the Scrum and ASSURE models. The evaluation utilized an experimental method involving two groups of students, a treatment group and a control group, with 30 participants in each group. An assessment instrument consisting of a pre-test and post-test was used. The test consisted of 13 questions divided into three sections: Part A (objective questions), Part B (subjective questions), and Part C (code output). The results, analyzed using a simple t-test, yielded a t-value of 3.531. This indicates a significant difference in scores between students who used the newly developed software, based on computational thinking teaching and learning models, and those who used existing software. In conclusion, the study demonstrates that students enrolled in programming courses benefit from using CTCode. The software’s activities, such as quiz, drag and drop, and mix and match, incorporate metacognitive techniques and problem-solving strategies, which can effectively enhance students' computational thinking skills. The findings suggest that CTCode can serve as a valuable resource for fostering an engaging and structured learning environment in programming education.
Copyright (c) 2025 Nurul Najwa Sabihah Sa'adon, Nor Hasbiah Ubaidullah, Teddi Darmizal https://creativecommons.org/licenses/by-nc-sa/4.0
ICT-supported CLIL in Computer Science: Enhancing Learning Through Digital Tools and Resources
This study explores the role of Information and Communication Technology (ICT) in enhancing content delivery and supporting language acquisition in Content and Language Integrated Learning (CLIL)-based computer science education within a network of elite schools in Kazakhstan, which implements a trilingual education system. The study aims to identify the most frequently used ICT tools and resources by teachers and students, as well as how they were integrated into the CLIL classroom. A convergent parallel mixed-methods approach was employed, combining quantitative data from surveys with qualitative data from interviews and document analysis. The study found that curriculum-aligned, custom ICT resources were the most frequently used and valued. The development and sharing of resources within the network demonstrated a collaborative educational model that could benefit other institutions. This study contributes to understanding how ICT can enhance CLIL-based computer science education, offering valuable resources for English-medium instruction. Expanding the use of underutilized collaboration tools could further strengthen CLIL-based computer science education, providing important insights for educators in bilingual and trilingual settings.
Copyright (c) 2025 Gulmira Kussaiynkyzy, Ida Dringó-Horváth https://creativecommons.org/licenses/by-nc-sa/4.0
The Application of Generative Artificial Intelligence Technology Among Language Teachers in Facing Current Educational Challenges
The use of generative artificial intelligence (AI) technology in education has become a critical area of interest, particularly in improving the quality of teaching and learning (PdP) for language education among teachers in the Kota Bharu district, Kelantan. This study aims to explore language teachers’ perceptions and acceptance of AI use on the DELIMa platform, as well as to examine the extent of usage and level of mastery of AI technology in their teaching practices. Additionally, the study investigates the factors influencing the effectiveness of AI as a learning tool in enhancing teaching success. A quantitative research design was employed using a questionnaire distributed to language teachers under PPD Kota Bharu who have incorporated AI technology in their classrooms. The findings indicate a high level of positive perception and acceptance towards AI integration. While teachers reported feeling moderately skilled in using AI, they acknowledged the need for ongoing training and exposure to maximise its potential. Notably, the item with the highest mean value (3.36) reflects the belief that AI increases student motivation, whereas the lowest mean value (3.13) relates to AI's role in helping students understand materials better. Overall, AI application in PdP was found to be effective in enhancing student understanding, particularly in language learning. However, challenges such as insufficient training and concerns about overdependence on AI remain, highlighting the need for targeted support to fully harness AI’s potential in improving classroom language instruction.
Copyright (c) 2025 Mohamad Asyraf Mohamad Shakri, Guat Peng Ngoi, Khairul Ashraaf Saari, N. Lia Marliana https://creativecommons.org/licenses/by-nc-sa/4.0
Global Perspectives on ICT in Civic Education: A Systematic Review of Research from 2006 to 2024
The integration of Information and Communication Technology within civic education delivery represents an increasingly emergent research area. Due to the growing involvement of technology in educational aspects, understanding how it is utilized within civic engagement is crucial. This paper aimed to determine the year that experienced the highest publication of research related to ICT integration into civic education, the most common research contexts and designs adopted by such studies, and the most dominant themes within the realm. Data from Google Scholar and CORE databases, spanning the period 2006–2024, were obtained using predefined inclusion and exclusion criteria, yielding a total of 52 relevant studies. PRISMA was used for data extraction and analysis. The results indicated that 2024 had the highest number of publications, while Indonesia contributed 17 papers—the most publications from a single country. The most frequently used methodology was a descriptive research design, while the most dominant research focus involved theories and models of ICT integration. One of the major limitations identified in this work was the restriction to only two databases, thus not being adequately representative of worldwide perspectives. Therefore, results need to be interpreted cautiously due to issues of generalization. This also shows an increase in recent literature on civic education with respect to ICT integration and its growing research momentum. Future research should be directed toward wider global standpoints and consider the impact on civic engagement in view of ICTs.
Copyright (c) 2025 Cosmos Kwaku Nutakor, Eric Osei Opoku , Patrick Swanzy https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of an AR Module in Enhancing Achievement and Interest in Learning Mechanical Components
This study explores the effectiveness of using an Augmented Reality (AR) Module on students’ achievement and interest in learning the topic of mechanical components within the Form Two Design and Technology (RBT) curriculum. Specifically, the research aimed to (i) identify the need for AR in teaching and learning, (ii) determine key mechanical components to be included in the AR module, (iii) examine the impact of the AR module on student achievement, and (iv) evaluate the relationship between AR usage and student interest. A mixed-method approach was adopted, including document analysis, teacher questionnaires, and a quasi-experimental design involving 100 Form Two students from two secondary schools in Negeri Sembilan, Malaysia. The students were divided into treatment (AR module) and control (conventional method) groups. Written tests and interest questionnaires were used as research instruments. Findings revealed that all 20 mechanical components assessed were considered suitable for inclusion in the AR module, based on high agreement levels from 17 RBT teachers (M = 4.50, SD = 0.52). The experimental data showed that students exposed to the AR Module achieved significantly higher scores (t (98) = 19.099, p < .001, η² = .788) and expressed stronger interest in the topic. A very strong positive correlation was found between achievement and interest (r = 0.973, p < .01). The results confirm that the AR module is an effective tool to enhance both academic performance and engagement in learning mechanical components, supporting the integration of AR in technical education.
Copyright (c) 2025 Muhammad Firdaus Zamuri, Suhazlan Suhaimi, Hazrullah https://creativecommons.org/licenses/by-nc-sa/4.0
YouTube in Research Course Learning: Undergraduates’ Perspectives from a Quantitative Study
YouTube is a video-sharing site that allows users to watch and share video clips. Past studies have found that online videos, such as YouTube, have been widely used in learning in the classroom and are also commonly used in courses in addition to podcasts, wikis, and blogs. YouTube is also used to encourage self-learning and repetition, and is an educational instrument that improves learning innovatively and creatively. However, many educators would prefer to use technology in their teaching strategy. Educators can no longer remain in a comfort zone with traditional teaching methods, but instead, equip themselves with the latest knowledge and skills. This research explores the influence of system, interaction, and content factors on students' satisfaction with YouTube and their subject performance. Using a systematic sampling, the data were collected using a survey approach from the final-year undergraduate students at Universiti Teknologi MARA (UiTM), Negeri Sembilan. The structural equation modeling technique examined the research model based on the final data of 212 undergraduate students. The results indicate that system, interaction, and content factors statistically affect students' satisfaction. On the other hand, system and content factors significantly influence subject performance. The results of this study show that YouTube videos can stimulate creativity, student interest, satisfaction, and motivation. As implications, universities must plan and formulate targeted training and development programs for educators to ensure they remain relevant in fast-changing educational settings.
Copyright (c) 2025 Nurul Hidayana Mohd Noor, Nur Batrisyia Nordin, Hasnatulsyakhira Abdullah Hadi, Nurin Farzana Mohamad Fadzil, Afief El Ashfahany https://creativecommons.org/licenses/by-nc-sa/4.0
Exp AR Malacca: A Self-Guided Learning of Malacca's Malay Traditional Houses using Augmented Reality Technology and Physical Map
As a UNESCO World Heritage Site in Malaysia, Malacca is known for its traditions and historical treasures, notably traditional Malay houses. These houses are architectural jewels that represent the multiracialism and historical evolution of the Malay community, but major challenges such as urbanization, reduced accessibility, and a lack of public awareness make preserving them more challenging. Hence, this study employs the ADDIE model to develop the Exp AR: Malacca, an augmented reality (AR) application in an attempt to promote Malacca's traditional Malay houses to tourists and to preserve its cultural and historical significance. The app bridges the gap between modern technology and heritage preservation by overlaying interactive 3D models of traditional Malay houses, historical insights, and immersive features. Through interviews and observations, the research incorporates feedback from two industry experts, two residents, and five tourists. The result shows a high rate of satisfaction regarding the users' experience and engagement, with some recommendations for improvement. Using AR and a physical map as tools, this project proposes how technology could reshape cultural tourism by making tourism to heritage sites more engaging while fostering a deeper appreciation for Malacca's legacy. The contribution of this research is to provide insights for sustainable tourism development and the adoption of digital technologies in cultural heritage management, ensuring traditional Malay houses in Malacca continue to be appreciated and preserved for future generations.
Copyright (c) 2025 Siti Nur Farah Natasha Azhar, Erni Marlina Saari, Yeka Hendriyani, Wesam Shishah https://creativecommons.org/licenses/by-nc-sa/4.0
Development and Evaluation of the “Pico Party Adventure” Game to Measure Learning Experience for Special Needs Students
The present study aims to elucidate the development process of an interactive educational game titled “Pico Party Adventure,” designed for special needs students, particularly those with learning difficulties. Furthermore, it reports on the levels of learning experience, referencing Kolb’s experiential learning criteria concerning engagement, competence, emotional, and social aspects. The 2D adventure-based game was developed using Scratch, following the ADDIE model. A survey using questionnaires was employed to evaluate user experience among 30 seven-year-old students with learning difficulties. The findings indicate that user experience levels were high regarding engagement and competence, moderate for emotional experience, and low for social experience. The implications of this study suggest that interactive games have the potential to serve as effective educational tools for special needs students, particularly in enhancing student engagement and competency, underlining the significance of learning experiences in alignment with national inclusive education objectives.
Copyright (c) 2025 Halina Ramli, Laili Farhana Md Ibharim, Mehmet Akın Bulut, Adem Yurdunkulu https://creativecommons.org/licenses/by-nc-sa/4.0
An Exploration of Perceptions and Experiences of Language Adventure Game Using Augmented Reality
The integration of augmented reality (AR) in education has demonstrated significant potential to transform traditional learning into interactive and immersive experiences, particularly in language learning. This study explores the perceptions and experiences of undergraduate student facilitators in designing and implementing an AR-enhanced adventure game to improve English proficiency. The research involved 23 participants utilizing the EyeJack application to develop situational learning activities that incorporated cognitive and language skills. A convergent mixed-methods approach was employed, combining surveys, structured interviews, and artifact-based observations to evaluate communication, the quality of instructional materials, the use of AR tools, and logistical considerations. The results reveal that AR significantly enhanced engagement, motivation, and practical language application among participants. However, challenges such as technical constraints, the need for facilitator training, and adaptation to diverse learning contexts were highlighted. Participants emphasized AR’s potential to foster meaningful and enjoyable educational experiences while advocating for improvements in logistical support and training. The findings provide valuable insights for educators and policymakers into how AR can be effectively integrated into language learning to enhance collaboration, critical thinking, and task-based learning. Furthermore, this study contributes to the broader academic field by advancing knowledge on the pedagogical applications of AR, offering a framework for scaling its implementation across diverse educational settings. This study concludes that AR-enhanced activities, when strategically designed and executed, can revolutionize language education by bridging traditional and technology-enhanced methodologies. By addressing current challenges, AR tools can serve as transformative resources, promoting inclusive and innovative learning practices that align with the evolving demands of education in the digital age.
Copyright (c) 2025 Wan Irma Sabrina Idris, Nadya Supian, Nur Farhana Abd Wahid, Wan Norfadillah Wan Nawi, Maxwell Yik Seng Sim, Josephine Freni Affrin, Vahid Nimehchisalem https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers’ Perceptions and Challenges in Implementing Digital Learning for Autism Spectrum Disorder (ASD) Students in Inclusive Classrooms
The aim of the study is to explore the perceptions and challenges encountered by teachers in implementing digital learning for ASD students within inclusive classroom settings. The research niche emphasises how crucial it is to take into account the viewpoint of teachers in order to implement digital learning for ASD students in inclusive classroom environments. The research addresses gaps in understanding teachers' perspectives and challenges in using digital learning for ASD students in inclusive classrooms and to provide insights into teacher needs and solutions for digital learning in ASD-inclusive settings. Therefore, this qualitative study was conducted by interviewing 12 teachers (N=12) from schools in Kuala Lumpur, Malaysia. The results show that digital learning could help teachers in the teaching and learning process of ASD students in the inclusive classroom. The findings emphasise that teachers view the use of digital tools in inclusive classrooms as facilitating their preparation and lesson planning for ASD students. They also consider digital technology as providing personalised instructions to ASD students and enabling data tracking and progress monitoring. Furthermore, teachers believe that digital tools can help engage ASD students in lessons. However, teachers stated challenges that related to attention difficulties and technological issues. Teachers also faced challenges in transitioning between activities or devices for ASD students and the issue regarding sensory sensitivities, which hinders the learning process. As a conclusion, teachers have provided positive perceptions towards the use of digital learning for ASD students in inclusive classrooms, yet still face some challenges that definitely have solutions.
Copyright (c) 2025 Nor Amalina Rusli, Meyly Kheng https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Divide: Facilitating Conditions and Usage of Google Classroom for Teachers in Rural and Urban Secondary Schools in Malaysia
Online teaching and learning have caused many students and teachers with unprecedented challenges leading to a phenomenon known as the digital divide, which is the disparity between individuals who have access to Information and Communication Technologies (ICT) and those who do not. Therefore, this study aims to investigate the significant difference in facilitating conditions (network connection, technical issues, school infrastructure) and usage of Google Classroom for teachers in rural and urban teachers. In this study, 395 responses were collected from secondary school teachers through an online survey, that included demographic information and 22 survey items. Descriptive statistics and t-test analysis were used to analyze the data. Findings found that there are significant differences in technical issues and usage of Google Classroom for teachers in rural and urban schools. This research offers valuable insights for educational stakeholders especially the schools and government to provide tailored technical support and ongoing training to the teachers in Malaysia, especially those in rural areas. By strategically allocating educational resources and executing policies that cater to the varying needs of these different environments, it is believed that policymakers and educational stakeholders can bridge the digital divide and create educational equity nationwide.
Copyright (c) 2024 Phoebe Soong Yee Yap, Priscilla Moses, Phaik Kin Cheah, Mas Nida Md. Khambari, Su Luan Wong, Fu-Yun Yu https://creativecommons.org/licenses/by-nc-sa/4.0
Thematic Analysis of Student's Reflections on ProNaja X2 – Board Game in Learning Basic Programming
ProNaja X2 is an innovation of the classic snake-ladder board game designed specifically as a tool for learning basic programming concepts. In this study, we examined the potential of the ProNaja X2 learning tool as a motivation and engagement changer of participants towards a game-based learning approach (GBL). Qualitative research was conducted on nine participants from undergraduate education students majoring in Information Technology from three different series of admission sessions at Universiti Pendidikan Sultan Idris (UPSI). Participants followed ProNaja X2 intervention sessions periodically for seven weeks starting from the seventh week of the study. Thematic analysis based on participant interview transcriptions and intervention session observation reports revealed themes centred on the dimensions of the learning domain, namely cognitive, affective and psychomotor. In the cognitive dimension, the ProNaja X2 game has the power to be a stimulating factor in the information processing cycle as well as help the construction process of new knowledge. In the affective dimension, the ProNaja X2 game has the power to change the student's level of excitement in a more positive direction towards learning basic programming. In the psychomotor dimension, the challenges in ProNaja X2 have the potential to be a driving factor for student involvement in being active in socialising and interacting in order to achieve meaningful learning goals.
Copyright (c) 2025 Fizaril Amzari Omar, Maizatul Hayati Mohamad Yatim, Erni Marlina Saari, Sulaiman Anter, Badelbaeva Yulduz Orifjonovna https://creativecommons.org/licenses/by-nc-sa/4.0
The Development of an Integrated Cloud-based System to Enhance Internship Management
The internship program is commonly imposed as the partial fulfilment of a degree at the university level. It is a platform where knowledge and theory learned in the classroom can be applied to real working environments, indirectly preparing the students for their future careers. However, the increasing complexity of managing intern attendance and performance tracking in internship programs necessitates a streamlined and efficient solution. More attention should be paid to internship programs to meet the growing competitive job market's needs and fulfil the university requirements. This paper presents the development of E-Kehadiran, a web-based management system to address these challenges. The primary objective of this system is to enhance the accuracy and efficiency of attendance tracking and logbook submissions, thereby improving the overall management of internship programs. The development process involved creating a comprehensive use case diagram to identify and define the interactions between key actors: Super Admin, Supervisor, and Intern (Student). The system features robust functionalities including user registration, secure login, attendance management and logbook handling. Initial deployment and user feedback demonstrate that E-Kehadiran significantly improves administrative processes, ensures accurate record-keeping, and facilitates effective performance monitoring by university and company supervisors. This system fosters better communication and collaboration between educational institutions and industry partners, ultimately supporting the success and development of interns.
Copyright (c) 2024 Wan Fariza Wan Abdul Rahman, Muhammad Syafiq Mohamad Bustamam, Yeffry Handoko Putra https://creativecommons.org/licenses/by-nc-sa/4.0
Investigating the Impact of Using a Collaborative Web Platform to Enhance Secondary Level Students’ Writing Performance
The use of technology for mundane lessons, such as writing, can lead to a more interactive learning experience for language learners. This study aims to explore the impact of using a collaborative web platform known as Padlet to enhance the writing skills of second language learners. The present research examined the experiences of secondary school students in using Padlet and the impact on their writing skills. The respondents in this study consisted of ten students ranging from the ages of 13 to 14 who were enrolled in a public school in Malaysia. A qualitative approach was employed, and data were collected using a combination of a reflection form and interviews. The findings of the study revealed that real-time collaboration, as well as the use of multimedia features via Padlet, significantly improved engagement, motivation, and writing proficiency as the students were able to write collaboratively, share feedback, and make corrections, altogether contributing to the improvement of one’s writing. Nevertheless, technical concerns such as lag and usability issues with the mobile version of Padlet were reported by the participants. In addition, the absence of an auto-correction tool, as well as formatting options that were not intuitive, diminished the writing experience for some students. Although Padlet facilitated active participation, challenges such as technical difficulties and a lack of certain writing tools hindered its full potential in enhancing writing skills. Implications suggest that Padlet possesses potential as an educational tool that can transform conventional practices into a more effective and engaging learning process for students.
Copyright (c) 2025 Nur Atiqah Razira Rizal, Wirawati Ngui, Emi Emilia, Finita Dewi https://creativecommons.org/licenses/by-nc-sa/4.0
Factors Influencing STM Teachers' Acceptance of Mobile Learning in South-West Nigeria
Science, Technology, and Mathematics (STM) education in Nigeria faces numerous challenges, including declining student performance, reduced enrolment rates, and limited integration of technology into teaching practices. Nevertheless, former investigations have proven the effectiveness of mobile learning (m-learning) in mitigating the difficulties encountered in STM education. Notwithstanding the paybacks accrue to m-learning STM teaching space, its espousal and implementations are still lower than the projected rates. The reception of m-learning is a function of the disposition of its handlers. While many studies focused on students’ reception of m-learning, very few studies have examined STM teachers’ reception of m-learning with little or no studies conducted in Nigeria. With the Technology Acceptance Model, this study examined the determinants of STM teachers’ behavioural intention (BI) to use m-learning. 280 participants were selected through purposive sampling technique from 60 senior secondary schools in south-west Nigeria and this constituted the sample of the study. A quantitative approach within the blueprint of descriptive survey design of a correlational type was implemented and numerical data collected with a valid and reliable questionnaire were analysed at 5% level of significance using multiple regression analysis and Pearson product-moment correlation coefficient. The study outcomes showed that 85.2% of the variance in STM teachers’ behavioural intention (BI) to use m-learning was accounted for by the joint of perceived attitude (ATT), perceived ease of use (PEOU), perceived usefulness (PU), perceived resources (PR) and perceived social influence (PSI) with a significant F(5, 274)= 811.348. There was a significantly positive and meaningful relationship between the STM teachers’ BI and PSI (r=.512, p<.01), PR (r=.446, p<.01), PEOU (r=.425, p<.01), ATT (r=.414, p<.01), and PU (r=.502, p<.01). PU was the best meaningful predictor of BI to use m-learning among the STM teachers (β = 1.656, t = 18.445, p=.000), followed by ATT (β = 1.246, t = 14.002, p=.000), followed by PR (β =1.112, t = 12.224, p=.000) and followed by PEOU (β = 1.086, t = 10.005, p=.000). PSI was the least predictor of BI to use m-learning among STM teachers (β = .886, t = 8.896, p=.000). The regression equation that satisfied the model is displayed by BI to use m-learningpredicted=9.62 + 2.564 PR + 3.814 PU + 2.845 ATT + 1.089 PEOU + 1.004 PSI towards m-learning. The present study did not use a mixed-methods approach so future studies could combine quantitative and qualitative data, to gain a more comprehensive understanding of mobile learning acceptance and its influencing factors. Nevertheless, this study concluded that more seminars and workshops should be conducted for STM teachers to enhance their reception of m-learning for pedagogical transactions in the classrooms in Nigeria.
Copyright (c) 2024 Adeneye Olarewaju A. Awofala, Michael A. Adewusi, Peter A. Betiang, Ruth F. Lawal, Oladiran S. Olabiyi, Abayomi A. Arigbabu, Alfred O. Fatade https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a MATLAB-Based CGPA and Final Exam Goal Calculator to Enhance Academic Planning in Higher Education
In higher education, the Cumulative Grade Point Average (CGPA) serves as a vital metric for assessing academic performance and shaping students’ future opportunities. However, many students struggle to plan their CGPA since they have trouble predicting their final examination marks to be achieved after getting the carry marks. Hence, this study addresses these challenges by developing an intuitive CGPA and final examination goal calculator using a graphical user interface (GUI) in MATLAB. A comprehensive flowchart for the development process is also provided, along with a brief explanation of the interface for both calculators to guide users. Additionally, demonstrations of the calculators are illustrated through examples. A user perception survey was conducted to evaluate the usability, user experience, and interface quality of both calculators. The findings suggest that these calculators have a positive impact on students' academic planning at two key stages: the beginning of the semester and the end, after receiving ongoing assessment marks.
Copyright (c) 2025 Nor Shafiqah Ahmad Jamil, Nurhazirah Mohamad Yunos, Aishah Mahat, Ahmad Khudzairi Khalid, Nur Syamilah Arifin, Norbaiti Tukiman https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing English Pronunciation Learning in Primary Education through Natural Language Processing: A Quantitative Study
Learning English pronunciation is crucial for primary school pupils to enhance their communication skills, yet many struggle. This study evaluates the effectiveness of a natural language processing (NLP) tool in improving English pronunciation among primary school pupils by measuring motivation, confidence, and performance. Conducted in a primary school in Johor, the research used a randomised controlled trial (RCT) design with 30 Year 3 pupils, divided into two groups of 15 each: control and treatment. The English teacher assessed motivation, confidence, and performance using a rubric-based evaluation, with a Cronbach’s Alpha value of 0.932, indicating high reliability. Paired t-tests were conducted to determine if the differences in motivation, confidence, and performance between the two groups were statistically significant. For motivation, t-values ranged from -1.871 to -1.468 for the traditional method and -6.548 to -13.229 for the NLP method. For confidence, t-values ranged from -1.871 to -1.468 for the traditional method and -11.500 to -7.135 for the NLP method. For performance, t-values ranged from -1.871 to -1.000 for the traditional method and -6.548 to -13.229 for the NLP method. With α = 0.05, the mean differences in motivation, confidence, and performance were significantly different for the NLP method (all p-values < 0.05) but not for the traditional method (all p-values > 0.05). High partial η² values, ranging from 0.474 to 0.827, suggest that the teaching methods account for a significant proportion of variance in the dependent variables. With α = 0.10, multivariate analysis of variance (MANOVA) assessed the effectiveness of the teaching methods. The combined dependent variables significantly differed based on teaching methods, Pillai Trace = 0.95, F(24, 5) = 3.72, p < 0.074, partial η² = 0.95. In conclusion, the study demonstrates that the NLP tool enhances English pronunciation learning by significantly improving motivation, confidence, and performance among Year 3 pupils.
Copyright (c) 2024 Mishalini Chandran, Shir Li Wang, Sumayyah Dzulkifly, Theam Foo Ng, Amr S. Ghoneim https://creativecommons.org/licenses/by-nc-sa/4.0
Faculty Readiness on Computational Sustainability: A Literature Synthesis on the Readiness Dimensions
Computational sustainability has become a key topic bridging environmental science, computer science, and sustainability research. This literature review explores the readiness dimensions necessary for advancing computational sustainability projects and examines how computational tools are applied to address sustainability challenges across various domains. This study examines 33 case studies and 56 empirical research papers that demonstrate the use of computational tools to improve readiness in a variety of scenarios, including technology readiness, faculty readiness, teaching readiness, e-learning readiness, and green education. By extensively reviewing previous material, this synthesis identifies recurring themes and emerging trends in readiness assessment across many sustainability sectors, case studies, and empirical research. The study blends several views and approaches, resulting in a better understanding of how readiness aspects might aid in the application and efficacy of computational tools in sustainability research. The literature synthesis highlights the dimensions of readiness in this study, ranking technological knowledge (35%), content knowledge (25%), teaching strategies (20%), training (15%), and equipment/software (5%) based on their significance in determining how well societies are prepared to effectively adopt sustainable practices. This literature synthesis explores readiness factors in computational sustainability, highlighting recent advancements and trends. The review focused on English-language publications from 2018 to 2024, with additional research from 2010 to 2017. This comprehensive analysis of faculty readiness for computational sustainability aims to enhance its effectiveness, paving the way for broader studies that benefit researchers, faculties, students, policymakers, and society.
Copyright (c) 2024 Tuan NurNadzirah 'Asyikin Tuan Rahim, Azniah Ismail, Nor Hasbiah Ubaidullah, Nur Saadah Fathil, Kamalia Azma Kamaruddin, Aznida Hayati Zakaria@Mohamad, Nurul Akhmal Mohd Zulkefli https://creativecommons.org/licenses/by-nc-sa/4.0
QuickStat: Empowering Statistical Understanding Through Interactive Games
With the rapidly growing world of technology in this era, the gaming field has driven education to engage students with new learning approaches. Statistics is a subject that requires a high level of understanding, and there are various topics, such as hypothesis testing. Hypothesis testing is a form of statistical inference and a tool that uses data from a sample to conclude a population parameter or a population probability distribution, and can be used to test whether a hypothesis, primarily a derived hypothesis, is true or false. Nevertheless, students find statistical hypothesis testing topics very difficult to understand, and previous research shows that many students in the university experience poor performance in the statistics subject. This problem is caused by an inadequate environment, a lack of interest in calculation-related subjects, and the traditional teaching method used by the faculty. Therefore, the Application of Statistical Hypothesis Testing Learning Based Gamification (QuickStat) is developed to stimulate student interest and motivation, improve comprehension, and create an interactive learning environment among Faculty of Information Science and Technology (FIST) students at Universiti Kebangsaan Malaysia (UKM) and students from different institutions that take Statistics subject. This project aims to develop and test the application of a statistical learning-based game under a hypothesis testing topic. The development of this application will apply multimedia elements such as texts, graphics, audio, videos, and animations, which will be developed using Agile methodology. Usability testing was conducted on 30 users of FTSM students, UKM, including first-year, second-year, third-year, and fourth-year students. The test results show that many users accept the QuickStat application.
Copyright (c) 2025 Nurazmina Azman, Siti Fadzilah Mat Noor, Hazura Mohamed, Abdullatif Saleh Alfaqiri https://creativecommons.org/licenses/by-nc-sa/4.0
Revolutionizing Learning: User Experience Evaluation of the C#Venture Application Using the User Experience Questionnaire (UEQ)
User Experience (UX) is a crucial element in assessing the effectiveness of educational applications. This study evaluates the UX of the C#Venture application—developed for the introductory programming course at Bandar Darulaman Community College—using the User Experience Questionnaire (UEQ). A total of 54 respondents participated in this study. The study found that the application scored excellently across all UX dimensions, including attractiveness, clarity, efficiency, dependability, stimulation, and novelty. The application's visual appeal and interactive elements successfully increased students' interest and engagement. Its clarity and ease of use ensured accessibility for users with varying technical skills, while high efficiency helped students complete tasks quickly and effectively. The application's reliability and innovation ensured a consistent learning experience. Overall, C#Venture has demonstrated its potential as an effective educational tool that can enhance students' learning experiences and outcomes through gamification. Further research is recommended to assess the long-term impact of this application on academic performance and student motivation, as well as to develop new features for continuous improvement.
Copyright (c) 2024 Wei Boon Quah, Noraini, Zulhana, Nurul Halimatul Asmak Ismail https://creativecommons.org/licenses/by-nc-sa/4.0
Persuading Students to Overcome Mild Bad Habits with 'Indomitable'
Mild bad habits, while they may not seem critical at first, can become serious issues over time. If left unchecked, this habit can pose a major threat to individual well-being, public health, and economic stability in modern society. Smartphone and internet use, which is increasingly important, also contributes to the increase in behavioural addictions such as gaming, social media, and internet use disorders. It also facilitates substance abuse, including alcohol. Modern lifestyles are often the cause of bad habits such as excessive consumption of fast food and lack of physical activity. This, in turn, contributes to chronic health problems and mental stress. The project aims to develop a mobile application, 'Indomitable', which helps users face and control their bad habits. This app not only helps users to be free from bad habits but also empowers them to take control of their lives. 'Indomitable' uses persuasive techniques to overcome the issue of bad habits among students. One of the main issues among students in their attempts is the difficulty in monitoring their progress and the lack of motivation during the process of controlling bad habits. This application provides tools to track progress and use persuasive elements to increase motivation. The development methodology used the Waterfall Model, involving requirements analysis, design, development, implementation, integration and testing. By leveraging the widespread use of smartphones and the growing understanding of habit formation, 'Indomitable' provides important functions to address concerns about bad habits, and also provides persuasive elements to increase student motivation.
Copyright (c) 2025 Han Lin Foo, Hairulliza Mohamad Judi https://creativecommons.org/licenses/by-nc-sa/4.0
Graphic Design and Education: A Systematic Review on The Evolution, Diverse Aspects, Innovations in Teaching Methods, and Interconnected Changes in Design
This systematic literature review aims to provide a comprehensive overview of the evolution of design education by exploring diverse aspects of graphic design, innovations in teaching methods, and interconnected changes in the field. The PRISMA model with four phases which are identification, screening, eligibility, and inclusion has been used in the search study. The review synthesizes existing research from various sources to examine the historical development, current trends, and future directions in design education. It encompasses a wide range of perspectives, including the changing landscape of graphic design, the integration of innovative teaching methods, and the impact of interconnected changes on design practices. The findings from this review aim to inform educators, practitioners, and researchers about the multifaceted nature of design education and contribute to the ongoing discourse in the field.
Copyright (c) 2024 Halina Ramli, Norshahila Ibrahim, Putri Taqwa Prasetyaningrum, Muhammad Abdul Malik Saedon https://creativecommons.org/licenses/by-nc-sa/4.0
Determinants of open and distance learning (ODL) performance in higher learning institutions (HEIs): Evidence from Malaysia
The advent of technology and the COVID-19 pandemic has altered the higher education landscape by highlighting online education platforms, thus bringing transformation to the teaching and learning process. Drawing from the dynamic capability theory, this study examines whether institutional, technology and human resources are determinants for the performance of Open and Distance Learning (ODL) education in higher learning institutions (HEIs) in Malaysia. A quantitative approach was employed in this study, specifically utilising a structured questionnaire to collect data from a sample of 217 educators in Malaysian public and private HEIs. Data were analysed using the SmartPLS software. The empirical results reveal that institutional and technology resources significantly influence the performance of ODL in the HEIs. These results suggest that the ODL practices could be improved with dynamic resources supported by the HEIs. A sustainable ODL implementation would increase access to academic advancement for educators and students. Our findings implicate sustainable education for HEIs as they highlight the importance of policies and standards, procedures, modern infrastructure, information systems and management support, in supporting ODL in the long run.
Copyright (c) 2024 Indarawati Tarmuji, Yusarina Mat Isa, Seri Ayu Masuri Md Daud, Dayana Jalaludin https://creativecommons.org/licenses/by-nc-sa/4.0
Systematic Literature Review on User Experience Research of Somatosensory Games for the Elderly
This study aims to investigate the satisfaction levels of the elderly concerning their physical well-being and sociocultural entertainment needs, with a particular focus on engagement in sensor-based gaming. The objective is to systematically synthesise and evaluate empirical research findings regarding the factors influencing accessibility and enthusiasm for sensor-based gaming among older adults. Employing the PRISMA methodology, a comprehensive review was conducted, resulting in the identification of 43 English-language scholarly sources from the Web of Science, Scopus, and IEEE Xplore, covering the period from 2019 to 2024. The findings reveal that critical determinants affecting elderly engagement in sensor-based gaming include physical activity levels, cognitive capabilities, game incentive mechanisms, cooperative-competitive dynamics, personalised feature design, group participation, and gaming frequency. These insights contribute significantly to the discourse on utilizing exergames to enhance the physical and psychological well-being of the ageing population, providing valuable implications for researchers and policymakers aiming to address the challenges associated with an ageing demographic.
Copyright (c) 2024 Nan Jing, Noor Hidayah Azmi https://creativecommons.org/licenses/by-nc-sa/4.0
EduFinBuddy: A Web-Based Education Financial Aid Recommendation System Using Web Scraping
Education plays a crucial role in shaping Malaysia's future development. However, access to higher education remains discriminatory, particularly for students from lower-income families, individuals with disabilities, and indigenous backgrounds, as they face challenges due to escalating living costs. The Malaysian government has initiated various education financial aid programmes to address this issue, encompassing scholarships, loans, and one-off aid. This initiative aligns with the broader goal of promoting inclusivity and ensuring all aspiring students have equal access to pursue their educational dreams. However, in many cases, some students apply for educational financial aid only to face rejection due to unmet requirements. Therefore, this paper proposes a responsive web-based system, namely EduFinBuddy, that will be able to identify the most suitable education financial aid based on student input. We begin the development process by extracting data from the targeted websites using a web scraping approach and storing it in a database. Then, we build the recommendation component using the cosine similarity algorithm to ensure accuracy based on the student's input. Thus, the student will get a list of educational financial aids according to their preference. The result shows that all the functionalities work well and can be implemented in any educational system of financial assistance to allow easier access to information for tertiary-level students in Malaysia. This initiative aligns with the broader goal of promoting inclusivity and ensuring all aspiring students have equal access to pursue their educational dreams.
Copyright (c) 2024 Mohd Suffian Sulaiman, Nur Nafesza Asyiqin Ismail, Zuraidah Derasit, Azri Azmi, Fakhrul Hazman Yusoff https://creativecommons.org/licenses/by-nc-sa/4.0