International Journal of Technology in Education Science
The International Journal of Technology in Education Science (IJofTES) is a peer-reviewed scholarly online journal published biannually in Summer and Winter. The journal is affiliated with the International Society for Technology, Education and Science (ISTES) (www.istes.org). IJofTES does not charge any publication fees. IJofTES is an international journal that welcomes original and unpublished research papers in the field of educational technology. The journal publishes a broad range of scholarly contributions, including original theoretical studies, literature reviews, research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues involving the application of technology in educational contexts. The primary focus of the journal is educational technology. Therefore, submissions from science-related fields are required to clearly demonstrate their relevance to educational technology perspectives, applications, or implications. The journal aims to cover a wide range of topics related to educational technology. All manuscripts submitted to IJofTES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. Editors and reviewers devote substantial time and effort to the evaluation of submissions. Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes approximately six months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the journal, the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Development of Android-based Mathematics Educational Game
The advancement of information and communication technology (ICT) supports its integration into education, including the use of Android-based learning media such as educational games. Responding to students’ needs in learning linear equations, an Android-based math game named Petualangan PGL was developed. This study aims to design and test the validity and practicality of this game as a learning medium. The research employed the van den Akker development model, consisting of preliminary analysis, design, and evaluation or revision stages. The final product is an Android game accessible online via smartphones. Expert validation involving three specialists in learning media and mathematics showed high validity, with media and learning material scores of 90% and 94%. Student response results indicated a high level of practicality at 85.32%, confirming its suitability for classroom use. The game includes three main features: account login, gameplay with three levels, and a scoring system. Hence, Petualangan PGL is recommended as an effective digital medium for mathematics learning.
Copyright (c) 2025 International Journal of Technology in Education Science https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Mathematical Reasoning: The Perceived Influence of ICT Tools on Geometry Instruction
Given the importance of improving mathematics performance, this study explored the perceived influence of ICT Tools, particularly GeoGebra, a software for enhancing Grade 6 Geometry Instruction, on Grade 6 Geometry instruction. The study contributes to the ongoing efforts to improve mathematics education in South Africa and beyond. This study employed the interpretivist paradigm, qualitative research approach, and case study design. Purposive sampling was used to select qualified and sufficiently experienced Grade 6 Mathematics teachers in Buffalo City Metro and Amathole East districts of the Eastern Cape. Online qualitative surveys were used to collect data on the perceived influence of ICT Tools on Grade 6 Geometry instruction. Data was analysed thematically. The major findings suggest that integration of ICT in Mathematics teaching is influenced by teacher readiness, resource availability, and technological knowledge. The findings also revealed that some teachers were familiar with GeoGebra, as an ICT tool that enhances learners’ mathematical reasoning, but acknowledged the need for proper training to integrate GeoGebra in Geometry instruction. This study’s recommendations include provision of support from Department of Education through teacher ICT training, ICT infrastructure, technological gadgets, technical assistance, and best practices in ICT teaching pedagogies.
Teacher Educators’ Acceptance and Pedagogical Use of ICT: The Role of Social Influence, System Characteristics, and Individual Differences
The pedagogical integration of Information and Communications Technology (ICT) in Colleges of Education (COEs) has a cascading effect on educational practice across all levels of education. Despite various polices on ICT integration in teacher education, the pedagogical integration of ICT in CoEs remains inconsistent. This study investigated the effect of social, system and individual factors on the tutors' acceptance and actual use of ICT. The gap between acceptance and the actual use behaviour of tutors was also studied. Using a validated questionnaire, a random sample of 109 tutors was surveyed for the study. The result showed a significant gap between a high level of ICT acceptance (M = 4.49) and low actual use of ICT for instruction (M = 3.99; t = 8.661, p < .001). A multiple linear regression analysis revealed that social influence, system characteristics, and individual differences account for 32.6% of the variance in ICT acceptance. Among these factors, social influence emerged as the most significant predictor (β = .561, p < .001). However, social influence and individual characteristics accounted for 23.8% of the variance in actual use of ICT, but system characteristics had no significant effect. From the findings of the study, the provision of infrastructure and policy alone is not enough to drive ICT integration in CoEs, continuous professional development programmes, collaborative peer support and institutional support are recommended to bridge the gap between acceptance and actual use of ICT in teacher education.
Influence of Modern Technology on Children in EFL Context
Modern technology has become an integral part of everyone’s life. The number of young users of technology is increasing rapidly day by day. This paper aims to find the key causes of modern technology that have become an obstacle in children’s overall development and find common ground to solve those challenges. A mixed-method research approach is implemented to achieve this goal. Participants are the school-going children and their parents of the children. Data is collected using questionnaires for 100 school-going children and interviews from the parents and analyzed both qualitatively and quantitatively through a thematic analysis approach. The finding shows that despite some positive effects, parents and children face several challenges in development because of the harmful influence of modern technology. Finally, this study concludes and recommends a psychological and potential balance regarding the presence of technology in children’s daily lives.
VODCast as a Tool for Flipped General Physics
This study aimed to develop electronic instructional tool, Video-on-Demand Cast (VODCast), to address the identified least-mastered competencies in the General Physics 1 of Grade 12-STEM, particularly the competencies of “Measurement errors”; “Addition of Vectors”; and “Uniformly Accelerated Motion”. The study engaged 52 Grade 12-STEM students and 5 evaluators: educational technology, information technology (IT), English, curriculum development or instructional materials development, and teacher of General Physics 1. Data collection involved the General Physics Test (GPT) and ASU Generic Instrument for the Review, Evaluation, and Approval for Use of Instructional Materials (GIREAUIM). Findings revealed that while VODCast effectively enhanced students' engagement and skill mastery, challenges and areas for improvement were noted. Expert evaluations highlighted its strong usability, suitability, engagement, and alignment with science content. The acceptability of the VODCast as evaluated by students and experts in general and in terms of contents, format and presentation, efficacy of materials, and performance assessment was rated “Highly Acceptable”. Future research should investigate its long-term effects and scalability to maximize its impact as a transformative educational tool. This study affirms the potential of multimedia learning in addressing critical learning gaps and advancing student-centered science education.
A Systematic Review of Educational Recommender Systems: Techniques, Target Users, and Emerging Trends in Personalized Learning
This systematic review investigates the state of educational recommender systems (ERS) to synthesize trends, techniques, user focus, and research gaps in the domain. Guided by the PRISMA (Page et al., 2021) checklist, relevant studies were selected and analyzed based on key elements such as the recommendation techniques employed, target user groups, and application contexts. The thematic synthesis revealed that machine learning remains the most widely adopted approach, particularly classifiers, clustering, and ensemble methods. Collaborative filtering, hybrid models, and ontology-based approaches featured prominently, though techniques such as deep learning and genetic algorithms were underutilized despite their potential. Most systems primarily targeted students, with relatively limited attention given to educators, administrators, and lifelong learners. Application areas such as course selection, career guidance, curriculum development, and digital literacy support were observed. However, challenges such as limited inclusivity, contextual adaptability, and the underrepresentation of workplace learners were noted. The findings underscore the need for more inclusive, scalable, and context-aware recommender systems. The review highlights opportunities for advancing digital literacy, helping users to navigate through digital tools, especially in the workplace and non-formal learning environments, and calls for future research to explore ethical, explainable, and cross-regionally deployable ERS frameworks. The study contributes a comprehensive synthesis that informs both the academic discourse and practical development of personalized, user-centered educational recommender systems.
Outcome-Based Education (OBE) for the Integration of Mechanical and Electrical Engineering Teaching Method
Outcome-Based Education (OBE) is growing in importance for teaching mechanical and electrical engineering together. This paper explores the background, significance, methods, application, findings, and conclusions of using OBE in this combined field. The research background focuses on society's concerns about education quality and skill development, as well as the evolution of educational theories. OBE's main goal for integrating mechanical and electrical engineering education is to develop highly skilled professionals. Its importance lies in increasing employability, promoting interdisciplinary thinking, improving educational quality, aligning education with industry needs, fostering innovation and competition, and encouraging lifelong learning. Implementing OBE can enhance teaching quality, boost skills and knowledge, improve problem-solving abilities, increase employability, and strengthen teamwork and communication. It also makes the curriculum more relevant to industry, builds stronger partnerships, enhances reputation, supplies qualified professionals, and boosts innovation, competitiveness, and sustainable development.
Exploring Students' Perceptions on Writing Skills Courses with Digital Teaching Materials
This study aims to explore student perceptions of the implementation of lectures with digital teaching material design. This research uses descriptive analysis method with a research instrument in the form of a questionnaire distributed online with the help of Google Form and converted into a percentage to collect student perceptions related to lectures with digital teaching material design. Out of one hundred and twenty undergraduate students of one of the universities in Indonesia, thirty students were recruited as participants in this study voluntarily. The research data were analysed using descriptive quantitative analysis of percentage technique. The results showed that most students agreed with digital teaching materials in writing skills courses. Digital teaching materials are expected to be teaching materials that can improve students' writing skills.
Preliminary Study of Internet of Educational Things and Big Data Analytics Adoption in Higher Education Institutions
The proliferation of digital devices in higher education institutions, coupled with Internet of Everything (IoE) technologies, drives the adoption of big data analytics for informed decision-making within smart universities. To examine the Internet of Educational Things (IoET) and Big Data Analytics (BDA) in higher education, a systematic literature review explores various BDA methods and their benefits, including targeted course offerings, personalized learning, and employment opportunities post-education. Additionally, innovative business processes and BDA techniques enhance organizational cultures within emerging economies. However, challenges exist regarding data tracking, collection, storage, analysis, interpretation, the tenuous connection between data sciences and network sciences, alongside security, privacy, and ethical concerns. The report underscores the need to advance the analytical skills of all stakeholders- including decision-makers, administrators at different levels, course developers, and students- not just faculty, within smart universities to effectively apply various advanced BDA techniques that leverage large educational datasets for informed, data-driven decision-making in a competitive global market.
Social Media Technologies Advent and Prospects of Reading Culture in Universities
This study investigated the influence of social media technology exposure on the academic learning culture of students in typical public and private universities of Nigeria. The study had four objectives: to find out the types of social media technology sites commonly used by students; to examine the frequency of using social media technology; to investigate the most common benefit from social media technology to students; to find out the influence of social media technology on the academic learning culture of students in Universities. The social cognitive and the uses and gratifications theories were used to explain the study while the survey method was used to execute the study. It adopted the population of 11,634 students and a sample size of 368 out of which 258 respondents, representing 71% accepted the option that students’ exposure to social media technology has a high positive impact prospects on reading and learning ability. The implication is that the use of social media by students is not for triviality and leisure entirely but for the research of vital academic assignments. Through social media technology platforms, students have updated information on several topics that give an edge in academics. Data gathered discovered that social media technology preference does not completely cause negative influences on the academic learning and reading culture of students in universities rather it promotes the reading culture.
Software Development using AI Supercharged Code-free Tools: Necessary Skills for Tech-driven Environments
Researchers in the humanities and social sciences avoid exploration of certain questions for lack of skills in developing software and computational tools needed. At best, they adapt tools developed for other purposes, at worst they recoil from research tasks for lack of tools to pursue those questions. Although technology permeates every facet of life today, with application development and use predicted to increase exponentially, software development is still not a foreground issue in the humanities and social sciences. It is imperative that scholars develop skills in application development to answer unique research questions. Humanities and social sciences need customizable software to tap into idiosyncrasies of research subjects, to explore difficult or time-consuming questions by analyzing text at scale or by deploying computational power to bring new insights to research questions. Scholars need to articulate questions they want to answer, isolate, and codify elements constituting data then enhancing research with software far more than worrying about writing code. No code development platforms help in faster application development with very little programming knowledge. Advancements in graphical user interfaces, API integrations supercharged with Artificial Intelligence capabilities, make easy-to-develop no code software powerful to meet unique research needs in humanities and social science research.
Copyright (c) 2024 International Journal of Technology in Education Science https://creativecommons.org/licenses/by-nc-sa/4.0
Resilient Learning Amidst Conflict: Empowering Education Through E-Learning
The civil war in Sudan has severely damaged the educational system, creating an urgent need for alternative solutions to ensure the continuity of education. Consequently, this study investigates the viability of online learning as a tool to address these challenges. Focusing on four schools: Oxford, Newchild, Apolo, and Manal, the research aims to determine whether online learning through the use of e-platforms can support education during a crisis. Additionally, data was collected through a survey of 30 teachers from these schools, using a mixed-method approach to assess their perspectives on the feasibility, benefits, and challenges of online learning in times of conflict. The results revealed significant obstacles to implementing online learning in conflict-affected schools. These challenges include the need for teacher training on digital tools, technical difficulties in monitoring student engagement and academic progress, and a lack of quality educational materials adapted for online learning. Despite these challenges, educator’s also highlighted key benefits of online education, such as facilitating student centered learning activities and maintaining continuity in the learning process during crises. The study recommends extensive teacher training in digital literacy, substantial investment in technological infrastructure to close connectivity gaps, and the development of high quality, conflict sensitive educational content. Furthermore, the findings contribute to the broader debate on recovery education in post-conflict regions and offer valuable insights for policymakers and stakeholders to position online learning as a potentially transformative solution for the future of education in Sudan.
Open Educational Resources (OER) & Calculus: Pre- and Post-Pandemic
Before the creation of Massive Open Online Courses and Creative Commons, Calculus has always been taught face to face, i.e., in person which has been quite effective given all the competent STEM graduates and labor force of the 20th century. When the COVID-19 pandemic set in, every university mathematics department started teaching Calculus virtually using Open Educational Resources. Utilizing free e-books and lecture video recordings became normal. How has this OER transition and implementation impacted the learning of STEM students? Most published articles delved with generalized learning outcomes in their study methodologies and results. What about assessing OER’s impact on students’ learning at the level of course specific and measurable learning objectives? This research reports on the impact of Calculus OER on specific students’ learning outcomes; presents trend analyses of the students’ performance and success rates at each specific learning objectives in the course.
Studies on the Trends of Artificial Intelligence Applications in Language Education
In the digital age we live in, artificial intelligence has begun to entirely take over human life in tandem with technical advancements. Language education is one area where artificial intelligence technology is being employed. This technology is starting to be used in practically every discipline, especially in the fields of economy, law, medicine, and industry. The process of learning and teaching one's native language as well as the language that has to be taught is called language education. Language education has seen significant advancements as a result of the development of artificial intelligence applications, and these breakthroughs have given rise to significant potential for language instruction. Artificial intelligence, which mimics the structure and functions of the human brain, greatly benefits people by solving problems and thinking like humans. Artificial intelligence applications have gained importance in language education, particularly in the areas of teaching mother tongue and second language acquisition, translating studies, and improving speaking, writing, and reading abilities. The purpose of this study is to ascertain the patterns of artificial intelligence applications in Turkish research, which are becoming more and more prevalent in the field of language instruction and are employed in practically every discipline. According to the study's objectives, papers from the TR Index database (n=8) and Google Scholar on artificial intelligence in language instruction were examined. Data were gathered for the study using a qualitative research paradigm using document analysis. The data were examined concerning the year of publication, the name of the researcher, the research methodology, the index where the study was published, and the institution where the researcher is employed. The study's findings included the following: the majority of the researchers were university members and faculty members (n = 4), the majority of publications were made in 2023 (n = 4), the majority of studies were conducted at Atatürk University (n = 2), the studies were scanned in the Tr Index index (n = 6), and the majority of studies employed qualitative methods (n = 7).
Creating Mixed Reality Scenarios to Assess Danielson’s Fourth Domain
This paper describes how a teacher preparation program overcame an identified challenge- limited student access to field placements - by creating an original mixed reality scenario (MRS) that immerses learners in real-time teaching situations. In this case, a virtual Individualized Education Plan (IEP) meeting that requires special education majors to collaborate as a member of a multidisciplinary team (MDT) to establish annual goals and specially designed instruction to meet a fictitious student’s academic, social, or behavioral needs. Student perception surveys were used to determine the authenticity, relevance, and applicability of the MRS. The original tool was found to be an effective performance evaluation to assess skills aligned with Danielson’s fourth domain, Principled Teaching. The components of this domain were previously regarded as a difficult skills to develop and assess in preservice teaching. The use of this MRS redefines teacher preparation by providing authentic learning opportunities for special education majors to practice skills in a professional learning environment that were not previously available to them.
Artificial Intelligence in Mathematics Teacher Education: A Systematic Review and Qualitative Synthesis of Contemporary Research Literature
This qualitative review critically examines the burgeoning influence of AI on pre-service and in-service mathematics teacher education. Amidst rapid technological advancements, this study leverages a systematic qualitative analysis to distill insights from various scholarly articles, book chapters, and conference proceedings published since 2015. The selection process prioritized peer-reviewed, English-language literature that directly addresses the integration and implications of AI technologies within mathematics teacher education programs. Our methodology entailed an exhaustive search across prominent academic databases, utilizing a refined set of keywords to ensure comprehensive coverage of relevant studies. The literature was meticulously coded and analyzed, facilitating a nuanced thematic analysis that identifies, categorizes, and synthesizes the complex interplay between AI and mathematics teacher education. This review sheds light on the diverse applications of AI technologies in these contexts, ranging from virtual simulations and intelligent tutoring systems to personalized learning environments and their pedagogical implications. Key findings reveal AI's benefits, including enhanced pedagogical strategies, personalized learning pathways, and improved student engagement and outcomes. Concurrently, the review elucidates significant challenges such as the digital divide, privacy concerns, and the pressing need for teacher professional development on AI utilization. The analysis culminates in a discussion on the implications of these findings for practice, highlighting the transformative potential of AI in fostering innovative educational practices while cautioning against uncritical adoption. By offering a comprehensive Synthesis of the current state of research, this review contributes to the academic discourse on technology integration in teacher education. It provides practical insights for stakeholders involved in curriculum design and professional development. Furthermore, it delineates fruitful avenues for future research, underscoring the necessity for longitudinal studies to understand AI's long-term impact on teaching practices and learning outcomes in mathematics education.
Copyright (c) 2024 International journal of Technology in Education Science https://creativecommons.org/licenses/by-nc-sa/4.0
Gender Lens in STEM Education: General Overview of Access, Distribution, and Disparities
All educational levels in Ghana have seen an increase in student enrollment over time. Students' enrollment in STEM programs continues to lag behind that of the arts and humanities, even with this increase. In addition, women lag behind men in STEM programs. Utilizing archival records from multiple sources, the study provided insight into Ghana's STEM education inequalities. Owing to FCUBE and free SHS, gender equality has been achieved at the JHS and SHS level. In spite of this, there are gender differences in STEM education at the higher level. The fundamental cause is that financial aid, the WASSCE pass rate, and other variables affect higher education access and continuation. The study recommends that unless gender sensitive and not gender target measures are put in place to bridge the disparities, differences in STEM will continue.
Exploring the Relationship between Job Satisfaction, Workplace AI Use, and Retention
This study explores the relationship between job satisfaction level and customer retention among the employees of IT company. We conducted a cross-sectional study through a questionnaire-based online survey to collect data from the IT company employees of Bangladesh. Purposive sampling was adopted for office selection (N = 6), and simple random sampling were adopted for participants selection. A total of 550 complete responses were identified for analysis. Descriptive and inferential analyses were conducted utilizing excel and SPSS(v26). The mean age of the participant was 25 (SD = 4.12) with an assigned sex distribution of 39% female and 61% male. Results indicate that the overall job satisfaction score averaged 15 ± 3.9 on a 25-point scale. Employees who met their customer-related targets in the past month (79%) reported significantly higher job satisfaction (M = 17.41, SD = 2.54) compared to those who did not (M = 9.74, SD = 2.56), as shown by an independent samples t-test (p < 0.001). The most influential factors driving job satisfaction reported are health insurance benefits (66%), work-life balance (62%), good leadership (57%), and company culture (57%). Additionally, career advancement opportunities (54%) and recognition (54%) were also reported to be contributed significantly to job satisfaction. Participants frequently noted that AI tools streamlined repetitive tasks, allowing more time for meaningful work, although concerns about dependency and potential job displacement were also expressed. These findings suggest that job satisfaction in the IT sector is strongly influenced by AI integration, benefits and organizational culture, and that achieving customer-related targets is associated with significantly higher satisfaction. Enhancing these factors could improve organizational performance.
Cross-Cultural Online Education: Benefits, Challenges, and Solutions
Pervasive forms of cross-cultural dynamics are prevalent within our globalized and digitalized educational systems. It is within this global context that contemporary educational systems operate and seek success. By removing geographical and economic barriers, online education has transformed higher education, enabling students from diverse backgrounds to access previously inaccessible programs. This democratization of education promotes educational equity. It increases the chances for students from various socioeconomic backgrounds to access high- quality education and enroll in courses globally without relocating. However, cultural diversity presents challenges for establishing inclusive and equitable cross-cultural online education. Therefore, the objective of this article is to explore the benefits and challenges of cross-cultural online education and propose solutions to promote inclusivity and equity in a globalized educational context.
Advances in the Support of Remote Online Teaching and Learning for Student Success and Access
During the COVID-19 pandemic, ongoing advances were made by higher education institutions (HEIs) to support remote online teaching and learning for student success and access, which are increasing areas of research. The major objective of this paper is to address the shift to remote teaching and learning practices that Covid precipitated in higher education. We report on literature that captures the ongoing shift to remote teaching and learning practices. The response of the University of the Western Cape (UWC) to the crisis of the pandemic will be highlighted. Various themes related to the pedagogical value of emergency remote teaching (ERT), online learning, and continual post-pandemic support are discussed. We examine how challenges presented new opportunities for curriculum innovation and transformation at the UWC. The focus is the importance of a continual professional academic support structure and post-covid awareness campaigns in order to sustain fully online and hybrid teaching and learning approaches. Recommendations highlight that departments across faculties need to focus on training and support with regard to the attainment and effective application of eSkills and eTools; and that there is a need to intensify this, especially as part of the broader curriculum transformation agenda. More research that focuses on ongoing advances in the support of remote online teaching and learning for student success and access during a pandemic is necessary.