International Journal of Technology Enhanced Learning (25 papers in press)

Regular Issues

• Open Access

  Exploring faculty awareness of ChatGPT technology in teaching at Prince Sattam Bin Abdulaziz University ( Free Full-text Access )

  by Walaa Abdulaziz Al Muhanna 
  Abstract: This study explored faculty members awareness, attitudes, and challenges in using ChatGPT for teaching at Prince Sattam Bin Abdulaziz University. A sample of 320 respondents completed a questionnaire examining awareness and attitudes based on gender, experience, and academic rank. Data analysis involved descriptive statistics, T-tests, ANOVA, and LSD tests. Results revealed a high awareness of ChatGPTs teaching role, particularly among male faculty members and professors. Attitudes toward ChatGPT were generally positive and unaffected by gender, experience, or rank. Challenges were more evident among faculty with extensive experience and higher ranks, such as assistant and associate professors. The study recommends targeted training to enhance ChatGPTs integration into teaching and provides insights for policymakers to support AI adoption in higher education.
  Keywords: AI; faculty awareness; teaching technology; academic ranks; ChatGPT adoption.
  
  
• Integrating augmented reality in preschool education: a systematic review  
  by Victoria Olubola Adeyele 
  Abstract: Augmented reality (AR) technology has gained prominence in education, transforming the way learners engage with educational content. This systematic review, comprising 16 meticulously selected research articles, explores the applications, challenges, and benefits of AR in preschool education. Findings from these studies revealed a wide array of AR parameters and applications, encompassing 2D and 3D objects, animations, models, and images, that have been integrated into preschool settings for teaching. Moreover, this review highlights that 3D models are the most employed AR technology in preschool education due to their interactive and engaging nature. The study also discusses the challenges faced in the implementation of AR in preschool settings, such as limited access to AR technology, high implementation costs, and concerns about screen time. However, the benefits of AR in preschool education, including improved learning outcomes, heightened interest, sustained attention, and underscore its potential as a valuable educational tool.
  Keywords: augmented reality; AR; Preschool; 3D models; animations.
  
  
• Social media in the classroom: practical strategies for fostering collaborative learning and inspiration  
  by Minh Tung Tran, Hoai Lan Duong, Thi Kim Cuc Tran, Thi Kim Oanh Vo, Bich Ngoc Ngo 
  Abstract: Researchers examined how online social media platforms can address the growing need for inspiring and engaging students in colleges. They conducted in-depth discussions with instructors and students across various fields to understand the impact of integrating social media in education. The findings suggest that social media holds great promise in boosting student motivation and participation, ultimately leading to a more well-rounded college experience. Both educators and students found online communication to be a valuable tool for promoting collaborative learning, real-time interaction, and active involvement. Additionally, social media was seen as a way to make education more dynamic and relevant in today’s ever-changing world. While this study offers valuable insights, it acknowledges potential limitations like bias from participants and a limited sample size. Future research should involve a wider range of participants and ongoing investigations to assess the long-term effects of social media integration on student learning outcomes.
  Keywords: social media; technological incorporation; innovative edagogy; student-centred education.
  DOI: 10.1504/IJTEL.2024.10064941
   
  
• The impact of digital technologies on the professional development of teachers: an educators’ perspective  
  by Sarika Sharma, Shreya Virani, Sonica Rautela 
  Abstract: Using digital platforms has become an integral part of teaching-learning however, entails educators/teachers to possess specific skills and competencies for effective and efficient delivery. The study attempts to empirically validate the educators perspective on the post-pandemic adoption of digital platforms and its impact on their professional development. A conceptual model is proposed based on the literature review. To test the model empirically data from 279 respondents was collected. For data analysis the IBM AMOS 22.0 software was used in two steps confirmatory factor analysis (CFA) and structural equation modelling (SEM). The studys empirical results reveal that digital technologies in pedagogy, digital competence, and technical and administrative support positively and significantly impact professional development. However, the other variables, i.e., professional learning and flexibility, do not significantly impact professional development. The results revealed that teachers level technological skills and competence mediates between digital technologies in pedagogy and professional development.
  Keywords: digital technologies; teaching-learning; professional development; educators’ perspective; higher education.
  DOI: 10.1504/IJTEL.2024.10065248
   
  
• Effective online learning and training in higher education  
  by Monica Chaudhary, Udit Chawla 
  Abstract: The COVID-19 pandemic has created significant challenges for the global education community. The effectiveness of online learning has been questioned number of times in the past where student motivation becomes the single most important factor. This study aims at analysing student’s satisfaction while learning online and whether formal training to study online made any significant impact on student satisfaction. Data collection was done through a structured questionnaire across India. Three important facts identified for student satisfaction are Student’s awareness & knowledge of online learning, Teacher’s awareness & knowledge to teach online and Blended Learning Approach where students want to study online but along with traditional face to face teaching. Educational institutes and policy makers may take advantage by making appropriate policy in terms of training requirements. The study would also be beneficial for Edu Tech companies to brainstorm and make platforms that caters to student demand and flexibility.
  Keywords: COVID-19; online studying; student; satisfaction; learning system; technology.
  DOI: 10.1504/IJTEL.2024.10065659
   
  
• Status of e-learning implementation to enhance learning in Tanzanian university institutions  
  by Raiton Malema Ambele, Shubi Felix Kaijage, Mussa Ally Dida, Lena Trojer 
  Abstract: This study examines the current e-learning implementation in Tanzanian universities, highlighting the challenges and opportunities associated with its utilisation. Data was collected from 610 respondents, including e-learning support staff, lecturers, and students from five selected universities through questionnaires and interviews. The findings reveal that universities in Tanzania still face implementation challenges despite significant growth in e-learning adoption. These challenges encompass limited internet and technological infrastructure, inadequate access to high-quality e-learning materials, low digital literacy proficiency among students and educators, insufficient support systems, and resistance to change. Strategies such as improving internet connectivity, developing relevant educational materials, providing comprehensive training and support, establishing robust learner support systems, and fostering an innovative culture are recommended to address these issues. By tackling these challenges, Tanzanian higher education institutions can effectively integrate e-learning and enhance the educational experiences of their students.
  Keywords: e-learning; personalised learning; education quality; e-learning system; ICT infrastructure.
  DOI: 10.1504/IJTEL.2024.10065971
   
  
• Analysing user needs for digital learning platform in cultural heritage: a case study on Jin Dynasty costumes  
  by Oulu Yue, Atithep Chaetnalao 
  Abstract: This study provides an in-depth analysis of user needs for a digital learning platform for cultural heritage, focusing on Jin Dynasty costumes. The study used a mixed-methods approach, combining qualitative expert interviews and extensive fieldwork with the analysis of 440 quantitative public surveys. The findings show a strong demand for interactive and immersive digital experiences that enhance understanding and engagement with cultural heritage. This study aims to develop a user-centred conceptual model that effectively combines traditional cultural knowledge with modern educational technology, emphasising users’ multi-dimensional and more profound experiences when participating in traditional cultural experiences, thereby enhancing users’ cultural learning experiences and interests. The model can effectively bridge the gap between traditional cultural knowledge and modern educational technology, and this approach deepens people’s comprehension and recognition of cultural heritage and enhances the educational effect of the digital platform.
  Keywords: digital learning platform; cultural heritage education; user-centred design; Jin Dynasty costumes; interactive learning.
  DOI: 10.1504/IJTEL.2024.10066054
   
  
• Design and development of a tangible machine learning-based object recognition and learning system for Indian kids suffering from Visual Agnosia  
  by Priyam A. Parikh, Heet Shah, Pinal Vaghela, Smruti Kankrecha 
  Abstract: Children with Visual Agnosia have problems recognising and remembering basic objects. Although they are not visually impaired, they may be disregarded in educational environments. They suffer from the issue of limited identification capacity and are unable to retain what they have seen. A physical device using machine learning has been developed to assist individuals with difficulties in recalling and recognising basic objects like fruits and vegetables. The gadget can recognise objects and provide detailed descriptions within a 100-word limit. The designed equipment aids children in retaining knowledge of several fundamental items and enhances their inquisitiveness towards them. Consequently, they are able to gradually develop their cognitive abilities, including sensorimotor and object permanence capabilities. The object detection is performed via the convolutional neural network (CNN) method implemented in TensorFlow. The equipment effectively conducted tests on more than 20 children, examining a minimum of 30 distinct items.
  Keywords: Visual Agnosia; TensorFlow; object detection; machine learning; convolutional neural network; CNN.
  DOI: 10.1504/IJTEL.2024.10066126
   
  
• A two-fold analysis of learning management courses usage in an academic institution  
  by Elias Gounopoulos, Ioannis Kazanidis, Stavros Valsamidis, Sotirios I. Kontogiannis, Ioannis Petasakis 
  Abstract: Learning management courses (LMS) are adopted by academic institutions to enhance the educational experience. However, the usage of LMS as an e-collaboration and e-assessment tool is not always satisfactory, since many LMS courses offer an inadequate user experience. The aim of this study is to measure and assess the use of the LMS courses with qualitative and quantitative variables and metrics. This study evaluates which usage and educational content variables affect courses popularity, and classifies courses according to their use. The dataset is derived from a Greek university LMS. Data analysis has combined several variables and metrics to quantify courses and usage characteristics. The results of the analysis revealed that only a few LMS courses were used efficiently, while second semester students showed a greater interest for courses with comprehensive educational content. The instructors need to improve content and motivate students to use LMS courses more efficiently.
  Keywords: learning management system; LMS; learning analytics; data analytics; regression analysis; course evaluation.
  DOI: 10.1504/IJTEL.2024.10066244
   
  
• Empowering students with modern pedagogical approaches: a case study on the fourth industrial revolution in the wake of coronavirus disease 2019  
  by Marcos Komodromos, Andreas Masouras, Tatiana Harkiolakis, Marios Vassiliou, Mekerdich Mike Costanian 
  Abstract: The fourth industrial revolution (4IR) has brought significant changes to the labour market, introducing new job roles and increasing the demand for soft skills. The rapidly evolving technological landscape demands effective communication, emotional intelligence, and problem-solving skills. This case study sought to understand the creative teaching methods that universities should adopt to prepare students for the future workforce and bridge the skills gap. The study utilised the human capital theory framework to examine the relationship between education and skills. To investigate this correlation, a qualitative case study was conducted, involving interviews with education experts using a semi-structured interview guide consisting of eight items. Upon analysing the data, it was discovered that universities could employ various pedagogical approaches such as formative analytics, experiential learning, and blended learning to prepare students with the skills needed for the future job market.
  Keywords: fourth industrial revolution; 4IR; pedagogical approaches; student empowerment; skills gap; talent mismatch; future of work; graduate empowerment; reskilling; and universities.
  DOI: 10.1504/IJTEL.2024.10066292
   
  
• E-learning system and its outcomes: the role of self-efficacy in the IS success model  
  by Mohammed Ali, Fawad Ahmed 
  Abstract: This research paper investigates the pivotal role of self-efficacy in predicting outcomes within the context of e-learning. Drawing upon the DeLone and McLean (DL&ML) information system success model and extending it to encompass the influence of self-efficacy, this study addresses a notable gap in the literature regarding the specificities of e-learning in Sudan a nation facing significant educational challenges, including conflicts. The data obtained from 157 students engaged with an e-learning system at one of Sudans universities. The results reveal that service quality and self-efficacy have a positive effect on user satisfaction and system use. The outcomes, as explained by system use and user satisfaction, aid in the improvement of e-learning strategies and provide insight into e-learning outcomes. This research seeks to extend the DL&ML model to incorporate self-efficacy as a determinant of e-learning success, thereby offering valuable insights for enhancing the efficacy of virtual education initiatives in developing country.
  Keywords: e-learning system; self-efficacy; information system; DL& ML IS success model; Sudan.
  DOI: 10.1504/IJTEL.2024.10066622
   
  
• Empowering young learners: m-learning application with adaptive learning and CCI standards  
  by S. Divyasri, M. Mohana, T.T. Dhivyaprabha, P. Subashini 
  Abstract: Mobile learning (m-learning) has become an essential component of education, particularly in the post-pandemic era. Many educational applications are available online, focusing on subjects like language, mathematics, and science. However, these apps often lack adaptive learning mechanisms and effective user design. This study aims to address these gaps by developing an m-learning application that adapts content dynamically based on students’ prior knowledge. Using child-computer interaction (CCI) standards, the application ensures usability by focusing on effectiveness, efficiency, and ease of learning. The study involved 65 students aged 8 to 10, and the app’s design was validated by five educational technology experts. Results showed that students found the app enjoyable and helpful for learning, particularly in their mother tongue. The adaptive and child-centric design significantly increased students’ engagement and self-learning abilities, providing instruction in bilingual languages while customising the learning experience through adaptive approaches.
  Keywords: adaptive learning; child-computer interaction; CCI; child-centric; learning style; mobile learning; young learners.
  DOI: 10.1504/IJTEL.2024.10067098
   
  
• Improving student learning and socialisation via technology-enhanced collaboration  
  by Steve Geinitz 
  Abstract: This study explores a new approach to collaborative learning using technology-enhanced assessments and a systematic pairing process in university-level computer science courses. Students first complete an individual quiz, then collaborate on a second quiz with a partner selected based on complementary performance. This method aims to enhance academic outcomes and socialisation by encouraging diverse interactions. Statistical analyses show that first- and second-year students perform better with varied knowledge levels in partners and prefer assigned partners over self-selection. The findings highlight the benefits of technology-enhanced collaborative learning in improving communication, teamwork, and socialisation skills, ultimately fostering a more connected and harmonious educational experience.
  Keywords: collaborative learning; continuous assessment; student socialisation.
  DOI: 10.1504/IJTEL.2024.10067535
   
  
• Task oriented mind games impact on the cool executive function domain and social skills of children with low functioning autism spectrum disorder  
  by Kanwaljit Kaur, Sesadeba Pany 
  Abstract: Limited research exists on children with low-functioning autism spectrum disorder (ASD), particularly in India. To date, no interventions targeting cool executive functions have been investigated for this group in the Indian context. This study aimed to evaluate the effectiveness of task-oriented mind games in enhancing cool executive functions and social skills in two children with low-functioning ASD case A (low-functioning ASD) and case B (low-functioning ASD with comorbid anxiety). A time-interrupted series design was employed for both cases. Key findings revealed significant improvements in cool executive functions (working memory, inhibition, cognitive flexibility, planning, and organisation) from pre-test to post-test, sustained through follow-up assessments. Case A showed a more pronounced reduction in the number of trials required for task completion compared to case B. Additionally, task-oriented mind games had lasting positive effects on both cool executive functions and social skills, while reducing anxiety-related behaviours in children with ASD.
  Keywords: anxiety; cool executive function; low functioning autism spectrum disorder; ASD; social skills.
  DOI: 10.1504/IJTEL.2024.10067689
   
  
• Generative AI in mathematics education: analysing student performance and perceptions over three academic years  
  by Blaženka Divjak, Barbi Svetec, Damir Horvat 
  Abstract: This study presents an approach in which generative AI (GenAI) chatbots are used to assist students in a problem-solving task resulting in a mathematical essay, introduced in the academic year 2022/2023 in a higher education mathematics course, and continued with in 2023/2024. We compared students’ results from these two years with the results from 2021/2022, when GenAI was not part of the task, using Kruskal-Wallis and Dunn tests. The total sample included 966 students. The 2022/2023 results (GenAI introduced) differed significantly from the other two years, with students being less successful. Conversely, 2023/2024 (GenAI standard) showed the best student results and no significant difference from 2021/2022 (no GenAI). In all the three years, results in the problem-solving essay correlated with success in previous formative and summative assessments. Student feedback highlighted advantages and disadvantages of interactions with GenAI, revealing a tendency to utilise GenAI more for theoretical than practical tasks.
  Keywords: artificial intelligence; generative artificial intelligence; chatbot; ChatGPT; problem-solving; assessment; mathematics.
  
  
• Efficacy of e-content designing and development training programme on digital competence of prospective teacher educators  
  by Seema Rani Thappa, Deep Shikha, J.N. Baliya, Sourabh Sharma, Neha Mehra 
  Abstract: The majority of researchers recommended that teachers to possess the necessary skills to integrate digital technology in the classroom, but there have not been much effort put forward to provide a training component for teachers to acquire these skills. The researchers did the experimental work by providing intervention based on technological pedagogical and content knowledge framework by adopting quasi-experimental design to investigate the efficacy of e-content designing and development training programme on the digital competence of prospective teacher educators. For this, 30 MEd and BEd students as a sample in an experimental group through purposive sampling technique. Two-week intervention has been provided and collected data has been analysed by using t-test on three aspects of digital competence. The research findings revealed that considerable difference in before and after scores in digital competence among pre service teachers and educators along with three dimensions that is technological competence, professional competence and pedagogical competence.
  Keywords: e-content; design and development; technology; pedagogy; digital competence; technology knowledge; pedagogical knowledge; professional knowledge.
  
  
• The impact of generative artificial intelligence on education: a comprehensive analysis of ChatGPTs influence on current research trends  
  by Gustavo Gutierrez Carreon 
  Abstract: This study presents a bibliometric analysis of 1,483 Scopus-indexed publications, focusing on the role of generative AI, particularly ChatGPT, in education. The findings highlight a significant increase in research activity from 2023, reflecting growing academic interest in AI integration. Leading contributors include the USA, Australia, China, and the UK. The study analyses the top 10 most-cited articles, addressing the opportunities and challenges AI poses, such as ethical concerns, pedagogical implications, and interdisciplinary applications. This research contributes to Information Technology Education by mapping AI adoption across disciplines, identifying critical gaps, and emphasising the need for targeted strategies. It underscores the importance of developing ethical frameworks to address issues like academic integrity and data privacy. These insights are valuable for educators, researchers, and policymakers aiming to leverage AI’s potential while ensuring its responsible use in education.
  Keywords: generative AI; ChatGPT; educational technology; information technology; AI in education.
  
  
• Architecture and prototype of a lightweight AI-powered personal learning assistant using open source small language model and multi-modal retrieval augmented generation  
  by Shilpi Taneja, Siddhartha Sankar Biswas, Bhavya Alankar, Harleen Kaur 
  Abstract: In a rapidly changing world where AI is now taking a centre stage in how we interact with various systems, we propose an AI-powered personal learning assistant to help learner gain better understanding of the open educational resources (OER). This assistant transforms the way learners engage with OERs that may contain images, video lectures, text based documents, etc., by interacting with them in natural language on their own local machines without any additional subscription costs. The assistant has multimodal capabilities and uses techniques like multimodal retrieval augmented generation (RAG) and open source small language and multimodal models. Detailed architecture and technology stack for implementation is presented in the paper. A prototype of the proposed assistant is developed and optimised by evaluating different models and adjusting the retrieval chunk-sizes. The assistant is hosted on local machine using open source tool, which makes this architecture cost-effective, light weight and ensures privacy.
  Keywords: multimodal large language model; MM-LLM; retrieval augmented generation; RAG; LlamaIndex; open education resources; personalised learning; learning assistant; open source language models; large language models; LLMs; small language models; SLMs; AI in education.
  DOI: 10.1504/IJTEL.2025.10069095
   
  
• Enhancing curriculum benchmarking by leveraging NLP: a case study of higher education in Tanzania  
  by Elia Ahidi Elisante Lukwaro, Rogers Bhalalusesa, Khamisi Kalegele, Devotha G. Nyambo 
  Abstract: The fast expansion of higher education institutions and the discrepancy between skill sets and labour market demands have heightened stakeholders concerns regarding the quality of education. Syllabi are the focal points of this study, as they act as the bridge between education and the skills or competencies required to demonstrate the relationship between the acquired education and the required market competencies. Benchmarking, which has its roots in business, is now widely used in education as a mechanism for evaluating educational metrics and practices and comparing them among institutions or with those of competitors with the aim of improving performance. This paper benchmarks the quality of syllabi using an NLP-based model, namely the sentence bidirectional encoder representations from transformers (SBERT). By utilising the course book to refine the SBERT model, which is a variation of all-MiniLM-L6-v2, an experiment is carried out to investigate the most effective parameter metric for model training. With an accuracy score of 92.64%, the model performance score demonstrates a high level of ability to discern conceptual and semantic relationships between sentences, leading to successful syllabi benchmarking outcomes. This work offers a perceptive mechanism to address the mismatch between educationally acquired skills and industry demands.
  Keywords: higher education; natural language processing; NLP; benchmarking; SBERT; performance; hyperparameter optimisation; Tanzania.
  DOI: 10.1504/IJTEL.2025.10069358
   
  
• Exploring the impact of explicit learning goals as a digital boundary object intervention in higher education  
  by Angela Fessl, Katharina Maitz, Sebastian Maximilian Dennerlein, Viktoria Pammer-Schindler 
  Abstract: Communicating clear learning goals are good practice in formal education. However, instructors often formulate vague and inconsistent goals, making it difficult for university students to use them as guidance for a lecture. This paper presents a method for systematically developing learning goals and a small web-app that displays these goals in a learning management system. We conceptualise the method, the learning goals, and the app as one connected digital boundary object. We evaluate this approach in four bachelor lectures at a technical university, each involving 150 to 500 students. Lecturers found the method easy to use and helpful for structuring content, while students appreciated the clear overview of the course content and the exam requirements. This study demonstrates how best practices based on theory can be implemented in digital learning environments. The digital boundary object can contribute to establishing a shared understanding across two social worlds, and to make knowledge boundaries permeable.
  Keywords: learning goals; learning goal method; self-regulated learning; learning goal app; boundary objects.
  
  
• Design of a learning progress visualisation tool and its impact on students’ motivation and results: a case study  
  by Cristina Alonso-Fernandez, José L. Jorro-Aragoneses, Carlos M. Alaíz 
  Abstract: Self-awareness of learning progress is crucial for students to identify strengths and areas needing improvement, and to boost their motivation. Learning analytics provide such information about learning progress. In this paper, we describe the design of a visualisation tool to track student progress in the topics covered throughout a university course. We also investigate its impact on students results and motivation to participate in optional learning activities. To evaluate the impact of the tool, we compared two groups of approximately 20 students during the whole semester. Our findings indicate that when they had access to the progress visualisation, students completed more review activities in course topics and were more consistent in their review activities throughout the course, while those in the control group engaged with these activities primarily near course deadlines. The methodology employed in this study could be adapted to other courses to further generalise our results.
  Keywords: visualisation tool; learning progress; student motivation; student results; learning analytics; case study; progress visualisation; Moodle.
  DOI: 10.1504/IJTEL.2025.10069106
   
  
• An investigation of the emergency remote teaching experience of Kyrgyz educators  
  by Rita Ismailova, Jamila Smanalieva, Elira Turdubaeva 
  Abstract: The lockdown caused by COVID-19 affected all aspects of life including education, which was transitioned to an online format. However, during this process, along with infrastructure difficulties, some countries faced stakeholder acceptance issues. In this study, the intention to use online teaching among educators of all levels in Kyrgyzstan was examined using the unified theory of acceptance and use of technology (UTAUT) model. According to results, performance expectancy and facilitating conditions of online teaching technologies had a positive effect on teachers acceptance of online teaching. However, factors such as effort expectancy, social influence, and homogenous motivation, as well as risk perception and trust had no impact on behavioural intention to use online teaching. That is, the intention to use online teaching among educators in the country was mostly defined by its usefulness. In addition, age and gender did not affect teachers acceptance of online teaching, while their education sector, the availability of personal computers, and computer literacy level had an impact on educators intention to teach online.
  Keywords: COVID-19; emergency remote teaching; ERT; unified theory of acceptance and use of technology; UTAUT model; technology use; online learning.
  
  
• Beyond traditional education: can public-private partnership-based recognition of prior learning transform education in developing countries?  
  by Roshan Lal Tamrakar, Suraj Kumar Mukti, Vimal Kumar Deshmukh 
  Abstract: The low uptake of skill development programs hinders achieving the UNs SDG 4 goals. Meanwhile, governments worldwide are promoting public-private partnership-based recognition of prior learning (PPP RPL) models. Despite significant efforts, engaging the public remains challenging. This study explores barriers affecting individuals behaviours and intentions toward adopting PPP RPL in developing countries. Using confirmatory factor analysis, it validates key constructs like performance expectancy (PFE), social influence (SCI), and technological anxiety and resistance (TAR). A UTAUT model for PPP RPL was developed, highlighting cognitive and affective trust (CAT) as crucial for actual adoption. Findings reveal that PFE and SCI significantly boost the intention to adopt PPP RPL, while trust critically impacts actual adoption. Interestingly, TAR, once considered influential, now has little effect due to improved internet access and familiarity with mobile technology. Performance-oriented, cost-effective skill programs that offer higher wages and social recognition are key motivators for adopting PPP RPL.
  Keywords: public private partnership; PPP; recognition of prior learning; RPL; skill development; UTAUT; Sustainable Development Goal 4; SDG 4; skill education.
  
  
• Effect of artificial intelligence-supported web technologies on the creative and reflective thinking skills of preservice teachers  
  by Cengiz Gündüzalp 
  Abstract: The study aimed to reveal the effectiveness of using artificial intelligence-supported web technology in lessons on preservice teachers creative and reflective thinking skills. The study used a convergent parallel design, one of the mixed-method techniques. The study employed an independent sample t-test and repeated measures ANOVA test while analysing the collected quantitative data; however, it used the content analysis method for the qualitative data analysis. Accordingly, the study findings revealed that the artificial intelligence-supported web technologies used in lessons resulted in no significant difference between students in-group and intergroup scores regarding their creative and reflective thinking skills. Considering their opinions, many of the students expressed that artificial intelligence technologies were ineffective in developing their creative and reflective thinking skills. In conclusion, the study findings indicated that using artificial intelligence-supported web technologies in lessons did not significantly affect students creative and reflective thinking skills.
  Keywords: artificial intelligence; creative thinking; reflective thinking; web technologies.
  
  
• Investigating the potentials of educational robotics and agile learning through scrum methodology in K-12 education: a systematic review  
  by Evangelia Anastasaki, Kostas Vassilakis, Edward Duca, Emmanuel Maravelakis, Antonios Konstantaras 
  Abstract: This paper reviews the current research literature on the potential of Educational Robotics (ER), the effects of Agile Scrum in educational settings, and the results of combining both in K-12 education. After systematically searching online literature databases, 127 relevant articles were located and included in the study. For each article, we analyse the purpose of the research and the results observed. The reviewed articles suggest that ER and the Scrum framework are powerful for developing students’ technical skills, agile mindsets, and collaboration skills. However, the fundamental limitations include the need for extensive teacher training, time-management processes, and high resource demands, making scalability difficult in underfunded or large-classroom settings. The systematic review outcomes are discussed in terms of their implications for future research, and they can provide helpful guidance for educators, practitioners, and researchers in the area.
  Keywords: agile learning; Scrum; educational robotics; K-12 programming; scratch; Python.
  DOI: 10.1504/IJTEL.2025.10070805