International Journal of Learning Technology (25 papers in press)

Regular Issues

• LEARNING TECHNOLOGY SUSTAINABILITY AND THE IMPACT OF EXPERIENTIAL ANTECEDENTS ON STUDENTS ONLINE LEARNING  
  by Azidah Abu, Ifedayo Adu 
  Abstract: This research investigated students online learning technology usability considering the impact of a remote learning experience, quality of remote learning experience, infrastructure for remote teaching and learning, methods for remote teaching and learning, environment for remote teaching and learning and wellbeing antecedents in this study. For instance, the remote learning experience among students during movement control order in a Malaysia University recorded 68.91% unfavourable and 31.09% favourable levels in this research. The study opted for both quantitative research of survey type and qualitative methods, which utilised an online questionnaire titled students online learning experiences questionnaire (SOLEQ) of both close and open-ended questions. The SOLEQ Cronbach alpha was calculated to be 0.8, which was valid and reliable for this study. The data were collected from Malaysian university students. Also, the study collected both quantitative and qualitative data that were analysed by using both inferential and descriptive statistics, which entails multiple regression and percentages. Besides, percentages and thematic data analysis was utilised in analysing the qualitative data responses by theming the comments into clusters before coding into the statistical package for social sciences (SPSS). The findings suggest that most students felt the online learning was unfavourable. This study has implication on teaching as a professional discipline and extrapolates its findings to routine training in medical, engineering, and business-oriented discipline to mention few based on its online learning discourses. The study recommends that the university must endeavour to provide adequate and quality resources to support standard students online learning experiences. This research suggests further adoption of this enquiry model for technology usability studies as it has not been optimally explored.
  Keywords: Impact; Learning Technology; Internet infrastructure; University.
  
  
• Online learning: Predicting student engagement and continued intention  
  by Mohsin Khan, Mahendar Goli 
  Abstract: Online learning has become a blessing in disguise to continue education without being hit by COVID-19 during the time of social distancing and mask-environment. Also, it has been a critical challenge to engage students in virtual platforms. The current research focused to study the factors affecting the student engagement and intention to continue online learning. 372 responses were obtained using a structured questionnaire on a five-point Likert scale from graduate and post-graduate students across India. Structural equation modeling with AMOS was employed to analyze the data. The results indicated that student collaborative learning and engagement in online learning exhibit a positive effect on intention to continue online learning. This is one of the very few studies conducted on student engagement in online learning during a Pandemic. The research suggests that the beneficiaries need to adopt interactive-based teaching methods for better student engagement and learning outcome.
  Keywords: Online Learning; collaborative learning; engagement; e-learning; students Interaction.
  
  
• Disruptive Innovation of Edtech Companies in Emerging Economy during Covid-19  
  by Manish Kumar Dwivedi, Naveen Virmani 
  Abstract: COVID-19 had transformed the manner in which people lived, worked, and interacted on a large scale. As of March 2020, the lockdown was implemented in India. As a result of the imposition of lockdown, all schools and colleges were closed. The closure of the schools compels the people to follow the norms of social distancing. Globally, over 1.2 billion children stopped going to school in a physical mode. This critical situation creates an opportunity for various elearning platforms where children can attend classes remotely in a digital mode. This study has been conducted to examine the growth of the Edtech companies involved in providing education to children during the Lockdown and evaluate the transition that took place from offline to online education mode during COVID-19. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach was applied for systematic and structured analysis. Furthermore, the study analyzed the impact of digital education on students. The results revealed that the various Edtech companies such as BYJUs and UNACADEMY etc. flourished during the pandemic. However, students engagement and participation were found to be a serious concern in conducting studies in a digital mode. Furthermore, the teachers in many places were not found comfortable using online education apps. Digital literacy training programs can be organized to counter this issue.
  Keywords: EdTech; E-learning; Disruptive Innovation; Covid-19; Lockdown.
  
  
• TGRIS, Professional Training with a Virtual Reality Interview Simulator, Configured and Piloted by Peers  
  by Iza Marfisi-Schottman 
  Abstract: Many Pedagogical Counselors (PCs) are destabilized by the resistance, in various forms, that novice teachers display during their counseling sessions. It is in this context that we propose TGRIS, a peer-training method, with a Virtual Reality interview simulator, designed to help PCs become aware of their own emotions, and deal with them, when confronted to a resistant novice teacher. The novice teacher is simulated by an Embodied Conversational Agents (ECA) that is piloted by other, more experienced PCs. They can trigger the sentences, gestures and the emotional state of the virtual novice teacher. This tool has the particularity of using sentences that were collected from real-life problematic interviews. The PCs themselves transcribed and analyzed their own counseling sessions in order to synthesize them. Three experimentations, lead with 12, 17 and 3 PCs, show the potential of the TGRIS technology-enhanced training sessions.
  Keywords: Professional training; emotions; simulator; conversational animated agent.
  
  
• Technological Self-Efficacy of Preservice Teachers: The Role of Gender, Origin Area and Major Program  
  by Muhammad Ikhlas, Elmer D. Dela Rosa 
  Abstract: The massive development of technology requires teachers to be able to utilize technology in the learning process. Self-efficacy has been considered as one of the important factors in explaining teachers confidence in using technology. This study investigated the technological self-efficacy of preservice teachers and its relationship to gender, origin area, and major program. Quantitative research was conducted in Jambi University, Indonesia involving 122 preservice teachers. Descriptive statistics show that preservice teachers are quite confident in utilizing technology for the learning process. Mann-Whitneys U test shows that gender is related to preservice teachers technological self-efficacy, where males have high self-efficacy than females. On the other hand, origin area and major program are not associated with technological self-efficacy. Discussions and implications are further discussed.
  Keywords: self-efficacy in using computer technology; technological self-efficacy; gender on teachers’ technological self-efficacy; preservice teachers.
  
  
• Modelling e-learning quality, self-efficacy and students behaviour  
  by Tejas R. Shah, Poonam Chhaniwal 
  Abstract: This study empirically tested a model examining the effect of four e-learning quality dimensions, i.e. information quality, system quality, service quality, and instructor quality as well as students self-efficacy on e-learning behaviour satisfaction and continued intentions that further affect students academic performance. The research model is examined for e-learning systems at higher education institutions (HEIs). Data were collected from four cities of Gujarat, India, i.e. Ahmedabad, Vadodara, Surat and Rajkot. The sample size consists of 832 students and information was collected using a self-administered online survey. Data is analysed through structured equation modeling in SPSS AMOS (v.23). The findings offer direction for HEIs to enhance students satisfaction, continued intentions thereby strengthening their academic performance, using e-learning system. This research contributes to the literature by empirically examining a research model, revealing students e-learning behaviour and academic performance at HEIs.
  Keywords: e-learning; quality; satisfaction; continued intentions; academic performance; higher education.
  
  
• An Analysis of Technological Resources to Encourage Self-Regulated Learning Behavior in Virtual Learning Environments in the Last Decade  
  by Geycy Lima, Juliete Costa, Fabiano Dorça, Rafael Araújo 
  Abstract: Virtual Learning Environments have become increasingly intelligent and supplied with individualized resources for a more engaging and effective learning process. In particular, technologies that not only provide support but also encourage self-regulated learning are desirable, as this competence has numerous benefits. Thus, this work presents a Systematic Literature Review to outline an overview of such technologies, considering works published between 2011 and 2020. This paper presents a process for selecting studies based on Cohens weighted Kappa statistic, intending to decrease the inter-rater bias. Results have shown that information visualization techniques, interactive learning resources, content recommendations, and strategies for feedback have been used in all phases of the self-regulatory process, mainly in higher education. Therefore, this paper intends to provide an overview of the state-of-the-art and give directions on different technologies used to support self-regulatory features in virtual learning environments.
  Keywords: Self-Regulated Learning; Virtual Learning Environments; Systematic Literature Review.
  
  
• Advances in Personalised Recommendation of Learning Objects based on the Set Covering Problem Using Ontology  
  by Clarivando Belizário Júnior, Fabiano Dorça, Luciana Assis, Alessandro Andrade 
  Abstract: Loop-based intelligent tutoring systems (ITSs) support the learning process using a step-by-step problem-solving approach. A limitation of ITSs is that few contents are compatible with this approach. On the other hand, recommendation systems can recommend different types of content but ignore the fine-grained concepts typical of the step-by-step approach. This work contributes to the solution of this state-of-the-art challenge by proposing an approach for the recommendation of learning objects from different areas of knowledge, considering the refined concepts of ITSs. To deal with this challenge, we formulate the Learning Object Recommendation Problem as the Set Covering Problem that belongs to the NP-Hard class problems. An exact algorithm and a greedy heuristic were properly adapted, resulting in a promising approach to solve these problems, as shown by the results. This resulted in more personalised content for students using collaborative filtering and an ontology that models their knowledge, learning styles and search parameters.
  Keywords: learning objects recommendation; personalised recommendation; collaborative filtering; ontology; set covering; learning styles; intelligent tutoring systems; ITS.
  
  
• A framework for co-designing effective LADs supporting sensemaking and decision making  
  by Jean-Marie Gilliot, Madjid Sadallah 
  Abstract: Learning Analytics Dashboards (LAD) deserve increasing attention, yet their adoption remains limited. Designing effective LAD is a difficult process, and LADs often fail in turning insights into action. We argue that providing explicit decision-making features in a participatory design process may help to develop LADs supporting action. We first examine how the decision-making process is reflected on LADs. Second, we review the literature to identify major design space dimensions and examine how to include decision-making features. Secondly, we propose the DEFLAD design framework to synthesise this review which provides explicit decision-making features in three dimensions: Goal expression as a situation awareness level, Visualisation and related Interactions, as support of decision-making process. Third, we consider how this framework is involved through every stage of a Human-Centred Design (HCD) process to express and manage such features. The main contribution of this paper is to provide a framework integrating the decision-making features in a participatory design process of LADs. Furthermore, we demonstrate the implementation of our proposals through the development of a card-based toolkit to assist in the ideation phase of participatory design, and present feedback from participants of a workshop utilizing this tool as a proof of concept.
  Keywords: Learning analytics; Learning Analytics Dashboard; Design Space; Sensemaking; Decision Making; Participatory Design; Human-Centred Learning Analytics.
  
  
• Demographic Differences in China's Higher Education Students' Interactions and Experiences with Online Learning During the COVID-19 Pandemic  
  by Jiayun Yan, Ting Wang 
  Abstract: This study investigates the relationship between higher education students demographic backgrounds and their interactions and experiences with online learning during the COVID-19 pandemic. Data were collected using a quantitative cross-sectional online survey of students from across the nation of China. The survey was distributed from October 10, 2021, to October 12, 2021, with 313 respondents. The results indicate that most participants had lower satisfaction with online learning, which could be due to the face-to-face learning pedagogy was mainly adopted in China before the pandemic. Over 90% of participants used more than one Learning Management System (LMS) in 2020 and 2021, which might be due to the lack of relevant unified management by Chinese universities. Based on the Sociocultural learning theory, measures like including extra learning assistance, such as instructional designers, to improve the adaptability of instructors and learners when unexpected changes occur in the social environment and learners were slow or fail to adapt as necessary.
  Keywords: online learning; higher education students; sociocultural learning theory; China; COVID-19 pandemic.
  
  
• SATISFACTION OF STUDENTS AND TEACHERS WITH BLENDED LEARNING DURING COVID-19 PANDEMIC: AN ALGERIAN CASE STUDY  
  by Meriem Laifa, Samir Akhrouf, Djamila Mohdeb, Mouhoub Belazzoug 
  Abstract: The conversation on the effectiveness of blended learning experience in Algerian higher education has not received the necessary attention compared to developed countries. Moreover, there is a scarcity of research that discusses the impact and benefits of the pandemic-induced changes in Algerian higher education. The primary goal of this paper is to initiate a deeper conversation about blended learning in Algerian Higher Education using an exploratory research method based on empirical evidence and quantitative data. It examines teachers and students satisfaction with blended teaching and learning at Algerian universities since the start of Covid-19. There was a total of 782 students and 82 teachers involved with valid questionnaire responses, from two different Algerian public universities. The data were examined using descriptive and inferential statistical analysis, such as independent t-test, Mann-Whitney U-test, Kruskal-Wallis test, and one-way ANOVA. The results indicate low satisfaction with blended learning on both sides: students and teachers. Furthermore, the data do not suggest differences in satisfaction between teachers and students, either in terms of the program taught or the university to which they belong. However, there were significant differences among students based on their age and their level of study. The paper also discusses the values, benefits, and restrictions of the mandatory blended learning approach applied by the Algerian ministry since March 2020. Implications and recommendations for both practitioners and researchers are additionally addressed in this study to make informed pedagogical choices in the future.
  Keywords: Blended Learning; Blended Teaching; Information and Communication Technologies; Higher Education; Emergency Learning; Distance Education; COVID-19; University; Education.
  
  
• Effectiveness of E-Learning in Higher Education  
  by José Fernández Cerero, Marta Montenegro Rueda 
  Abstract: Geography education usually faces the problem of a monotonous learning process. Therefore, educators constantly seek better teaching strategies to present interesting and enjoyable classes. The main objective of this study is to present learning technology to improve geoheritage understanding through an open-access website powered by interactive virtual reality. This is research and development, adopted the Plomp development model. Data collection used a validation test on the material, media experts, and trials on 20 students and a geography teacher. The results of the validation and trials, interactive virtual reality media can be declared feasible for learning digital geography in schools. This media can increase students motivation, curiosity, and in-depth experience in studying the process of rock formation and lithosphere dynamics in the Ijen Geopark area.
  Keywords: electronic learning; higher education; information and communication technologies; systematic review.
  DOI: 10.1504/IJLT.2023.10057635
   
  
• Developing Interactive Virtual Reality as a Tech-Based Learning Media to Improve Students' Geoheritage Comprehension  
  by Robby Hilmi Rachmadian, Alfyananda Putra, Sumarmi Sumarmi, Heni Masruroh 
  Abstract: Geography education usually faces the problem of a monotonous learning process. Therefore, educators constantly seek better teaching strategies to present interesting and enjoyable classes. The main objective of this study is to present learning technology to improve geoheritage understanding through an open-access website powered by interactive virtual reality. This is research and development, adopted the Plomp development model. Data collection used a validation test on the material, media experts, and trials on 20 students and a geography teacher. The results of the validation and trials, interactive virtual reality media can be declared feasible for learning digital geography in schools. This media can increase students motivation, curiosity, and in-depth experience in studying the process of rock formation and lithosphere dynamics in the Ijen Geopark area.
  Keywords: interactive virtual reality; IVR; learning technology environments; geoheritage understanding; geography digital learning media; Ijen Geopark.
  DOI: 10.1504/IJLT.2023.10057649
   
  
• A novel recommendation of learning items based on deep neural networks and trust relationships  
  by Yamina Aissaoui, Lamia Berkani, Faical Azouaou 
  Abstract: With the rapid development of information technologies, online learning platforms have become the most convenient way for users(teachers and learners) to share their learning content. However, due to the increasing number of educational content, it becomes very difficult for learners to find the most appropriate items. Most previous methods focused on users' ratings to establish learners' profiles, while recent work has added users' comments. In this work we are interested on the usage of social learning networks and we propose a novel learning items recommendation approach through sentiment analysis. Two different deep neural network models (DNNs) have been used, namely: bidirectional encoder representations from transformers (BERT) and recurrent neural networks (RNNs) with their modified version, long short-term memory (LSTM). These models are based on the learners' data, including their favourite content and comments. To support learners in selecting learning resources, a list of trusted learners was developed using similarity between learners. In order to evaluate the effectiveness of our proposal, experiments have been conducted on two different datasets. The results we have obtained demonstrated that our approach outperforms the baselines and related work.
  Keywords: social learning networks; social recommender system; trust; sentiment analysis; deep neural models; BERT; recurrent neural network; RNN; long short-term memory; LSTM.
  DOI: 10.1504/IJLT.2023.10058112
   
  
• Explore How Perception of Emotional Blackmail Affects Users to Withdraw from Online Communities: A role of Psychological Stress  
  by Thuy Dung Pham Thi, Nam Tien Duong 
  Abstract: Due to the anonymity and convenience of online communities, community users may be subjected to emotional blackmail by other community members in the process of participating in online communities, which may lead them to withdraw from the online communities. Therefore, this study attempts to analyze the correlation between the perception of emotional blackmail and the tendency to withdraw from the online community, using the psychological stress of the online communities as a moderator and mediator to further analyze the interaction between the three variables. A total of 483 valid questionnaires from Internet community members were collected. Besides, the scale items for the three variables were developed. SPSS 20.0 and PROCESS software were used for statistical analysis to test all the hypotheses. The findings showed that the perception of emotional blackmail and the psychological stress of the online communities have a partially significant positive correlation with the tendency to withdraw from the communities. Moreover, psychological stress has a mediating effect but no moderating effect on the perception of emotional blackmail and the tendency to withdraw from the communities. The findings are expected to help online community operators to understand the needs of users and to maintain the sustainable development of the online communities.
  Keywords: Emotional blackmail; Psychological stress; Withdrawal tendency; Online community; Mediating effects; Moderating effects.
  
  
• Effective web technologies integration in e-learning 3.0 courses aiming at smart learning  
  by Vasiliki Karampa, Foteini Paraskeva 
  Abstract: In parallel to web evolution from 1.0 to 4.0 with trends to 5.0, e-learning has evolved to smart learning (SmL). E-courses are pedagogically designed and implemented using web technologies to provide smart learning affordances (SLAs). By following research-based design methodology, this study investigates the effectiveness of web technologies integration into a meaningful e-learning 3.0 environment, aiming at SmL. An e-course was pedagogically designed, implemented by integrating 35 web technologies, and evaluated by three independent e-learning experts using the technology integration matrix (TIM) framework, oriented towards meaningful learning (ML). Results showed that such integration enhances the effectiveness of the delivered e-course. The e-learning environment proved authentic, at least active, constructive, and goal-directed (GD), yielding corresponding SLAs; however, it failed to prove collaboration due to most web technologies limited collaborative opportunities provided. Additionally, fifteen Web technologies were prominent. Findings provide guidelines for web technologies integration and insights for future work.
  Keywords: web technologies; e-learning 3.0; smart learning affordances; SLAs; meaningful learning; ML; technology integration matrix; TIM.
  DOI: 10.1504/IJLT.2023.10058678
   
  
• Evaluation of Web Accessibility of an LMS Platform: A Portuguese University Case  
  by Sara S. Vilarinho, Dora Simões, João Batista 
  Abstract: In recent years, virtual teaching and training environments, namely Learning Management Systems (LMS), have been increasingly used to monitor learning and to provide learning materials to students. This investigation evaluates the accessibility of the LMS platform used in a Portuguese university, using web accessibility validation tools, an evaluation made by accessibility specialists, and a focus group with students. This assessment considers the principles of the Web Content Accessibility Guidelines (WCAG) and Universal Design (UD) principles to identify platform accessibility errors. The results indicate that the LMS still has many basic-level accessibility errors. The errors are described and systematised and some suggestions for correcting them are presented. Finally, some perspectives for future research are proposed.
  Keywords: Web Accessibility; E-Learning; Inclusion; Learning Management System; LMS; LMS Accessibility Evaluation; Web Content Accessibility Guidelines; WCAG; Universal Design; Universal Design in LMS.
  DOI: 10.1504/IJLT.2023.10058986
   
  
• A Hybrid Structural Equation Modelling and Neural Network Approach to Examine Students' Acceptance of E-LMS  
  by Shard ., Devesh Kumar, Sapna Koul 
  Abstract: This study aims to examine the effects of e-learning management system quality characteristics and student characteristics on continuous intention to use e-LMS. This empirical and quantitative study focuses on emerging nations, specifically India, and explores the acceptance of e-LMS among students. While previous research has examined student acceptance of e-LMS, a limited number of studies investigate the impact of e-learning management system quality and student characteristics on continuing e-LMS usage. This study aims to fill this gap by identifying the key variables that influence the adoption of e-LMS. The survey was disseminated online over four weeks in several departments of an HEI located in a rural, remote, and isolated area of the Himalayan foothills. 469 valid replies were obtained using the purposive sampling technique. The data analysis using the structural equation model showed that learner control, technology experience, motivation for learning related to technology, information quality, system quality, and service quality all had a statistically significant impact on students continued use of e-LMS. According to the neural network (NN) model results, the most significant factors influencing continuous intention to use e-learning are information quality, technological experience, service quality, system quality, motivation for learning, learner control, and personnel innovativeness.
  Keywords: e-learning; information system models; learning management system; students; web-based learning.
  DOI: 10.1504/IJLT.2023.10059508
   
  
• Centering Social Justice in the TeachLivE Simulated Classroom: Preservice Teachers Planning and Implementation of Culturally Relevant and Responsive Teaching Practices  
  by Jim Carlson, Yuko Iwai, Heidi Masters, Fanica Young 
  Abstract: Preservice teacher (PST) field placements often occur in homogeneous classrooms. Simulated classrooms are emerging as a complementary context for implementing new skills with culturally, linguistically, and socioeconomically diverse students. Previous studies have explored PSTs perceptions or provided quantitative findings of their culturally relevant and responsive teaching in a simulated classroom. This study explores how 12 PSTs planned and implemented culturally relevant and responsive teaching practices in TeachLivE. Results indicate PSTs excelled at planning and implementing lessons connected to the real world and aligned with students culture(s). PSTs also maintained high expectations by attending to student behavior in the moment and providing alternative modes of communication. Lastly, PSTs developed students awareness of prejudice and reinforced the valuing of other cultures. These findings have important implications for teacher education programs seeking to provide a standardized learning experience for PSTs to practice implementing culturally relevant and responsive teaching practices with diverse learners.
  Keywords: culturally relevant pedagogy; culturally responsive teaching; simulated classrooms; teacher education; preservice teachers.
  
  
• The impact of teachers' technological knowledge, technological pedagogical knowledge, and anxiety on their implementation of MS Teams  
  by Adil Youssef Sayeh, Hassane Razkane, Mohamed Yeou, Najat Mokhtari 
  Abstract: The present study investigated the type of influence teachers' technological knowledge, technological pedagogical knowledge, anxiety, age, and years of experience have on their time spent on the MS Teams platform. 171 high-school EFL teachers from the public sector in the city of El Jadida, Morocco, were given a questionnaire adapted from Heinssen et al.'s (1987) computer anxiety rating scale and Watkins et al.'s (2004) EFL teachers' ICT proficiency scale. Results of the multiple regression analyses in SPSS revealed that EFL teachers' anxiety toward the platform mediated the influence of teachers’ technological knowledge and technological pedagogical knowledge on their time spent on MS Teams and that teachers' knowledge is impacted by their age. We argue that Mishra and Koehler's (2006) technological pedagogical and content knowledge framework should incorporate the interference of affective factors in implementing technology in class.
  Keywords: TPACK; ICT proficiency; anxiety; e-learning; blended learning; age; LMS.
  DOI: 10.1504/IJLT.2023.10060057
   
  
• Students' E-Learning Satisfaction During the Pandemic: A Turkish Public University Example  
  by Mohammad Naserinia, Aykut Hamit Turan 
  Abstract: E-learning as a unique technology provides distance learning for users With the outbreak of the Covid-19 era, this educational system attracted more attention than ever before The main purpose of this study is to measure the success of Sakarya University in gaining students' satisfaction with e-learning system For this purpose, an online questionnaire was distributed among students 400 questionnaires were collected, of which 378 questionnaires were retained for analysis In the presented model, total of 6 variables were examined to evaluate and measure the satisfaction of students regarding electronic education In this study, we found that the understanding of perceived usefulness and perceived ease of use in the e-learning system has a positive effect on user satisfaction Therefore, not only educational centres should pay attention to the quality of infrastructure resources of the e-learning system, but also these institutions must try to encourage users to use E-learning technology and increase user satisfaction from current level.
  Keywords: E-learning; E-learning Satisfaction; Perceived User Satisfaction; TAM; Covid-19.
  DOI: 10.1504/IJLT.2023.10060323
   
  
• Analysis of the Gap between Software Testing Courses at Universities and the Needed Skills by Industry  
  by Samer Hanna 
  Abstract: It is important that software testing courses at universities provide students with testing skills that are close to the skills needed by industry. To investigate if these courses do accomplish this role, this research provides comparison and empirical analysis of the topics provided by 80 software testing courses in nine countries around the world and the skills that are required by 400 software testing related job advertisements in the same investigated countries. Based on this analysis, the research provides a taxonomy of the testing topics by universities and the needed skills by industry. The main knowledge gaps between testing courses and job ads are explained in details. The results revealed that the testing techniques with huge gap with industry are load testing, regression testing, performance testing, functional testing, penetration testing, accessibility testing, exploratory testing and compatibility testing. The gaps in other areas of testing are also specified by the research. Providing data analysis of the required testing skills by industry and comparing these skills with the topics of testing courses will help universities to modify the topics and learning outcomes of these courses to make them closer to industrial needs.
  Keywords: academia industry gap; software testing; software testing topics; software testing education; software testing tools; data analysis.
  DOI: 10.1504/IJLT.2023.10060571
   
  
• Charting the Trajectory of Digital Literacy Research: A Review of Research Topics, Publication Venues, and Top Cited Papers  
  by Heena Choudhary, Nidhi Bansal 
  Abstract: This study employs bibliometric analysis delves into a multifaceted analysis, identifying influential journals, authors, countries, and articles in the realm of digital literacy. It embarks on a content analysis of top-cited papers to unveil prevalent themes in literature. The outcome is a robust conceptual framework that offers a holistic grasp of DL. Results highlight a consistent rhythm of publications in this field, pinpointing Lukasz Tomczyk as the most prolific author, Universitetet i Oslo, Norway as the most productive institution, Computers and Education Journal as the most-cited publication outlet, and North America as the most productive region. Content analysis of top-cited papers unearths dominant themes, ranging from DL conceptualisation, antecedents, measurement, training, to its impact and associated challenges. While this study is based on journal studies from the Scopus database, its implications reverberate far and wide. Academics can fine-tune research agendas and policymakers can craft effective strategies for fostering digital inclusion.
  Keywords: digital literacy; bibliometric; content analysis; review.
  DOI: 10.1504/IJLT.2023.10060691
   
  
• Examining Gender and Urban-Rural Divide in Digital Competence among University Students  
  by Kamal Ahmed Soomro, Mahnoor Ansari, Imdad Ali Bughio, Nasrullah Nasrullah 
  Abstract: Digital competence is now considered the most vital skill to thrive in today’s information age. This study aimed to examine the gender and urban-rural divide in the digital competence of university students. We surveyed 241 undergraduate and graduate students in the universities of Sindh, Pakistan. The findings showed that there was no significant difference in the participants' digital competence with respect to their gender. However, significant differences were found in the digital competence between the students of urban-located and rural-located universities. Additionally, results suggested that the participants' digital competence did not differ at the three levels of digital skills namely operational, informational, and strategic skills. The findings have implications for the researchers and policymakers regarding equipping university students with digital competence.
  Keywords: digital competence; gender; ICT skills; university students; urban-rural divide.
  DOI: 10.1504/IJLT.2023.10060929
   
  
• Analysis of Ghanaian Colleges of Education lecturers' ICT adoption using structural equation modelling  
  by Marien Graham, Ugorji I. Ogbonnaya, Emmanuel K. Boateng 
  Abstract: Understanding the acceptance of information and communication technology (ICT) is vital for effective educational practices. The technology acceptance model (TAM) is a prominent scientific framework for understanding technology acceptance. This study examines how Ghanaian lecturers' intentions to incorporate ICTs in T&L are affected by their beliefs and attitudes using the TAM as theoretical framework. Objectives include establishing how external variables and TAM constructs affect ICT usage. This paper covers the quantitative component of a mixed-methods, pragmatist investigation. The reliability and validity of the TAM were established using Cronbach's alpha and construct validity. Four out of ten hypotheses were confirmed, demonstrating significant effects: gender on perceived ease of use (PEU), PEU on perceived usefulness (PU), attitude towards use (AU) on behavioural intention to use (BIU), BIU on actual use. Based on the results, it is recommended that those who train lecturers in ICT integration emphasise the significant external variables and constructs.
  Keywords: College of Education; Ghana; information and communication technology; ICT; structural equation modelling; SEM; technology acceptance model; TAM; technology integration.
  DOI: 10.1504/IJLT.2023.10060930