International Journal of Technology Enhanced Learning (22 papers in press)

Regular Issues

• 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.
  
  
• 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
   
  
• Exploring avatar designs effect on student engagement in metaverse educational interactions  
  by Hasan Tinmaz, Preet Kawal Singh Dhillon 
  Abstract: Within educational contexts, the integration of metaverse presents unique opportunities for enhancing student engagement, with avatar design emerging as a pivotal factor in shaping the learning experience. This article concentrates on the outcomes of students avatar design regarding their virtual interactions. Through Likert-scale surveys and factor analysis (n = 424), the research identifies significant trends and dimensions such as gender and emotions and metaverse learning benefits, highlighting the importance of tailored educational strategies and gender-sensitive approaches. The findings emphasise the necessity of familiarity with immersive technologies and advocate for user-centric design principles in avatar creation for educational settings. The study offers valuable insights for practitioners involved in metaverse education and avatar design. This research provides a foundation for further exploration and innovation in metaverse education and avatar design, with future research directions including deeper investigations into avatar design dynamics, cross-cultural studies, and ethical considerations associated with virtual learning environments.
  Keywords: metaverse; digital persona; avatar; avatar customisation; user experience design; virtual education.
  DOI: 10.1504/IJTEL.2025.10071255
   
  
• Higher education during a global crisis: experiences migrating to a virtual learning environment in response to COVID-19  
  by Mahmoud T. Khasawneh, Jared R. Dmello, John C. Kilburn, Alicia Segovia, Daphne Sanchez 
  Abstract: In Spring 2020, academic institutions worldwide took measures to comply with the recommendations provided by health authorities to mitigate the spread of COVID-19. Institutions across the US transitioned to virtual learning environments as an emergency response. This study analyses the impact of an emergency transition to a virtual environment on learning experiences for both faculty and students at a mid-sized institution of higher learning. Although the emergency transition faced by institutions around the world has been criticised in the public domain as a mechanism of survival rather than teaching, the self-determination and motivation frameworks do provide the opportunity for high-quality learning within the education space. Thus, although not ideal, the emergency transition to a virtual learning environment in the Spring 2020 semester provided opportunities for institutions to innovate their course delivery mechanisms while still working to serve their campus communities.
  Keywords: higher education; COVID-19 emergency; virtual transition; pandemic learning; self-determination; motivation.
  DOI: 10.1504/IJTEL.2025.10071880
   
  
• Cultural intelligence in technology-enhanced language learning: nurturing cross-cultural competence in the digital age  
  by Esaya Britto Raphael 
  Abstract: This study explores the link between cultural intelligence (CI) and language proficiency in technology-enhanced language learning (TELL). Utilising a mixed-methods approach, the research combines quantitative surveys, including the cultural intelligence scale (CIS) and standardised language proficiency tests (TOEFL/IELTS), with qualitative interviews and focus groups involving 150 adult learners engaged in TELL programs. Additionally, usage data from TELL platforms were analysed to assess engagement patterns. Findings indicate a strong positive correlation (r = 0.45, p < 0.01) between CI and language proficiency, with motivational and metacognitive CI being key indicators of success. Additionally, frequent TELL platform users demonstrated higher CI scores than occasional users (F(1,148) = 9). The study highlights the role of TELL tools in fostering cross-cultural competence, emphasising their effectiveness in language acquisition.
  Keywords: cultural intelligence; CI; technology-enhanced language learning; TELL; cross-cultural competence; language proficiency.
  DOI: 10.1504/IJTEL.2025.10072480
   
  
• Exploring online learning engagement scale in corporate education: a study of adult learners in Thailands Eastern Economic Corridor  
  by Patrick J. Hackett, Danty James, Panik Senariddhikrai 
  Abstract: Online learning offers learners a degree of autonomy, facilitating self-directed learning that aligns with the educational goals of adult learners. As online learning engagement is vital for learners success, the current study explored the online learning engagement among adult students in Thailand. A stratified random sampling was used to select the participants for the current study. Dixsons 19-item questionnaire was used with the data analysed using the analysis of variance (ANOVA), and confirmatory factor analysis (CFA) techniques. The study found high online learning engagement (OLE) (M = 3.95, SD = 0.596), with Performance scoring the highest (M = 4.14). ANOVA showed a significant effect of education on Performance (F = 3.163, p = 0.045), and CFA confirmed the OLE scales validity (CFI = 0.991, RMSEA = 0.030). The results highlight that Thai adult corporate students responded positively to online learning, resulting in beneficial outcomes for the individuals, and their organisations.
  Keywords: andragogy; adult learners; self-directed learning; corporate education; Eastern Economic Corridor; EEC; community of inquiry; online learning; online learning engagement scale; confirmatory factor analysis; CFA; Thailand.
  DOI: 10.1504/IJTEL.2025.10072765
   
  
• Integrating Sandbox in language teacher education: a study on digital competence and collaborative learning  
  by Ana María Ramos-García, María Bobadilla-Pérez 
  Abstract: This study explores the impact of Padlet Sandbox©, a digital tool, on the digital competence, motivation, and collaborative learning of pre-service foreign language primary teachers. Utilising a mixed-methods research design, the study combines quantitative data from questionnaires and qualitative insights from focus group discussions. The findings reveal that Sandbox significantly enhances digital competence by providing practical opportunities for content creation and online collaboration. Participants reported increased confidence in integrating digital tools into their teaching practices. Additionally, Sandbox was found to boost motivation and engagement, facilitating effective group work. The SWOT analysis identified strengths such as versatility and ease of use, while also highlighting challenges like internet dependency and limited customisation options. Overall, Sandbox demonstrates substantial potential as an educational tool, though further research is needed to explore its long-term impact and broader applicability.
  Keywords: Padlet Sandbox; digital competence; collaborative learning; pre-service teachers; foreign language education; motivation; primary education; educational technology; online collaboration; digital tools; teaching practice; engagement; group work; SWOT analysis.
  DOI: 10.1504/IJTEL.2025.10073246
   
  
• Using a knowledge base chatbot system to enhance computational thinking and self-concept among EFL students  
  by Maroua Rogti 
  Abstract: Our industrialised world has been characterised by the integration of computer literacy into teaching classrooms through programming and computer-based tasks. Therefore, with the emergence and inclusion of the technology of artificial intelligence systems and computer programs in language learning, it is necessary to investigate the effects of chatbot technologies on English as a foreign language (EFL) students cognitive and metacognitive ability. Therefore, this study aims to investigate the effects of developing a knowledge-based chatbot system on students computational thinking and self-concept. It proposes a conversational agent, an educational tool based on Mendoza et al. (2022) knowledge base framework. For this purpose, using a convenient sampling method, a total of 240 students at both Higher college and University have been selected after taking the computer anxiety and metacognitive inventory tests, and assigned to two comparable groups. The participants computational thinking and self-concept were measured before and after the treatments which lasted 12 one hour sessions using valid questionnaires as the post-test for the study. The collected data were analysed through one-way MANOVA test. The findings assured that the developed knowledge-based chatbot system significantly affected the participants computational thinking and self-concept.
  Keywords: 21st century skills; metacognitive ability; EFL education; AI chatbot; knowledge base.
  DOI: 10.1504/IJTEL.2025.10073531
   
  
• Enhancing student satisfaction through the adoption of multifunctional smart card - a case study at private universities in Vietnam  
  by Hoang Ngoc Chau Giang, Le Trung Tin, Pham Duong Hong Ngoc, Nguyen Van Khanh, Ho Dang Duy Bao, Trinh Le Tan 
  Abstract: The study aims to investigate the relationship between students adoption and their satisfaction with multifunctional card usage at private universities in Vietnam, by integrating models UTAUT and CSI with external variables. The research applies qualitative and quantitative methodology, constructing a Likert scale to collect the optimal data for analysis with PLS-SEM to test all hypotheses. According to the data, performance expectancy, effort expectancy, social influence, and facilitating conditions significantly affect students behavioural intention when adopting multifunctional smart cards. Trust and perceived risk are two external factors, where trust positively influences behavioural intention and perceived risk negatively affects behavioural intention. Behavioural intention strongly impacts behavioural expectation, which subsequently affects student satisfaction. This research is significant for employing student behaviour intention as an underlying framework to develop a model illustrating the correlation between multifunctional smart card adoption and satisfaction, henceforth private universities can rely on it and effectively implement multifunctional smart cards.
  Keywords: multifunctional smart card; performance expectancy; effort expectancy; social influence; facilitating conditions; behavioural intention; trust; perceived risk; private universities; Vietnam.
  DOI: 10.1504/IJTEL.2025.10073825
   
  
• Unlocking computational thinking: immersive technologies for solving complex problems  
  by Carlos Enrique George-Reyes, Luis Magdiel Oliva-Córdova, Silvia Patricia Bustamante-Ruiz 
  Abstract: Computational thinking (CT) is a key competency in higher education, enhancing abstraction, pattern identification, and algorithm design to address complex problems related to sustainable development goal 10 (SDG10) on reducing inequities. This study employed a quasi-experimental pre-test and post-test design to assess the impact of a training program on 330 students from ITESM (Mexico) and USAC (Guatemala). Through four sessions, students engaged in activities on abstraction, decomposition, pattern recognition, and algorithm design. Results indicated significant improvements in self-perception and problem-solving, though the impact was moderate due to prior exposure to these concepts. While generalisation is limited by sample and context, findings highlight CTs potential as a vital educational tool. Future research should explore early interventions and inclusive strategies to broaden CTs applicability across diverse educational settings.
  Keywords: computational thinking; CT; complex thinking; educational innovation; problem-solving; higher education.
  DOI: 10.1504/IJTEL.2025.10074023
   
  
• The influence of educational virtual reality on the visual perception skills of architecture students  
  by Flora Fakourian, Mehdi Khakzand, Esra Kurul, Mehdi Hamzenejad 
  Abstract: This study explores the educational potential of virtual reality (VR) as a transformative tool in architectural pedagogy, focusing on its impact on the visual perception skills of architecture students in Iran. Despite the increasing global interest in immersive technologies, their application in design education remains limited and largely experimental. Using a quasi-experimental pre-testpost-test design, 90 undergraduate architecture students were assigned to experimental and control groups. The experimental group participated in VR-based learning sessions integrated into a basic design studio, while the control group received conventional instruction. A validated visual perception assessment was employed to measure outcomes across domains such as spatial cognition, construction drawing interpretation, and three-dimensional visualisation. Statistical analyses using SPSS and AMOS 26 revealed a significant improvement in the visual perception scores of the experimental group. The findings emphasise the effectiveness of VR in strengthening cognitive skills critical to architectural design, suggesting a shift toward more immersive and perception-based learning environments. This study contributes to the evolving discourse on digital innovation in architectural education, presenting empirical evidence that supports the structured integration of VR into design curricula. Future cross-regional studies are recommended to better understand the broader educational implications of this emerging technology.
  Keywords: educational virtual reality; visual perception; architecture students; architectural design education; experiential learning.
  DOI: 10.1504/IJTEL.2025.10074560
   
  
• A digital intervention to promote phonological awareness in Arabic-speaking beginning readers: a case study  
  by Naila Tallas-Mahajna, Najla Khateeb 
  Abstract: This study investigates the impact of interactive digital tools on enhancing phonological awareness and decoding skills among Arabic-speaking first-grade students identified with early reading difficulties. Given Arabics morphophonemic complexity, diglossic nature, and visually confusable consonants, beginning readers often face unique linguistic challenges that hinder decoding and fluency. A quasi-experimental design was employed with 30 students divided into two groups: an experimental group receiving a seven-session digital intervention and a control group receiving traditional phonological instruction. The digital tools incorporated multimodal features visual, auditory, and kinaesthetic designed to reinforce phoneme-grapheme mapping, sound discrimination, and syllable segmentation. Pre- and post-tests were administered using a standardised diagnostic tool developed by Israels National Authority for Measurement and Evaluation in Education (RAMA). Statistical analyses revealed significant improvements in the experimental group compared to the control group across both phonological awareness and consonant-sound correspondence (p < 0.01). Findings demonstrate the pedagogical value of culturally responsive digital tools in supporting Arabic literacy acquisition. The study highlights the potential of educational technology to scaffold early reading development in linguistically diverse contexts and calls for its thoughtful integration into primary curricula alongside teacher-led support.
  Keywords: phonological awareness; digital tools; Arabic literacy; interactive learning; beginning readers; educational technology.
  DOI: 10.1504/IJTEL.2025.10075146
   
  
• A study on the design and development of an educational tablet: mPAD4  
  by Sacip Toker, Mehtap Tufan 
  Abstract: This study describes the design, development, and integration of an educational tablet, mPAD4, led by the Basic English Department of a private universitys Prep School. The project aimed to introduce an innovative learning model using digital, interactive, and mobile elements such as information systems, e-books, and educational applications. The initiative stemmed from inequitable access to printed textbooks, which hindered student learning. Existing tablets did not fully address educational needs, prompting the development of mPAD4 with enhanced specifications and lower cost. A pilot study compared students using mPAD4 with e-textbooks against those using printed materials. While midterm, quiz, and writing scores showed no significant differences, students using mPAD4 achieved higher homework results. Following the pilot, incoming Prep School students adopted the device for classroom use. The project highlights the potential of custom-designed tablets to improve equity, support mobile learning, and strengthen language education, with recommendations for future research.
  Keywords: mobile learning; educational tablet; mPAD4; e-textbooks; design-based research; quasi-experimental research.
  DOI: 10.1504/IJTEL.2025.10075147
   
  
• Modeling the effects of digital competence, technology accessibility, and technology use on learning motivation and physics achievement  
  by Muhammad Aizri Fadillah, Usmeldi Usmeldi, Desnita Desnita, Asrizal Asrizal 
  Abstract: This study investigates the relationships among digital competence, technology accessibility, technology use in learning, learning motivation, and students academic achievement in physics. Data were collected from 545 students and analysed using Partial Least Squares-Structural Equation Modelling (PLS-SEM). The findings reveal that digital competence has a positive effect on academic achievement but shows no significant influence on learning motivation. Technology accessibility enhances learning motivation, yet its direct effect on academic achievement and digital competence is negligible. In contrast, technology use in learning positively contributes to both learning motivation and academic achievement while also strengthening digital competence. However, learning motivation neither significantly predicts academic achievement nor mediates the effects of the digital and technological factors on it. These results provide valuable insights for advancing technology-based physics education by identifying the digital and motivational dimensions that most effectively support students academic success.
  Keywords: digital competence; technology accessibility; technology use in learning; learning motivation; physics academic achievement.
  DOI: 10.1504/IJTEL.2026.10075639
   
  
• Measuring the elusive student attention: an innovative approach by V7 Labs  
  by Leila Rawashdeh, Adiy Tweissi, Shafig Al-Haddad, Baker Alserhan 
  Abstract: Although student attention is key to improved learning, measuring this attention manually has proved problematic in terms of scale and accuracy, which limits the measurements usability as a planning tool to enhance understanding. Automating the measurement process and measuring attention through visible behavioural cues increases accuracy and enables broader-scale attention analysis, possibly measuring attention across an entire college or school campus, including multiple classes, periods, courses, and dates. This study aims to test the ability of AI-assisted tools to identify attention and non-attention cases using V7 Labs. A total of 90,000 frames from one class were annotated and analysed. The results showed an attention percentage of 68.5% out of the total number of instances (frames) identified. The researchers aimed to demonstrate that, given high-quality videotapes, students attention could be measured satisfactorily using V7 Labs. Validating the results through more classes is recommended. Once validation is complete, live measurement and feedback could enable a more adaptable learning environment.
  Keywords: student attention; V7 Labs; AI-assisted measurement; classroom engagement; AI-assisted learning; classroom analytics; behavioural cues; video frame analysis; educational technology; real-time feedback.
  DOI: 10.1504/IJTEL.2026.10075640
   
  
• Padlet: promoting group learning while minimising free riding  
  by Sofi Mohd Fikri, Mohd Alif Bin Jasni, Ming-Pey Lu, Chai-Aun Ooi, Muna Maryam Azmy 
  Abstract: In conjunction with the prevalence of online teaching and learning, we highlight on how learning application can assist in minimising free riding issues. We argue that the learning applications that facilitate constant, spaceless communication between teachers and students will exacerbate the problem of free riding. Employing action research and utilising Padlet as a collaborative learning tool, this study revisits the free riding research. We first survey 265 students from different courses on their experience of free riding. We choose a course that instructor has deemed to have a high likelihood of free riding problems. After that, we conduct a post-intervention questionnaire to acquire the students feedback on Padlet. Despite the fact that only 6% students believe the task involves free riding, most agree that Padlet is a helpful tool for teamwork. In short, our study shows that Padlet improves the quality of discussion while simultaneously tackling free riding issues.
  Keywords: Padlet; collaborative learning; group learning; free riding; Universiti Utara Malaysia.
  DOI: 10.1504/IJTEL.2026.10075977