Journal of Educational Technology and Learning Creativity

Comparing Augmented Reality, Video-Based, and Traditional Instruction for Enhancing Environmental Literacy in Indonesian Eco-Schools

Ma'as Shobirin, Fathur Rokhman, Ida Zulaeha, Udi Utomo — Tue, 21 Apr 2026 07:54:09 +0700

Purpose of the study: This study aimed to examine the effects of augmented reality–based instruction, video-based instruction, and traditional instruction on fourth-grade students’ environmental literacy, encompassing environmental knowledge, environmental attitudes, and pro-environmental behavior, within an Adiwiyata-certified elementary eco-school.

Methodology: A quasi-experimental design was employed involving 81 fourth-grade students from an Adiwiyata-certified elementary eco-school in Semarang, Indonesia. Data were collected using a validated multiple-choice environmental knowledge test and Likert-scale questionnaires measuring environmental attitudes and pro-environmental behavior. Data were analyzed using multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA) with IBM SPSS Statistics version 26.

Main Findings: The results revealed a significant multivariate effect of instructional method on overall environmental literacy. Augmented reality–based instruction produced the highest post-test scores in environmental knowledge and environmental attitudes, followed by video-based instruction and traditional instruction. Instructional method also exerted a statistically significant but smaller effect on pro-environmental behavior.

Novelty/Originality of this study: This study provides novel empirical evidence through a three-arm comparison of augmented reality, video-based, and traditional instruction within the Adiwiyata (eco school) framework. It advances environmental education research by demonstrating differentiated cognitive, affective, and behavioral effects of immersive and non-immersive instructional methods at the elementary school level.

An ADDIE-Based Development and Evaluation of a Mobile Learning Environment for Enhancing Biology Students’ Self-Regulation, Motivation, and Achievement in Benthic Macrofauna Identification

Jessan D Moradas, Sylvester T Cortes — Sun, 19 Apr 2026 10:22:39 +0700

Purpose of the study: This study examines the design, development, implementation, and evaluation of a Mobile Learning Environment (MLE) and its impact on biology students’ self-regulation, motivation, and achievement, based on Self-Determination Theory.

Methodology: Guided by the ADDIE model, the study employs a developmental research design using a researcher-developed MLE (Android-based) for species identification. A paired sample t-test was used to analyze significant differences in students' self-regulation, motivation, and achievement. Scope reviews were conducted to identify gaps and solutions through in-depth focus group discussions among biology students.

Main Findings: Results showed significant improvements across all measures (all p < .001). Self-regulation increased (autonomous: d ≈ 1.87; controlled: d ≈ 1.43). Motivation improved across dimensions: attention (3.62–4.70, d ≈ 1.51), relevance (3.91–4.79, d ≈ 1.41), confidence (3.76–4.58, d ≈ 1.31), and satisfaction (3.75–4.72, d ≈ 1.48). Achievement showed large gains (common names: d ≈ 1.60; scientific names: d ≈ 2.20). The MLE was highly rated in engagement (M = 4.76), functionality (M = 4.50), and information quality (M = 4.72). Psychological need satisfaction was also high (autonomy: M = 6.51; competence: M = 6.60; relatedness: M = 5.96).

Novelty/Originality of this study: The development of a context-specific MLE for species identification of benthic macrofauna integrated in enhanced Teaching–Learning Sequences advances existing knowledge by providing an empirically validated, learner-centered digital tool for species identification with engaging features and contents, addressing gaps in both traditional and mobile-assisted taxonomy learning at the tertiary level.

Immersive Virtual Reality in Primary Education: A Systematic Literature Review on 21st Century Learning Integration

Fri, 17 Apr 2026 00:00:00 +0700

Purpose of the study: This study aims to review recent empirical studies on the use of Virtual Reality (VR) in primary education, with particular attention to how different levels of immersion contribute to 21st-century learning.

Methodology: This study followed PRISMA guidelines for a systematic literature review. Searches were conducted in Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar using the keywords (“Virtual Reality” OR “VR”) AND (“Primary Education” OR “Elementary School”). A total of 124 records were identified, 12 duplicates were removed, 34 records were screened, and 21 studies were included for final synthesis based on the eligibility criteria (peer-reviewed, 2019–2025, English, primary education context, full text accessible). Data were synthesized through qualitative content analysis by categorizing studies according to VR types (non-immersive, semi-immersive, fully immersive) and reported learning outcomes related to 21st-century skills.

Main Findings: The research results indicate that: (1) Non-Immersive VR provides ease of access and use with a learning experience that is still limited to basic interactions; (2) Semi-immersive VR offers a more interactive and immersive learning experience through the use of more realistic simulations and visualizations; and (3) Fully immersive VR was most frequently reported in the reviewed studies and was associated with deeper multisensory engagement, enhanced conceptual understanding, and the development of 21st-century skills in primary education.

Novelty/Originality of this study: This study offers a comparative synthesis of non-immersive, semi-immersive, and fully immersive VR in primary education and highlights the pedagogical factors that shape their educational contribution.

Generative AI in Secondary STEM Classrooms: Teachers’ Conditional Acceptance

Sun, 19 Apr 2026 21:55:25 +0700

perceive and engage with generative artificial intelligence (GenAI) in instructional practice and identifies the institutional conditions influencing its responsible integration in public secondary schools. The study aims to understand how teachers regulate the use of GenAI within classroom instruction and professional decision-making.

Methodology: A qualitative exploratory design was employed using a focus group discussion involving thirteen secondary STEM teachers from a public secondary school. Data were collected using a semi-structured discussion guide informed by the Technology Acceptance Model (TAM). Thematic analysis following Braun and Clarke’s six-phase framework was conducted, with NVivo qualitative analysis software supporting coding and data organization.

Main Findings: The findings show that teachers’ engagement with generative artificial intelligence is characterized by partial familiarity, productivity-oriented use, and strong ethical concern. GenAI is primarily used for lesson preparation and instructional planning. Concerns regarding student overreliance, academic integrity, and learning authenticity limit unrestricted use, resulting in selective and regulated integration within classroom practice.

Novelty/Originality of this study: This study contributes qualitative evidence on secondary STEM teachers’ engagement with generative artificial intelligence, a context underrepresented in AI-in-education research. It introduces the concept of conditional acceptance, explaining how teachers selectively adopt GenAI through professional judgment and institutional constraints, extending technology acceptance perspectives beyond binary adoption models.

Evolving Science Teacher Professional Development in Asia: A Comparative Mapping of Southeast and East Asian Research

Tue, 21 Apr 2026 21:29:35 +0700

Purpose of the study: This study aims to explore and compare the development trajectories, collaboration structures, and thematic emphases of professional development research for in-service science teachers in Southeast Asia and East Asia, providing insights into how Professional Development (PD) scholarship has evolved across the two regions from 2015 to 2025.

Methodology: A comparative bibliometric analysis was conducted using 87 Scopus-indexed publications (2015–2025). Biblioshiny (RStudio) and VOSviewer were used to examine publication trends, authorship networks, institutional and international collaborations, and thematic evolution of professional development research for in-service science teachers in Southeast Asia and East Asia.

Main Findings: Results reveal distinct yet complementary orientations. Southeast Asia’s research is largely practice-oriented, reform-driven, and community-based, emphasizing teacher agency, STEM education, and action research. East Asia’s studies are more conceptually grounded, technologically integrated, and methodologically cohesive, reflecting strong engagement with frameworks such as TPACK, argumentation, AI in teaching, and sustained quality assurance in professional development research.

Novelty/Originality of this study: This study offers a region-to-region comparative bibliometric mapping of science teacher professional development research in Southeast Asia and East Asia. Through integration of collaboration patterns, thematic evolution, and policy-linked orientations, it advances understanding of regional strengths and proposes a trans-Asian professional development framework that bridges participatory reform with analytical rigor.

Detecting the “Wish Not to Live”: Rasch Validation of the D-PSI Scale for Technology-Enabled Suicide Prevention in Higher Education

Rudi Haryadi, M Ramli, Nur Hidayah, Muslihati Muslihati, Mansor bin Abu Talib — Mon, 20 Apr 2026 09:06:26 +0700

Purpose of the study: This study aims to develop and psychometrically validate a culturally grounded Distinctive Passive Suicidal Ideation Scale and to examine its potential contribution to early suicide prevention within technology-supported higher education environments.

Methodology: This quantitative cross-sectional study employed a self-developed Distinctive Passive Suicidal Ideation Scale administered through an online survey using Google Forms. Data were collected from 833 Indonesian respondents. Psychometric validation was conducted using Item Response Theory with Rasch modeling. Item difficulty, person reliability, item fit statistics (infit and outfit MNSQ), rating scale functioning, and person–item targeting were analyzed using Jamovi version 2.7.6.

Main Findings: The Scale demonstrated strong psychometric performance. The Rasch analysis indicated high person reliability (0.917) and acceptable item fit statistics, confirming the internal consistency of the scale. Item difficulty estimates clustered within low to moderate levels, suggesting that the instrument is sensitive to early manifestations of passive suicidal ideation. Rating scale thresholds were ordered, and person–item targeting indicated appropriate alignment between item difficulty and respondent ability levels.

Novelty/Originality of this study: This study introduces a Rasch-validated instrument designed to measure passive suicidal ideation as the cognitive state described as the “wish not to live.” By operationalizing this early stage of suicidality, the D-PSI Scale provides a psychometric foundation for integrating psychological screening indicators into digital counseling platforms, learning analytics, and other technology-enabled student support systems aimed at strengthening suicide prevention efforts in higher education.

Technostress Creators, Technostress Inhibitors, and Transformational Leadership among Academic Administrators: Evidence from Preah Sihamoniraja Buddhist University, Cambodia

Wed, 22 Apr 2026 00:00:00 +0700

Purpose of the study: This study aimed to examine whether and to what extent Technostress Creators (TSC) and Technostress Inhibitors (TSI) predict the level of Transformational Leadership (TRL) among academic administrators at the Preah Sihamoniraja Buddhist University (PSBU) in Cambodia.

Methodology: The study used a quantitative predictive correlational design with 123 PSBU academic administrators (e.g., rectors, deans, and department heads) selected through total population sampling. Data were collected using two instruments: the Technostress Creators and Inhibitors scale (TSC/TSI) and the Multiple-Factor Leadership Questionnaire (MLQ 5X) for transformational leadership. The instruments were back-translated and validated for clarity and reliability. Data were analyzed using descriptive and inferential statistics with computer-based methods.

Main Findings: The findings revealed that techno-insecurity (T-INS) was the only statistically significant predictor, negatively associated with TRL. Other TSC and TSI variables were not statistically significant predictors. Overall, regression models for TSC and TSI did not significantly explain variation in TRL levels.

Novelty/Originality of this study: This study is significant at the theoretical and practical levels. Theoretically, this study broadens the understanding of technostress and transformational leadership style. Practically, this study can be used to examine how academic administrators in higher education perceive technostress and its effects.

V-LAMOT: A Cognitive-Load Optimized Virtual Lab for Three-Phase Motor Control

Wed, 22 Apr 2026 08:56:49 +0700

Purpose of the study: This study aims to design and validate V-LAMOT, a web-based virtual laboratory for three-phase motor starting simulation. The system is intended to address limitations of physical laboratories by providing an accessible and safe environment while maintaining conceptual accuracy and supporting the development of practical motor control skills.

Methodology: The study adopted the Systems Development Life Cycle (SDLC) to develop the V-LAMOT platform using HTML5, CSS, JavaScript, and state-machine modeling. The design was guided by Cognitive Load Theory principles. Data were obtained through expert validation instruments and the System Usability Scale (SUS), and analyzed using Shapiro–Wilk tests, one-sample t-tests, Cohen’s d, and Pearson correlation with 30 students.

Main Findings: Expert validation indicated high feasibility, with conceptual accuracy reaching a mean score of 4.50/5. SUS evaluation produced an overall score of 78.83 (“Good”), with learnability scoring highest at 82.00. All usability measures were significantly above the benchmark (p < 0.001) with large effect sizes (d > 0.8). A strong correlation between usability and learnability (r = 0.823) suggested effective cognitive load reduction.

Novelty/Originality of this study: This study presents an integrated virtual laboratory that combines state-machine modeling with Cognitive Load Theory-based interface design for three-phase motor control. Unlike conventional simulations, V-LAMOT integrates multiple motor starting methods in one environment and empirically links usability, learnability, and cognitive load reduction, advancing virtual laboratory development through systematic integration of technical accuracy and pedagogical principles.