Innovative Teaching and Learning Journal
Innovative Teaching and Learning Journal (ITLJ) Innovative Teaching and Learning Journal (ITLJ) is an international peer-reviewed journal (Open Access) dedicated to the latest advancement of Educational Technology sponsored by Creative and Innovative Technology in Education Research Group, Universiti Teknologi Malaysia. The goal of this journal is to provide a platform for educators, researchers and academicians all over the world to promote, share, and discuss various new issues and developments in broad areas of Educational Technology. The journal has the following topics that cover the theoretical and application of Informatics but not limited to: Artificial Intelligence in Education / Open Educational Resources / System, Learning Analytics / Social Media Analytic, Digital Learning Games / Gamification in Education, Collaborative Technology / Collaborative Networks, Mobile Apps / Mobile Web Apps for Learning, Animated Pedagogical Agent / Virtual Assistant, Multimedia / Virtual Learning Environments, Innovative Learning Models / Instructional Design, Computer Science Education / Computational Thinking, Social Learning, Personalized Learning / Adaptive Learning and Technology-enhanced Instructions. ITLJ is published online with a frequency of two (2) issues per year (July & December). From 2026 onwards, ITLJ is published three (3) times per year, in March, July, and November. ITLJ has been indexed in MyJurnal since 2021 (now MySitasi) and has been indexed in MyCITE since 2025. THE CALL FOR ARTICLES FOR VOLUME 10(2) - JULY 2026 IS OPEN! WE ACCEPT ARTICLES WRITTEN EITHER IN ENGLISH OR MALAY.
Developing an Instrument for Assessing University Students’ Engagement in Hybrid Learning
Practices of online and hybrid teaching and learning remain ambiguous across universities. This situation has encouraged research focusing on the effectiveness of their implementation and the strategies used in conducting hybrid teaching and learning. Hybrid teaching and learning enable simultaneous instruction through both in-person and remote methods. Such flexibility introduces new opportunities for students and represents a novel educational approach for university courses. In response, universities have begun developing and implementing criteria for hybrid instruction. However, hybrid teaching and learning are in early stages; additional validated criteria are required. There are limited instruments available to assess these criteria and the factors necessary for effective hybrid teaching and learning. This paper aims to develop a robust instrument to evaluate current hybrid learning engagement in hybrid classrooms. The proposed instrument has been tested and validated across a set of 29 items. Reliability and validity were established. For the reliability test, the values of Cronbach’s Alpha range from 0.84 to 0.94. For the validity test, factor analysis presents factor loadings ranging from 0.55 to 0.88. The instrument is ready for assessing students’ engagement in terms of skills, emotion, participation, and performance. It provides opportunities for students and lecturers with guidance and direction towards high engagement.
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The Effectiveness of Google Read Along in Enhancing Reading Skills Among Primary ESL Learners
Artificial intelligence (AI)-powered reading applications are increasingly being used to support English as a Second Language (ESL) literacy development. This mixed-methods, one-group pre-test–post-test study examined the effectiveness of Google Read Along in improving reading fluency and comprehension among Year 5 ESL learners in a mixed-ability classroom in Pasir Gudang, Malaysia. Many learners experience reading difficulties due to varying proficiency levels and limited opportunities for individualised support. To address this issue, Google Read Along was implemented as an AI-powered reading application incorporating automatic speech recognition (ASR), immediate feedback, and guided reading support. Thirty purposively selected pupils participated in a six-week intervention comprising 18 sessions, each lasting 30 minutes and conducted three times per week. The quantitative findings showed significant improvements in both reading fluency and comprehension. These results were further supported by teacher observations and learner questionnaires, which indicated increased motivation, engagement, and confidence. Pupils also reported more positive perceptions of reading than with traditional Big Book shared reading. However, because the study employed a one-group design without a control group, the findings should be interpreted with caution. Future studies using experimental designs are recommended to provide stronger evidence of the intervention's effectiveness. A quantitative research design employing a pre-test and post-test approach was conducted with thirty Year 5 pupils who participated in thirty-minute reading sessions three times a week over six weeks. The findings indicate improvements in reading fluency and comprehension. Teacher observations and learner feedback further revealed increased motivation, confidence, and engagement. These results suggest that AI-assisted reading tools can support accessible and effective literacy development in diverse classroom settings.
Development of an Interactive Learning Kit for Basic Polygons as a Teaching Aid for the Topic of Basic Polygons in Form One
Students often face difficulties in understanding basic polygon concepts due to the abstract nature of geometry and the continued reliance on conventional, teacher-centred instructional approaches. The lack of interactive and structured teaching aids further limits students’ ability to visualise and internalise geometric properties effectively. The purpose of this study is to develop an Interactive Learning Kit for Basic Polygons as a teaching aid for the Basic Polygons topic for Form One and to test the validity and usability of the Interactive Learning Kit for Basic Polygons among Form One students for the Basic Polygons topic. The Form One Interactive Learning Kit for Basic Polygons, developed based on the ADDIE model, was designed and developed using the Development Research Design (DRD). This study involved 30 Form One in a secondary school in Kuala Penyu, Sabah, through convenience sampling. A questionnaire instrument was used to evaluate the validity and usability of the Interactive Learning Kit for Basic Polygons in this study. The validity of the Interactive Learning Kit for Basic Polygons was assessed using the Content Validity Index (CVI) through evaluations by three experts in the field of Mathematics, while the usability aspect of the kit was analysed based on descriptive statistics for the mean values and standard deviations obtained from the data analysis conducted using the Statistical Package for the Social Sciences (SPSS). The CVI value obtained is 1.00, indicating that this Basic Polygon Interactive Learning Kit has satisfactory validity. Furthermore, the overall average of the usability for the Basic Polygon Interactive Learning Kit is 3.90. Therefore, this Basic Polygon Interactive Learning Kit has a satisfactory level of validity and usability, reflecting the constructs of usefulness, ease, and satisfaction, achieving a high level of agreement among respondents. This study proves that the Basic Polygon Interactive Learning Kit has the potential to improve students' understanding through an interactive learning approach.
An Interactive Digital Module for Vocational Bakery Education: Integrating VARK Learning Styles in Angel Food and Chiffon Cake Preparation
In vocational bakery and pastry education, learning the preparation of Angel Food and Chiffon Cake poses considerable problems due to the high sensitivity of the procedures required, especially with egg white foam stability and the folding process. Traditional teacher-centred demonstrations frequently prove inadequate, as students find it challenging to perceive nuanced texture variations and lack adaptable learning materials for autonomous review. This project intends to create an interactive digital module utilizing the Visual, Aural, Read/Write, and Kinesthetic (VARK) learning paradigm, following the ASSURE instructional design framework to overcome existing restrictions. A Design and Development Research (DDR) methodology was utilized, with the module created using Canva. The module's functionality was appraised by five specialists, and its usability was reviewed by 30 Diploma Vokasional Malaysia (DVM) students. The findings indicated a strong consensus among experts over the module's functionality. Student usability findings demonstrated favourable acceptability across all VARK components, with the Read/Write element attaining the highest mean score (M = 3.65), succeeded by Visual (M = 3.61), Kinesthetic (M = 3.58), and Aural (M = 3.53). Furthermore, the efficacy of the module was corroborated by comprehension test outcomes, with 80% of students achieving scores of 70% or above. The findings indicate that the created interactive digital module successfully facilitates self-directed learning and improves students' technical comprehension in TVET culinary education.
A Comparative Study of Social Media Engagement for Learning Arabic Among Lower Secondary School Student
In Malaysia, Arabic language is among the languages offered and commonly taken by lower secondary school students, where Standard Secondary School Curriculum (KSSM) and Integrated Dini Curriculum (KBD) are among the curricula offered. With the evolving development of social media use for language learning, there are lacking number of studies on its use for Arabic language learning among lower secondary school students. The use of traditional approach and teacher-centred learning in Arabic language has persisted for many years, despite the rapid shift towards digitalised learning. This study aims to investigate the statistically significant differences of social media engagement for learning Arabic among lower secondary school students according to KSSM and KBD curriculum. The engagement has been measured across three patterns, namely Critical Cognitive, Social Interactive and Active Language Use. This study applied the quantitative approach using the cross-sectional survey design. An online questionnaire has been distributed to 364 lower secondary school students in Kuala Lumpur, which has been analysed through the independent samples t-test. Results showed that there are no statistically significant differences in social media engagement for learning Arabic between the two types of curricula. This study emphasises the need to encourage the social media engagement for learning Arabic among students regardless of their curriculum, as both types require support for social media as a complementary mode of language learning.
Exploring the Role of Generative Artificial Intelligence in Transforming Mathematics Teaching and Learning: A Systematic Mapping Review
Recent advances in generative artificial intelligence (GenAI), in particular, large language models (ChatGPT, Gemini, Claude, etc.) have reshaped digital innovation in education. While prior studies have examined specific classroom applications, few studies to date have provided a comprehensive mapping of the empirical research landscape across tools, educational levels, mathematical domains, research designs, and geographical distribution, leaving structural patterns and research gaps insufficiently synthesized. This paper presents a systematic mapping review on the integration of GenAI in mathematics education. Using the PRISMA framework, studies published between 2022 and 2025 (final search conducted in December 2025) were retrieved from Web of Science and Scopus, complemented by a full-text search in ScienceDirect. After screening and eligibility procedure, 30 peer-reviewed empirical articles were included for analysis. The mapping results indicate that ChatGPT is the most frequently examined tool, with research predominantly concentrated at the tertiary education level and focused largely on algebra and calculus topics. Most studies employed qualitative or mixed-method designs, and the majority were conducted in Asia and Europe, reflecting emerging but uneven global research distribution. Thematic analysis was employed to identify commonly reported pedagogical applications, including problem-solving support, content generation, scaffolding, lesson planning, and differentiated instruction, as well as frequently reported challenges such as conceptual errors, limitations in abstract and spatial reasoning, and variability in output quality across platforms. Rather than evaluating effectiveness, this review provides an overview of research trends, identifies concentrations and gaps in the literature, and highlights directions for future empirical and theoretical work on GenAI-supported mathematics education.
Design and Perceived Usability of an Interactive Malay Language eBook among Foreign Learners
This mixed-methods case study reports on the design and perceived usability of Learn Malay With Rene (LMWR), an interactive Malay language eBook developed for foreign learners. Guided by the ADDIE instructional design model and the usability principles of Visibility, Ease, Efficiency, and Enjoyment, the study examined learners’ perceived usability of LMWR and their experiences with its multimedia and interactive features. Eighteen learners completed a five-point questionnaire, and nine participated in semi-structured interviews. Questionnaire data were analysed using descriptive statistics and one-sample t-tests against the neutral midpoint, supported by reliability analysis (overall α = .89). Interview data were analysed thematically using the same usability framework. Results indicated high ratings for Visibility (M = 4.45), Ease (item means = 4.17–4.72), Efficiency (overall M = 4.19), and Enjoyment (overall M = 4.63), with all item means significantly exceeding the neutral midpoint (p < .05). Qualitative findings explained these outcomes through clear layouts, intuitive navigation, integrated multimedia, and engaging activities. Minor concerns related to the visibility of some interactive elements and chapter organisation highlighted areas for refinement. Overall, the findings suggest that usability-driven interactive eBooks can provide a practical and engaging resource for Malay language learning beyond the classroom.
Mekanisme Pedagogi dan Pengukuran Kemahiran Proses Sains dalam Pendidikan Sains Sekolah Rendah
Kemahiran Proses Sains (KPS) merupakan asas penting dalam pembelajaran sains kerana menyokong murid membina penjelasan berasaskan bukti, dan bukan sekadar mengingat fakta. Walau bagaimanapun, literatur semasa masih menunjukkan ketidakjelasan tentang mekanisme pedagogi yang paling konsisten menyokong pembangunan KPS, di samping wujud heterogeniti dari segi pengukuran, indikator, dan pelaporan dapatan, khususnya dalam konteks sekolah rendah. Sehubungan itu, kajian ini menggunakan pendekatan Systematic Literature Review (SLR) untuk mensintesis bukti kajian terkini berkaitan intervensi pengajaran dan pembelajaran sains serta amalan pengukuran KPS dalam kalangan murid sekolah rendah. Berpandukan protokol PRISMA 2020, carian sistematik dalam pangkalan data Scopus dan Web of Science bagi tempoh 2020 hingga 2025 menghasilkan 18 artikel akhir untuk sintesis tematik. Dapatan menunjukkan empat tema utama, iaitu: (1) teknologi sebagai sokongan terhadap pelaksanaan KPS, (2) pedagogi inkuiri berstruktur untuk mengaktifkan KPS, (3) kontekstualisasi budaya dan komuniti dalam pengukuhan KPS, dan (4) penilaian, diagnostik, dan peluang pembelajaran KPS. Secara keseluruhan, sintesis ini menunjukkan bahawa kekuatan dapatan berkaitan KPS lebih tepat difahami melalui ciri reka bentuk pedagogi, termasuk scaffolding, urutan tugasan, dan pemodelan langkah inkuiri, serta melalui kejelasan pengukuran dan keterwakilan peluang latihan dalam sistem pembelajaran. Kajian ini menyumbang dengan memperjelas bahawa pengukuhan KPS tidak wajar dinilai berdasarkan label pendekatan semata-mata, tetapi perlu dibaca melalui hubungan antara mekanisme pedagogi, pengukuran, dan konteks pelaksanaan. Implikasinya, pembangunan intervensi dan bahan PdP pada masa hadapan perlu memberi perhatian yang lebih sistematik kepada kejelasan indikator KPS, kesahan instrumen, dan peluang latihan yang seimbang dalam konteks sekolah rendah. ABSTRACT Science Process Skills (SPS) are fundamental to science learning because they support pupils in constructing evidence-based explanations rather than merely memorising facts. However, current literature still shows uncertainty regarding the pedagogical mechanisms that most consistently support SPS development, alongside heterogeneity in measurement, indicators, and reporting, particularly in primary school contexts. This study employed a Systematic Literature Review (SLR) to synthesise recent research evidence on science teaching and learning interventions and SPS measurement practices among primary school pupils. Guided by the PRISMA 2020 protocol, a systematic search in Scopus and Web of Science databases for the period 2020 to 2025 yielded 18 final articles for thematic synthesis. The findings revealed four main themes: (1) technology as support for SPS implementation, (2) structured inquiry pedagogy for activating SPS, (3) cultural and community contextualisation in strengthening SPS, and (4) assessment, diagnostics, and SPS learning opportunities. Overall, the synthesis indicates that evidence on SPS is better understood through pedagogical design features, including scaffolding, task sequencing, and modelling of inquiry steps, as well as through measurement clarity and the representation of learning opportunities within the instructional system. This study contributes by clarifying that SPS development should not be evaluated based on approach labels alone, but through the relationship between pedagogical mechanisms, measurement, and implementation contexts. The findings imply that future interventions and teaching materials should pay more systematic attention to SPS indicators, instrument validity, and balanced learning opportunities in primary school settings.
Immersive Virtual Reality in Geoscience Education: Effects on Conceptual Understanding, Spatial Reasoning, and Student Engagement
Virtual Reality (VR) has the potential to enhance geoscience education by enabling students to explore subsurface processes that are difficult to visualise using conventional teaching methods. This study describes the development and classroom implementation of an immersive VR learning module focused on geomechanics topics such as stress–strain behaviour, elastic deformation, and pore–fluid interactions, using Malaysian reservoir contexts. The study employed a one-group pre–post instructional design involving 40 final-year petroleum geoscience students at Universiti Teknologi PETRONAS. Data were collected through conceptual assessments administered before and after the VR session, a post-activity Likert-scale questionnaire, and short written reflections. Quantitative data were analysed using descriptive statistics, while qualitative responses were examined thematically. The results indicate high levels of student engagement and enjoyment, strong preference for VR-based learning compared to traditional lectures, and noticeable improvements in spatial understanding of geomechanics concepts. These findings suggest that immersive VR can serve as an effective complementary approach for supporting conceptual learning and student motivation in higher-education geoscience programmes.
Inquiry-Based Learning and Technology-Integrated Final Year Projects: A Case Study on Vocational Students at Kolej Vokasional Batu Lanchang
Final Year Projects (FYP) in vocational education are intended to function as authentic learning experiences that integrate theoretical knowledge, technical competencies, and digital technologies. However, their effectiveness in fostering systematic inquiry skills and technology literacy remains inconsistent, particularly when supervision practices are predominantly product oriented. Inquiry-Based Learning (IBL) offers a learner-centred pedagogical approach that emphasises problem identification, investigation, and reflective learning, yet empirical evidence on its application within technology-integrated vocational FYP from a student perspective remains limited. This study examines vocational students’ perceptions of inquiry-based and technology-integrated Final Year Projects at Kolej Vokasional Batu Lanchang using a quantitative case study design. Data were collected from final-year vocational students through a structured questionnaire measuring inquiry engagement, technology literacy, perceived learning outcomes, and learning readiness. Descriptive and inferential analyses revealed high levels of inquiry engagement and moderate to high development of technology literacy, particularly in problem identification, digital tool utilisation, and reflective learning. Pearson correlation analysis further indicated a significant positive relationship between inquiry engagement and perceived technology literacy outcomes. Descriptive and inferential analyses revealed high levels of inquiry engagement and moderate to high development of technology literacy. Pearson correlation analysis indicated a significant positive relationship between inquiry engagement and perceived technology literacy (r = 0.68, p < 0.01, n = 30), suggesting a strong association between structured inquiry processes and technology-related learning outcomes. However, the findings should be interpreted with caution due to the small sample size and the case-based design, which may limit generalisability.
Keberkesanan Integrasi Quizizz dalam Pengajaran Kosa Kata Bahasa Melayu bagi Pendidikan Awal Kanak-Kanak
Quizizz merupakan sebuah platform kuiz berasaskan permainan yang mengintegrasikan elemen audio dan visual untuk mewujudkan suasana pembelajaran yang interaktif, menyeronokkan dan menarik. Dalam konteks pendidikan awal kanak-kanak, penggunaan aplikasi ini penting kerana pembelajaran konvensional yang bersifat sehala dan berpusatkan guru semakin kurang berkesan berbanding kaedah pembelajaran berasaskan teknologi serta permainan yang lebih interaktif.Sehubungan itu, kajian ini dijalankan dengan tujuan meneliti pendekatan pembelajaran yang sesuai bagi pengajaran dan pembelajaran kosa kata Bahasa Melayu dalam pendidikan awal kanak-kanak, di samping menganalisis tahap keberkesanan penggunaan Quizizz dalam proses tersebut. Kajian ini melibatkan seramai 10 orang murid diTabika Perpaduan, Muar, Johor. Kaedah kajian yang digunakan bagi pengumpulan data ialah temu bual dan ujian pra dan ujian pos. Dapatan kajian menunjukkan bahawa pembelajaran berasaskan permainan digital melalui platform Quizizz adalah berkesan dan sesuai dengan tahap perkembangan kognitif serta emosi kanak-kanak. Elemen interaktif, penggunaan visual dan audio yang menarik, serta pemberian maklum balas secara segera telah menyumbang kepada peningkatan tumpuan, motivasi, dan penyertaan aktif murid dalam pembelajaran kosa kata. Skor purata murid menunjukkan peningkatan sebanyak 1.9 mata selepas pelaksanaan aktiviti pembelajaran menggunakan Quizizz. Pendekatan ini bukan sahaja selari dengan keperluan pedagogi abad ke-21 yang menekankan integrasi teknologi dalam bilik darjah, malah mampu mewujudkan suasana pembelajaran yang lebih interaktif, menyeronokkan dan berpusatkan murid. ABSTRACT Quizizz is a game-based quiz platform that incorporates audio and visual elements, creating an interactive, engaging, and enjoyable learning environment. In the context of early childhood education, the application of this tool is increasingly important, as traditional one-way, teacher-centered instruction is becoming less effective compared to more interactive, technology-based, and game-oriented methods. Therefore, this study was conducted to explore the most suitable learning approach for teaching Malay vocabulary in early childhood education and to analyze the effectiveness of using Quizizz in this process. The study involved 10 students from Tabika Perpaduan in Muar, Johor. Data collection methods included interviews, pre-tests, and post-tests. The findings indicated that digital game-based learning through the Quizizz platform is effective and suitable for the cognitive and emotional development of young children. The platform's interactive elements, engaging audio and visual features, and immediate feedback significantly contribute to increased attention, motivation, and active participation among students in vocabulary learning. The average student score increased by 1.9 points following the implementation of learning activities using Quizizz. This approach aligns with the demands of 21st-century educational pedagogy, which emphasizes technology integration in the classroom, and helps create a more interactive, enjoyable, and student-centered learning environment.
Exploring Students’ Perceptions of AI-Supported Infographic and Comic-Based Instruction for Teaching Principles of Economics
Students often perceive introductory economics as abstract and cognitively demanding, particularly at the diploma and vocational levels where learning motivation may be limited. Therefore, this exploratory study examines students’ perceptions of AI-supported infographic and comic-based instruction for teaching Principles of Economics, supported by AI-assisted tools for content simplification and the development of instructional materials delivered through an e-learning platform. A pre-experimental post-intervention-only design was employed involving 30 Malaysian vocational college diploma students. Data were collected using a structured questionnaire measuring students’ perceived conceptual understanding, learning motivation, learning interest, and perceived usefulness. Descriptive statistics and Pearson correlation analysis were employed to examine response patterns and relationships among the constructs. The findings indicate that students reported moderate to positive perceived conceptual understanding, alongside high levels of learning motivation, interest, and perceived usefulness after engaging with the instructional materials. These results provide preliminary pedagogical insights into the potential role of AI-supported multimodal instruction as a scaffold for enhancing student engagement in the teaching of abstract economic concepts. Implications for instructional design and future research are discussed.
Game-Based Learning Innovation in Mathematics: Evaluating Student Experiences with Trigonometric PowerPoint Games
This study evaluates an innovative PowerPoint game targeting basic trigonometric identities and angle-finding skills to improve students’ learning engagement. Traditional trigonometric instruction presents significant challenges, with students struggling to connect abstract concepts to practical applications and master fundamental identity relationships. To address these learning difficulties, we developed an accessible game-based solution using PowerPoint, incorporating interactive identity verification exercises, visual angle measurement activities, and immediate feedback mechanisms for enhanced accuracy. A descriptive statistical approach assessed 35 diploma students' feedback and performance using a 12-item Likert scale. All items scored above 4.3 on a 5-point Likert scale, indicating strong favourable reactions. Students strongly agreed that the game helped them recognize and fix mistakes (Mean = 4.68, SD = 0.57) and kept them actively interested in the class (Mean = 4.55, SD = 0.60), demonstrating effective engagement and reflective learning promotion. High scores were observed for enjoyment, retention, and problem-solving capabilities. Items related to peer collaboration and game adaptability received slightly lower scores, suggesting enhancement opportunities for future iterations. The PowerPoint-based interface made abstract trigonometric ideas interactive, with students reporting enhanced confidence in identity manipulation and angle measuring procedures, providing useful insights for mathematics education innovation while maintaining practical classroom implementation feasibility.
Artificial Intelligence for Academic Writing: A Bibliometric Analysis (2022–2026)
Academic writing practices in education have changed significantly since the advent of artificial intelligence. AI technologies provide new possibilities for fostering student learning, feedback mechanisms, and student engagement. However, studies of AI supported academic writing are still scattered in the education literature and have yet to be synthesized. Within this context, the present study adopts a bibliometric approach to explore research trends, thematic developments and the evolving knowledge structure of AI for academic writing. English-language journal articles published between 2022 and 2026 were identified through an initial Scopus search, after which 397 articles were retained for analysis. Scopus Analyser was used to identify publication trends and descriptive statistics, OpenRefine to clean and standardise bibliographic data and VOSviewer to visualise author collaboration networks, international research collaborations and keyword co-occurrence patterns. The results show a significant growth in publishing capacity after 2022 in line with the rapid development of generative AI technologies. Publication output and international collaborations are concentrated in China and the United States. Keyword co-occurrence analysis shows that the core thematic clusters include academic writing, formative feedback, metacognitive support, argumentation development and academic integrity. Although research on AI-supported academic writing has grown rapidly, attention to discipline-specific writing contexts is still relatively limited. Overall, the results suggest that AI can be leveraged to enhance academic writing pedagogy through technology integration, streamlined feedback mechanisms and greater student participation. Effective implementation still relies on informed direct instruction, ethics around AI use and the creation of AI toolkits to meet academic writing goals. This paper provides a systematic overview of previous research and evidence-based considerations relevant to future AI supported academic writing research.
Pembangunan Alat Bantu Mengajar EndoClimb: Climb to Victory dan Persepsi Pelajar Tingkatan 4 dalam Pembelajaran Sistem Endokrin Manusia
Kajian ini bertujuan untuk membangunkan serta menilai persepsi pelajar Tingkatan 4 terhadap alat bantu mengajar berasaskan permainan, EndoClimb: Climb to Victory, bagi subtopik Sistem Endokrin Manusia dalam mata pelajaran Sains. Pembangunan alat bantu mengajar ini berpandukan Model ADDIE yang merangkumi lima fasa utama, iaitu analisis, reka bentuk, pembangunan, pelaksanaan, dan penilaian. Reka bentuk kajian adalah berbentuk kuantitatif deskriptif yang melibatkan pelajar Tingkatan 4 yang mengikuti subjek teras Sains sebagai responden. Instrumen kajian terdiri daripada borang kesahan muka dan kandungan serta soal selidik persepsi pelajar yang telah dinilai oleh pakar. Soal selidik persepsi merangkumi empat konstruk utama, iaitu kegunaan, kemudahgunaan, kemudahpelajaran, dan kepuasan. Dapatan kajian menunjukkan bahawa peratus persetujuan keseluruhan pakar bagi kesahan muka dan kandungan adalah sebanyak 93.40%, manakala kesahan soal selidik mencatatkan nilai 90.43%, sekali gus mengesahkan kesesuaian instrumen dan alat bantu mengajar yang dibangunkan. Analisis deskriptif terhadap persepsi pelajar menunjukkan nilai min yang tinggi bagi kesemua konstruk dengan purata keseluruhan min sebanyak 3.49, menandakan persepsi pelajar yang positif terhadap penggunaan EndoClimb dalam pembelajaran Sistem Endokrin. Purata sisihan piawai keseluruhan yang rendah, iaitu 0.33, menunjukkan variasi respons yang kecil serta tahap kesepakatan yang tinggi dalam kalangan pelajar. Secara keseluruhannya, kajian ini membuktikan bahawa EndoClimb: Climb to Victory berpotensi sebagai alat bantu mengajar yang inovatif, berkesan, dan sejajar dengan keperluan pembelajaran abad ke-21 dalam menyokong pembelajaran aktif berpusatkan pelajar. ABSTRACT This study aimed to develop and evaluate Form 4 students’ perceptions of a game-based teaching aid, EndoClimb: Climb to Victory, designed for the Human Endocrine System subtopic in the Science subject. The teaching aid was developed based on the ADDIE instructional design model, which comprises five main phases: analysis, design, development, implementation, and evaluation. A descriptive quantitative research design was employed, involving Form 4 students enrolled in the core Science subject as the study respondents. The research instruments consisted of face and content validity evaluation forms and a student perception questionnaire, all of which were reviewed by experts. The student perception questionnaire encompassed four main constructs: usefulness, ease of use, ease of learning, and satisfaction. The findings indicated that the overall expert agreement for face and content validity was 93.40%, while the questionnaire validity recorded a value of 90.43%, confirming that the developed instruments and teaching aid were valid and appropriate for use. Descriptive analysis of students’ perceptions revealed high mean scores across all constructs, with an overall mean of 3.49, indicating positive student perceptions of the use of EndoClimb in learning the Human Endocrine System. The overall mean standard deviation of 0.33 further suggests low response variability and a high level of agreement among students. Overall, this study demonstrates that EndoClimb: Climb to Victory has strong potential as an innovative and effective teaching aid that aligns with 21st-century learning requirements by supporting active, student-centred, and engaging learning experiences.
Enhancing Primary Students’ Conceptual Understanding of Density Using a 3D-Printed Teaching Aid
Teaching and learning in primary science often involve abstract ideas that are challenging for young learners to visualise and understand. One such challenge is explaining why objects float or sink, as students frequently rely on intuitive reasoning based on size or weight. This study examined the effectiveness of a 3D-printed teaching aid, Density Puzzle, in supporting Year Three students’ understanding of floating and sinking phenomena. A quasi-experimental pre-test–post-test non-equivalent control group design was employed. One group received prevailing instruction, while the experimental group engaged in inquiry-based learning activities using Density Puzzle. Pre-tests and post-tests were administered to both groups, and the data were analysed using non-parametric statistical tests. The results showed significant improvements in students’ understanding within both groups. Although no statistically significant difference was found between groups in post-test scores, the experimental group demonstrated a larger median learning gain (25.00%) compared to the control group (12.50%). These findings suggest that while prevailing instructional approaches can effectively support learning, the integration of 3D-printed teaching aids may further enhance students’ understanding through hands-on exploration and inquiry. The study highlights the potential of practical and accessible teaching aids to support more effective teaching and learning of this topic in primary science classrooms.
Designing a STEAM-Based Ethnophysics Model to Strengthen Digital Literacy and Self-Regulated Learning
Digital transformation requires students who can critically evaluate information, collaborate online, and create digital products responsibly, yet technology-rich instruction often lacks explicit digital literacy (including foundational computer literacy) and self-regulated learning (SRL) scaffolds. This paper proposes the ESED (Ethnophysics-based STEAM model for digital literacy and SRL) instructional model, which integrates local Ethnophysics phenomena with STEAM design challenges to develop assessable digital competence and SRL in secondary science. Using an educational design research (design-and-development) logic, recent evidence on STEAM, SRL, and the DigComp 2.2 framework was synthesized and translated into six iterative phases: Cultural Anchoring; Inquiry & Data Literacy; STEAM Design Challenge; Digital Production; Reflection & Regulation; and Dissemination & Civic Action. Each phase specifies teacher roles, learner activities, digital tools, and assessment indicators aligned with DigComp competence areas and SRL cycles. Practical supports include a topic–phenomenon mapping, an assessment matrix, and an illustrative unit plan. As a design-product report, this paper does not present classroom trial data; instead, it offers a transparent blueprint intended for expert review and future empirical validation.
Hybrid Learning and Student Engagement: A Bibliometric Analysis of Global Research Trends (2011–2025)
Hybrid learning is reshaping education by integrating face-to-face and online modes to create flexible, student-centred learning environments. This bibliometric study examines publication trends, scholarly impact, leading authors, and landmark publications on hybrid learning and student engagement between 2011 and 2025, using Scopus-indexed journal articles published up to 26 December 2025. Following PRISMA-guided screening, 63 documents were retained for analysis. The bibliometric workflow was conducted using biblioMagika®, OpenRefine, and VOSviewer to compute key performance and impact indicators. Findings indicate accelerated growth in the literature from 2020 onwards, with citation patterns highlighting a core set of influential works shaping the discourse. Authorship patterns suggest a fragmented but expanding contributor landscape, with several small author clusters rather than a single dominant research group. Overall, the study provides an up-to-date overview of the field’s development and highlights influential publications and leading authors that inform future research and practice in designing hybrid learning to foster student engagement.
Distinguishing Technical Education from Technical Teacher Education within the Global TVET Frameworks: A Systemic Delineation using a Qualitative Approach
This study systematically delineates Technical Education (TE) from Technical Teacher Education (TTE) within global Technical and Vocational Education and Training (TVET) frameworks. It analyses international organizations' conceptualisations of TVET, critically examines the dual competency theory for TVET teachers, and compares global TTE models (consecutive vs. concurrent). Using a qualitative comparative design and thematic analysis of statutory documents from Nigeria and the United States, the research reveals distinct roles, objectives, pedagogical approaches, and competency requirements for TE and TTE. Findings shows that TE focuses on direct skill acquisition for workforce entry, while TTE cultivates pedagogical and leadership capabilities for teachers. This delineation is vital for developing coherent policies that enhance TVET quality and relevance globally, emphasising the interdependence between effective TE outcomes and robust TTE as critical components of TVET.
Pembangunan dan Persepsi Kebolehgunaan Pembelajaran Berasaskan Permainan Giant Mendel: Who Am I? bagi Standard Kandungan Pewarisan dalam kalangan Pelajar Sains Tingkatan 4
Kajian ini bertujuan untuk membangunkan serta menilai persepsi kebolehgunaan permainan Giant Mendel: Who Am I? dalam meningkatkan pemahaman pelajar terhadap topik pewarisan bagi mata pelajaran Sains Tingkatan Empat. Permainan ini dibangunkan berdasarkan perinsip pembelajaran dan berpandukan model reka bentuk instruksional ADDIE yang merangkumi lima fasa utama, iaitu analisis, reka bentuk, pembangunan, pelaksanaan dan penilaian. Instrumen kajian terdiri daripada borang kesahan muka dan kandungan yang dinilai oleh dua orang pakar, serta soal selidik persepsi pelajar berasaskan USE Questionnaire yang merangkumi empat konstruk utama, iaitu kebergunaan, kemudahgunaan, kemudahpelajaran dan kepuasan. Kajian rintis melibatkan 30 orang pelajar, manakala kajian sebenar melibatkan seramai 120 orang pelajar Tingkatan Empat. Dapatan menunjukkan tahap kesahan muka dan kandungan yang tinggi dengan peratus persetujuan pakar masing-masing sebanyak 96.10% dan 95.00%. Instrumen kajian juga menunjukkan kebolehpercayaan yang baik dengan nilai Cronbach’s Alpha sebanyak 0.811. Analisis data mendapati persepsi pelajar terhadap kebergunaan permainan berada pada tahap tinggi (min = 3.45, sisihan piawai = 0.51), manakala kemudahgunaan juga menunjukkan skor yang tinggi (min = 3.45, sisihan piawai = 0.51). Secara keseluruhan, hasil kajian membuktikan bahawa permainan Giant Mendel: Who Am I? berpotensi sebagai bahan pembelajaran berasaskan permainan yang efektif dan menyeronokkan dalam menyokong pemahaman pelajar terhadap konsep pewarisan. ABSTRACT This study aims to develop and evaluate students’ perceptions of the usability of the Giant Mendel: Who Am I? game in enhancing students’ understanding of inheritance in Form Four Science. The game was developed based on learning principles and guided by ADDIE instructional design model, which consists of five main phases: analysis, design, development, implementation, and evaluation. The research instruments included face and content validity evaluation forms assessed by two experts, as well as a student perception questionnaire adapted from the USE Questionnaire, covering four main constructs: usefulness, ease of use, ease of learning, and satisfaction. A pilot study involved 30 students, while the actual study sample comprised 120 Form Four students. The results showed high levels of face and content validity, with expert agreement percentages of 96.10% and 95.00%, respectively. The instrument also demonstrated good reliability, with a Cronbach’s alpha value of 0.811. Data analysis revealed that students’ perceptions of the game’s usefulness were high (mean = 3.45, standard deviation = 0.51), while ease of use was also rated at a high level (mean = 3.45, standard deviation = 0.51). Overall, the findings indicate that the Giant Mendel: Who Am I? game has strong potential as an effective and enjoyable game-based learning tool to support students’ understanding of inheritance concepts.
Prompt Engineering Frameworks and Their Educational Value in Higher Education
Generative artificial intelligence (GenAI) is reshaping how students and educators access, construct, and evaluate knowledge. Central to this interaction is the prompt, which is the structured natural language input that steers large language models (LLMs). While prompt engineering is increasingly discussed in higher education, there is limited synthesis of how concrete prompt engineering frameworks and prompt patterns add educational value. This review analyses five key studies that offer explicit structures for prompting. These include a prompt pattern catalogue for LLM-based software development, a prompt pattern sequence for software architecture decision-making, an empirical study of student translators’ prompting behaviours, an automatic question generation system grounded in a teacher knowledge base, and an MCQ generation framework that integrates retrieval-augmented generation with chain-of-thought and self-refine prompting. The paper is guided by a single research question that examines what forms of educational value these frameworks demonstrate or imply for teaching, assessment, and curriculum design. The integrative analysis shows that such frameworks scaffold the teaching of prompt design, support AI-assisted assessment while maintaining quality, and position prompt engineering as a transversal curriculum competence. At the same time, evidence of intuitive and uninformed student prompting underscores the need for explicit, structured instruction and further research on assessing prompt engineering skills.
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Decoupling Personalised and Adaptive Learning in AI-Enhanced Education: A Narrative Review and Conceptual Clarification
Personalised learning and adaptive learning are often treated as the same idea in AI-enhanced education, even though they represent different pedagogical purposes. This narrative review examines ten contemporary studies, including work on intelligent tutoring systems, adaptive platforms, multi-agent AI, and human-centred AI frameworks, in order to clarify the distinction between these two concepts. The review shows that personalised learning involves intentional, human-centred customisation based on learner goals, preferences, identity, and context. In contrast, adaptive learning relies on algorithmic, real-time adjustments based on performance data. While AI systems are increasingly sophisticated in adaptivity, they rarely achieve genuine personalisation, often limiting learner agency and overlooking socio-emotional or cultural dimensions. This review also introduces a conceptual model that positions personalisation and adaptivity as related but distinct constructs requiring different pedagogical intentions, data models, and levels of human oversight. Understanding this distinction is essential to prevent misinterpretation, guide responsible AI adoption, and ensure that automation supports rather than replaces human judgement. The paper concludes with recommendations for educators, instructional designers, and AI developers to integrate AI in ways that are transparent, ethical, and centred on meaningful learner autonomy.
Designing an AI-Resilient Assessment Framework in Open and Distance Learning
The emergence of generative artificial intelligence tools such as ChatGPT, Copilot, and Gemini has disrupted long-established ideas about teaching, learning, and assessment in higher education, especially within the Open and Distance Learning (ODL) context. Evidence from recent literature shows that traditional assessment formats, particularly take-home assignments and written tasks, are increasingly vulnerable to AI automation, which subsequently raises significant concerns about academic integrity. This conceptual paper proposes the AI-Resilient Assessment Framework (ARAF), a theoretically grounded framework that positions AI not as a threat but as a catalyst for higher-order learning. By synthesising evidence from GenAI assessment reviews, AI policy studies, authentic assessment strategy, and research on AI literacy, ARAF introduces three core principles, namely Transparency, Reflection, and Authenticity, supported by a set of Institutional Enablers. The framework shifts assessment design away from policing AI use and toward fostering ethical engagement, metacognitive reasoning, contextual judgement, and real-world performance. It offers both practical and theoretical guidance for ODL institutions that aim to implement sustainable, ethical, and future-ready assessment strategies within an AI-enhanced learning environment.
Niat Tingkah Laku dan Penerimaan Teknologi Kecerdasan Buatan Generatif Dalam Pengajaran: Perspektif Guru Sains Di Zon Tenggara Sabah
Seiring dengan perkembangan pesat dunia teknologi, penggunaan kecerdasan buatan generatif (Generative Artificial Intelligence, GenAI) adalah selari dengan keperluan pendidikan pada era Revolusi Industri 4.0, yang berpaksikan kepada inovasi dan digital. Justeru, dalam memastikan semua komuniti pendidik dapat beradaptasi dengan teknologi tersebut, satu kajian kuantitatif secara keratan rentas dilaksanakan bagi menilai penerimaan teknologi GenAI dalam kalangan guru sains sekolah menengah di zon tenggara Sabah. Dengan menggunakan teknik pensampelan rawak berstrata, seramai 211 orang guru telah dipilih seagai responden. Data diperolehi menerusi borang soal selidik yang mengandungi 29 item dan dianalisis menggunakan Pemodelan Persamaan Struktur Separa Kuasa Dua (PLS-SEM). Dapatan kajian mengesahkan semua faktor peramal mempunyai kesan langsung positif yang signifikan terhadap niat tingkah laku penggunaan teknologi tersebut. Penemuan kajian turut mengesahkan bahawa aspek keadaan kemudahan (β= 0.574) sebagai peramal utama dalam menentukan niat tingkah laku. Seterusnya, berdasarkan nilai R², kesemua faktor peramal menyumbang kepada 59.8% varians dalam niat tingkah laku (BI). Manakala, niat tingkah laku pula menyumbang sebanyak 65.7% varians dalam penerimaan teknologi tersebut. Secara keseluruhannya, dapatan kajian ini memberikan input berguna kepada pemegang taruh dalam merancang pelbagai program intervensi secara bersasar bagi meningkatkan tahap penerimaan teknologi kecerdasan buatan dalam pengajaran sains di zon tenggara Sabah. ABSTRACT Along with the rapid development of the world of technology, the use of generative artificial intelligence (Generative Artificial Intelligence, GenAI) is in line with the needs of education in the era of Industrial Revolution 4.0, which is centered on innovation and digital. Therefore, in ensuring that all educational communities can adapt to the technology, a cross-sectional quantitative study was conducted to assess the acceptance of GenAI technology among secondary school science teachers in the southeast zone of Sabah. Using a stratified random sampling technique, a total of 211 teachers were selected as respondents. Data were obtained through a questionnaire containing 29 items and analyzed using Partial Quadratic Structural Equation Modeling (PLS-SEM). The study findings confirmed that all predictor have a significant positive direct effect on the behavioral intention to use the technology. The study findings also confirmed that the aspect of facilitating conditions (β= 0.574) is the main predictor in determining behavioral intention. Next, based on the R² value, all predictor factors contribute to 59.8% of the variance in behavioral intention (BI). Meanwhile, behavioral intention contributed 65.7% of the variance in the acceptance of the technology. Overall, the findings of this study provide useful input to stakeholders in planning various programs to increase the level of acceptance of artificial intelligence technology in science teaching in the southeast zone of Sabah.
Improving Learning Activity and Concept Mastery in Physics for 12th Grade Students Using a Virtual Lab (PhET Simulation)
The Virtual Lab is one of the flagship products resulting from advances in information technology and laboratory development. By using a Virtual Lab, students can utilize laboratory equipment that cannot be physically presented and meet learning needs when teaching aids are unavailable. The use of the Virtual Lab is expected to enhance student learning activity and mastery of physics concepts for 12th-grade students during the odd semester at SMAN 1 Punduh Pedada. Following the implementation of learning activities using the Virtual Lab from one cycle to the next, the average student activity score increased from Cycle I to Cycle II. In Cycle I, the average student activity score was 84.08, categorized as active, while in Cycle II it rose to 89.34, also in the active category. Students’ average concept mastery score also increased by 14.16 points, from an average of 66.62 in Cycle I to 80.78 in Cycle II. This improvement occurred because students found it easier to understand concepts explained by the teacher through the Virtual Lab. However, there were still some students whose concept mastery remained at a fair level, and only slight improvements were seen in several subtopics tested. This may be due to students’ weaknesses in mathematical operations when solving test problems. Based on the average scores of student activity and concept mastery tests, it can be concluded that learning using the Virtual Lab can improve students’ mastery of physics concepts.
Multirepresentation Learning Models in the Digital Age to Improve Students' Conceptual Understanding
This study analyzes the integrated multi-representation learning model based on digital technology to improve students' conceptual understanding. The main problem in this study is students' difficulty in understanding abstract and complex concepts. This is especially evident in science and mathematics education, where many concepts are abstract and difficult to visualize. Another problem in education is the gap between students' abilities, where some students may excel in verbal understanding, while others may excel in visual or mathematical understanding. This study aims to analyze the development of a multi-representation learning model in the digital era as an alternative effective learning model to improve students' conceptual understanding and higher-order thinking skills. Through a qualitative approach using a literature review method, this study analyzes various multi-representation learning models that have been developed and the integration of digital technology in their implementation. Data were obtained from a review of relevant journal articles related to the research topic conducted by previous researchers. The results of the study indicate that a multi-representation learning model integrated with digital technology can facilitate students' understanding of complex concepts through interactive verbal, visual, graphic, and mathematical representations. The application of this model has proven effective in improving students' multi-representation skills, problem solving, conceptual understanding, and creativity.
Adaptive Learning and Video Learning: Future Learning Trends in the Context of Distance Education
This study aims to analyze the application of connectivism theory in learning using e-learning platforms and its implications for improving the quality of education in the digital era. Connectivism, as a modern learning theory, places social networks, digital technology, and access to various sources of information at the core of the learning process. E-learning platforms, which encompass various applications and online learning technologies, provide opportunities for students to learn flexibly, anytime and anywhere, according to their needs. The results of the study indicate that connectivism-based e-learning not only enhances the accessibility of education but also promotes collaboration, the development of digital skills, and the personalization of learning. Active interaction through digital networks enables students to share ideas, collaborate on group projects, and independently broaden their horizons. Nevertheless, the implementation of connectivism-based e-learning faces several challenges, such as limited access to technology in certain areas, uneven internet infrastructure, and a lack of technical training for educators. To overcome these obstacles, a comprehensive strategy is needed, including the improvement of digital infrastructure, the development of teacher competencies, and policy support that encourages the integration of technology into education. Connectivism-based e-learning holds great potential to create innovative, effective, and relevant learning aligned with the needs of the times.
The Technology Acceptance Model in Enhancing the Effectiveness of Self-Learning in the Disruption Era: A Case Study on Vclass
This study explored the use of technology-mediated self-regulated learning among University of Lampung students using the Vclass Unila platform. Based on a survey of 360 students, the findings were robust and generalizable. The study also evaluated the Technology Acceptance Model (TAM), revealing high student acceptance of the platform’s usability and usefulness. Most remarkably, 82 percent of the respondents reported that Vclass Unila is useful in enhancing self-learning by citing benefits such as higher levels of motivation, better time management, and greater independence in comprehending materials. These results are also consistent with the TAM’s thrust in the prediction of e-learning systems, creating an argument for enhancements of e-learning systems from the users’ perspective. These findings are important as they showcase the capabilities of technology to enhance self-learning, self-regulated and self-directed learning which has been the undercurrent of educational changes. The research has also expanded the existing knowledge on the acceptance of technology in education so as to direct attention to a situation where technology can be used for active engagement with users and promote self-learning in adverse situations.
Implementation of SLIM KILAB as a Transformation of the Information Service System Designed to Manage High School Laboratories
This study investigates the use of the Systematic Laboratory Innovation Management for Chemistry Laboratories (SLIM KILAB) model as a strategic framework or enhancing laboratory management practices in Indonesian high schools. The study was conducted in two public senior high schools in Lampung Province using a qualitative descriptive design that included semi-structured interviews, participatory observations, and document analysis. The participants included two laboratory coordinators and two chemistry teachers in charge of laboratory operations. The findings show that the SLIM KILAB model increased administrative efficiency, improved safety compliance, and optimized tool and material use. The model's digital system also improved practicum scheduling, monitoring, and reporting, resulting in a more organized and transparent laboratory environment. Despite these benefits, challenges such as limited infrastructure and teacher preparedness remain. The study concludes that SLIM KILAB is a promising innovation for modernizing school laboratories, particularly in resource-constrained settings, and recommends further expansion supported by targeted training and infrastructure development.
The Influence of Simulation Videos and Problem-based Project Learning on Students' Creativity in Making Simple Physics Products
In this study, the creativity of physics education students was analyzed through a descriptive qualitative approach while they designed and produced simple physics products using simulation videos and Problem-based Project Learning (PJBL). This study focused on the application of the principles of thermodynamic energy and renewable energy in the construction of water-powered toy cars. Students took part in PJBL that included the watching of simulation videos that were designed to explain difficult physics concepts so as to motivate creative solutions. Participant observation, interviews, and documentation of student reports, sketches, and prototypes were used as data collection methods. Meeting the four creativity criteria: originality, fluency, flexibility, and elaboration drove the analysis. Findings indicate that simulation videos enhanced thermodynamic process visualization and re-imaginative processes, increasing originality. PJBL enhanced flexibility, elaboration, and creativity by prompting invention, strategic adaptation, and design refinement. This study shows the effectiveness of instructional simulation as a technique coupled with PJBL to foster creativity, understanding of concepts, and problem solving skills among learners in science education. The results suggest that these educational methods can improve student engagement and inspire innovative thinking.