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Ghisna Madina
State Islamic University of K.H. Abdurrahman Wahid Pekalongan

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Emotional Engagement in AI-Supported Online English Learning: A Mixed-Methods Study Among Indonesian EFL Students Ghisna Madina
Advances In Education Journal Vol. 2 No. 3 (2025): Advances In Education Journal (Desember)
Publisher : Yayasan Al-Afif

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This study explores how emotional engagement shapes learners’ experiences in AI-supported online English learning environments. Using a mixed-methods design, this research combines quantitative surveys, learning analytics, and qualitative interviews to investigate the relationship between emotional states, motivation, and learning performance among 60 Indonesian EFL students aged 18–24. Results reveal that emotion-based feedback, adaptive chatbots, and multimodal instructional design significantly enhance students’ enjoyment, confidence, and motivation while reducing anxiety. Multimodal feedback integrating visual and verbal cues proved particularly effective in fostering positive emotions and sustaining long-term engagement. However, excessive reliance on AI may limit opportunities for social interaction and the development of critical thinking. These findings emphasize the need for a hybrid pedagogical model that balances human empathy with technological adaptability. Overall, this study contributes to affective computing in education by promoting emotion-sensitive learning design to create inclusive, engaging, and human-centered digital learning environments. Future research is recommended to employ longitudinal and experimental designs to examine the long-term impact of emotional engagement on learning outcomes.
Gamified Learning For Preschoolers: Exploring The Benefits And Risks Of Educational Apps In Indonesia Ghisna Madina
Advances In Education Journal Vol. 2 No. 3 (2025): Advances In Education Journal (Desember)
Publisher : Yayasan Al-Afif

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This study examines the benefits and risks of gamified learning apps for preschool children in Indonesia, where the use of technology among young learners is rapidly increasing. It reviews studies from 2018 to 2025 to show how gamified apps impact cognitive, emotional, social, and behavioral development. Results show that well-designed gamified learning tools increase motivation, problem-solving skills, executive function, and early literacy and numeracy skills. However, concerns persist that some apps are of low quality, encourage excessive screen time, or fail to align with children's developmental needs. Often, there is no parental or teacher guidance. Indonesia also faces limited culturally relevant apps, unequal access to quality digital resources, and low digital literacy among educators. This study calls for gamified learning resources that are developmentally appropriate, grounded in science, and tailored to the local context, with adults providing guidance on their use. It gives recommendations to parents, educators, developers, and policymakers to help safely and effectively integrate gamified learning in early childhood education in Indonesia.
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