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All Journal World Psychology Journal of Computer Science Advancements Research Psychologie, Orientation et Conseil Journal of Tecnologia Quantica Journal of Loomingulisus ja Innovatsioon Research of Scientia Naturalis Journal of Biomedical and Techno Nanomaterials Journal of Social Entrepreneurship and Creative Technology Journal Markcount Finance Journal Neosantara Hybrid Learning Journal Emerging Technologies in Education Rechtsnormen: Journal of Law Journal of Social Science Utilizing Technology
Ren Suzuki
Nagoya University
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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ARTIFICIAL INTELLIGENCE–DRIVEN PERSONALIZATION IN HYBRID LEARNING: OPPORTUNITIES, RISKS, AND PEDAGOGICAL IMPLICATIONS I Nengah Artawan; Ren Suzuki; Daiki Nishida
Journal Neosantara Hybrid Learning Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i3.4101

Abstract

Growing adoption of hybrid learning has accelerated the integration of Artificial Intelligence (AI) to deliver personalized educational experiences that accommodate diverse learner characteristics, enhance instructional effectiveness, and support data-informed pedagogical decisions. Increasing reliance on AI-driven personalization has simultaneously introduced concerns regarding algorithmic transparency, learner autonomy, data privacy, and educational equity, creating a need for balanced evaluation of its educational potential and associated risks. This study aimed to examine the opportunities, risks, and pedagogical implications of AI-driven personalization within hybrid learning environments. A mixed-methods sequential explanatory design was employed, combining quantitative analysis of learning analytics and academic performance with qualitative investigation through interviews, classroom observations, and reflective journals. Participants included undergraduate students and lecturers engaged in AI-supported hybrid learning across multiple disciplines. Findings revealed that AI-driven personalization significantly improved academic achievement, learner engagement, self-regulated learning, learning satisfaction, and course completion while maintaining high recommendation accuracy and adaptive instructional responsiveness. Qualitative evidence further demonstrated that effective implementation depended on meaningful teacher facilitation, transparent algorithmic support, and responsible institutional governance addressing privacy and ethical concerns. Results indicate that Artificial Intelligence enhances hybrid learning most effectively when functioning as a pedagogical partner rather than a replacement for educators. Balanced integration of adaptive technologies, human expertise, ethical governance, and learner-centered instructional design provides a sustainable framework for responsible educational innovation and long-term digital transformation.
Applying Augmented Reality for History Lessons in Japan Riko Kobayashi; Haruka Sato; Ren Suzuki; Sara Hussain; Usman Tariq
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2162

Abstract

Background. The integration of Augmented Reality (AR) into history education holds the potential to enhance student engagement and comprehension by providing immersive, interactive learning experiences. A mixed-methods approach was adopted, combining pre- and post-tests with interviews and focus groups. The findings suggest that AR can serve as a transformative tool in history education, bridging the gap between abstract content and lived experience. Purpose. This study investigated the effectiveness of AR-enhanced history lessons in Japanese high schools. A total of 200 students aged 15–18 participated in a quasi-experimental study, with one group receiving AR-based instruction and a control group continuing traditional methods. Method. Quantitative results showed a 25% improvement in historical knowledge among AR users versus 5% in the control group (p < 0.001). Qualitative feedback indicated higher engagement, improved retention, and greater enthusiasm toward history learning. Results. The findings indicate a significant increase in student engagement and understanding of historical events, with 85% of students reporting improved retention and a deeper understanding of history. Teachers noted a positive shift in students’ enthusiasm for learning history. Conclud.  AR technology enhances history education by providing immersive and interactive learning experiences, leading to greater student engagement and better knowledge retention.  
Effectiveness of Prison Sentences in Preventing Narcotics Crimes Ingka Harsani Nasution; Ren Suzuki; Miku Fujita
Rechtsnormen: Journal of Law Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rjl.v3i1.2091

Abstract

Background. Narcotics-related crimes continue to be a significant issue worldwide, with prison sentences often viewed as a primary deterrent. However, there is limited empirical evidence regarding the effectiveness of incarceration in reducing the incidence of narcotics crimes. The question remains whether prison sentences lead to long-term reductions in drug-related offenses or merely function as a short-term punitive measure without addressing underlying issues such as addiction and socio-economic factors. Objective. This study aims to evaluate the effectiveness of prison sentences in preventing narcotics crimes, focusing on recidivism rates and rehabilitation outcomes for offenders. The research investigates whether incarceration contributes to long-term crime prevention or if alternative approaches, such as rehabilitation programs, offer more sustainable results. Method. A mixed-methods approach was employed, combining quantitative data analysis of recidivism rates from convicted drug offenders and qualitative interviews with legal professionals, offenders, and rehabilitation experts. The data collected spans a five-year period and includes case studies from various correctional facilities. Results. The findings indicate that while prison sentences temporarily reduce narcotics crime, they are less effective in preventing recidivism. Rehabilitation programs integrated into the prison system significantly contributed to reducing reoffending rates, particularly when combined with post-release support. Conclusion. Prison sentences alone are insufficient in preventing narcotics crimes. A more comprehensive approach, including rehabilitation and social reintegration efforts, is necessary for long-term success in reducing narcotics-related offenses.
Immersive Pedagogy: The Impact of Virtual Reality (VR) Simulations on STEM Learning Retention Andy Rachman; Putri Julia Ningsi; Ren Suzuki
Journal of Social Science Utilizing Technology Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v4i2.3877

Abstract

Background. Education in STEM disciplines faces persistent challenges related to engagement, conceptual understanding, and long-term retention, as conventional instructional methods often fail to provide interactive, contextually rich experiences necessary for deep learning. Recent advances in immersive technologies, particularly Virtual Reality (VR), offer the potential to bridge this gap by providing learners with interactive, multisensory environments that enhance understanding and cognitive retention. Purpose. The study aimed to investigate the impact of VR simulations on undergraduate students’ STEM knowledge retention and to identify specific features of immersive pedagogy that contribute to durable learning outcomes, while further seeking to provide actionable guidance for integrating VR into higher education curricula effectively. Method. A quasi-experimental design was employed, involving 120 undergraduate students divided into an experimental group exposed to VR simulations and a control group receiving conventional instruction. Data collection included pre-tests, immediate post-tests, delayed post-tests, observational records, and platform analytics, which were analyzed using statistical techniques including paired-sample t-tests and ANCOVA to assess the significance and magnitude of learning gains. Results. Results indicated that VR participants achieved significantly higher immediate and delayed post-test scores, particularly on conceptual and application-based items. Engagement metrics and observational data corroborated enhanced cognitive involvement and sustained learning. Conclusion. Findings confirm that immersive pedagogy via VR significantly improves STEM retention and provides a scalable, evidence-based approach for enhancing higher education instruction.
Co-Authors Agus Zainul Arifin Andy Rachman Daiki Nishida Ethan Tan Haruka Sato I Nengah Artawan Indra Dermawan Jaden Tan Kaito Tanaka Marcus Tan Mayndarto, Eko Cahyo Miku Fujita Muhammad Hazmi Nasution, Ingka Harsani Nila Trisna Yulianti Oliver Harris Puspita Puji Rahayu Putri Julia Ningsi Riko Kobayashi Samantha Gonzales Sara Hussain Sota Yamamoto Sota Yomamoto Tim Bauer Usman Tariq