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All Journal Journal International of Lingua and Technology Journal of Selvicoltura Asean International Journal of Educatio Elementaria and Psychologia Journal of Loomingulisus ja Innovatsioon Journal of Social Entrepreneurship and Creative Technology Journal of Humanities Research Sustainability Lingeduca: Journal of Language and Education Studies Journal Neosantara Hybrid Learning International Journal of Educational Narratives Journal of Social Science Utilizing Technology
Andres Villanueva
University of San Carlos
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Journal : journal of social science utilizing technology

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Fintech for Inclusion or Exclusion? The Impact of Digital Credit Scoring Algorithms on Access to Finance for the Urban Poor Samantha Gonzales; Luis Santos; Andres Villanueva
Journal of Social Science Utilizing Technology Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v3i6.2906

Abstract

Background. The rise of fintech and digital financial services has transformed access to finance, particularly for underserved populations. However, concerns have emerged regarding the potential for digital credit scoring algorithms to either facilitate inclusion or perpetuate exclusion, especially for the urban poor. In many developing countries, these algorithms are being used to assess creditworthiness, but their reliance on big data, social media activity, and other non-traditional factors raises questions about fairness and transparency. Purpose. This study aims to evaluate the impact of digital credit scoring algorithms on access to finance for the urban poor, focusing on whether these algorithms contribute to financial inclusion or exclusion. Method. The research adopts a mixed-methods approach, combining quantitative data analysis from fintech platforms with qualitative interviews from urban poor individuals in Indonesia. Results. The findings reveal that while digital credit scoring has improved access to financial products for some, it has also disproportionately excluded individuals with limited digital footprints or those lacking access to traditional banking systems. Conclusion. The study concludes that digital credit scoring, if not carefully regulated, risks exacerbating financial inequality. Policy recommendations include enhancing transparency, addressing biases in algorithmic decision-making, and ensuring greater financial literacy to bridge the digital divide.
Gamification in Higher Education: Enhancing Student Motivation and Cognitive Outcomes Through Game-Based Learning Andres Villanueva; Dina Destari; Dodi Setiawan Riatmaja
Journal of Social Science Utilizing Technology Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v4i1.3429

Abstract

The increasing demand for active, engaging, and meaningful learning in higher education has encouraged the adoption of innovative instructional strategies such as gamification. Traditional teaching approaches often struggle to sustain student motivation and to promote higher-order cognitive outcomes, particularly in digitally mediated learning environments. This study aims to examine the role of gamification in higher education by analyzing its effectiveness in enhancing student motivation and cognitive outcomes through game-based learning. A quantitative quasi-experimental research design was employed, involving undergraduate students divided into experimental and control groups. Data were collected using validated motivation questionnaires and cognitive achievement tests aligned with course learning objectives, and were analyzed using descriptive and inferential statistical techniques. The results demonstrate that students exposed to gamified learning environments show significantly higher levels of intrinsic motivation, engagement, and persistence compared to those in non-gamified settings. In addition, gamification was found to have a positive and significant effect on cognitive outcomes, particularly in comprehension, application, and problem-solving skills. These findings indicate that gamification contributes not only to affective engagement but also to meaningful cognitive development. In conclusion, the study confirms that well-designed gamification can function as an effective pedagogical approach in higher education, supporting both motivational and cognitive dimensions of learning when aligned with instructional goals.
Co-Authors Agustina, Sitti Ahmad Yani Ali Khan Baso Intang Sappaile Carlos Fernandez Catherine Li Dina Destari Dodi Setiawan Riatmaja Fahrizal Fahrizal Inriati Lewa Jessica Green Josefa Flores Le Hoang Nam Luis Santos Martiningsih, Evi Noorhani Dyani Laksmi Samantha Gonzales Thabo Mokoena Zain Nizam Zhang Li