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All Journal Journal International Inspire Education Technology (JIIET) World Psychology Journal of Moeslim Research Technik Journal of Loomingulisus ja Innovatsioon Techno Agriculturae Studium of Research Research of Scientia Naturalis Journal of Biomedical and Techno Nanomaterials Journal of Humanities Research Sustainability Scientechno: Journal of Science and Technology Journal of Paddisengeng Technology Journal Neosantara Hybrid Learning International Journal of Language and Ubiquitous Learning
Vann Sok
Pannasastra University
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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Generative AI in the Classroom: Ethical Frameworks for Student-AI Collaboration Amir Zaki; Nong Chai; Vann Sok
Journal of Paddisengeng Technology Vol. 2 No. 1 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i1.243

Abstract

Background. The rapid integration of generative artificial intelligence (AI) in educational settings has transformed student learning practices and introduced new forms of human–AI collaboration. Despite its potential to enhance engagement and expand access to knowledge, the use of AI raises critical ethical concerns related to academic integrity, authorship, and responsible use in academic contexts. Purpose. This study aims to develop an ethical framework to guide student–AI collaboration in classroom settings and to examine the relationship between AI usage, ethical awareness, and student learning outcomes. Method. A mixed-methods research design was employed, integrating quantitative and qualitative approaches. Survey data were collected from 212 participants to assess patterns of AI usage, ethical awareness, and perceived learning outcomes. In addition, interviews and focus group discussions were conducted to capture in-depth perspectives. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic coding techniques. Results. The findings reveal that AI usage significantly enhances student engagement; however, it does not automatically improve ethical awareness. Institutional guidance and clear policy frameworks emerge as critical factors influencing responsible AI use and the maintenance of academic integrity. The analysis further identifies key ethical dimensions underlying student–AI collaboration, including transparency, accountability, fairness, and critical engagement. Conclusion. The effective integration of generative AI in education requires the development of structured ethical frameworks that align technological practices with pedagogical objectives. The proposed framework offers practical guidance for educators and institutions in fostering responsible, ethical, and meaningful student–AI collaboration.
The Use of Augmented Reality in History Education: A Study on Conceptual Understanding Effects Cipto Duwi Priyono; Vann Sok; Felipe Souza
Journal Neosantara Hybrid Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v2i3.1613

Abstract

Technology integration in education has opened new avenues for enhancing student engagement and learning outcomes. Augmented Reality (AR) is a technology that offers immersive and interactive learning experiences, particularly in subjects like history, where visual and spatial understanding is crucial. ws and teacher observations to gain deeper insights into the learning experiences. The results indicated a significant improvement in the conceptual understanding of history in the experimental group compared to the control group. Students using AR demonstrated a better ability to visualize historical events, understand complex historical contexts, and establish connections between historical periods. Qualitative data supported these findings, with students reporting higher engagement and enjoyment in learning history through AR. The study concludes that AR can significantly enhance conceptual understanding in history education. AR-based learning tools offer a promising alternative to traditional methods by providing immersive and interactive experiences that engage students and deepen their understanding of historical concepts. These findings suggest that integrating AR into history curricula can be a valuable strategy for improving educational outcomes.
Mobile-Assisted Language Learning (MALL) for Indonesian EFL Learners: Enhancing Vocabulary Through Gamified Apps Ming Pong; Rit Som; Vann Sok
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2991

Abstract

Background. Rapid technological advancement has reshaped English language teaching, prompting the integration of mobile-assisted language learning (MALL) as a dynamic medium for vocabulary acquisition. In Indonesia, where English is a foreign language (EFL), learners often struggle to retain vocabulary due to limited exposure and traditional memorization-based methods. Purpose. This study investigates the effectiveness of gamified mobile applications in enhancing Indonesian EFL learners’ vocabulary mastery within the MALL framework Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. Data were collected through pre- and post-tests, learner attitude questionnaires, and semi-structured interviews. Statistical analysis using paired-sample t-tests revealed a significant improvement in vocabulary scores of the experimental group compared to the control group (p < .05). Qualitative findings further indicated that gamification fostered higher motivation, self-efficacy, and autonomous learning behaviors.. Conclusion. The study concludes that integrating gamified MALL platforms effectively bridges linguistic and motivational challenges among Indonesian EFL learners, providing a sustainable alternative to traditional instruction. These findings underscore the pedagogical potential of mobile technology to support vocabulary development and learner engagement in digitally enriched learning environments.
Co-Authors Aldi Bastiatul Fawait Fawait Amir Zaki Arnes Yuli Vandika Chenda Dara Felipe Souza Loso Judijanto Ming Pong Nong Chai Priyono, Cipto Duwi Puteri Aprilani Ravi Dara Rit Som Rithy Vann Roni Subhan Rustiyana, Rustiyana Sokha Dara Sri Nur Rahmi Sugiarto Thabo Mokoena Vicheka Rith Zainol Hasan