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All Journal Journal of Paddisengeng Technology Journal Neosantara Hybrid Learning Journal Emerging Technologies in Education
Dorji Wangchuk
Royal University of Bhutan

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Learning Analytics and Student Engagement: Implications for Technology-Based Instruction Salis Irvan Fuadi; Robingun Suyud El Syam; Dorji Wangchuk
Journal of Paddisengeng Technology Vol. 1 No. 4 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i4.229

Abstract

Background. Student engagement is a crucial factor that influences academic performance and learning outcomes in technology-based instruction. The increasing integration of learning analytics in educational environments provides valuable insights into how students engage with online learning platforms and tools. However, understanding the relationship between learning analytics and student engagement, and its implications for teaching practices, remains underexplored. Purpose. This study aims to explore the role of learning analytics in enhancing student engagement in technology-based instruction. Specifically, it investigates how data-driven insights can be used to monitor and improve student participation, motivation, and interaction within digital learning environments. Method. A mixed-methods approach was employed, involving a combination of quantitative data from learning analytics platforms and qualitative data from student surveys and interviews. The study was conducted across three universities that integrate technology-based instruction in various disciplines, involving 500 students in total. Statistical analysis was used to identify patterns in student engagement, while thematic analysis was applied to qualitative data to uncover students’ perceptions of technology-enhanced learning. Results. The study found that learning analytics significantly contributes to identifying disengaged students and offering tailored interventions. Moreover, students who received real-time feedback based on analytics showed improved engagement levels, particularly in interactive online modules. The findings also revealed that students valued personalized learning experiences facilitated by data insights but expressed concerns over privacy issues related to data collection. Conclusion. This research highlights the potential of learning analytics to improve student engagement in technology-based instruction. By leveraging data-driven insights, educators can personalize learning experiences and enhance student participation. However, ethical considerations regarding data privacy and the balance between automation and human interaction need to be addressed to ensure a positive impact on learning outcomes.
THE CARBON FOOTPRINT OF HYBRID LEARNING: A STUDY ON THE ENERGY CONSUMPTION OF DIGITAL EDUCATION INFRASTRUCTURE AND PATHWAYS TO SUSTAINABILITY Roya Zahir; Dorji Wangchuk; Sanjay Sharma; Ramin Rahimi
Journal Neosantara Hybrid Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i3.2806

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The growing prevalence of hybrid learning has brought not only pedagogical innovation but also environmental concerns related to the digital infrastructure supporting education. This study examines the carbon footprint of hybrid learning environments, focusing on the energy consumption of devices, data centers, and network systems in Indonesian universities. The research aims to quantify energy use patterns in digital education and propose pathways toward sustainability in hybrid learning models. A mixed-method approach was adopted, combining quantitative analysis of institutional energy consumption data with qualitative interviews involving IT managers, educators, and policymakers. Life cycle assessment (LCA) techniques were applied to measure the carbon emissions associated with online teaching platforms, hardware utilization, and classroom technologies. Results revealed that hybrid learning systems consume 25–40% more energy than traditional classrooms, primarily due to prolonged use of cloud-based services and audiovisual streaming. However, the integration of smart energy management systems and renewable-powered data centers demonstrated a potential 30% reduction in total emissions. Qualitative data highlighted a lack of institutional awareness about digital sustainability, indicating that environmental education must be integrated into hybrid learning policies. The study concludes that achieving sustainable hybrid education requires a holistic redesign of digital infrastructure, integrating green computing, eco-efficient pedagogy, and behavioral awareness among users. These findings contribute to the emerging discourse on the ecological impact of educational technology and propose actionable strategies for carbon reduction in the digital learning ecosystem.
Augmented Reality in STEM Education: Enhancing Conceptual Understanding and Learner Motivation Ardi Azhar Nampira; Sanjay Sharma; Dorji Wangchuk
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.3410

Abstract

Background. The rapid development of digital technologies has encouraged the integration of augmented reality (AR) in STEM education as a response to persistent challenges in conceptual understanding and learner motivation. Purpose. This study aims to examine the effectiveness of augmented reality in enhancing students’ conceptual understanding and learning motivation in STEM subjects. Method. The research employed a quasi-experimental design with a mixed-methods approach, involving experimental and control groups at the secondary and tertiary education levels. Quantitative data were collected through pre-test and post-test instruments measuring conceptual understanding and standardized motivation questionnaires, while qualitative data were obtained from observations and semi-structured interviews. Results. The findings indicate that students exposed to AR-based learning environments demonstrated significantly higher gains in conceptual understanding compared to those taught using conventional methods. Additionally, AR integration positively influenced learner motivation, particularly in terms of attention, relevance, and engagement during learning activities. Conclusion. The study concludes that augmented reality is an effective pedagogical tool for STEM education, as it supports deeper conceptual learning and fosters intrinsic motivation.
Co-Authors Ardi Azhar Nampira Ramin Rahimi Robingun Suyud El Syam Roya Zahir Salis Irvan Fuadi Sanjay Sharma