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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) EDUTEC : Journal of Education And Technology Journal of Applied Science, Engineering, Technology, and Education
Omar, Marlissa
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Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Library & Information Science Mathematics Social Sciences Other

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Relationship Between Perceived Benefit and Perceived Sacrifice towards Behavioral Intention to Implement Virtual Reality Technology in China’s Vocational College Omar, Marlissa; Ling, Yao; Rasul, Mohamad Sattar
EDUTEC : Journal of Education And Technology Vol 8 No 2 (2024): December 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v8i2.1075

Abstract

The adoption of virtual reality (VR) technology in English courses at vocational colleges has gained attention for its potential to enhance learning outcomes. Understanding the factors that influence behavioral intention to use VR technology is crucial for successful implementation. Perceived benefit, which reflects the advantages users expect from VR, and perceived sacrifice, encompassing the effort or costs associated with its use, play critical roles in shaping users' intentions. This study explores the relationships between perceived benefit, perceived sacrifice, and behavioral intention to use VR in English courses, providing insights into how these factors impact the acceptance of innovative educational tools. This study use quantitative research which involve 231 English teachers in China’s Vocational Colleges in Jinlin Province. SMART-PLS is used to analyze the data in order to show the path coefficient results for the variables. Results revealed that perceived benefit had a small negative but statistically insignificant correlation with behavioral intention. Similarly, perceived sacrifice exhibited a slight positive yet insignificant relationship with behavioral intention. Both hypotheses were rejected, indicating no significant influence of perceived benefit or perceived sacrifice on behavioral intention to implement VR technology. These findings highlight the need to explore additional factors influencing VR adoption in educational contexts.
Identifying challenges of cultivating creativity in product design Suradin, Salwa; Rasul, Mohamad Sattar; Omar, Marlissa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29568

Abstract

Creativity, a crucial skill in the fourth industrial revolution (IR4.0) is highly demanded in the workforce to drive innovation in product design. Therefore, it is important to cultivate creativity in product design through design and technology (D&T) education. However, many past studies encountered challenges regarding D&T teachers’ teaching creativity which might affect creativity cultivation among students. Thus, this article aims to identify the challenges faced by D&T teachers in cultivating student creativity within product design development. Utilizing the systematic literature review (SLR) method using reporting standards for systematic evidence syntheses (ROSES) in three databases, Web of Science, Scopus, and Google Scholar. Based on thematic analysis, this SLR leads to three themes: i) lack of pedagogical competence; ii) different thinking styles; and iii) lack of motivation. Addressing these challenges highlights the importance for educational institutions to align their curricula with current industry demands, ensuring students are well-prepared to tackle the complexities of contemporary product design. This effort requires collaboration among educators, industry leaders, and policymakers to update teaching methods, incorporate practical experiences, and enhance an environment that cultivates creativity.
Research hotspots and trends between open education and vocational education Yang, You; Rasul, Mohamad Sattar; Omar, Marlissa
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22256

Abstract

Open education and vocational education are crucial for building a learning society and promoting national development. This study uses CiteSpace software to conduct an in-depth analysis of keywords visual timelines for research hotspots, and keywords with the strongest citation bursts in China and other countries. Given the rapid global development of open and vocational education, it is essential for policymakers, educators, and researchers to stay abreast of emerging trends and critical areas to formulate and implement effective educational policies and strategies. Therefore, analyzing these research hotspots and trends holds significant importance. The results indicate that in China, the integration and development of open and vocational education are key trends, with a strong emphasis on coordinated development and innovative educational models. In other countries, the focus shifts towards enhancing adult learners' vocational skills and online learning capabilities. These insights offer concrete guidance for resource allocation, curriculum development, and future research directions. They assist policymakers in optimizing resource distribution, educators in creating innovative curricula, and researchers in identifying new research areas. Thus, this comprehensive understanding of the dynamic evolution of open and vocational education can lead to more effective educational practices and policies worldwide.
A Bibliometric Analysis of Complex Problem-Solving Approaches in Engineering Education Azizan, Mohd Fikri; Mohd Matore, Mohd Effendi Ewan; Omar, Marlissa
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 1 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci3846

Abstract

The evolving landscape of engineering education requires the development of advanced cognitive skills, particularly complex problem-solving (CPS). As engineering challenges grow in complexity, CPS has become a vital competency. However, research on CPS in engineering education remains scattered. This study presents a systematic bibliometric analysis to uncover trends, key contributors, and thematic focuses in CPS-related research. Using the Scopus database and VOSviewer 1.6.20, the study analyzed publications based on co-authorship, co-citation, and keyword co-occurrence. The five-stage bibliometric approach by Masitoh et al. (2021) and Bukar et al. (2023) was adopted, encompassing keyword selection, data retrieval, screening, analysis, and visualization. Findings show a notable rise in CPS publications after 2010, peaking between 2022 and 2024. Dominant keywords include “active learning,” “simulation,” “artificial intelligence,” and “project-based learning,” indicating a shift toward AI-driven, technology-enhanced approaches. China, the United States, and India lead in research output, reflecting global efforts in reforming engineering education. The study highlights the growing emphasis on interdisciplinary and problem-based learning. Despite this momentum, regional disparities remain. Insights from this analysis are valuable for curriculum developers, educators, and policymakers to enhance CPS integration and guide future research toward more holistic and inclusive approaches
Modeling English teachers’ intention to use ICT: technology acceptance and TPACK Cao, Li; Rasul, Mohamad Sattar; Omar, Marlissa; Zulnaidi, Hutkemri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30444

Abstract

Teachers’ acceptance of technology in the teaching setting is significantly influenced by their behavioral intention to utilize information and communication technology (ICT). A considerable amount of study has been done on the use of ICT in teaching English as a foreign language (EFL). Nevertheless, there exists a significant lack of deep studies among EFL teachers in Chinese vocational colleges. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) theoretical frameworks, this current study aimed to ascertain whether EFL teachers’ TPACK levels could predict their intention to adopt ICT. A quantitative study was conducted with the participation of 440 EFL instructors from vocational schools in Shandong Province. The seven components met the scale’s validity and reliability requirements and the partial least squares (PLS) approach was utilized to describe the structural model and examine the relationships among significant components. The findings revealed that EFL teachers’ perceived usefulness (PU), perceived ease of use (PEU), and attitudes towards use (ATCU) significantly impacted their behavioral intention to use (BIU) ICT. Moreover, the TPACK framework exerted a substantial influence on their acceptance of ICT. The study’s findings may provide insights and resources for subsequent theoretical research and teaching approaches centered on enhancing the integration of technology in EFL education.
Co-Authors Azizan, Mohd Fikri Cao, Li Ling, Yao Mohd Matore, Mohd Effendi Ewan Rasul, Mohamad Sattar Suradin, Salwa Yang, You Zulnaidi, Hutkemri