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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Computer for Science and Mathematics Learning
Wenling, Li
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Education Mathematics Social Sciences Other

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The Chinese adaptation of turnover intention scale in early childhood pre-service teachers Mingxing, Shao; Razali, Fazilah; Muhamad, Mohd Mokhtar; Nasiruddin, Nasnoor Juzaily Mohd; Xinchong, Sha; Wenling, Li
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.31181

Abstract

The issue of teacher turnover is a global concern, with particularly devastating impacts on early childhood education. Turnover intention (TI) is the most powerful predictor of actual turnover behavior, making early identification of TI crucial for reducing attrition among early childhood preservice teachers (PSTs). Despite this, no measurement tool exists in China to assess the TI of early childhood PSTs. This study aimed to provide a Chinese version of turnover intention scale for student teachers (TIS-ST) and evaluate its psychometric properties for assessing the TI of Chinese early childhood PSTs. A stratified random sampling method was used to select a sample of 537 early childhood PSTs. The psychometric properties of the Chinese version of TIS-ST were assessed through construct validity, measurement invariance, convergent validity, internal consistency reliability, item analysis, and composite reliability analyses. The results demonstrated that the Chinese version of TIS-ST has adequate validity, reliability, and measurement invariance across age. The Chinese version of TIS-ST can facilitate the dynamic identification and understanding of Chinese early childhood PSTs’ TI across different ages and can lead to targeted interventions that address the root causes of attrition among early childhood PSTs. This can ultimately result in more stable and effective early childhood education systems.
Augmented Reality and Student Motivation: A Systematic Review (2013-2024) Zuo, Ruijia; Wenling, Li; Xuemei, Zhang
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 1 (2025): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v2i1.23

Abstract

This study investigates the impact of Augmented Reality (AR) technology on K-12 students’ learning motivation. AR, as an innovative instructional tool, integrates virtual objects into real-world settings, creating immersive and interactive learning environments. Learning motivation is a critical factor influencing students’ academic achievement, and AR technology provides autonomous and personalized learning experiences that enhance capabilities, reduce cognitive load, and improve learning outcomes. A systematic literature review methodology was adopted, analyzing 44 high-quality research articles published between 2013 and 2024 that examine the relationship between AR and learning motivation. The analysis revealed that AR technology is widely implemented in educational contexts, particularly in subjects such as mathematics, science, and art, offering authentic and engaging learning experiences. The findings highlight that AR significantly enhances students’ learning motivation by fostering autonomy, promoting interactive activities, and visualizing abstract concepts in intuitive ways. These features reduce cognitive load and improve comprehension, leading to better academic performance. Additionally, the novelty of AR stimulates students’ curiosity, driving sustained engagement and making learning more appealing and effective. The study underscores the potential of AR to transform traditional education by creating engaging and interactive learning experiences. Educators are encouraged to integrate AR into their instructional practices to foster students’ curiosity, motivation, and academic success. Future research should explore the long-term effects of AR technology and address challenges such as accessibility and teacher training to maximize its impact in educational settings.
Co-Authors Mingxing, Shao Muhamad, Mohd Mokhtar Nasiruddin, Nasnoor Juzaily Mohd Razali, Fazilah Xinchong, Sha Xuemei, Zhang Zuo, Ruijia