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Journal : Information Technology Education Journal

Developing and Evaluating Content-Based Virtual Reality for Improving Learning Effectiveness in IT Education Jasruddin; Daud Mahande, Ridwan; Prima Putra, Kurnia
Information Technology Education Journal Vol. 4, No. 3, August (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i3.10442

Abstract

Undergraduate Information Technology (IT) education often faces challenges in delivering complex instructional materials that are difficult for students to understand using conventional learning methods. Technology-based visualization, particularly Virtual Reality (VR), has a significant potential to enhance conceptual comprehension by offering immersive and interactive learning experiences. This study aims to develop Content-Based Virtual Reality (CBVR) and evaluate its effectiveness in supporting the learning of desktop PC hardware introduction. A research and development (R&D) approach was implemented by adapting the Alessi and Trollip model, which consists of planning, design, and development stages. Expert validation was conducted to assess the accuracy and quality of the content, while practicality and effectiveness tests involved students from the Informatics and Computer Engineering Education program. Data were gathered through questionnaires and observations and analyzed using descriptive statistics from Jamovi. The findings showed that the developed CBVR content is valid, feasible, and capable of providing a more engaging and immersive learning environment. The effectiveness results indicate a notable improvement in students’ understanding compared to conventional learning approaches, reflected in increased learning scores and higher engagement levels. CBVR has proven effective in enhancing both conceptual and procedural understanding and holds strong potential for broader application in undergraduate IT education.
Predicting Generative AI–Based Learning Among Students: The Roles of Adaptive Learning Motivation, Technology Openness, and Digital Collaboration Readiness Daud Mahande, Ridwan
Information Technology Education Journal Vol. 5, No. 1, February (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i1.2601

Abstract

The integration of Generative Artificial Intelligence (AI) in higher education presents opportunities and challenges related to student readiness as the main users of technology. This study aimed to analyze the role of adaptive learning motivation, technology openness, and digital collaboration readiness in predicting student perceptions of Generative AI-based learning. A quantitative approach with an explanatory design was used through a survey of 370 students from the Faculty of Engineering, State University of Makassar, Indonesia. The data were analyzed using Partial Least Squares structural equation modeling (PLS-SEM). The results showed that the three predictor variables had a positive and significant effect on students' perception of Generative AI-based learning, with adaptive learning motivation being the most dominant factor. In addition, a pattern of tiered relationships was found, in which adaptive learning motivation affects openness to technology, which further strengthens the readiness for digital collaboration. The research model explained 60.8% of students' perceptions of AI-based learning. These findings confirm that the success of Generative AI integration is not only determined by technological readiness but also by students' psychological and digital readiness. This study contributes to expanding the model of learner readiness in the AI-based education ecosystem.