Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Innovation in Education and Learning
Chen, Xiaoli
Unknown Affiliation
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Innovation Digital and Virtual Reality Based Instructional Design for High School Students Fatqurhohman, Fatqurhohman; Damayanti, Nia Wahyu; Chen, Xiaoli
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2 (2025): JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.10

Abstract

This study introduces an innovative instructional design integrating digital technology and virtual reality (VR) to enhance high school students’ mathematics learning. The research involved tenth-grade students as end-users and expert validators, including digital media specialists, subject matter experts, and instructional design professionals. Using a research and development approach, data were collected through expert validation questionnaires, classroom observations, and student interviews. Quantitative data were analyzed descriptively with Aiken’s content validity coefficient, while qualitative data underwent thematic analysis. Findings reveal that the VR-based instructional design achieved high validity (Tc>Tt) and effectively improved students’ conceptual understanding, engagement, and motivation in mathematics. The instructional design facilitated engaging and interactive learning experiences that made abstract concepts more accessible for students to grasp. Findings highlight the value of integrating virtual reality and digital media in building student-centered learning environments, with practical implications for improving mathematics teaching in secondary schools and fostering innovation in instructional design.
Evaluating Design Thinking in Mathematics Students: The Impact of AI Utilization and Digital Literacy Wijaya, Tommy; Chen, Xiaoli; Purnama, Sidik
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1 (2026): FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i1.161

Abstract

The accelerated expansion of artificial intelligence (AI) in mathematics education has transformed instructional practices; however, its effectiveness in fostering higher-order cognitive skills remains inconclusive. Although AI-enabled learning environments provide adaptive feedback and personalized support, limited student digital literacy often restricts meaningful and critical engagement with these technologies. This suggests that AI integration alone is insufficient to develop design thinking skills without adequate learner readiness. Accordingly, this study investigates the structural relationships among AI utilization, digital literacy, and design thinking in mathematics education, with particular emphasis on the mediating role of digital literacy. A quantitative research design was adopted, drawing on survey data collected from undergraduate students and analyzed using structural equation modeling. The results indicate that AI utilization explains 35% of the variance in digital literacy, while the combined effects of AI utilization and digital literacy account for 48% of the variance in students’ design thinking skills. Furthermore, digital literacy exhibits a statistically significant mediating effect, strengthening the influence of AI utilization on design thinking outcomes. These findings demonstrate that the pedagogical effectiveness of AI in mathematics education depends on the development of students’ digital competencies and provides a conceptual framework to guide future instructional design and research.
Co-Authors Fatqurhohman Fatqurhohman Purnama, Sidik Wijaya, Tommy