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INDONESIA
Emerging Science Journal
Published by Ital Publication
ISSN : 26109182     EISSN : -     DOI : -
Core Subject : Social,
Environmental Science
Emerging Science Journal is not limited to a specific aspect of science and engineering but is instead devoted to a wide range of subfields in the engineering and sciences. While it encourages a broad spectrum of contribution in the engineering and sciences. Articles of interdisciplinary nature are particularly welcome.
Arjuna Subject : -
Articles 1,058 Documents
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Using Mixed Reality (MR) as an Emerging Technology for Improving Higher Education: Analysis of Mental Workload Criollo-C, Santiago; Guerrero-Arias, Andrea; Buenaño-Fernández, Diego; Jaramillo-Alcazar, íngel; Luján-Mora, Sergio
Emerging Science Journal Vol. 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-024

Abstract

This study aims to evaluate the mental workload perceived by students when using Build_3D, a mixed reality (MR) application, as an educational tool for learning PC and smartphone hardware, as well as to analyze teachers' perceptions of its impact on the teaching process. The NASA-TLX tool was applied to measure mental workload in 60 students, assessing six dimensions: mental demand, physical demand, temporal demand, perceived performance, effort, and frustration level. Additionally, qualitative observations were collected from teachers regarding the use of MR in practical learning environments. The results show that the perceived performance dimension achieved the highest score, highlighting the application's effectiveness in improving learning outcomes. Mental and temporal demands were moderate, while effort, frustration, and physical demand were low. Teachers noted that Build_3D enhances practical learning by enabling the repetition of complex tasks and fostering student motivation through immersive experiences. As a novel contribution, the study highlights the capacity of MR tools to integrate theoretical and practical concepts in an interactive environment, reducing cognitive load and promoting autonomous and personalized learning. Doi: 10.28991/ESJ-2024-SIED1-024 Full Text: PDF
M-Learning and Experiential Learning in Vocational Education Luptáková, Iveta D.; Hanuliaková, Jana; Žido, Lukáš; Bartoš, Pavel
Emerging Science Journal Vol. 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-017

Abstract

The aim of our research was to investigate the impact of the use of mobile devices in mobile technology (MT)-enabled experiential learning (EL). Methods/Analysis: The basis of the research was an experiment. Quantitative data included pretest and post-test results of two groups of students (ELs and regular education students). Qualitative data consisted of individual analysis of a final questionnaire composed of 37 items, some of which were open-ended. A 5-point Likert scale was used for evaluation, and some questions were open-ended. Findings: The results showed that the average knowledge gained in the EL group's post-test increased compared to the regular class. We found that after the photographing/note-taking phase, students with the ability to use mobile devices generally lost interest in further observation. We also found that both groups had great difficulty in the question design and comparison sections, in finding answers to the prepared questions. Novelty/Improvement:it became apparent that the teaching process needed to be modified. The photo-taking phase should be done after close observation so that the sensory experience is not replaced by mobile devices. The comparison phase did not show a significant result in any of the observed viewpoints and can be omitted. The sensory experience, sound recording, requires some modifications, more effectively applied in the classroom environment, as ambient noise was a problem in the teaching process. Doi: 10.28991/ESJ-2024-SIED1-017 Full Text: PDF
Developing Social Studies Teaching Materials for Conflict Resolution Education Using the Branch's ADDIE Research Method Fathimah, Siti; Maftuh, Bunyamin; Malihah, Elly; Wiyanarti, Erlina; Nurgiansah, T. Heru; Utami, Febriyanti; Kusuma, Tesya Cahyani
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-011

Abstract

This study aims to develop social studies teaching materials focused on conflict resolution education, addressing the unique needs of Class VII students in Pasaman, Indonesia. Conflict resolution is a crucial skill in today's global context, particularly in social studies, which integrates essential principles and competencies. Using Branch’s ADDIE research method, the study highlights the urgent need for a specialized guidebook tailored to Pasaman's local context and cultural nuances. Data collection revealed that 57.6% of students had low comprehension of conflict resolution, 28.2% medium, and 14.1% high. These findings emphasize the importance of differentiated instructional materials that cater to diverse learning needs. The proposed guidebook is designed not only to improve conflict resolution skills but also to incorporate elements of local wisdom, fostering a more relevant and engaging learning experience. The study further underscores the collaborative role of stakeholders in developing materials that align with students' understanding levels and cultural backgrounds. By bridging the gap between theory and practice, this research offers a model for creating inclusive, context-specific teaching strategies. The novelty of this study lies in its focus on local adaptation, contributing to a more effective learning process and supporting efforts to cultivate peace and resilience in educational settings.
Innovative Chemical Engineering Education: Social Media-Enhanced Project-Based Learning Approaches Guaya, Diana E.; Jaramillo-Fierro, Ximena V.; Meneses, Miguel A.; Valarezo, Eduardo
Emerging Science Journal Vol. 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-021

Abstract

This study investigates the integration of social media platforms, specifically YouTube and TikTok, as educational tools in Project-Based Learning (PBL) within chemical engineering courses, with a particularly focus on Unit Operations. The research involved seventy-eight students from the Universidad Técnica Particular de Loja across two consecutive semesters (April-August 2022 and October 2022-February 2023). Students were tasked with creating educational videos to communicate complex engineering concepts. YouTube was utilized for longer, detailed explanations, while TikTok was employed for short, engaging content. The results demonstrate the effectiveness of this method in enhancing student engagement and comprehension of both theoretical and practical concepts. Instructors observed substantial improvements in student creativity and digital literacy. Quantitative data, such as average course scores, and qualitative feedback from instructors highlight both the strengths and challenges of leveraging social media as a learning tool. A project evaluation rubric was developed to assess performance across several dimensions, including content mastery, practical application, creativity, and engagement. The study concludes that the combination of PBL with social media platforms creates a dynamic, interactive learning environment that cultivates essential skills for future engineers. However, it also identifies areas for refinement, particularly in terms of effective communication through digital media formats. Doi: 10.28991/ESJ-2024-SIED1-021 Full Text: PDF
The Influence of Quality of Work Life and Perceived Organizational Support on Turnover Intention in Private Higher Education Institutions Zeng, Dongxiu; Swatdikun, Trairong; Aujirapongpan, Somnuk; Huang, Shi-Zheng
Emerging Science Journal Vol. 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-020

Abstract

The study addresses faculty turnover in private higher education institutions, a challenge that disrupts institutional progress and educational continuity. It examines the influence of Quality of Work Life (QWL) on turnover intention (TI) and the mediating role of Perceived Organizational Support (POS). Utilizing a stratified random sample of 396 educators across 24 private colleges, data were collected through structured questionnaires and analysed using Structural Equation Modeling (SEM). The findings reveal a significant negative relationship between QWL and TI, indicating that improved work-life balance reduces educators' intent to resign. Additionally, QWL positively influences POS, which further diminishes TI, with POS mediating the QWL-TI relationship. By integrating POS as a mediator, the study provides actionable insights for educational administrators, emphasizing the importance of enhancing QWL and POS to mitigate faculty turnover. The findings offer a foundation for developing targeted policies aimed at improving workplace conditions and organizational support to ensure institutional stability. Doi: 10.28991/ESJ-2024-SIED1-020 Full Text: PDF
Improvement of Computer Science Student's Online Search by Metacognitive Instructions Sakulin, Sergey; Alfimtsev, Alexander; Kalgin, Yuri
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-03

Abstract

The purpose of this study is to evaluate the improvement of computer science students' online searches by using metacognitive instructions. These instructions in the form of flowcharts with detailed descriptions help students to plan, monitor, and evaluate their actions when searching for scientific and technical information. The research methods include the analysis of existing applications of metacognitive instructions and conceptual models of search in the learning process. To carry out the experiment, we designed a tutorial that contains the described metacognitive instructions with a detailed search plan. During the experiment, students had the task of writing the review sections of their term or final papers using the tutorial. The results were evaluated based on the quality of the submitted reviews and tutor feedback. The students using metacognitive instructions significantly improved the quality of the review sections. The structure of review sections improved, and the analysis of sources became more rigorous with more precise keyword phrasing. The study confirms that the use of metacognitive instructions enhances information search and academic performance. The novelty of the study lies in the integration of the metacognitive approach with conceptual search models into the learning process of computer science students. The improvements can be adapted to other disciplines to expand the study to other academic areas and develop additional tools to support metacognitive learning. Doi: 10.28991/ESJ-2025-SIED1-03 Full Text: PDF
E-Learning Integration and Its Impact on MIS Skill Development and Student Engagement Shannaq, Boumedyen
Emerging Science Journal Vol. 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-025

Abstract

This paper aims to establish the possibilities of incorporating e-learning in the management information system (MIS) for Omani students' improvements. The first purpose was to establish whether there was a relationship between e-learning integration and MIS skill development; the second purpose was to further test whether student engagement moderated the relationship or acted as a mediator between the two constructs; and the third purpose was to consider whether or not instructor proficiency and institutional support had a moderating effect on this relationship. Participants included 420 students and lecturers from Omani universities. The study also supported H1 and revealed that e-learning integration significantly, though moderately, enhanced student readiness, with a mean increase of 0.141 (p=0.002). The study revealed that student engagement can only partially mediate this relationship, with a regression coefficient of 0.051 and a significance level of 0.001. Yet, the expertise level of the instructor did not emerge as a significant moderator in this relationship (β=-0.027, p=0.292), thus resulting in another rejection of H3. On the other hand, institutional support had a direct positive effect on the readiness of the students for e-learning when integrated in teaching activities, thus supporting H4 (β=0.071, p=0.05). The R-square change (∆R² = 0.005) indicates that the use of moderators increases explained variance by a small extent. The following findings can assist policymakers and educators in improving MIS education in Oman by leveraging institutional support for e-learning to enhance skills. Doi: 10.28991/ESJ-2024-SIED1-025 Full Text: PDF
The Impact of Digital Storytelling-Based Learning Environment on Young Children's Science Process Skills Al-Barakat, Ali A.; Al-Hassan, Omayya M.; AlAli, Rommel M.; Ibrahim, Nahla A.
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-02

Abstract

The present study aimed at examining the effects of digital storytelling-based learning environment on children's science process skills such as observation, classification and prediction. A total of 238 children were involved and divided into an experimental group which was exposed to digital storytelling and a control group which was not exposed to digital storytelling. The data collection included interactive digital stories and tests to assess science skills and semi-structured interviews to gather children's feedback. The findings of the study revealed that digital storytelling has a positive effect on children's scientific skills and this was because the experimental group performed better than the control group in all the skills assessed. There was a significant improvement in the observation skills of children in that they were able to identify more details in natural phenomena. The classification skills were enhanced since children were able to arrange and categorize information using the structure of digital stories. The prediction skills were also enhanced, which showed that there was an enhancement in the critical in thinking early skills. It is recommended that childhood-based curricula incorporate digital story, and teacher training should include it as well. Doi: 10.28991/ESJ-2025-SIED1-02 Full Text: PDF
Leveraging Hybrid Deep Q-Learning for Early Identification of At-Risk Students Vijaya, P.; Mani, Joseph; Kumar, Basant; Shaker, Hothefa; Rajendran, Rajeev
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-06

Abstract

Student performance prediction is employed to predict the learning performance to identify at-risk students. However, prediction models should also consider external factors along with learning activities, such as course duration. The student’s performance gets affected, which leads to a high decreasing rate and meets the risk of failing to complete the course on time. To overcome these challenges, this work proposed a Sea Lion Search Optimization (SLnSO) based on the Deep Q network (DQN) for predicting at-risk students. Here, the input data is taken from the dataset and forwarded to the data transformation phase, which is performed by Yeo-Johnson (YJ) transformation. Then, in the feature selection stage, the most relevant features are selected using the Damerau-Levenshtein technique. Then, Data Augmentation (DA) is performed to increase the dimension of the features, which is followed by the Deep Q Network (DQN) that is utilized for predicting the students at risk. Finally, by implementing the proposed SLnSO, the predicted results will be executed by DQN. The SLnSO-DQN is the combination of both Sea Lion Optimization (SLnO) and Squirrel Search Algorithm (SSA). The outcomes of the proposed model SLnSO-DQN attain significant performance that is based on various parameters, such as Mean Absolute Error (MAE), Mean Square Error (MSE), and Root MSE (RMSE), and also obtained better values of 0.327, 0.265, and 0.514, respectively.
Music Education with Artificial Intelligence for Inclusive and Sustainable Early Childhood Learning Roldan-Cardona, Margarita; Chacón-Castro, Marcos; Jadán-Guerrero, Janio; Salvador-Ullauri, Luis; Acosta-Vargas, Patricia
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-012

Abstract

This study aims to evaluate the impact of a didactic strategy that incorporates generative artificial intelligence (AI) into music education, supporting oral language development in preschool children and promoting inclusive and sustainable early childhood learning. Using an action-research approach, a mixed-methods design was applied to assess the performance of 15 children aged 3 to 6 years, divided into experimental and control groups. The experimental group participated in AI-supported activities using tools such as Genially, Educaplay, and Wordwall, whereas the control group employed traditional methods. Quantitative data from pre-and post-tests, as well as qualitative observations, revealed that AI-enhanced sessions improved motivation, pronunciation, and engagement, particularly among children aged 5 and 6 years old. Although statistical tests showed no significant differences between groups, the intervention demonstrated pedagogical effectiveness by increasing interest and participation. The novelty of this work lies in applying generative AI in early music education to personalize learning and reduce inequality, aligning with several Sustainable Development Goals (SDGs 3, 4, 9, and 10). The findings offer valuable insights into designing inclusive educational experiences through the integration of ICT and AI, highlighting the need to enhance teacher training in emerging digital pedagogies and promote accessible music-based learning in diverse educational settings.

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