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Journal of Technology-Assisted Learning
Published by Scientia Publica Media
ISSN : 30897394     EISSN : 30897408     DOI : https://doi.org/10.70232/jtal.v1i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The Journal of Technology-Assisted Learning (JTAL) is an open-access, peer-reviewed journal dedicated to advancing research in digital learning. It focuses on the promotion and dissemination of studies on electronic learning and distance education worldwide. The journal encourages multidisciplinary research in areas such as online learning and teaching, technology-driven design and implementation of academic programs, teaching initiatives and projects, emerging technologies and their applications, blended learning approaches integrating online and face-to-face instruction, instructional materials, and pedagogy. JTAL explores theories, concepts, perspectives, pedagogical frameworks, implications, and recommendations for technology-enhanced education. The journal’s philosophy is to align with the evolving needs and interests of the technology-enhanced learning community, which shapes the thematic focus of its publications. Its primary objectives are to foster comprehensive, multidisciplinary discussions on technology-assisted learning research; to facilitate international collaboration and knowledge exchange in the field; and to explore strategies for leveraging technology-enhanced learning to support sustainable development. JTAL serves as a vital platform for disseminating research and scholarship from individual, institutional, national, and international perspectives. The journal promotes interdisciplinary collaboration and welcomes diverse contributions, including empirical research, systematic reviews, theoretical and conceptual studies, and practical applications and case studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
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Search results for , issue "vol. 2 no. 2 (2026): journal of technology-assisted learning" : 7 Documents clear
University Support for Self-Directed Learning: Cambodian Students’ Perceptions and Experiences Pisith Chin; Sereyrath Em; Rany Sam; Mardy Serey
Journal of Technology-Assisted Learning Vol. 2 No. 2 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i2.27

Abstract

One of the trends in higher education today is the increased focus on Self-Directed Learning (SDL). SDL helps students develop such important skills and traits as independence, critical thinking, lifelong learning, and adaptability to the dynamic educational and professional environment. Thus, universities should encourage their students to be engaged in SDL by providing sufficient resources and other kinds of help to their students. Although the process of reforming higher education in Cambodia was accompanied by an increasing interest in the promotion of student-centered learning, little information could be found regarding students’ perceptions of the level of university assistance in SDL. That is why it became necessary to analyze the perceptions of university students regarding university support of self-directed learning. A quantitative descriptive research method was applied to examine the level of SDL in 634 undergraduate students who study at the National University of Cheasim Kamchaymear and the University of Heng Samrin Thbongkhmum. For this purpose, a questionnaire was distributed to the respondents to fill out. To analyze the data collected, descriptive statistics were used. The study demonstrated that Cambodian university students had positive attitudes toward university assistance in SDL in such aspects as encouragement of self-learning, access to appropriate material, presence of learning guidelines, and availability of online sources. Yet, there was evidence of some gaps in university assistance in SDL in regard to a supportive learning environment, tutoring/mentoring, incentives to successful self-learning, and assessment of progress in SDL (the last one received the lowest rating). Overall, one can conclude that the universities of Cambodia managed to promote SDL via resources and motivational support, but more work remains to be done in the field of SDL monitoring and feedback.
Teacher Authority and Student Learning in the Age of Artificial Intelligence: Rethinking Power and Pedagogy Israel Olusegun Adedeji
Journal of Technology-Assisted Learning Vol. 2 No. 2 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i2.28

Abstract

This paper explored how teacher authority, pedagogic practice, and student learning performance are related in AI-mediated classrooms of secondary schools. Specifically, the study looked at how teacher authority directly affects pedagogical practices and student learning, and the mediating roles of the pedagogical practices. A convergent parallel design of mixed methods was embraced. The quantitative data were gathered on 320 teachers in Gusau Metropolis, Zamfara State, Nigeria, and the qualitative data were gathered from 20 purposely selected teachers on the basis of open-ended responses. To test the hypotheses, the study used descriptive and inferential statistics, Pearson correlation, multiple regression, and mediation analysis. Qualitative data were examined using thematic analysis. The results from both types of data were used and interpreted to understand the phenomenon of the study. The results showed that teacher authority, pedagogical practices, and student learning were generally at moderate to high levels among participants. Teacher authority significantly affected both pedagogical practices and student learning. Pedagogical practices were the strongest predictor of student learning and partly mediated the relationship between teacher authority and learning outcomes. Qualitative findings also showed that in AI-mediated classrooms, teacher authority is increasingly shown through epistemic leadership, instructional guidance, and ethical oversight of AI use, emphasizing the ongoing importance of teachers in creating effective learning experiences. The findings of the study imply that AI does not undermine the authority of teachers; instead, it redefines it as a pedagogy. The study concludes that well-organized, autonomy-supportive teaching is the key to maintaining student learning outcomes in the AI age.
Students’ Perceptions of Innovative Teaching Strategies: Reflection, Gamification, and Mindfulness in the Classroom Mengkorn Pum
Journal of Technology-Assisted Learning Vol. 2 No. 2 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i2.32

Abstract

In the context of higher education, where student engagement and motivation are central concerns, innovative teaching strategies that represent a holistic, student-centered approach to teaching are needed. This study aims to examine university students’ perceptions of three innovative teaching strategies integrated into classroom practice—weekly individual reflections, gamification using Quizizz, and one-minute silent mindfulness sessions before class. The study also investigates how these methods influence students’ engagement, focus, and perceived learning. A mixed-methods design was employed, combining quantitative survey data from a structured Likert-scale questionnaire (18 items) with qualitative responses from three open-ended questions, administered to 61 undergraduate students enrolled in a Research Methodology course at a university in Cambodia during the 2024–2025 academic year. Quantitative data were analyzed using descriptive statistics, and qualitative reflection data from open-ended questions were thematically analyzed. The quantitative analysis indicated that all three strategies contribute to a positive and effective classroom environment. Further qualitative analysis showed they significantly enhanced comprehension, recall, and focus. Specifically, reflection deepened understanding and increased awareness of knowledge gaps. Quizizz supported immediate recall and application. The one-minute silence activity promoted mental preparation and focus. Collectively, these strategies boosted students’ motivation, focus, and cognition by increasing intrinsic drive, improving concentration, reducing stress, and supporting deeper understanding and self-assessment. Students are highly satisfied with the innovative learning strategies, affirm their effectiveness, and support their continuation. Suggestions for improvement focused on the classroom environment (e.g., reducing distractions and adjusting pacing) and on activity modifications (e.g., easing Quizizz-related anxiety and extending silence periods). The article concludes with recommendations and suggestions for practical implications.
From Oral Tradition to Viral Trend: How Folklore is Reconstructed in Meme and Short-Video Culture Aqlimia Farhad; Husnain Mukhdoom; Iqra Imran
Journal of Technology-Assisted Learning Vol. 2 No. 2 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i2.33

Abstract

The proliferation of digital media has changed the modes of folklore production, circulation, and reconstruction. Folklore is grounded in oral history, communal ritual, and cultural activities; today, it is increasingly being transmitted in digitally networked environments. In today’s digital era, memes and short videos shared on platforms like TikTok, Instagram Reels, and YouTube Shorts have become significant media for culture. This research will explore the Reconstruction of folklore in meme and short video culture and discuss the impact of this reconstruction on cultural continuity, participatory communication, and digital pedagogies. The study uses a qualitative research design and digital ethnography and reflexive thematic content analysis. Thirty short-video artifacts and memes were gathered from the major social media platforms during 2024–2025 and analysed using a purposive sampling framework. Coding was done inductively to discover common patterns of adaptation and circulation of folkloric stories. The results show four main themes: re-contextualization of tradition, archetypal inversion, algorithmic adaptation, and cultural-pedagogical expression. The findings reveal that folklore is not gone in digital environments, but rather it is constantly reworked, parodied, and reinterpreted by the process of remixing. In addition, algorithmic infrastructures can have a profound impact on the visibility and dissemination of digital folklore, as they can affect how audiences interact with the material and how it circulates. Digital reconstruction can increase access, support the preservation of cultures, and foster informal learning experiences, but can also lead to the oversimplification, commercialization, and reinterpretation of traditional stories. The study argues that digital folklore can be considered as a process of going, a process of continuous construction that occurs in the intersection of participatory creativity, platform governance, and algorithmic mediation. This research serves as a contribution to broader folklore scholarship by introducing memes and short video practices and placing them into a larger context of cultural continuity, digital media, and contemporary knowledge production for interdisciplinary conversations.
Digital Intelligence (DQ) as a Core Graduate Attribute in Higher Education Leovigildo Lito D. Mallillin; Sammy Q. Dolba
Journal of Technology-Assisted Learning Vol. 2 No. 2 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i2.34

Abstract

The study aims to identify Digital Intelligence (DQ) as a core graduate attribute in higher education institutions. It measures the level of integration of DQ in the institutional learning outcomes in terms of digital citizenship, digital creativity, digital critical thinking, digital communication, and digital safety and security. It also tries to analyze the level of students’ DQ competency as perceived by students and faculty members. Purposive sampling is utilized in selecting the population and target sample size of the study, which comprised sixty-two (62) respondents only. Results show that the level of integration of DQ in institutional learning outcomes in terms of digital citizenship emphasizes responsible engagement of social media to promote academic policies, show that digital creativity encourages utilization of digital tools, show that digital critical thinking indicates students are being trained critically, show that digital information assesses capacity and ability to communicate effectively, and show that digital safety and security indicates policies are being promoted. On the other hand, the level of students’ DQ competency as perceived by students and faculty members in terms of digital citizenship competency shows that respondents are aware on regulations and digital laws, shows that digital creativity competency indicates that students can content and create digital independently to solve academic issues in solving digital tools, shows that digital critical thinking competency indicates that students are critically evaluated the online sources to demonstrate digital research and logical reasoning, shows that digital communication competency indicates that students utilize appropriate language, and shows that digital safety and security competency indicates that student understand the digital setting privacy.
AI-Driven Learning Analytics and Student Retention Among International Students in Chinese Universities Herin Ratnaningsih; Zhang Jiasheng; Yue Zhao; Hu Xun
Journal of Technology-Assisted Learning Vol. 2 No. 2 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i2.36

Abstract

Artificial Intelligence (AI) and learning analytics are rapidly reshaping the modern landscape of higher education, impacting academic engagement, personalised learning experiences, and student retention in the learning environment. In recent years, Chinese universities have been more and more implementing AI technologies in education to enhance institutional responsiveness, adaptability, and predictive academic support for students from domestic and abroad. Despite the widespread use of AI in HEIs, there is, however, little qualitative research that has examined the perceptions and experiences of international students in the context of AI-mediated learning environments in Chinese HEIs. Hence, this research aimed to explore how AI-powered learning analytics affects student attrition among international students at Chinese Universities. The study used a qualitative exploratory research design, following an interpretivist paradigm. Twenty-five international students at undergraduate, master’s, and doctoral levels at various universities in China were interviewed using semi-structured interviews. Descriptive thematic analysis was applied in the analysis of data in this study, based on the analytical framework of Braun and Clarke. The results indicated that AI learning analytics had a positive impact on academic engagement, educational organisation, adaptation of personal learning, and institutional support, which was enabled by predictive academic monitoring and intelligent feedback systems. In general, the participants considered that the use of AI-supported educational technologies can be beneficial in terms of increasing awareness about learning, participation in learning, and persistence in learning. The research also revealed a number of challenges encountered in cultural adaptation, language barriers, emotional stress, privacy concerns, and digital surveillance in the context of AI in education. The study shows that AI learning analytics, in combination with ethically responsible, culturally inclusive, and human-centred education, can make a significant contribution to international student retention. The results add to the current body of knowledge by offering qualitative insight into the impact of AI-enhanced education in higher education institutions in China.
The Effects of Weblog Task Reading Activities on English Learners’ Reading Ability Lamya Hajihasankhansary
Journal of Technology-Assisted Learning Vol. 2 No. 2 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i2.37

Abstract

In the current digital era, various materials are taken into action to enhance language learners’ skills, especially reading skills. Among these materials, weblogs have attracted increasing attention due to their ability to provide authentic reading experiences and interactive learning opportunities for language learners. While there is a wide range of research on the benefits of weblogs in language learning, a gap in understanding their differential impact on learners of varying proficiency levels is felt. Therefore, this study investigated the effects of weblog reading tasks on the reading abilities of advanced and intermediate English language learners. Willing to cover this missed point, this study aims to show the effectiveness of weblog reading tasks in improving the reading skills of both advanced and intermediate-level learners. A quasi-experimental design was employed involving 84 English language learners at a private language institute in Iran. Reading proficiency was measured through pre-test and post-test assessments administered before and after a four-week instructional period. The collected data were analyzed using one-way ANOVA and independent-samples t-tests. The findings revealed that weblog tasks significantly improved the reading skills of advanced learners, while these tasks did not significantly enhance the reading performance of intermediate learners. Furthermore, both journalistic and scientific weblog reading tasks contributed to the improvement of advanced learners’ reading performance, with scientific weblog tasks producing slightly greater gains. This study can make contributions to the literature by highlighting the potential of weblog reading tasks to enhance advanced learners’ reading skills. The findings suggest that the effectiveness of weblog-based reading activities may depend on learners’ proficiency levels and their ability to engage with authentic online content. The study highlights the pedagogical value of weblogs as supplementary reading resources for advanced learners and points to the need for further research to develop more effective weblog-based interventions for intermediate learners.

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