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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 15 Documents
 1   2 
The Impacts of Artificial Intelligence on Higher Education: A Tanzanian Context Mduwile, Peter; Goswami, Dulumoni; Ibrahim, Didymus; Lufunga, Janeth; Baruah, Niharika
Journal of Technology-Assisted Learning Vol. 2 No. 1 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i1.12

Abstract

Artificial Intelligence (AI) is increasingly transforming higher education across the globe by reshaping teaching, learning, research, and institutional management. In developing countries such as Tanzania, the integration of AI into Higher Education Institutions (HEIs) presents both significant opportunities and complex challenges. Despite the presence of infrastructural and resource limitations, AI has the potential to revolutionize the educational landscape by improving access to quality learning materials, supporting data-driven decision-making, and enhancing administrative efficiency. This study explores the multifaceted impacts of AI on Tanzanian HEIs, with a specific focus on its current applications, benefits, challenges, and policy implications. The research draws upon recent empirical studies and secondary data to analyze how AI technologies such as intelligent tutoring systems, predictive analytics, and automated assessment tools contribute to personalized learning experiences and improved academic outcomes. Moreover, the study identifies the major barriers to AI adoption, including inadequate technological infrastructure, limited institutional capacity, insufficient AI-related policies, and persistent ethical concerns surrounding data privacy and algorithmic bias. Findings reveal that although AI adoption in Tanzanian HEIs is on the rise, the implementation remains fragmented and uneven across institutions. To fully harness AI’s transformative potential, the study recommends the development of comprehensive national AI policies, investments in digital infrastructure, and targeted capacity-building programs for educators and administrators. Additionally, the research emphasizes the need for ethical frameworks that promote fairness, inclusivity, and transparency in AI utilization. Overall, this paper underscores the necessity of a strategic and policy-driven approach to ensure that AI contributes effectively and equitably to the advancement of higher education in Tanzania.
University Lecturers’ Perceived Usefulness of Mobile Technology for Instruction in Kwara State, Nigeria Issa, Ahmed Idris; Peter, Joy Abosede; Ibrahim, Mukhtar Adeola; Salaudeen, Muftau Kayode; Taiwo, Simon Ayoola; Nuhu, Kehinde Murtala; Atanda, Falade Ayotunde
Journal of Technology-Assisted Learning Vol. 2 No. 1 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i1.14

Abstract

Even though mobile technologies are highly evolved, their advantages and capabilities have not been fully utilized in education, particularly in underdeveloped nations like Nigeria. Therefore, this study examined how university lecturers in Kwara State, Nigeria, perceived the use of mobile technology for teaching. The study used the quantitative method of descriptive research. Three Kwara State universities were purposefully chosen to provide the sample. Using a proportionate and stratified random sample procedure, 315 respondents were chosen. Data was gathered using a questionnaire modified by the researchers. Frequency counts, percentages, and means were used to address the study topics, while t-tests and ANOVA were employed to assess hypotheses at the 0.05 level of significance. The results indicated that university lecturers held favorable perceptions regarding the instructional usefulness of mobile technologies. Statistical analysis revealed no significant differences in lecturers’ perceived usefulness of mobile technology for instructional purposes (F(19, 295) = 0.68, p = 0.84). Additionally, lecturers’ perceptions did not differ significantly based on gender. No significant differences were also found in perceived usefulness with respect to educational qualifications (F(19, 295) = 1.56, p = 0.07) or area of specialization (F(19, 295) = 1.06, p = 0.39). The study concluded that university lecturers had a positive perception of the use of mobile technologies for instruction in Kwara State, Nigeria, and has great potential if it is adopted for instructional delivery. It was recommended that the university’s lecturers should be provided with mobile technologies and encouraged to utilize them for instruction, as it will lead to more active and innovative teaching methods.
An In-Depth Analysis of Instructors’ Perceptions of Utilizing ChatGPT in Developing Courses and Learning Materials Perez, Mark Jameson E.
Journal of Technology-Assisted Learning Vol. 2 No. 1 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i1.16

Abstract

This sequential explanatory research design study determined the instructors’ level of perceptions and efficiency in using ChatGPT as an educational tool for developing courses and learning materials. It also investigated the challenges and limitations that instructors have encountered while utilizing this tool. The study involved 138 respondents, and the five participants were from regular campuses of a state university in Central Luzon who had immersed themselves in the utilization of ChatGPT. The samples of the study signify that they were actively engaged in exploring and integrating AI tools, particularly ChatGPT, in teaching pedagogy. The instruments used in this study were researcher-made questionnaires. The quantitative tool involved indicators of the perceptions of instructors on the usefulness, ease of use, attitudes, impact, and efficiency of the tool in identifying learning, performance, and assessment outcomes. The qualitative instrument was about the difficulties, authenticity and reliability issues, ethical issues and concerns, technical limitations, and strategies to improve the ChatGPT-generated content. The results showed that ChatGPT is a beneficial educational tool; it is user-friendly, especially for seasoned faculty with different levels of technological expertise. However, it was also revealed that ChatGPT does not enhance the critical and analytical thinking of the instructors as they innovate diverse course learning materials. Furthermore, the findings showed that instructors must be responsible users and critically evaluate the generated outputs because they may be inaccurate, vague, or outdated. Its technical limitations affect coherence, complexity, and the context itself. The study recommends conducting training on AI integration in education as it can negatively impact the educational system, productivity, and economic stability.
Impact of Large Language Models on Personalized Learning, Assessment Automation, and Student Outcomes in Higher Learning Institution Niyibizi, Onesme
Journal of Technology-Assisted Learning Vol. 2 No. 1 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i1.22

Abstract

This study investigated the multifaceted influence of Large Language Models (LLMs) on teaching and learning within a private higher education institution in Rwanda during the 2024–2025 academic year. A total of 658 students and 28 lecturers participated, providing a comprehensive perspective on both user experiences and professional concerns. Using a quantitative approach, the study employed Multivariate Analysis of Variance (MANOVA) to examine how the use of LLMs relates to students’ perceptions of personalized learning effectiveness, academic performance improvement, online engagement, satisfaction with assessment feedback, and motivation for lifelong learning. Findings from the student indicated that LLMs are widely perceived as beneficial across multiple dimensions of the learning process. Students reported that LLMs enhance personalized learning by providing adaptive guidance, improving academic performance through instant clarification and practice support, and increasing online engagement by offering interactive and accessible learning assistance. The results further showed that LLMs contribute to greater satisfaction with feedback mechanisms and stimulate motivation for continuous and self-directed learning. These statistically significant associations point to the strong potential of LLMs to enrich higher education outcomes. In contrast, the lecturers’ data revealed notable concerns related to data privacy, ethical use, and algorithmic bias. Lecturers expressed significant apprehension regarding students’ overreliance on LLMs, the risks associated with inaccurate or biased outputs, and the potential erosion of academic integrity. Their perceptions underscore the need for safeguards that ensure responsible and ethical use of AI in academic settings. Overall, the findings highlighted a dual reality: while LLMs hold transformative potential for improving learning experiences, their integration must be supported by robust institutional policies, targeted capacity-building initiatives, and ongoing research. Such measures are essential to promote equitable, ethical, and effective adoption of LLMs in higher education.
Assessing Awareness and Implementation of Educational Technology and ICT Tools in Teaching at Selected Engineering Institutes in Western Maharashtra Shinde, Sunanda Mahesh; Shinde, Mahesh Balasaheb
Journal of Technology-Assisted Learning Vol. 2 No. 1 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i1.26

Abstract

The rapid advancement of educational technology (EdTech) and information and communication technology (ICT) has significantly transformed teaching–learning practices in engineering institutes, driven by the increasing demand for flexible, student-centred, and technology-enabled education. Although a wide range of digital tools is available, engineering faculty differ considerably in their awareness, adoption, and effective pedagogical integration of these technologies. In this context, the present study examines faculty awareness and use of EdTech and ICT tools in engineering education through a taxonomy-based framework that categorizes varying levels of technological awareness and instructional application. The primary objective of the study is to assess how engineering educators perceive, access, and utilize digital tools for instructional delivery, assessment, collaboration, and student engagement. A descriptive and analytical research design was employed, and data were collected from engineering faculty using structured questionnaires and reflective inputs. The awareness taxonomy was applied to systematically analyse faculty engagement with ICT tools, ranging from basic familiarity to advanced pedagogical integration. The study also explores the use of commonly adopted digital platforms, including learning management systems, virtual classrooms, collaborative applications, and multimedia resources, along with instructional approaches such as blended learning and flipped learning. The findings indicate that while a majority of faculty members demonstrate moderate to high awareness of EdTech tools, their effective classroom implementation is often constrained by limited training opportunities, time constraints, infrastructural limitations, and resistance to pedagogical change. Nevertheless, educators who actively integrated technology-enabled strategies reported higher levels of student engagement, improved collaboration, and enhanced learning outcomes. The study concludes that structured professional development initiatives, strong institutional support, and a clearly defined awareness framework are essential for achieving meaningful and sustainable integration of EdTech and ICT in engineering education. The insights from this study can inform educators, administrators, and policymakers in strengthening technology-driven teaching practices.

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