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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 22 Documents
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The Impacts of Artificial Intelligence on Higher Education: A Tanzanian Context Peter Mduwile; Dulumoni Goswami; Didymus Ibrahim; Janeth Lufunga; Niharika Baruah
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 Ahmed Idris Issa; Joy Abosede Peter; Mukhtar Adeola Ibrahim; Muftau Kayode Salaudeen; Simon Ayoola Taiwo; Kehinde Murtala Nuhu; Falade Ayotunde Atanda
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 Mark Jameson E. Perez
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 Onesme Niyibizi
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 Sunanda Mahesh Shinde; Mahesh Balasaheb Shinde
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.
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.

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