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EduTech Journal
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30630959     DOI : https://doi.org/10.62872/sp8q6929
Core Subject : Education,
Education Other
The journal publishes original articles on current issues and trends occurring internationally in the the fields of: Technology of Learning Methods, Learning Strategies, Teaching Materials Development, Teacher Development, Innovative Works of Learning System Design, Teaching Technology Development and Assessment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 33 Documents
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Content-Based Learning on Digital Platforms: Transformation of Learning Resources in the Social Media Era Risza Presty Rumani
EduTech Journal Vol. 3 No. 1 (2026): JET - MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/tz90ax08

Abstract

The rapid development of digital technology has fundamentally transformed the landscape of education, particularly in how learning resources are accessed and utilized. This study examines Content-Based Learning (CBL) within digital platforms, with particular emphasis on the transformative role of social media as an emerging ecosystem for educational content. Employing a systematic literature review methodology, this research synthesized findings from 20 peer-reviewed studies published between 2022 and 2025. The findings reveal that digital platforms, including YouTube, Instagram, TikTok, WhatsApp, and various Learning Management Systems, significantly enhance student engagement, knowledge acquisition, and collaborative learning. Social media platforms function not merely as communication tools but as dynamic spaces for content creation, peer-to-peer knowledge sharing, and informal learning. This study identifies key opportunities including increased accessibility, personalization of learning experiences, and community-driven knowledge ecosystems, while also noting persistent challenges related to information credibility, digital distraction, and the digital divide. The research concludes that the integration of CBL approaches within digital platforms represents a paradigm shift in contemporary education, requiring pedagogical adaptation from educators and critical digital literacy from learners.
Microlearning in the Digital Era: Educational Technology Strategies for a Generation with Short Attention Spans Mokhamad Yaurizqika Hadi
EduTech Journal Vol. 3 No. 1 (2026): JET - MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/ckkkjv41

Abstract

The shortening of human attention spans in the digital age—particularly among Generation Z and Generation Alpha—presents significant challenges to traditional instructional models that rely on extended, sustained engagement. Microlearning, defined as the delivery of educational content in short, focused, and modular units, has emerged as a strategically aligned response to this cognitive reality. This study conducts a systematic literature review of 20 peer-reviewed publications from 2021 to 2024, examining the theoretical foundations, practical implementations, technological enablers, and measurable outcomes of microlearning in digital educational contexts. Findings indicate that microlearning consistently improves knowledge retention, learner motivation, and self-directed learning when designed according to cognitive load theory and spaced repetition principles. Digital platforms—including TikTok, mobile LMS applications, AI-powered chatbots, and gamified environments—serve as effective delivery mechanisms for microlearning content. However, challenges including fragmentation of deep learning, over-reliance on passive consumption, and assessment validity require careful pedagogical consideration. The study concludes with a proposed framework for effective microlearning design in digital educational technology contexts.
Metaverse Learning in Educational Technology: Transforming the Learning Environment in the Era of Virtual Education Samsidar Samsidar
EduTech Journal Vol. 3 No. 1 (2026): JET - MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/rrmv9z21

Abstract

The rapid development of digital technology has opened new opportunities to transform learning spaces through metaverse-based approaches. This study examines the concept of Metaverse Learning within the framework of Educational Technology, focusing on how immersive virtual environments can redesign the learning experience in the virtual education era. Using a systematic literature review methodology, this study analyzed 20 primary references published between 2022 and 2026, identifying key trends, challenges, and opportunities in the implementation of metaverse learning. The results show that metaverse learning environments demonstrate significant advantages over traditional learning in terms of student engagement (87% vs. 62%), knowledge retention (82% vs. 65%), and collaborative learning capacity (91% vs. 54%). Furthermore, the integration of artificial intelligence, augmented reality, and virtual reality within the Edu-Metaverse ecosystem creates a more personalized and inclusive learning experience. However, challenges such as technological infrastructure, digital equity, data privacy, and the need for educator training remain critical barriers. This study concludes that metaverse learning represents a transformative paradigm shift in educational technology, and its successful implementation requires a comprehensive, multi-stakeholder approach involving educators, technology developers, policymakers, and students. Implications for educational technology practice and future research directions are discussed.

Page 4 of 4 | Total Record : 33

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