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Journal Emerging Technologies in Education
Published by Yayasan Adra Karima Hubbi
ISSN : 30250668     EISSN : 30250676     DOI : 10.70177/jete
Core Subject :
Journal Emerging Technologies in Education (JETE) is an international peer-reviewed journal dedicated to interchange for the results of high quality research in all aspect of science, technologies and Education. The journal publishes state-of-art papers in fundamental theory, experiments and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion and concise conclusion. As our commitment to the advancement of science and technology, the JETE follows the open access policy that allows the published articles freely available online without any subscription.
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Articles 5 Documents
 1 
Search results for , issue "vol. 3 no. 3 (2025)" : 5 Documents clear
The Role of Technology in Non-Formal Education in Rural South Africa Teboho Maseko; Lesedi Mokoena; Dineo Mabuza; Josefa Flores; Andres Villanueva
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2163

Abstract

Background. Non-formal education plays a significant role in rural South Africa, where formal education systems often face challenges such as limited infrastructure and financial resources. The integration of technology can help bridge these gaps, offering innovative ways to deliver education in under-resourced areas. Purpose. This study aims to explore the role of technology in enhancing non-formal education in rural South Africa, particularly focusing on its effectiveness in improving access, quality, and engagement for learners. Method. A qualitative research approach was employed, with interviews and focus group discussions conducted among educators, students, and community members in rural areas. Results. The findings reveal that technology, particularly mobile learning platforms and digital resources, has significantly enhanced accessibility to educational materials. Additionally, it has contributed to more interactive and engaging learning experiences, though challenges such as unreliable internet connectivity and limited technological skills among educators persist. Conclusion.  The study concludes that while technology has great potential to improve non-formal education in rural South Africa, efforts must be made to address the challenges of infrastructure and digital literacy.
Designing Inclusive Hybrid Learning Using Eye-Tracking and Adaptive UX: A Neuroadaptive Framework Alida Ntahonkiriye; Charles Ndikumana; Denise Mutoni; Ardi Azhari Nampira
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2233

Abstract

Background. The growing diversity of learners in hybrid education environments necessitates adaptive systems that respond to individual cognitive and emotional states in real time. Traditional user experience (UX) models often fail to accommodate neurodivergent users or those with varying attention patterns and processing styles. Purpose. This study proposes a neuroadaptive framework that integrates eye-tracking technology and adaptive UX design to create inclusive hybrid learning experiences. Method. The research aims to examine how real-time gaze data can inform interface adjustments that support engagement, accessibility, and cognitive load management. Employing a mixed-method design, the study involved 58 university students who interacted with a prototype learning platform embedded with eye-tracking sensors and adaptive UX features. Quantitative data from gaze patterns, task completion, and performance metrics were complemented by qualitative feedback through user interviews and think-aloud protocols. Results. Results indicate that the neuroadaptive interface significantly improved task efficiency, learner focus, and subjective usability across diverse cognitive profiles. Conclusion. The study concludes that This study demonstrates that real-time biometric feedback can personalize hybrid learning experiences and improve inclusivit.
Decentralized Peer Review and e-Assessment in Hybrid Learning: Blockchain as a Tool for Equitable Feedback Mechanisms Sevda Kara; Murat Arslan; Zeynep Toprak
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2235

Abstract

Background. The integrity and equity of assessment in hybrid learning environments have been increasingly challenged by issues of transparency, bias, and centralized control. Traditional peer review systems often lack traceability and accountability, leading to concerns about the fairness and credibility of formative feedback. Purpose. This study explores the application of blockchain technology as a decentralized infrastructure for peer review and e-assessment in hybrid learning contexts. The research aims to evaluate how blockchain-based systems can enhance feedback transparency, reviewer accountability, and student trust in digital assessment processes. Method. Employing a design-based research methodology, a prototype blockchain-enabled peer assessment platform was developed and tested with 92 university students across two hybrid courses. Quantitative and qualitative data were collected through platform analytics, student surveys, and focus group discussions. Results. The results demonstrate that blockchain-based systems can serve not only as secure ledgers but also as ethical architectures for equitable formative assessment Conclusion. The study concludes that blockchain offers a viable mechanism for building equitable, transparent, and tamper-resistant assessment systems in hybrid learning. The research contributes to the growing field of educational technology by introducing a scalable model for decentralized e-assessment.
Snow, Silence, and Story: Narrative Metacognition in Sami Student Learning in Arctic Norway Maria Nilsen; Thomas Haug; Emma Lersen
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2238

Abstract

Background. In Arctic Norway, the education of Indigenous Sami students involves navigating linguistic, cultural, and ecological dimensions that differ markedly from mainstream schooling norms. Traditional pedagogies often overlook how local knowledge systems and environmental contexts shape learning processes. Purpose.  This study investigates how narrative metacognition-learners’ awareness and regulation of their thought processes through storytelling-emerges among Sami students in Arctic educational settings. The research aims to explore how narrative practices, silence, and spatial awareness function as cognitive tools within Sami learners’ reflective processes. Method. A qualitative research design was employed, using narrative inquiry and ethnographic observation in two Sami-majority schools. Data were collected through student storytelling sessions, classroom reflections, and teacher interviews. Results. The findings reveal that Sami students frequently engage in self-reflective meaning-making through oral narratives and strategic use of silence, often linked to landscape, seasonal rhythms, and intergenerational knowledge. These metacognitive expressions reflect a culturally embedded logic of learning that resists conventional Eurocentric measures of participation and articulation. Conclusion. The study concludes that recognizing and supporting narrative metacognition can enhance culturally responsive pedagogy in Indigenous education contexts. These insights contribute to both Indigenous education research and broader efforts to decolonize learning environments.  
Augmented Reality in STEM Education: Enhancing Conceptual Understanding and Learner Motivation Ardi Azhar Nampira; Sanjay Sharma; Dorji Wangchuk
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.3410

Abstract

Background. The rapid development of digital technologies has encouraged the integration of augmented reality (AR) in STEM education as a response to persistent challenges in conceptual understanding and learner motivation. Purpose. This study aims to examine the effectiveness of augmented reality in enhancing students’ conceptual understanding and learning motivation in STEM subjects. Method. The research employed a quasi-experimental design with a mixed-methods approach, involving experimental and control groups at the secondary and tertiary education levels. Quantitative data were collected through pre-test and post-test instruments measuring conceptual understanding and standardized motivation questionnaires, while qualitative data were obtained from observations and semi-structured interviews. Results. The findings indicate that students exposed to AR-based learning environments demonstrated significantly higher gains in conceptual understanding compared to those taught using conventional methods. Additionally, AR integration positively influenced learner motivation, particularly in terms of attention, relevance, and engagement during learning activities. Conclusion. The study concludes that augmented reality is an effective pedagogical tool for STEM education, as it supports deeper conceptual learning and fosters intrinsic motivation.

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