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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.
Arjuna Subject : -
Articles 130 Documents
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Analyzing Game-Based Learning Approaches in Brazilian Schools Bruna Costa; Rafaela Lima; Thiago Rocha
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.2142

Abstract

Background. Game-based learning (GBL) has become an innovative pedagogical approach, integrating gaming elements into educational contexts to enhance student engagement, motivation, and learning outcomes. In Brazil, the adoption of GBL in schools is growing, yet its impact on student learning, particularly in diverse educational settings, remains underexplored.Purpose. This study aims to analyze the effectiveness of game-based learning approaches in Brazilian schools, focusing on their influence on student engagement, knowledge retention, and academic performance across various subjects.Method. A mixed-methods approach was employed, combining quantitative data from pre- and post-assessments with qualitative insights from teacher interviews and student surveys. A sample of 400 students and 20 teachers from five Brazilian schools participated in the study, using educational games in classrooms for a period of three months.Result. The findings indicate that GBL significantly increased student engagement and motivation, with 78% of students reporting improved interest in the subjects taught through games. Additionally, students in the GBL group showed a 15% improvement in post-assessment scores compared to those taught using traditional methods. Teachers noted that GBL provided a more interactive and enjoyable learning experience, fostering better classroom participation.Conclus. Game-based learning can effectively enhance student engagement and academic performance in Brazilian schools. The findings suggest that integrating GBL into curricula could contribute to more dynamic and impactful learning environments.
Applying Augmented Reality for History Lessons in Japan Riko Kobayashi; Haruka Sato; Ren Suzuki; Sara Hussain; Usman Tariq
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2162

Abstract

Background. The integration of Augmented Reality (AR) into history education holds the potential to enhance student engagement and comprehension by providing immersive, interactive learning experiences. A mixed-methods approach was adopted, combining pre- and post-tests with interviews and focus groups. The findings suggest that AR can serve as a transformative tool in history education, bridging the gap between abstract content and lived experience. Purpose. This study investigated the effectiveness of AR-enhanced history lessons in Japanese high schools. A total of 200 students aged 15–18 participated in a quasi-experimental study, with one group receiving AR-based instruction and a control group continuing traditional methods. Method. Quantitative results showed a 25% improvement in historical knowledge among AR users versus 5% in the control group (p < 0.001). Qualitative feedback indicated higher engagement, improved retention, and greater enthusiasm toward history learning. Results. The findings indicate a significant increase in student engagement and understanding of historical events, with 85% of students reporting improved retention and a deeper understanding of history. Teachers noted a positive shift in students’ enthusiasm for learning history. Conclud.  AR technology enhances history education by providing immersive and interactive learning experiences, leading to greater student engagement and better knowledge retention.  
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.
The Impact of Competency-Based Pedagogy on Students’ Motivation and Engagement: An Experimental Study Mohzana Mohzana
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2193

Abstract

Background. Competency-based pedagogy (CBP) has emerged as a transformative instructional approach aligned with 21st-century educational demands, emphasizing the mastery of specific skills and learner autonomy. Despite its increasing adoption, empirical evidence regarding its impact on student motivation and engagement remains limited, especially in higher education contexts. Purpose. This study aims to investigate the effect of CBP on students’ motivation and classroom engagement through an experimental design. Method. The research employed a quasi-experimental method with pretest-posttest control group design. Participants included 120 undergraduate students divided into experimental and control groups. The experimental group received instruction using CBP principles, while the control group followed a traditional teacher-centered model. Data were collected using validated motivation and engagement scales and analyzed using ANCOVA. Results. Findings indicated that students in the CBP group demonstrated significantly higher levels of intrinsic motivation and behavioral engagement compared to those in the control group (p < 0.05). The structured autonomy and performance-based assessment in CBP played a key role in enhancing learner interest and participation. Conclusion.This study concludes that competency-based pedagogy positively influences students’ motivational and engagement levels, supporting its integration into curriculum design to foster meaningful and active learning experiences.
Competency-Based Education in Multicultural Classrooms: Designing Culturally Responsive Teaching Strategies Adrianus Prihartanto; Shirley A Padua; Alvin S Sicat; Rosmerry Simanjuntak; Henny Sutrisman
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2221

Abstract

Background. Culturally diverse classrooms are increasingly the norm in many education systems worldwide, presenting both opportunities and challenges for equitable teaching and learning. Competency-Based Education (CBE), which emphasizes mastery of skills over time spent in instruction, holds significant promise in addressing student diversity. Purpose. However, without culturally responsive strategies, CBE may fall short in meeting the learning needs of students from varied cultural and linguistic backgrounds. Method. Using a qualitative multiple case study design, data were collected from nine teachers across three urban schools through interviews, classroom observations, and instructional material analysis. Results. These practices increased learner motivation, inclusivity, and performance. The findings highlight that aligning CBE with culturally responsive teaching enhances its applicability and equity in diverse classrooms. Conclusion. The study concludes that aligning CBE with culturally responsive teaching enhances its effectiveness in multicultural settings. It recommends embedding cultural relevance as a core component in CBE-based teacher training and curriculum development.
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.
Ethical Conflicts in Secular Education: Narrative Inquiry of French Educators in Faith-Diverse Classrooms Camille Rousseau; Théo Girard; Sophie Vidal
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.2234

Abstract

Background. In secular education systems such as France’s, teachers are often positioned at the intersection of institutional neutrality and the growing religious diversity of their students. This tension can generate ethical conflicts as educators navigate complex classroom dynamics involving faith expression, laïcité (secularism), and cultural sensitivity. Purpose. This study explores how French educators experience and respond to ethical dilemmas in faith-diverse classroom settings within the framework of a secular public education system.Method. Using a narrative inquiry approach, data were collected from in-depth interviews with 18 secondary school teachers across urban and suburban regions of France. Thematic analysis revealed recurring tensions related to student religious expression, curricular constraints, parental expectations, and institutional ambiguity regarding secular norms. Teachers reported using various coping strategies, including silent negotiation, personal compromise, and reliance on informal peer networks. Results. The findings highlight a dissonance between policy and practice, and underscore the need for clearer ethical guidelines, teacher training, and institutional support in navigating pluralistic values. The findings contribute to scholarship on ethical pedagogy and secularism by foregrounding teacher agency and moral improvisation in pluralistic classrooms.Conclusion. This research contributes to the discourse on ethics in multicultural education by offering a grounded perspective on how secularism is lived, interpreted, and occasionally contested in everyday pedagogical practice.
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.
The Story of Struggle and Hope: Narrative Accounts of Female STEM Students in Egyptian Higher Education Tamer Youssef; Dina Ahmet; Yasser Sayed
Journal Emerging Technologies in Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2236

Abstract

Baground. Women in science, technology, engineering, and mathematics (STEM) fields in Egypt continue to face persistent structural and socio-cultural challenges, despite policy efforts to promote gender equity in higher education. The experiences of female STEM students remain underrepresented in scholarly discourse, particularly from an emic, narrative perspective. Purpose. This study aims to explore the lived experiences, challenges, and aspirations of female undergraduate STEM students in Egyptian universities through narrative inquiry.Method. Drawing on in-depth, semi-structured interviews with 20 participants from three major public institutions, the research documents personal accounts of gender-based obstacles, including societal expectations, institutional biases, and limited access to mentorship. Thematic narrative analysis revealed two dominant storylines: struggle against systemic barriers and hope grounded in academic identity, family support, and peer solidarity.Results. Findings reveal two dominant narrative arcs: “struggle”-characterized by marginalization, institutional neglect, and gender bias-and “hope”-rooted in academic identity, peer solidarity, and personal resilience. Participants employed strategies such as informal mentorship, emotional self-regulation, and counter-stereotypical performance to navigate male-dominated academic spaces.Conclusion. The study concludes that while structural inequalities persist, female students actively construct pathways of persistence, agency, and transformation within STEM fields. These findings provide valuable insights for educators, policymakers, and institutional leaders aiming to foster inclusive and supportive environments in STEM education.
Digital Narratives as Emotional Scaffolds: A Case Study of Student-Generated Stories in Thai ESL Classrooms Pong Krit; Rit Som; Siri Lek
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.2237

Abstract

Background. The increasing integration of digital storytelling in English as a Second Language (ESL) education highlights its potential not only for linguistic development but also for emotional expression among learners. Purpose. This study investigates how digital narratives created by Thai ESL students function as emotional scaffolds in language learning environments. The research aims to explore the affective dimensions of student-generated digital stories, specifically how these narratives foster emotional engagement, self-expression, and learner identity in the ESL classroom. Method. Using a qualitative case study approach, data were collected through interviews, classroom observations, and content analysis of student projects. Results. Findings indicate that digital storytelling enabled students to externalize personal experiences, reduce language anxiety, and build emotional connections with the learning content. Furthermore, the process encouraged collaborative dialogue and empathy among peers. Conclusion. The study concludes that digital narratives serve as both pedagogical and emotional tools, bridging language skills with psychological well-being. Implications suggest that ESL educators should intentionally design digital storytelling tasks to support students' emotional development alongside language proficiency.

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