Research Article
Lan Thi Nguyen, Theeradej Manakul, Kittiya Suthiprapa, Sangeun Han, Kulthida Tuamsuk
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep662
ABSTRACT
Smart learning management in schools refers to the integration of various elements designed to enhance learning experiences, promote student engagement, and support improved educational outcomes. This study aimed to examine key factors associated with the implementation of smart learning management in practical projects conducted in schools participating in a smart learning initiative through collaboration between a university and partner schools. The research employed a quantitative cross-sectional survey design involving school administrators and teachers from schools under the Secondary Education Service Area Office in four northeastern provinces of Thailand: Khon Kaen, Udon Thani, Ubon Ratchathani, and Nakhon Ratchasima. Data were collected through questionnaires from 72 school administrators and 79 teachers. The findings indicate that several dimensions are perceived as important for the implementation of smart learning management, including executive leadership, teacher readiness and motivation, policy and promotional support, and student readiness and motivation. The results also highlight the importance of comprehensive school preparation, such as clear policies, adequate technological infrastructure, supportive learning environments, and effective school management. These findings provide insights into key conditions that support the implementation of smart learning initiatives and may help guide schools and policymakers in strengthening smart learning practices in educational settings.
Keywords: smart learning, learning ecology management, secondary schools, education administrators, schoolteachers
Research Article
Luis Miguel Olórtegui-Alcalde, Franklin Cordova-Buiza
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep663
ABSTRACT
This study examines how engagement with information and communication technologies (ICT) relates to university students’ academic performance, considering intrinsic motivation as a mediator and platform usability as an enabling condition. A quantitative, cross-sectional, correlational, and descriptive design was implemented with 385 students from a university in Lima (Peru), selected through non-probability convenience sampling. Data were collected using a structured 5-point Likert questionnaire measuring platform usability, ICT engagement, intrinsic and extrinsic motivation. Academic performance was operationalized as self-reported semester GPA using the national 0-20 grading scale. The model was tested using PLS-SEM (SmartPLS 4) with a bootstrapping procedure of 5,000 subsamples. Results indicated a strong association between platform usability and ICT engagement (β = 0.78). ICT engagement showed positive effects on intrinsic motivation (β = 0.64) and extrinsic motivation (β = 0.42). Intrinsic motivation was positively related to academic performance (β = 0.55) and mediated the relationship between ICT engagement and performance (indirect effect = 0.35). Platform usability also exerted an indirect effect on performance through engagement and intrinsic motivation (0.43). Overall, the findings suggest that ICT engagement translates into better academic outcomes primarily when digital platforms are usable and instructional strategies foster intrinsic motivation and autonomous learning.
Keywords: ICT, student engagement, intrinsic motivation, academic performance, PLS-SEM
Research Article
Clara Rocío Henao-Zárate
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep664
ABSTRACT
Despite widespread digital access in secondary education, students continue to demonstrate limited capacity for systematic inquiry, critical source evaluation, and evidence-based reasoning—a paradox that existing virtual learning environments have failed to resolve. This article presents the structural dimensions of a conceptual digital learning ecosystem (DLE) designed to strengthen research skills in secondary education, based on a scoping review of 34 studies published between 2019 and 2025. The findings indicate that inquiry-oriented approaches—particularly project-based learning, problem-based learning, and inquiry-based learning—are the most widely adopted strategies; however, their effectiveness depends on their alignment with structured inquiry processes rather than on the mere presence of digital tools. The reviewed studies also emphasize the role of technological infrastructures, collaborative platforms, learning analytics, and artificial intelligence in supporting school-based research. The proposed DLE model represents a shift from content-centered instruction to structured inquiry environments, enabling students to formulate questions, evaluate evidence, design investigations, and communicate findings. The model integrates human, pedagogical, technological, and support components aligned with five key research phases, contributing to the development of autonomy, critical thinking, and inquiry-oriented learning.
Keywords: research skills, digital learning ecosystem, secondary education, project-based learning, educational technology, inquiry-based learning
Research Article
Mary Precy Aguilar, Wondwesen Tafesse
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep665
ABSTRACT
Virtual reality’s (VR) potential and applications in education gained much interest recently, particularly as a pedagogical tool in higher education. It is well recognized for its immersive nature, promoting interaction and a sense of realism. A noticeable gap exists in the empirical application of VR in business education grounded in a specific learning theory. This study applies Kolb’s experiential learning theory and employs Kolb’s four-stage cycle to examine the impact of VR-immersive pedagogy—an area that remains underexplored. The study is qualitative and uses thematic analysis with ChatGPT as a research tool. While language models, such as ChatGPT, have gained much attention as a research tool, the benefits and limitations must be critically considered. The findings provide a comprehensive narrative of how students engage in the four phases of Kolb’s learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This study also identified the challenges and practical difficulties encountered in using VR in the classroom. It provides educators with a deeper understanding of the pedagogical impact of VR, enabling them to make informed decisions regarding curriculum design and pedagogy to facilitate experiential learning. This study highlights the potential of language models to enhance qualitative data analysis.
Keywords: virtual reality, student experience, experiential learning, higher education, business education, GenAI
Research Article
Şeyma Yıldırım-Samuk, İsmail Fırat Altay
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep666
ABSTRACT
Generative artificial intelligence (GenAI) has recently gained significant attention within educational contexts, particularly among university students. Regardless of its significance, there are still a limited number of empirical studies on graduate students’ intention to use this technology in higher education settings. Accordingly, this study investigated the acceptance of GenAI tools by master’s and doctoral students for academic purposes. The research adapted the unified theory of acceptance and use of technology 2 model and surveyed 145 graduate students from various universities through convenience sampling. Data collected through online surveys were analyzed using the partial least squares approach to structural equation modelling. Key findings revealed that factors, including habit (HB), performance expectancy, and hedonic motivation, had a significant effect on students’ behavioral intention (BI) to use GenAI tools. Additionally, the study indicated that the most important predictors for actual GenAI use were HB and BI. Notably, demographic variables, age, gender, and the level of study, showed no significant moderating influence on the relationships among the constructs. This study provides further insight into our understanding of how GenAI tools are accepted by graduate students for academic purposes and contribute to the literature on the factors affecting their intention to use these tools.
Keywords: generative artificial intelligence, UTAUT2, higher education, academic purposes
Review Article
Héctor Pérez-Montesdeoca, Daniel Rodriguez-Rodriguez, Aitana Fernández-Sogorb
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep667
ABSTRACT
In recent years, the emergence of generative artificial intelligence (GenAI) has reshaped multiple domains of human knowledge, including education, giving rise to an emerging field of study that still lacks conceptual and empirical systematization—particularly at the secondary education level. Despite growing interest in exploring its pedagogical potential, existing studies remain fragmented, methodologically uneven, and often rooted in experimental or anecdotal contexts, which hinders the development of a robust evidence base regarding its actual impact on learning. In response to this situation, the present study conducts a systematic review of recent scientific literature with the aim of identifying the main uses of GenAI in secondary education and examining the improvements these uses bring to teaching and learning processes. The review follows the PRISMA protocol and includes a total of 33 studies selected based on explicit inclusion criteria, focusing on experiences involving generative tools. The findings reveal a diverse range of approaches to GenAI integration, with a predominance of applications in written production, STEM problem-solving, creative stimulation, and automated feedback—most of which are initiated by teachers and implemented in isolated or experimental settings. The review also identifies significant improvements in areas such as student motivation, autonomy, critical thinking, and digital competence. However, methodological limitations and gaps in pedagogical integration are also noted. These findings underscore the need to move towards more integrated and sustained pedagogical models and highlight the urgency of strengthening longitudinal and theoretically grounded research to gain deeper insights into the educational implications of this emerging technology.
Keywords: applications, benefits, educational technology, emerging technology, innovation
Research Article
Wala Awad, Linda Galligan, Seyum Getenet
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep668
ABSTRACT
The integration of online learning games in mathematics education is a rapidly growing area, driven by ongoing technological progress and the recognized potential to improve student learning experiences. Effective technological support is essential for enhancing students’ understanding and engagement in mathematics. This study critically assesses the effectiveness of MangaHigh, an online game-based learning (GBL) resource featuring adaptive learning technology, in an Australian primary school setting. Using a mixed-methods case study approach, data were gathered through surveys completed by 72 year 6 students and a semi-structured interview with their classroom teacher. The results show that the teacher viewed MangaHigh as a tool that encourages student engagement and helps in understanding specific mathematical concepts, aligning with recent research indicating GBL can increase motivation and conceptual understanding. Survey data showed that most students believed MangaHigh assisted their understanding of mathematical concepts. Notably, gender-based differences in perceptions were observed, with more boys than girls perceiving MangaHigh as a helpful tool that makes learning mathematics enjoyable, boosts confidence, and simplifies concepts. However, statistical analysis revealed that these differences were not significant. These findings are placed within current research on digital skills and attitudes. Overall, the results suggest that mathematics teachers should think about incorporating technology into their teaching. The study also emphasizes the need for further research, as current studies on the impact of GBL tools like MangaHigh on primary school mathematics education are still limited.
Keywords: game-based learning, online mathematics resources, primary school, digital technology, MangaHigh