Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 23, 2024

Aim/Purpose: This mixed-methods study aims to examine factors influencing academicians’ intentions to continue using AI-based chatbots by integrating the Task-Technology Fit (TTF) model and social network characteristics. Background: AI-powered chatbots are gaining popularity across industries, including academia. However, empirical research on academicians’ adoption behavior is limited. This study proposes an integrated model incorporating TTF factors and social network characteristics like density, homophily, and connectedness to understand academics’ continuance intentions. Methodology: A qualitative study involving 31 interviews of academics from India examined attitudes and the potential role of social network characteristics like density, homophily, and connectedness in adoption. Results showed positive sentiment towards chatbots and themes on how peer groups accelerate diffusion. In the second phase, a survey of 448 faculty members from prominent Indian universities was conducted to test the proposed research model. Contribution: The study proposes and validates an integrated model of TTF and social network factors that influence academics’ continued usage intentions toward AI chatbots. It highlights the nuanced role of peer networks in shaping adoption. Findings: Task and technology characteristics positively affected academics’ intentions to continue AI chatbot usage. Among network factors, density showed the strongest effect on TTF and perceived usefulness, while homophily and connectedness had partial effects. The study provides insights into designing appropriate AI tools for the academic context. Recommendations for Practitioners: AI chatbot designers should focus on aligning features to academics’ task needs and preferences. Compatibility with academic work culture is critical. Given peer network influences, training and demonstrations to user groups can enhance adoption. Platforms should have capabilities for collaborative use. Targeted messaging customized to disciplines can resonate better with academic subgroups. Multidisciplinary influencers should be engaged. Concerns like plagiarism risks, privacy, and job impacts should be transparently addressed. Recommendation for Researchers: More studies are needed across academic subfields to understand nuanced requirements and barriers. Further studies are recommended to investigate differences across disciplines and demographics, relative effects of specific network factors like size, proximity, and frequency of interaction, the role of academic leadership and institutional policies in enabling chatbot adoption, and how AI training biases impact usefulness perceptions and ethical issues. Impact on Society: Increased productivity in academia through the appropriate and ethical use of AI can enhance quality, access, and equity in education. AI can assist in mundane tasks, freeing academics’ time for higher-order objectives like critical thinking development. Responsible AI design and policies considering socio-cultural aspects will benefit sustainable growth. With careful implementation, it can make positive impacts on student engagement, learning support, and research efficiency. Future Research: Conduct longitudinal studies to examine the long-term impacts of AI chatbot usage in academia. Track usage behaviors over time as familiarity develops. Investigate differences across academic disciplines and roles. Requirements may vary for humanities versus STEM faculty or undergraduate versus graduate students. Assess user trust in AI and how it evolves with repeated usage, and examine trust-building strategies. Develop frameworks to assess pedagogical effectiveness and ethical risks of conversational agents in academic contexts.

Aim/Purpose: This exploratory qualitative case study examines the perceptions of high-school learners of English regarding a pedagogical intervention involving progressive reduction of captions (full, sentence-level, keyword captions, and no-captions) in enhancing language learning. Background: Recognizing the limitations of caption usage in fostering independent listening comprehension in non-captioned environments, this research builds upon and extends the foundational work of Vanderplank (2016), who highlighted the necessity of a comprehensive blend of tasks, strategies, focused viewing, and the need to actively engage language learners in watching captioned materials. Methodology: Using a qualitative research design, the participants were exposed to authentic video texts in a five-week listening course. Participants completed an entry survey, and upon interaction with each captioning type, they wrote individual reflections and participated in focus group sessions. This methodological approach allowed for an in-depth exploration of learners’ experiences across different captioning scenarios, providing a nuanced understanding of the pedagogical intervention’s impact on their perceived language development process. Contribution: By bridging the research-practice gap, our study offers valuable insights into designing pedagogical interventions that reduce caption dependence, thereby preparing language learners for success in real-world, caption-free listening scenarios. Findings: Our findings show that learners not only appreciate the varied captioning approaches for their role in supporting text comprehension, vocabulary acquisition, pronunciation, and on-task focus but also for facilitating the integration of new linguistic knowledge with existing background knowledge. Crucially, our study uncovers a positive reception towards the gradual shift from fully captioned to uncaptioned materials, highlighting a stepwise reduction of caption dependence as instrumental in boosting learners’ confidence and sense of achievement in mastering L2 listening skills. Recommendations for Practitioners: The implications of our findings are threefold: addressing input selection, task design orchestration, and reflective practices. We advocate for a deliberate selection of input that resonates with learners’ interests and contextual realities alongside task designs that progressively reduce caption reliance and encourage active learner engagement and collaborative learning opportunities. Furthermore, our study underscores the importance of reflective practices in enabling learners to articulate their learning preferences and strategies, thereby fostering a more personalized and effective language learning experience. Recommendation for Researchers: Listening comprehension is a complex process that can be clearly influenced by the input, the task, and/or the learner characteristics. Comparative studies may struggle to control and account for all these variables, making it challenging to attribute observed differences solely to caption reduction. Impact on Society: This research responds to the call for innovative teaching practices in language education. It sets the stage for future inquiries into the nuanced dynamics of caption usage in language learning, advocating for a more learner-centered and adaptive approach. Future Research: Longitudinal quantitative studies that measure comprehension as captions support is gradually reduced (full, partial, and keyword) are strongly needed. Other studies could examine a range of individual differences (working memory capacity, age, levels of engagement, and language background) when reducing caption support. Future research could also examine captions with students with learning difficulties and/or disabilities.

Aim/Purpose: The digital ecosystem has contributed to the acceleration of digital and mobile educational tools across institutions worldwide. The research displays educators’ perspectives on web applications on mobile devices that can be used to engage and challenge students while impacting their learning. Background: Explored are elements of technology in education and challenges and successes reported by instructors to shift learning from static to dynamic. Methodology: Insights for this study were gained through questionnaires and focus groups with university educators in the United Arab Emirates. Key questions addressed are (1) challenges/benefits, (2) types of mobile technology applications used by educators, and (3) strategies educators use to support student learning through apps. The research is assisted by focus groups and a sample of 42 completed questionnaires. Contribution: The work contributes to web/mobile strategic considerations in the classroom that can support student learning and outcomes. Findings: The results reported showcase apps that were successfully implemented in classrooms and provide a perspective for today’s learning environment that could be useful for instructors, course developers, or any educational institutions. Recommendations for Practitioners: Academics can integrate suggested tools and explore engagement and positive associations with tools and technologies. Recommendation for Researchers: Researchers can consider new learning applications, mobile devices, course design, learning strategies, and student engagement practices for future studies. Impact on Society: Digitization and global trends are changing how educators teach, and students learn; therefore, gaps need to be continually filled to keep up with the pace of ever-evolving digital technologies that can engage student learning. Future Research: Future research may focus on interactive approaches toward mobile devices in higher education learning and shorter learning activities to engage students.

Aim/Purpose: To conduct a needs assessment and subsequently create micro-storytelling media aimed at enhancing the Digital Intelligence Quotient (DQ) skills of young individuals. Background: In today's digital society, DQ has emerged as a vital skill that elevates individuals in all aspects of life, from daily living to education. To empower Thai youth, this study seeks to innovate DQ content by adapting it into a digital format known as micro-storytelling. This unique approach combines the art of storytelling with digital elements, creating engaging and effective micro-learning media Methodology: The methodology comprises three phases: 1) assessing the need for digital micro-storytelling development; 2) developing digital micro-storytelling; and 3) evaluating the DQ skills among young individuals. The sample group consisted of 55 higher education learners for needs assessment and 30 learners in the experiment group. Data analysis involves PNI modified, mean, and standard deviation. Contribution: This research contributes by addressing the urgent need for DQ skills in the digital era and by providing a practical solution in the form of digital micro-storytelling, tailored to the preferences and needs of Thai youth. It serves as a valuable resource for educators and policymakers seeking to empower young learners with essential digital competencies. Findings: The findings demonstrate three significant outcomes: 1) The learners wanted to organize their own learning experience with self-paced learning in a digital landscape, and they preferred digital media in the form of video. They were most interested in developing DQ to enhance their understanding of digital safety, digital security, and digital literacy; 2) according to a consensus of experts, digital micro-storytelling has the greatest degree of quality in terms of its development, content, and utilization, with an overall average of 4.86; and 3) the overall findings of the assessment of DQ skills indicate a favorable level of proficiency. Recommendations for Practitioners: Align materials with micro-learning principles, keeping content concise for effective knowledge retention. Empower students to personalize their digital learning and promote self-paced exploration based on their interests. Recommendation for Researchers: Researchers should continuously assess and update digital learning materials to align with the evolving digital landscape and the changing needs of students and investigate the long-term effects of DQ improvement, especially in terms of online safety and digital literacy in students' future lives and careers. Impact on Society: This study's impact on society is centered around fostering a DQ, promoting innovative educational approaches, and elevating Thai youth with essential digital skills. It contributes to a safer, more informed, and digitally literate generation prepared for the challenges of the digital era. Future Research: Undertake comparative studies to analyze the effectiveness of different digital learning formats and methodologies. Comparing micro-storytelling with other approaches can help identify the most efficient and engaging methods for enhancing DQ.

Aim/Purpose: This study explores the subject structure, social networks, research trends, and issues in the domain that have the potential to derive an overview of the development of virtual reality-based learning media in vocational education. Background: Notwithstanding the increasingly growing interest in the application of virtual reality in vocational learning, the existing research literature may still leave out some issues necessary for a comprehensive understanding. This study will point out such areas that need more exploration and a more comprehensive synthesis of the literature by conducting a bibliometric analysis. It will be interesting to keep track of the changing concepts and methodologies applied in the development of VR-based learning media in vocational education research. Methodology: This review was carried out using bibliometric methodology, which can highlight patterns of publication and research activity in this hitherto little studied area. The results of the study have the potential to lead to evidence-based priority in VR development, which will tailor work for vocational contexts and set the compass against the growing worldwide interest in this area. The study provides a descriptive analysis of publications, citations, and keyword data for 100 documents published between the years 2013 and 2022 from the Scopus database, which is conducted to illustrate the trends in the field. Contribution: This study also counts as a contribution to understanding the research hotspots of VR-based learning media in vocational education. Through bibliometric analysis, this study thoroughly summarized the relevant research and literature laying a knowledge foundation for researchers and policy makers. Additionally, this analysis identified knowledge gaps, recent trends, and directions for future research. Findings: The bibliometric analysis revealed the following key findings: 1. A growing publication trajectory, with output increasing from 7 articles in 2013 to 25 articles in 2022. 2. The United States led the contributions, followed by China, and Germany. 3. The most prominent authors are affiliated with American medical institutions. 4. Lecture proceedings include familiar sources that reflect this nascent domain. 5. Citation analysis identified highly influential work and researchers. 6. Keyword analysis exposed technology-oriented topics rather than learning-oriented terms. These findings present an emerging landscape with opportunities to address geographic and pedagogical research gaps. Recommendations for Practitioners: This study will be beneficial for designers and developers of VR-based learning programs because it aligns with the most discussed and influential VR technologies within the literature. Such an alignment of an approach with relevant research trends and focus can indeed be very useful for the effective application and use of VR-based learning media for quality improvements in vocational students' learning. Recommendation for Researchers: In fact, in this bibliometric review of VR integration within vocational classrooms, a future call for focused research is presented, especially on teaching methods, course design, and learning impact. This is a framework that seeks to establish its full potential with effective and integrated use of VR in the various vocational curricula and settings of learners. Impact on Society: From the findings of the bibliometric analysis, it is evident that virtual reality technologies (VR) have significantly led to transformation within educational media. There is no denying that the growing interest and investment in the integration of virtual reality into vocational education has been well manifested in the substantive increase in publications in the last decade. This shows what the innovation driving factor is in the United States. At the same time the rapid contributions from China signal worldwide recognition of the potential of VR to improve technical skills training. This study points the way for more research to bridge critical gaps, specifically how VR tools can be used in vocational high school classrooms. Furthermore, research should be aligned to meet specific needs of vocational learners and even promote international cross-border partnerships, pointing out the potential of virtual reality to be a universally beneficial tool in vocational education. The examination of highly cited articles provides evidence of the potential of VR to be an impactful pedagogical tool in vocational education. The findings suggest that researchers need to move forward looking at the trajectory of VR in vocational education and how promising it is in defining the future for innovative and effective learning methodologies. Future Research: This study is an exceptionally valuable contribution, a true landmark in the field of dynamic development, and one that denotes very meaningful implications for the future course of research in the dynamically developing field of bibliometric analysis of VR-based learning media for vocational education. The increase in the number of publications emanates from growing interests in the application of virtual reality (VR) technologies in vocational education. The high concentration of authorship from the USA, along with the ever increasing contributions from China, spotlights the increasing worldwide recognition of the impact of immersive technologies in the enhancement of training in technical skills. These are emerging trends that call for research to exemplify the diverse views and global teamwork opportunities presented by VR technologies. The study also highlights critical areas that need focused attention in future research endeavors. The fact that the embedding of VR tools into classrooms in vocational high schools has been poorly researched points to the major gap in pedagogical research within authentic educational settings. Therefore, further investigations should evaluate teaching methods in VR, lesson designs, and the impacts of VR in specific vocational trades. This supports the need for learner-centered frameworks that are tailor-made to the needs of vocational learners. This calls for more direct and focused investigations into identified research gaps noting a growing dominance in the field of health-related research with the most cited articles in this field, to integrate virtual reality into additional vocational education contexts. In this way, the gaps present an opportunity for researchers to make significant contributions to the development of interventions responsive to the unique needs of vocational learners; this will contribute to strengthening the evidence base for the worldwide implementation of VR within vocational education systems. This was recommended as the intention of such a bibliometric analysis: supporting the potential of VR as a pedagogical tool in vocational contexts and providing grounding for a strong and focused future research agenda within this burgeoning area of educational technology.

Aim/Purpose: This review’s main objective was to examine the existing literature on the use of 3D printers in primary education, covering students aged six to twelve across general, special, and inclusive educational environments. Background: A review of the literature indicated a significant oversight – prior reviews insufficiently distinguish the application of 3D printing in primary education from its utilization at higher educational tiers or focused on particular subject areas and learning domains. Considering the distinct nature and critical role of primary education in developing young students’ cognitive abilities and skills, it is essential to concentrate on this specific educational stage. Methodology: The scoping review was selected as the preferred research method. The methodological robustness was augmented through the utilization of the backward snowballing technique. Consequently, a total of 50 papers were identified and subjected to thorough analysis. Contribution: This review has methodically compiled and analyzed the literature on 3D printing use among elementary students, offering a substantial addition to academic conversations. It consolidated and organized research on 3D printers’ educational uses, applying robust and credible criteria. Findings: Many studies featured small sample sizes and limited research on inclusive and special education. The analysis revealed 82 distinct research goals and 13 educational fields, with STEM being the predominant focus. Scholars showed considerable interest in how 3D printers influence skills like creativity and problem-solving, as well as emotions such as engagement and motivation. The majority of studies indicated positive outcomes, enhancing academic achievement, engagement, collaboration, creativity, interest, and motivation. Nonetheless, challenges were noted, highlighting the necessity for teacher training, the expense of equipment, technical difficulties, and the complexities of blending new methods with traditional curricula. Recommendations for Practitioners: To capitalize on the benefits that 3D printers bring, curriculum planners are urged to weave them into their programs, ensuring alignment with educational standards and skill development. The critical role educators play in the effective implementation of this technology necessitates targeted professional development programs to equip them with the expertise for successful integration. Moreover, 3D printing presents a unique opportunity to advance inclusive education for students with disabilities, offering tailored learning experiences and aiding in creating assistive technologies. In recognizing the disparities in access to 3D printing, educational leaders must address the financial and logistical barriers highlighted in the literature. Strategic initiatives are essential to democratize 3D printing access, ensuring all students benefit from this educational tool. Recommendation for Researchers: Comparative studies are critical to elucidate the specific advantages and limitations of 3D printing technology due to the scarcity of research contrasting it with other tools. The variability in reporting durations of interventions and research environments underscores the necessity for uniform methodologies and benchmarks. Because research has predominantly focused on STEM/STEAM education, expanding into different educational areas could provide a comprehensive understanding of 3D printing’s capabilities. The existence of neutral and negative findings signals an opportunity for further investigation. Exploring the factors that impede the successful integration of 3D printing will inform the creation of superior pedagogical approaches and technological refinements. Future Research: As the review confirmed the significant promise of 3D printing technology in enriching education, especially in the context of primary education, the imperative for continued research to refine its application in primary education settings is highlighted.

Aim/Purpose: The aim of the study is to test whether the perception of self-regulated learning during text reading in online teacher education is improved by using a digital tool for the use of metacognitive strategies for planning, monitoring, and self-assessment. Background: The use of self-regulated learning is important in reading skills, and for students to develop self-regulated learning, their teachers must master it. Therefore, teaching strategies for self-regulated learning in teacher education is essential. Methodology: The sample size was 252 participants with the tool used by 42% or the participants. A quasi-experimental design was used in a pre-post study. ARATEX-R, a text-based scale, was used to evaluate self-regulated learning. The 5-point Likert scale includes the evaluation of five dimensions: planning strategies, cognition management, motivation management, comprehension assessment and context management. A Generalized Linear Model was used to analyse the results. Contribution: Using the tool to self-regulate learning has led to an improvement during text reading, especially in the dimensions of motivation management, planning management and comprehension assessment, key dimensions for text comprehension and learning. Findings: Participants who use the app perceive greater improvement, especially in the dimensions of motivation management (22,3%), planning management (19.9%) and comprehension assessment (24,6%), which are fundamental dimensions for self-regulation in text reading. Recommendations for Practitioners: This tool should be included in teacher training to enable reflection during the reading of texts, because it helps to improve three key types of strategies in self-regulation: (1) planning through planning management, (2) monitoring through motivation management and comprehension assessment, and (3) self-assessment through comprehension assessment. Recommendation for Researchers: The success of the tool suggests further study for its application in other use cases: other student profiles in higher education, other teaching modalities, and other educational stages. These studies will help to identify adaptations that will extend the tool’s use in education. Impact on Society: The use of Metadig facilitates reflection during the reading of texts in order to improve comprehension and thus self-regulate the learning of content. This reflection is crucial for students’ knowledge construction. Future Research: Future research will focus on enhancing the digital tool by adding features to support the development of cognition and context management. It will also focus on how on adapting the tool to help other types of learners.

Aim/Purpose: Despite playing a critical role in shaping the future, 70% of undergraduate engineers report low levels of motivation. Student disengagement and a lack of ownership of their learning are significant challenges in higher education, specifically engineering students in the computer science department. This study investigates the various causes of these problems among first-year undergraduate engineers. Background: Student disengagement has become a significant problem, especially in higher education, leading to reduced academic performance, lower graduation rates, and less satisfaction with learning. The study intends to develop approaches that encourage a more interesting and learner-motivated educational environment. Methodology: This research uses a mixed methods approach by combining quantitative data from a survey-based questionnaire with qualitative insights from focus groups to explore intrinsic and extrinsic motivators, instructional practices, and student perceptions of relevance and application of course content. The aim of this method is to make an all-inclusive exploration into undergraduate engineering students’ perspectives on factors contributing to this disengagement and the need for more ownership. Contribution: Inculcating passion for engineering among learners seems demanding, with numerous educational programs struggling with issues such as a lack of interest by students and no personal investment in learning. Understanding the causes is of paramount importance. The study gives suggestions to help teachers or institutions create a more engaged and ownership-based learning environment for engineering students. Findings: The findings revealed a tangled web influencing monotonous teaching styles, limited opportunities and applications, and a perceived gap between theoretical knowledge and real-world engineering problems. It emphasized the need to implement more active learning strategies that could increase autonomy and a stronger sense of purpose in their learning journey. It also highlights the potential use of technology in promoting student engagement and ownership. Further research is needed to explore optimal implementation strategies for online simulations, interactive learning platforms, and gamification elements in the engineering curriculum. Recommendations for Practitioners: It highlights the complex interplay of intrinsic and extrinsic motivation factors and the need to re-look at instructional practice and emphasize faculty training to develop a more student-centered approach. It also stresses the need to look into the relevance and application of the course content. Recommendation for Researchers: More work needs to be done with a larger, more diverse sample population across multiple institutions and varied sociocultural and economic backgrounds. Impact on Society: Enhancing learners’ educational experience can result in creating a passionate and competent team of engineers who can face future obstacles fearlessly and reduce the production of half-baked graduates unprepared for the profession’s challenges. Future Research: Conduct long-term studies to assess the impact of active learning and technology use on student outcomes and career readiness. Investigate scaling up successful strategies across diverse engineering programs. See if promising practices work well everywhere.

Aim/Purpose: This paper is part of a multi-case study that aims to test whether generative AI makes an effective coding assistant. Particularly, this work evaluates the ability of two AI chatbots (ChatGPT and Bing Chat) to generate concise computer code, considers ethical issues related to generative AI, and offers suggestions for how to improve the technology. Background: Since the release of ChatGPT in 2022, generative artificial intelligence has steadily gained wide use in software development. However, there is conflicting information on the extent to which AI helps developers be more productive in the long term. Also, whether using generated code violates copyright restrictions is a matter of debate. Methodology: ChatGPT and Bing Chat were asked the same question, their responses were recorded, and the percentage of each chatbot’s code that was extraneous was calculated. Also examined were qualitative factors, such as how often the generated code required modifications before it would run. Contribution: This paper adds to the limited body of research on how effective generative AI is at aiding software developers and how to practically address its shortcomings. Findings: Results of AI testing observed that 0.7% of lines and 1.4% of characters in ChatGPT’s responses were extraneous, while 0.7% of lines and 1.1% of characters in Bing Chat’s responses were extraneous. This was well below the 2% threshold, meaning both chatbots can generate concise code. However, code from both chatbots frequently had to be modified before it would work; ChatGPT’s code needed major modifications 30% of the time and minor ones 50% of the time, while Bing Chat’s code needed major modifications 10% of the time and minor ones 70% of the time. Recommendations for Practitioners: Companies building generative AI solutions are encouraged to use this study’s findings to improve their models, specifically by decreasing error rates, adding more training data for programming languages with less public documentation, and implementing a mechanism that checks code for syntactical errors. Developers can use the findings to increase their productivity, learning how to reap generative AI’s full potential while being aware of its limitations. Recommendation for Researchers: Researchers are encouraged to continue where this paper left off, exploring more programming languages and prompting styles than the scope of this study allowed. Impact on Society: As artificial intelligence touches more areas of society than ever, it is crucial to make AI models as accurate and dependable as possible. If practitioners and researchers use the findings of this paper to improve coders’ experience with generative AI, it will make millions of developers more productive, saving their companies money and time. Future Research: The results of this study can be strengthened (or refuted) by a future study with a large, diverse dataset that more fully represents the programming languages and prompting styles developers tend to use. Moreover, further research can examine the reasons generative AI fails to deliver working code, which will yield valuable insights into improving these models.

Aim/Purpose: The study seeks to utilize Augmented Reality (AR) in creating virtual laboratories for engineering education, focusing on enhancing teaching methodologies to facilitate student understanding of intricate and theoretical engineering principles while also assessing engineering students’ acceptance of such laboratories. Background: AR, a part of next-generation technology, has enhanced the perception of reality by overlaying virtual elements in the physical environment. The utilization of AR is prevalent across different disciplines, yet its efficacy in facilitating Science, Technology, Engineering, and Mathematics (STEM) education is limited. Engineering studies, a part of STEM learning, involves complex and abstract concepts like machine simulation, structural analysis, and design optimization; these things would be easy to grasp with the help of AR. This restriction can be attributed to their innovative characteristics and disparities. Therefore, providing a comprehensive analysis of the factors influencing the acceptance of these technologies by students - the primary target demographic – and examining the impact of these factors is essential to maximize the advantages of AR while refining the implementation processes. Methodology: The primary objective of this research is to develop and evaluate a tool that enriches the educational experience within engineering laboratories. Utilizing Unity game engine libraries, digital content is meticulously crafted for this tool and subsequently integrated with geo-location functionalities. The tool’s user-friendly interface allows both faculty and non-faculty members of the academic institution to establish effortlessly the virtual laboratory. Subsequently, an assessment of the tool is conducted through the application of the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, involving the administration of surveys to university students to gauge their level of adaptability. Contribution: The utilization of interactive augmented learning in laboratory settings enables educational establishments to realize notable savings in time and resources, thereby achieving sustainable educational outcomes. The study is of great importance due to its utilization of student behavioral intentions as the underlying framework for developing an AR tool and illustrating the impact of learner experience on various objectives and the acceptance of AR in Engineering studies. Furthermore, the research results enable educational institutions to implement AR-based virtual laboratories to improve student experiences strategically, align with learner objectives, and ultimately boost the adaptability of AR technologies. Findings: Drawing on practice-based research, the authors showcase work samples and a digital project of AR-based Virtual labs to illustrate the evaluation of the adaptability of AR technology. Adaptability is calculated by conducting a survey of 300 undergraduate university students from different engineering departments and applying an adaptability method to determine the behavioral intentions of students. Recommendations for Practitioners: Engineering institutions could leverage research findings in the implementation of AR to enhance the effectiveness of AR technology in practical education settings. Recommendation for Researchers: The authors implement a pragmatic research framework aimed at integrating AR technology into virtual AR-based labs for engineering education. This study delves into a unique perspective within the realm of engineering studies, considering students’ perspectives and discerning their behavioral intentions by drawing upon previous research on technology utilization. The research employs various objectives and learner experiences to assess their influence on students’ acceptance of AR technology. Impact on Society: The use of AR in engineering institutions, especially in laboratory practicals, has a significant impact on society, supported by the UTAUT2 model. UTAUT2 model assesses factors like performance, effort expectancy, social influence, and conditions, showing that AR in education is feasible and adaptable. This adaptability helps students and educators incorporate AR tools effectively for better educational results. AR-based labs allow students to interact with complex engineering concepts in immersive settings, enhancing understanding and knowledge retention. This interactive augmented learning for laboratories saves educational institutions significant time and resources, attaining sustainable learning. Future Research: Further research can employ a more comprehensive acceptance model to examine learners’ adaptability to AR technology and try comparing different adaptability models to determine which is more effective for engineering students.

Aim/Purpose: This study presents some activities that integrate computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning. Background: CT activities in the Indonesian curriculum are dominated by worked examples with less plugged-mode activities that might hinder students from acquiring CT skills. Therefore, we developed mathematics and CT (math+CT) lessons to promote students’ constructionist key behaviors while learning. Methodology: The researchers utilized an educational design research (EDR) to guide the lesson’s development. The lesson featured 11 applets and 22 short questions developed in GeoGebra. To improve the lesson, it was sent to eight mathematics teachers and an expert in educational technology for feedback, and the lesson was improved accordingly. The improved lessons were then piloted with 17 students, during which the collaborating mathematics teachers taught the lessons. Data were collected through the students’ work on GeoGebra, screen recording when they approached the activities, and interviews. We used content analysis to analyze the qualitative data and presented descriptive statistics to quantitative data. Contribution: This study provided an example and insight into how CT can be enhanced in mathematics lessons in a constructionist manner. Findings: Students were active in learning mathematics and CT, especially when they were engaged in programming and debugging tasks. Recommendations for Practitioners: Educators are recommended to use familiar mathematics software such as GeoGebra to support students’ CT skills while learning mathematics. Additionally, our applets are better run on big-screen devices to optimize students’ CT programming and debugging skills. Moreover, it is recommended that students work collaboratively to benefit from peer feedback and discussion. Recommendation for Researchers: Collaboration with teachers will help researchers better understand the situation in the classroom and how the students will respond to the activities. Additionally, it is important to provide more time for students to get familiar with GeoGebra and start with fewer errors to debug. Future Research: Further research can explore more mathematics topics when integrating CT utilizing GeoGebra or other mathematics software or implement the lessons with a larger classroom size to provide a more generalizable result and deeper understanding.

Aim/Purpose: The teaching of appropriate problem-solving techniques to novice learners in undergraduate software development education is often poorly defined when compared to the delivery of programming techniques. Given the global need for qualified designers of information technology, the purpose of this research is to produce a foundational template for an educational software development methodology grounded in the established literature. This template can be used by third-level educators and researchers to develop robust educational methodologies to cultivate structured problem solving and software development habits in their students while systematically teaching the intricacies of software creation. Background: While software development methodologies are a standard approach to structured and traceable problem solving in commercial software development, educational methodologies for inexperienced learners remain a neglected area of research due to their assumption of prior programming knowledge. This research aims to address this deficit by conducting an integrative review to produce a template for such a methodology. Methodology: An integrative review was conducted on the key components of Teaching Software Development Education, Problem Solving, Threshold Concepts, and Computational Thinking. Systematic reviews were conducted on Computational Thinking and Software Development Education by employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) process. Narrative reviews were conducted on Problem Solving and Threshold Concepts. Contribution: This research provides a comprehensive analysis of problem solving, software development education, computational thinking, and threshold concepts in computing in the context of undergraduate software development education. It also synthesizes review findings from these four areas and combines them to form a research-based foundational template methodology for use by educators and researchers interested in software development undergraduate education. Findings: This review identifies seven skills and four concepts required by novice learners. The skills include the ability to perform abstraction, data representation, decomposition, evaluation, mental modeling, pattern recognition, and writing algorithms. The concepts include state and sequential flow, non-sequential flow control, modularity, and object interaction. The teaching of these skills and concepts is combined into a spiral learning framework and is joined by four development stages to guide software problem solving: understanding the problem, breaking into tasks, designing, coding, testing, and integrating, and final evaluation and reflection. This produces the principal finding, which is a research-based foundational template for educational software development methodologies. Recommendations for Practitioners: Focusing introductory undergraduate computing courses on a programming syllabus without giving adequate support to problem solving may hinder students in their attainment of development skills. Therefore, providing a structured methodology is necessary as it equips students with essential problem-solving skills and ensures they develop good development practices from the start, which is crucial to ensuring undergraduate success in their studies and beyond. Recommendation for Researchers: The creation of educational software development methodologies with tool support is an under-researched area in undergraduate education. The template produced by this research can serve as a foundational conceptual model for researchers to create concrete tools to better support computing undergraduates. Impact on Society: Improving the educational value and experience of software development undergraduates is crucial for society once they graduate. They drive innovation and economic growth by creating new technologies, improving efficiency in various industries, and solving complex problems. Future Research: Future research should concentrate on using the template produced by this research to create a concrete educational methodology adapted to suit a specific programming paradigm, with an associated learning tool that can be used with first-year computing undergraduates.

Aim/Purpose: This paper explores the potential value of critical thinking in computer science education and discusses strategies for its integration across the curriculum. Background: As technology rapidly evolves and becomes increasingly integrated into society, there is a growing need for computer science graduates who can think critically about the ethical, societal, and technical implications of their work. Methodology: This study employs a conceptual analysis approach, reviewing existing literature on critical thinking in computer science education and synthesising insights from various sources. The analysis focuses on identifying challenges in implementing critical thinking instruction and proposing practical solutions. Contribution: This paper provides an overview of the current discourse on integrating critical thinking into computer science curricula. It explores the distinction between critical thinking and computational thinking, discusses various pedagogical approaches, and offers insights into potential challenges of implementation. Findings: The paper identifies six key challenges in embedding critical thinking into computer science education. It proposes initial steps to address these challenges, including curriculum redesign, innovative assessment methods, and faculty development strategies. Recommendations for Practitioners: Educators should adopt a balanced approach that complements technical education with critical thinking exercises, using diverse teaching methods such as dialogue-based teaching and authentic instruction. Recommendation for Researchers: Future research should focus on empirical studies to assess the effectiveness of the proposed solutions and develop standardised tools for evaluating critical thinking skills in computer science. Impact on Society: By enhancing critical thinking skills in computer science education, we can produce graduates who are better equipped to address complex technological challenges and their societal implications. Future Research: Further investigation is needed into the most effective pedagogical approaches for teaching critical thinking in computer science, with a focus on multidisciplinary perspectives.