Journal of Education and e-Learning Research

Impact of COVID-19 lockdown on physical activity and performance in K-12 physical education: A systematic review

2025-01-23T05:53:47+00:00

This study explores how the transition to online learning during the COVID-19 lockdown specifically affected the physical performance and activity levels of kindergarten to 12th grade (K-12) students in physical education (PE) classes. This article examines the challenges PE teachers face in maintaining physical activity (PA) engagement remotely and the most effective strategies focusing on a systematic review of the literature published between 2019 and 2023. The study integrates findings from diverse contexts highlighting differences in resources, infrastructure and teacher preparedness. The review highlights specific interventions that successfully mitigated a decline in PA and promoted the physical and mental well-being of students during the pandemic. Among these, structured virtual programs that incorporated innovative technological tools and emphasized family engagement were particularly effective in addressing the decline in physical and mental health indicators. Findings indicate that family participation, easily accessible digital materials, and organized online physical education sessions can be crucial in maintaining students' PA levels. These results underline the importance of tailored strategies to address the unique challenges of online PE and provide evidence for adapting curricula to future crises. This review provides key insights for future applications of online learning in PE with implications for improving student outcomes in physical health during remote learning.

The effect of metaverse technology on multicultural learning: Strengthening the social attitudes, cultural awareness and critical thinking skills of secondary school students

2025-01-23T06:31:42+00:00

The purpose of this study is to investigate the effect of metaverse technology on multicultural learning to strengthen the social attitudes, cultural awareness and critical thinking skills of secondary school students. Methodology: A quasi-experimental research method was used in this study to equally divide 80 secondary school students in the Dusit district, under the Office of the Basic Education Commission, Bangkok, Thailand into an experimental group and a control group. The experiment of the metaverse on multicultural learning in an eight week teaching period comprised four components: virtual cultural exploration, role-playing, discussions and reflections, and collaborative projects. The results showed a significant difference in the average outcomes between the groups. In conclusion, the major findings include three dimensions: 1) Students who learn through metaverse technology have a higher learning progress than students in traditional classrooms. 2) Social attitudes and critical thinking skills from utilizing metaverse technology in learning are both statistically significant. 3) The overall assessment proves that metaverse technology improves students' learning outcomes. Therefore, this study supports the integration of metaverse technology into education, especially in developing thinking skills and social competence in multicultural learning. The metaverse supported teachers’ instruction to enhance students’ social, cultural, and critical thinking skills.

Exploring the implications of generative-AI tools in teaching and learning practices

2025-02-04T05:43:55+00:00

This study aims to explore the implications of using AI-generative tools (tools for generative AI (GAI)) in teaching and learning practices in higher education settings. This exploratory study employs a mixed-methods approach. Data was collected through focus-group discussions, participants' reflections and questionnaires. The participants of this study were 65 undergraduate students who enrolled in a university. The GAI tools were integrated into the course assignments. This study found that most students chose to use GAI tools alongside traditional tools to perform their assignments and exhibited a positive attitude towards using GAI tools to accomplish their tasks. The most significant impacts of integrating these emerging-technology tools in the course included a reduction in the time needed to complete the assignments and efficiency and creativity in producing different types of interactive digital content. However, notable challenges were identified regarding the quality and authenticity of the new content. In addition, the findings revealed significant differences between the pre- and post-tests mean scores using GAI tools in students’ learning, further reinforcing the effectiveness of these tools. Finally, it is necessary to develop clear policies and guidelines while using GAI in higher education.

The effect of SPADA-integrated electronic civic education teaching materials on improving students' STEM and communication skills

2025-02-04T06:19:06+00:00

This study aims to measure the effectiveness of electronic civic education teaching materials integrated into LMS-SPADA in improving students' STEM reasoning ability and communication skills. In addition, this study will also measure the effect of gender on their STEM reasoning ability and communication skills. The research design is a quasi-nonequivalent pre- and post-tests control group design. The sample size is 60 students consisting of 24 male and 36 female. An essay test was used to collect data on STEM reasoning skills. Meanwhile, communication skills were collected using a questionnaire. The data were analyzed descriptively and using a t-test. This study found that students' STEM reasoning and communication skills can be improved by using civic education electronic teaching materials integrated into LMS-SPADA (learning management system-SPADA). Another finding of this study is that gender significantly affects students' STEM and communication skills where male students are better at STEM reasoning than female students, while female students are better in the aspect of communication skills. Therefore, it is clear that electronic civic education materials integrated into LMS-SPAD are effective in improving students' STEM reasoning and communication skills.

The effect of field independence on self-control and self-management skills in distance education of freshman college students to the strategy for ADHD students

2025-02-04T06:32:08+00:00

This research aims to determine the extent to which first-year tertiary students exhibit Field Independence (FI) as a mediator in their self-control and self-management skills (SCMSk). The second phase of the study aimed to investigate strategies for preparing high school students with attention deficit hyperactivity disorder (ADHD) to successfully navigate their academic lives based on the findings from the first phase. Explanatory sequential design was used in this mixed-methods research. The researcher selected 400 first-year students as participants and asked them to respond to a questionnaire based on five major factors. The focus group discussion included 10 special education teachers, four school directors and six psychologists who provided suggestions and strategies to assist ADHD students while attending online lessons. The examination of the goodness-of-fit indices (GFI) for this model was found to be .982 and FI served as a partial mediator in this model. Furthermore, SCMSk was directly influenced by other factors. In the second phase, the stakeholders proposed effective strategies by focusing on the development of five relevant factors. The findings are advantageous for teachers and other stakeholders working with students with ADHD. Variables could serve as indications helping teachers develop effective strategies to enhance online learning.

Research engagement and its predictors among university academics: A comparison of two Arabian Gulf countries

2025-02-26T05:24:41+00:00

Challenges remain in achieving world-class standards in teaching and research while higher education has recently developed rapidly in Arabian Gulf countries. This mixed-methods study compared research engagement among academics in the Kingdom of Saudi Arabia (KSA) and the United Arab Emirates (UAE) about demographics, institutional support, and collaborative practices. Data were collected through an online survey sent to 44 university academics. The quantitative and qualitative data were analyzed statistically and thematically. KSA universities had a balanced gender distribution while the UAE’s had a slight male majority. UAE academics reported being more motivated to conduct research than those in KSA. Regression analysis showed that forms of institutional support significantly predict research engagement in KSA but not in the UAE. Paired-sample t-tests revealed significant differences in research motivation and co-authorship with UAE academics collaborating more frequently. However, these countries had no significant differences in research engagement or institutional support. Thematic analysis indicated KSA academics were motivated more by extrinsic than intrinsic motivators. These findings suggest KSA universities need tailored policies to improve support mechanisms while UAE universities should sustain collaborative initiatives. Future research should use larger samples and longitudinal designs to explore more factors.

Educational quality in developing quality culture: The students' perspectives in Vietnamese public secondary schools

2025-02-26T06:06:34+00:00

This study examined the perception of educational quality among grade 8 and grade 9 students in Vietnamese public secondary schools. The researchers employed a quantitative approach to examine the students’ perceptions of educational quality. Convenience sampling was utilized to select participants with 1644 grade 8 students and 2602 grade 9 students. Descriptive and inferential statistics were used to identify significant differences. The findings revealed significant differences in the perception of educational quality between grade 8 students (learning from the new 2018 national educational curriculum) and grade 9 students (learning from the old 2006 national educational curriculum). Additionally, variations were observed among students from three distinct provinces notwithstanding the application of a standardized secondary educational curriculum. The study recommended that educational policymakers at various levels should develop and standardize instruments and guidelines to embed a quality culture within educational setting practices. Such initiatives were essential for enhancing the awareness and competencies of individuals and collectives engaged in the educational process. This research served as an informative channel for schools to reference in enhancing quality and contributing to developing a quality culture within the school.

Online learning’s potential to improve access and quality in higher education in Mexico: Perspectives of higher education stakeholders

2025-02-26T06:29:12+00:00

Mexico, one of the largest countries in the world, has seen more growth in online education than in-person instruction between 2013 and 2023. This study investigates the potential of online learning to increase access and quality of higher education in Mexico against this backdrop of growth. The study uses semi-structured interviews with 32 university leaders, academic staff, and students from six institutions in Mexico. Interviews explore their perceptions of online learning to identify barriers to access quality and understand future potential. Results reveal significant barriers to developing high-quality online education and making it widely accessible. The online education market favors students in urban areas and those with the resources necessary to study online while the flexibility and convenience of online learning are highly valued. Additionally, many universities serving non-traditional students and those in rural areas lack the resources and infrastructure to provide high-quality online education. Results are discussed within the Community of Inquiry (CoI) framework as well as within the broader context of online education research. These challenges once addressed will allow Mexico to develop high-quality online education widely accessible to under-resourced and rural populations.

Acceptance and use of technology in online learning in higher education: A student perspective

2025-02-26T06:51:38+00:00

This study examines a level and model for technology acceptability and use in online learning inside universities. The unified theory of UTAUT is used as an analysis tool. An associative quantitative method is used with a sample of 392 students. Data were collected by distributing questionnaires through a specially designed Google Form. The data obtained were then analyzed using variance-based SEM-PLS. The study findings show the adoption and utilization of technology in online education for university students are excellent. In addition, the structural analysis shows that all hypotheses developed in the model have a solid and significant direct and indirect correlation. Four predictors tested as a model, namely performance expectancy, effort expectancy, social influence, and facilitating conditions can predict behavioral intentions. Furthermore, behavioral intentions influence usage behavior positively and significantly. The conclusion of this study makes it clear that the UTAUT model can predict the acceptance and use of technology in online learning for university students. This study provides practical implications for university managers and policymakers to build students' trust in the technology offered by providing easy access and facilities according to their needs and expectations. Facilitating conditions including performance, adequate internet network access and compatible technology need to be considered by all parties so that the use of technology can be carried out smoothly.