Informing Science Institute

Title of paper: Learning Media as Social Artefacts: How Aesthetic Design and Cultural Relevance Shape Self-Efficacy and Perceived Applied Physics Literacy in Indonesian Mining Engineering Education
DOI: https://doi.org/10.28945/5815

Journal: Journal of Information Technology Education: Research
Authors: Fadhilah Fadhilah, Muhammad Husin
Authors’ Email: [email protected], [email protected]
Aim/Purpose:
This paper examines how learning media function as social artefacts that influence academic self-efficacy and perceived applied physics literacy, and addresses the need to understand the role of aesthetic design and cultural relevance in vocational STEM education.
Findings:
Aesthetic design and cultural relevance were significantly associated with higher self-efficacy, which showed small but statistically significant indirect associations with perceived applied physics literacy. Media interactivity and usability were positively associated with students’ perceived applied physics literacy but were not significantly associated with self-efficacy. Students’ perceived applied physics literacy is therefore associated with both social (cultural and aesthetic) and functional (interactive) media features.

JITE:Research - Learning Media as Social Artefacts: How Aesthetic Design and Cultural Relevance Shape Self-Efficacy and Perceived Applied Physics Literacy in Indonesian Mining Engineering Education An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of paper: AI as a Pragmatic Coach: Formative Assessment of Politeness and Appropriateness in Online Communication for EFL Non-English Majors
DOI: https://doi.org/10.28945/5816

Journal: Journal of Information Technology Education: Research
Authors: Abd. Syakur, Sri Wahyuningsih, Joko Slamet
Authors’ Email: [email protected], [email protected], [email protected]
Aim/Purpose:
This study aims to investigate how artificial intelligence (AI) can function as a pragmatic coach to enhance English as a Foreign Language (EFL) learners’ awareness, reflection, and application of politeness and appropriateness in online communication. It seeks to explore the potential of AI-mediated formative assessment for developing learners’ pragmatic competence, emphasizing both its affordances and challenges in pedagogical integration.
Findings:
The findings revealed that AI-mediated formative assessment enhanced learners’ sensitivity to sociopragmatic norms, improved their recognition of contextually appropriate speech acts, and encouraged the use of mitigation strategies in online interactions. Learners reported greater awareness of audience, tone, and relational dynamics. However, some participants struggled to interpret AI-generated feedback, particularly when feedback involved nuanced politeness markers or indirectness. Additionally, several learners experienced difficulty applying learned expressions spontaneously in authentic discourse, suggesting the need for pedagogical mediation to bridge automated and human feedback processes.

JITE:Research - AI as a Pragmatic Coach: Formative Assessment of Politeness and Appropriateness in Online Communication for EFL Non-English Majors An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of Paper: Design and Usability Validation of a Web Application for Injury Prevention Education in Physical Education: A Pilot Implementation in Secondary Schools
DOI: https://doi.org/10.28945/5821
Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Julio Martín-Ruiz, Concepción Ros-Ros, Jorge Alarcón-Jiménez, Nieves de Bernardo, Laura Ruiz-Sanchis
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
To assess the usability of a web application for PE injuries for teachers.

Findings:
The results indicated that the degree of usability of the web application was excellent (Cronbach’s alpha = 0.964). No statistically significant differences were found between the categories or responses based on s*x, age, or teaching experience (p > 0.05).

JITE:IIP - Design for Discovery: Cultivating Quantum Physics Creativity Through an Integrated Cognitive Load and Psychological Safety E-Module An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of paper: An Integrated Perspective on Continuous Intention to Use E-Learning in Indonesian Higher Education: The Roles of Enjoyment, Self-Efficacy, and Satisfaction
DOI: https://doi.org/10.28945/5793

Journal: Journal of Information Technology Education: Research
Authors: Ananda Setiawan, Baseran Nor, Mahmudah Hasanah, Muhammad Rahmattullah
Authors’ Email: [email protected], [email protected], [email protected], [email protected]
Aim/Purpose:
This study examines the factors influencing the actual use of e-learning in higher education institutions (HEIs) by integrating the Technology Acceptance Model, the Theory of Planned Behavior, and the Expectation-Confirmation Model, while incorporating self-efficacy and perceived enjoyment to enrich the framework.
Findings:
Findings show that self-efficacy significantly influences perceived ease of use and perceived usefulness. Perceived ease of use affects perceived enjoyment and usefulness, while perceived usefulness and perceived behavioral control influence satisfaction, which, in turn, affects continued intention. Perceived enjoyment also positively impacts continuous intention, and continuous intention strongly predicts actual use. However, subjective norm and perceived usefulness do not significantly affect the intention to continue. These findings highlight key psychological and behavioral factors supporting sustained e-learning use and extend understanding of technology acceptance and continued engagement in digital learning environments.

JITE:Research - An Integrated Perspective on Continuous Intention to Use E-Learning in Indonesian Higher Education: The Roles of Enjoyment, Self-Efficacy, and Satisfaction An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of Paper: Artificial Integrity as Knowing Self-Deception: Cognitive Mechanism and Legal Liability in Generative AI
DOI: https://doi.org/10.28945/5808
Journal: Informing Science: The International Journal of an Emerging Transdiscipline
Authors: Alma S. Espartinez
Authors’ Email: [email protected]

Aim/Purpose:
This paper argues that while academic informing failures have traditionally been understood as either concealment or confusion, Generative AI (GenAI) design has introduced a third mode – one that current detection tools, integrity policies, and legal frameworks may be ill-suited to address.

Findings:
Artificial integrity is theorized as a structurally durable informing failure sustained through epistemic layering, scaffolded by AI design, and reinforced by institutional ambiguity. Interventions underperform because they focus on compliance rather than on repairing the informing channel. A legally adequate response requires recognizing the client’s right to accurate information about cognitive labor, distributing responsibility across students, institutions, and developers, and redesigning systems to collapse rationalization space.

InformingSciJ - Artificial Integrity as Knowing Self-Deception: Cognitive Mechanism and Legal Liability in Generative AI An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of paper: Exploring Gender Bias in Requirements Engineering: Challenges and Mitigation From Systematic Literature Review
DOI: https://doi.org/10.28945/5796

Journal: Informing Science: The International Journal of an Emerging Transdiscipline
Authors: Hafsa Shareef Dar, Safia Kanwal
Authors’ Email: [email protected], [email protected]
Aim/Purpose:
This study investigates gender bias, an important social dimension in Requirements Engineering (RE), with a special emphasis on identifying challenges and mitigation strategies through a Systematic Literature Review (SLR).
Findings:
The findings indicate the persistent challenges posed by gender bias in RE and highlight existing mitigation strategies. Furthermore, gender bias in RE can result in poorly designed software and neglected diverse user needs.

InformingSciJ - Exploring Gender Bias in Requirements Engineering: Challenges and Mitigation From Systematic Literature Review An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of Paper: Design for Discovery: Cultivating Quantum Physics Creativity Through an Integrated Cognitive Load and Psychological Safety E-Module
DOI: https://doi.org/10.28945/5774
Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Sri Purwaningsih, Hebat Shidow Falah
Authors’ Email: [email protected], [email protected]

Aim/Purpose:
This study aims to propose, implement, and evaluate an integrated pedagogical framework, Design for Discovery, embedded within an interactive e-module. The study addresses the pedagogical paradox in quantum physics education, where rigorous conceptual demands often limit opportunities for creative exploration.

Findings:
The results indicate statistically significant improvements in both scientific creative thinking (t(24) = 5.89, p < .001, d = 1.18) and conceptual understanding (t(24) = 7.12, p < .001, d = 1.42). Qualitative analysis identified three key mechanisms: (1) cognitive headroom enabled by visualization, (2) epistemic curiosity triggered through sandbox exploration, and (3) psychological safety facilitated by private feedback. These findings suggest that learning outcomes, including both creative thinking and conceptual understanding, emerge from the interaction of cognitive, affective, and motivational processes.

JITE:IIP - Design for Discovery: Cultivating Quantum Physics Creativity Through an Integrated Cognitive Load and Psychological Safety E-Module An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of paper: Mapping Trends in Project-Based Learning and Scientific Literacy: Bibliometric Insights Into Digital Tools in Science Education
DOI: https://doi.org/10.28945/5787

Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Nuraida Nuraida, A. Suparmi, Widha Sunarno, Sri Mulyani
Authors’ Email: [email protected], [email protected], [email protected]
Aim/Purpose:
This study aims to map global research trends in Project-Based Learning (PjBL) and scientific literacy within digitally mediated science education, providing bibliometric insights into the development of themes, methodological patterns, and emerging digital tools.
Findings:
Results indicate a steady increase in publications linking “scientific literacy” and “digital literacy,” with PjBL emerging as a dominant pedagogical strategy. Frequently identified digital tools include digital assessment games, virtual learning environments, digital comics, simulations, and data-driven inquiry platforms. Thematic clusters highlight sustainability, socioscientific issues, climate change, citizenship, critical thinking, and misinformation as central concerns. Digital integration positively influences cognitive outcomes (conceptual understanding, inquiry skills, problem-solving) and affective dimensions (motivation and attitudes toward science). However, key challenges include teacher digital competence gaps, fragmented curriculum integration, sustainability alignment complexity, and insufficient assessment frameworks for higher-order inquiry skills.

JITE:IIP - Mapping Trends in Project-Based Learning and Scientific Literacy: Bibliometric Insights Into Digital Tools in Science Education An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of paper: How Artificial Intelligence Shapes Trust, Personalization, and Learner Engagement in Higher Education MOOCs: Evidence From a Developing Country
DOI: https://doi.org/10.28945/5791

Journal: Journal of Information Technology Education: Research
Authors: Fabio Vi Loi Truong
Authors’ Email: [email protected]
Aim/Purpose:
Despite the persistent challenge of low learner engagement in Massive Open Online Courses (MOOCs), particularly in Global South contexts, this study examines how artificial intelligence (AI)–enabled learning experiences shape multidimensional learner engagement in higher education MOOCs in Vietnam, based on an extended UTAUT2 framework. Specifically, it investigates the mediating role of behavioral intention in linking AI-enabled experiences to cognitive, emotional, and behavioral engagement.
Findings:
AI-enabled learning experiences, together with functional learning motivations and socio-affective drivers, were significantly associated with learners’ behavioral intention, which functioned as the central mediating mechanism leading to behavioral, emotional, and cognitive engagement. Among the antecedents, trust in AI, perceived personalization, and hedonic motivation emerged as the strongest predictors of behavioral intention. Qualitative findings further revealed that learners experienced AI as an epistemic and affective partner that fostered metacognitive reflection, structured learning routines, and sustained motivation. However, the effectiveness of AI-enhanced MOOCs was conditioned by infrastructural limitations, uneven digital literacy, and socio-cultural learning contexts.

JITE:Research - How Artificial Intelligence Shapes Trust, Personalization, and Learner Engagement in Higher Education MOOCs: Evidence From a Developing Country An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of Paper: Unlocking the Benefits of Workplace Relationships for Entry-Level Employees: The Impact of Supervisory Relationships on Employee Performance Through Positive Psychological Characteristics
DOI: https://doi.org/10.28945/5792
Journal: Informing Science: The International Journal of an Emerging Transdiscipline
Authors: Uzoma Heman Ononye, Francis Ejimofor Ndudi, Ikechukwu Maduemezia
Authors’ Email: [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
Workplace relationships are beneficial to organizations, but not all relationships are equally significant for enhancing performance. The study investigated the impact of supervisory relationships on employee performance through positive psychological characteristics comprising perceptions of organizational support, emotional intelligence, thriving at work, and employee resilience.

Findings:
Supportive supervisory relationships and employee performance were positively related, and this effect was mediated by perceptions of organizational support, thriving at work, and employee resilience. The mediation of emotional intelligence was insignificant. Additionally, perceptions of organizational support, employee resilience, and emotional intelligence enhanced thriving at work, forming a sequence in which these relationships positively affect employee performance. Although the mediating role of emotional intelligence was not supported, it may facilitate other psychological responses, such as thriving at work, that are significant predictors of employee performance.

InformingSciJ - Unlocking the Benefits of Workplace Relationships for Entry-Level Employees: The Impact of Supervisory Relationships on Employee Performance Through Positive Psychological Characteristics An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.