To Use Or Not To Use Artificial Intelligence (Ai) In Art Design? A Multigroup Utaut2 Model Based On Motivation And Engagement Profiles,
2026
South China Normal University, China
To Use Or Not To Use Artificial Intelligence (Ai) In Art Design? A Multigroup Utaut2 Model Based On Motivation And Engagement Profiles, Yihan Jiang, Ning Luo, Ruixiang Gao
Journal of Educational Technology Development and Exchange (JETDE)
This research investigated the acceptance of the artificial intelligence (AI) art tool, Midjourney, among 970 Chinese artists and designers using the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model and incorporating person-centered work motivation and engagement profiles. Path analysis of the entire sample showed strong explanatory power, accounting for over 60% of the variance in usage intention and behavior. Latent profile analysis of intrinsic and extrinsic motivations and engagement revealed two subgroups: the majority “Interested and Engaged”, and the minority “Disinterested and Disengaged”. As evidenced by multigroup comparison, the former exhibited significantly greater acceptance, recognizing Midjourney’s value …
Evaluating Artificial Intelligence Language Tools In English Language Learning For Flight Attendant Learners,
2026
Universiti Kebangsaan Malaysia, Malaysia
Evaluating Artificial Intelligence Language Tools In English Language Learning For Flight Attendant Learners, Qianying Pu, Amelia Binti Alias, Khairul Azhar Bin Jamaludin
Journal of Educational Technology Development and Exchange (JETDE)
This study analyzes AI language tools aiding English learning for aspiring flight attendants, focusing on fluency, pronunciation, and communication skills. Considering the aviation industry’s very high language requirements, this research examines how AI language tools help flight attendants master English and improve their speech and pronunciation. A qualitative descriptive design using semi-structured interviews was adopted for the present study with flight attendants and aviation English educators. The study highlights major themes such as Increased Confidence through Repetition and Feedback, Pronunciation Improvement Enabled by an AI-specific feature, Pedagogical Gaps and Instructor Apathy, and Limitations in Contextual Appropriateness. This study concludes that …
Vol 19 Issue 1 Table Of Contents,
2026
The University of Southern Mississippi
Vol 19 Issue 1 Table Of Contents
Journal of Educational Technology Development and Exchange (JETDE)
Table of Contents
Machine Learning For Predicting Students’ Academic Performance In Selected Educational Technology Courses In Nigerian Universities,
2026
University of Ilorin, Ilorin, Nigeria
Machine Learning For Predicting Students’ Academic Performance In Selected Educational Technology Courses In Nigerian Universities, Mohammed Jibril
Journal of Educational Technology Development and Exchange (JETDE)
Machine learning (ML) has emerged as a powerful tool in education that enhances data-driven decision-making and supports timely interventions. However, its application in Nigerian higher education remains underexplored, particularly where sociocultural and institutional factors may influence predictive accuracy. This study employs the CRISP-DM framework to address this gap by applying ML to predict student performance in core educational technology courses. The models were trained on a dataset of 19,961 instances collected from three Nigerian universities from 2010 to 2024. A percentage split of 80% for training and 20% for testing was adopted. Thirteen machine learning algorithms were applied to predict …
A Hierarchical And Multidimensional Approach To Profiling Students’ Digital Skills In Educational Technology,
2026
Fan S. Noli University of Korca, Albania
A Hierarchical And Multidimensional Approach To Profiling Students’ Digital Skills In Educational Technology, Emil S. Frashëri, Eleni F. Vangjeli
Journal of Educational Technology Development and Exchange (JETDE)
This study investigates university students’ digital competence through a multidimensional and person‑centered analytical framework grounded in bifactor–Exploratory Structural Equation Modeling (B‑ESEM). Digital competence was conceptualized across four functional skill domains and a general competence factor, reflecting contemporary perspectives on technology‑enhanced learning and student readiness. To overcome a common limitation in traditional Latent Profile Analysis (LPA), the conflation of overall competence levels with relative skill configurations, this study employed B‑ESEM–derived factor scores to preserve both hierarchical structure and multidimensionality. Using data from 599 university students, a four‑profile solution emerged, capturing distinct patterns of digital skill strengths and weaknesses. Gender and programming …
Ethical Dilemmas Of Generative Ai In Education And Their Implications For Sdg 4: A Systematic Review From A Global And Inclusive Perspective,
2026
Universidad Antonio de Nebrija, Spain
Ethical Dilemmas Of Generative Ai In Education And Their Implications For Sdg 4: A Systematic Review From A Global And Inclusive Perspective, Eva García-Beltrán
Journal of Educational Technology Development and Exchange (JETDE)
This systematic review, conducted in accordance with PRISMA 2020 guidelines, examines the ethical dilemmas associated with the use of Generative Artificial Intelligence (GAI) in education and analyses their implications for the achievement of Sustainable Development Goal 4 (SDG 4), with a focus on inclusive and equitable quality education. The review draws on 24 peer-reviewed studies published between December 2022 and December 2024, covering diverse educational levels and geographical contexts, with a predominance of Global North perspectives and limited representation from the Global South. The analysis reveals four primary themes: academic integrity, algorithmic equity, data privacy, and the potential contribution of …
Exploring Teachers’ Perceptions Towards Using Ict With Dialogic Teaching In The Primary Science Classroom In Saudi Arabia,
2026
Ministry of Education in Saudi Arbia, Saudi Arabia
Exploring Teachers’ Perceptions Towards Using Ict With Dialogic Teaching In The Primary Science Classroom In Saudi Arabia, Yousef Alharbi, Sue Johnston-Wilder
Journal of Educational Technology Development and Exchange (JETDE)
This study examines the implications of teachers’ perceptions of using ICT to support dialogic teaching in primary science classrooms in Saudi Arabia. It employed questionnaires distributed electronically to science teachers working in state primary schools in Riyadh, and 305 completed responses were analyzed using SPSS. The majority were found to implement a variety of activities to support dialogue and to use several ICT tools in their science lessons. In addition, most teachers reported positive attitudes toward ICT, dialogic teaching, and ICT-supported dialogic teaching in science lessons. However, the results indicated that some teachers currently adopt a dominant role in dialogue …
Application Of Artificial Intelligence In Case-Based Teaching: A Qualitative Study In Mba Education,
2026
Sultan Idris Education University, Malaysia
Application Of Artificial Intelligence In Case-Based Teaching: A Qualitative Study In Mba Education, Tianjiao Xu, Mohd Nazir Bin Zabit
Journal of Educational Technology Development and Exchange (JETDE)
This study examines the incorporation of artificial intelligence (AI) into case-based teaching (CBT) within Master of Business Administration (MBA) programs in China, amidst the rapid digital transition in higher education. Guided by the Context–Input–Process–Product (CIPP) evaluation framework, the study adopted a qualitative design and conducted semi-structured interviews with five instructors from three core MBA courses. The findings indicate that AI enhanced classroom interaction and reduced teachers’ workload by supporting real-time feedback and dynamic discussion processes. Institutional support, including teacher training, digital infrastructure, and technical assistance, was recognized as a vital facilitator of effective implementation. Despite its various benefits, the study …
The Digital Divide Among Urban University Students,
2026
Mississippi State University, U.S.A
The Digital Divide Among Urban University Students, J.B. Oleet, Chien Yu
Journal of Educational Technology Development and Exchange (JETDE)
The purpose of this study was to examine urban university students’ post-pandemic experiences with the digital divide, focusing on Motivational, Physical, Skills, and Usage Access to information and communication technologies (ICTs) based on van Dijk’s resources and appropriation theory. The study revealed students’ positive perceptions of their digital divide experiences. Intrinsic Motivational Access (IMA) scored particularly high, indicating a strong internal drive to engage with ICTs, while Physical Access (PA) showed discrepancies in access to specialized tools like programming software. Students displayed high competency in Operational, Informational, and Strategic Skills Access, with significant correlations between Physical and Operational Skills Access. …
The Relationship Between Participants In The Certificate Of Educational Technology And Information Literacy (Coetail) Program And Professional Capital,
2026
University of Kentucky
The Relationship Between Participants In The Certificate Of Educational Technology And Information Literacy (Coetail) Program And Professional Capital, Benjamin J. Sheridan
Theses and Dissertations--Educational Leadership Studies
This study aimed to explore how educators involved in the Certificate of Educational Technology and Information Literacy (COETAIL) program perceived the development of their professional capital within an online, cohort-based professional learning community. Based on Hargreaves and Fullan’s (2012) concept of professional capital, which includes human, social, and decisional capital, and guided by social learning theories, the study examined participants’ perceptions of professional capital development, the program features related to that development, and how participation influenced their professional paths. The research focused on international school settings, where educators often rely on networked professional learning because of geographic mobility and limited …
Mit 815: Ai In Education,
2026
Fort Hays State University
Mit 815: Ai In Education, Elodie Jones
All Open Educational Resources
MIT 815: AI in Education is a comprehensive 3-hour graduate course exploring the transformative intersection of artificial intelligence and educational practices, designed for educators, instructional designers, and leaders. The curriculum covers essential topics, including the history and foundation of AI, a framework for AI Literacy, AI ethics and safety, and practical skills for implementing and evaluating AI-driven educational solutions, including AI-based education policies or guidelines.
How Directors Of E-Learning Contribute To New Expectations Of Privacy,
2026
Eastern Michigan University
How Directors Of E-Learning Contribute To New Expectations Of Privacy, William R. Jones
Master's Theses and Doctoral Dissertations
This qualitative research study used semi-structured interviews to ask directors of elearning at regional public universities about decision-making concerning new information technologies that affected the data privacy and security of students and staff. The institutional setting and target population were chosen to standardize the inquiry and allow focus on how privacy decisions were made. The conceptual framework drew on Helen Nissenbaum’s theory of contextual integrity for privacy and contributions of behavioral economists on expert decision-making including studies of heuristics and biases, naturalistic decision-making, and the failures of deliberative groups. Data collection involved a first interview and then a second follow-up …
Who Cares? A Critique Of Digital Classrooms In K–12 Education And What It Means For Students And Teachers,
2026
University of Central Florida
Who Cares? A Critique Of Digital Classrooms In K–12 Education And What It Means For Students And Teachers, Jade R. Mccobb-Pratt
Honors Undergraduate Theses
This thesis presents a critical analysis of digital classrooms, i.e., pre-made digital curriculum modules being used in in-person K–12 schools as a replacement for face-to-face instruction. By applying Martin Heidegger’s critique of modern technology, I will demonstrate that digital classrooms fundamentally alter the traditional classroom structure, centering it around domination and exploitation. I will expand Heidegger’s critique by drawing on Albert Borgman’s work to explain how digital classrooms commodify education, thus removing the possibility of a meaningful and enriching educational experience. These critiques run parallel to Michel Foucault’s critiques of discipline in schools. I will recount Foucault’s critiques, apply them …
Evaluating The Comparison Of Different Body Locations For Data Collection Using Galvanic Skin Response Of Forensic Chemistry Students When In Lecture And Laboratory Environments,
2026
University of Central Florida
Evaluating The Comparison Of Different Body Locations For Data Collection Using Galvanic Skin Response Of Forensic Chemistry Students When In Lecture And Laboratory Environments, Elisa Guerrero
Honors Undergraduate Theses
Anxiety is the response that humans can have when exposed to a stimulus. It can be caused by a multitude of factors, such as psychological, biological, or physiological stimuli. Anxiety can be presented as a state or as a trait in a person. Trait anxiety is typically seen as a more stable personality trait, whereas state anxiety is a more intense temporary emotional state. In our study, anxiety was regarded as a more state-like characteristic. A galvanic skin response (GSR) Shimmer3+ device can measure skin electro-conductance changes following stimulation. In a situation where a participant is experiencing anxiety, levels of …
From Prompt To Practice: Designing Custom Ai Bots For Interpersonal Skill Development,
2026
West Virginia University
From Prompt To Practice: Designing Custom Ai Bots For Interpersonal Skill Development, Alaina Michelle Schrader
2026 Scholarly Teaching Conference: Concurrent Session Papers
Developing strong interpersonal, leadership, and professional communication skills is foundational in counselor and education preparation programs (Fecke et al., 2023; Lateef, 2010; Stamer et al., 2023). Despite this reality, students often have limited opportunities for repeated, low-stakes practice before engaging with real clients, students, families, administrators, and other stakeholders (Lateef, 2010; Maurya, 2024; Stamer et al., 2023). This session describes a teaching practice that uses custom AI bots as simulated clients, parents, group members, and school administrators to create realistic, structured practice environments where students can rehearse counseling skills, consultation conversations, advocacy, boundary-setting, and professional decision-making without the pressure or …
The Impact Of School Leadership Styles On Teachers’ Attitudes, Pedagogy, And Skills Related To Technology Integration,
2026
Seattle Pacific University
The Impact Of School Leadership Styles On Teachers’ Attitudes, Pedagogy, And Skills Related To Technology Integration, Shuai Gong
Education Dissertations
Emerging technologies have a profound influence on contemporary schools. School leaders, such as principals, grapple with balancing and leveraging these transformations through various leadership styles. A review of the literature revealed an absence of consistent quantitative data on how principal’s leadership styles impact technology integration, as well as limited understanding within qualitative studies on teachers’ experiences with leadership in this phenomenon. Drawing on transformational leadership theory and organizational theory, this mixed-method study examined the impact of school leadership styles on teachers’ attitudes and abilities toward technology integration in K-12 education, aligning with the Full-Range Leadership Model (FRLM) and the Will, …
Generative Ai Peer Tutoring To Support Peer-Reviewed Source Identification And Evaluation,
2026
University of Central Florida
Generative Ai Peer Tutoring To Support Peer-Reviewed Source Identification And Evaluation, Rae Mair, Michelle Kelley, Taylar Wenzel, Andrea C. Borowczak, Yuqing Li, Mike Borowczak
Faculty Scholarship and Creative Works
This chapter explores the design and evaluation of a generative artificial intelligence peer tutor prompt to support college students in identifying and evaluating peer-reviewed sources for academic research. Grounded in literature on peer tutoring, Socratic dialogue, and AI-supported learning, the authors describe an iterative prompt engineering process designed to transform large language models (LLMs) into Socratic-style peer tutors capable of scaffolding student reasoning without completing tasks for them. Five guiding criteria for an effective peer tutor shaped development and evaluation: cognitive congruence, step-by-step guidance, avoiding giving answers, adaptability to student level, metacognitive transparency, and following assignment directions. Across multiple human-centered …
Redefining Educational Technology: A Critical Collaborative Inquiry,
2026
Anadolu University, Türkiye
Redefining Educational Technology: A Critical Collaborative Inquiry, Aras Bozkurt, Helen Crompton, Robert Farrow, Agnes Kukulska-Hulme, Jon Dron, Richard West, Agnieszka (Aga) Palalas, Matth Bower, Junhong Xiao, Ahmed Tlili, Danah Henriksen, Angelica Pazurek, Henk Huijser, Thomas K. F. Chiu, Petar Jandrić, Katy Jordan, John Curry, Royce Kimmons, Mutlu Cukurova, Thomas Reeves, Gwo-Jen Hwang, Peter Shea, Jason Lodge, Martin Weller, Davy Ng, Tutaleni Iita Asino
STEMPS Faculty Publications
Educational technologists have not settled on a fixed definition of the field and likely never will. However, attempting to define the field helps to understand the epistemological meanings that shape what the field sees, values, and considers worth pursuing. Through a critical historical review spanning over a century, alongside theoretical engagement with the concepts of entanglement and distributed agency, this paper identifies three key insufficiencies in current educational technology frameworks. These are the persistence of an instrumental-facilitative paradigm that treats technology as a resource deployed by human agents; the theoretical dissolution of the pedagogy-technology dichotomy that existing definitions have not …
The Role Of Technology In Education: Friend Or Fiend?,
2026
West Chester University of Pennsylvania
The Role Of Technology In Education: Friend Or Fiend?, Michaela A. Morgan
West Chester University Graduate Theses, Dissertations, and Final Projects
In this paper we will be examining the role of educational technology in the United States through a critical lens with the purpose of arguing that the growing dependence on EdTech, standardized testing, and data-driven instruction has contributed to the privatization, dehumanization, and inequity of public education. Drawing from critical pedagogy, sociocultural theory, and educational research both recent and decades prior. In my paper I explore how technology in schools often functions less as a liberatory tool and more as a mechanism of surveillance, commodification, and control. We consider the historical roots of educational inequality, including eugenics, meritocracy, and colonial …
Educators’ Perceptions Of Artificial Intelligence Enabled Wearable Technology To Support The Social, Emotional, And Behavioral Functioning Of Neurodiverse Students,
2026
West Chester University
Educators’ Perceptions Of Artificial Intelligence Enabled Wearable Technology To Support The Social, Emotional, And Behavioral Functioning Of Neurodiverse Students, Jessica Taraborrelli
West Chester University Graduate Theses, Dissertations, and Final Projects
The integration of technology in education has largely focused on academic outcomes, with limited attention to students’ social, emotional, and behavioral needs, particularly for neurodiverse students. Artificial Intelligence enabled wearable technologies present promising opportunities to address this gap by providing real time data and interventions. The purpose of this quantitative study was to examine educators’ perceptions of AI-enabled wearable technology and its potential to support the social, emotional, and behavioral functioning of neurodiverse students. Grounded in the Technology Acceptance Model (TAM3) and the Collaborative for Academic, Social, and Emotional Learning (CASEL) frameworks, this study explored how perceived usefulness and its …
