Journal of Educational Technology Systems

This study applied a convergent mixed methods design to examine familiarity, perceptions, and use of GenAI among undergraduate students by collecting and analyzing quantitative and qualitative data. A total of N = 220 undergraduate students enrolled in education sciences courses in a large research university in the southeastern United States participated in the study by completing a Qualtrics survey that included closed-ended and open-ended items. Findings indicated that students are moderately familiar with GenAI, though many remain in the early stages of understanding its applications. GenAI adoption for academic purposes remains low, with most students interacting with GenAI only occasionally. Students hold neutral to moderately positive perceptions of GenAI, though concerns about its role in academic settings persist. Spearman rank-order correlations revealed that students further along in GenAI adoption tend to use it more frequently. The findings highlight the need for GenAI training and support in guiding students’ use.

This study explores K–12 teachers’ perceptions and sense-making processes regarding artificial intelligence (AI) in education. Using a qualitative phenomenological design, data were collected through semi-structured interviews with 16 teachers from public and private schools. Findings indicate that teachers associate AI with potential benefits such as instructional efficiency, personalized learning, formative assessment and professional development, while also expressing ethical and emotional concerns related to data privacy, algorithmic bias and unequal access. Teachers primarily interpret AI through its anticipated pedagogical implications rather than through sustained classroom implementation. The results emphasize the importance of teacher agency, ethical awareness and contextual factors in shaping how AI is understood and positioned within educational practice. By foregrounding teachers’ perspectives, this study addresses the gap between the predominantly higher education–focused AI literature and the underexplored K–12 context, highlighting the need for supportive policies, equitable infrastructure and professional development initiatives that promote human-centered and ethically grounded approaches to AI in education.

The study aimed to conduct a bibliometric analysis to map research trends and practices in artificial intelligence (AI) applications in English language education. Scopus database was used to locate the research articles using predefined criteria. Drawing on 499 Scopus-indexed articles published up to 15 June 2025, the analysis revealed a sharp increase in publications after 2021, reflecting growing global interest in the field. China leads in publication volume, while countries like India demonstrate high citation impact, indicating global and interdisciplinary engagement. The findings highlight the integration of AI technologies, such as chatbots, generative AI, natural language processing, and speech recognition, shifting English teaching and learning from teacher-centred to learner-centred approaches. By systematically mapping key authors, journals, countries, and thematic trends, the study provides insights into the evolving landscape of AI in English education, supporting educators, researchers, and policymakers in leveraging AI to create personalised, engaging, and equitable English language learning environments.

This pilot study investigates the potential of a voice-based chatbot (EnMIA) to support speaking fluency, motivation, and engagement among undergraduate Korean language learners at a single U.S. Midwestern university. The chatbot aims to provide interactive, real-world speaking tasks accessible through multi-platforms, supporting seamless learning. Data were collected over one academic semester through pre- and post-speaking assessments and surveys. Speaking performance data indicated an improvement in fluency, though accuracy and complexity remained unchanged, in a pre-post design without control group, suggesting short-term practice may strengthen learners’ ability to speak more smoothly and confidently. However, without a control group, gains cannot be solely attributed to the tool. Survey results showed high perceptions of support, design, and usability, with interactive tasks correlated with motivation. The findings highlight chatbot-supported interaction potentially enhance motivation and fluency, while pointing to the need for extended practice and targeted design to affect accuracy and complexity.

Research indicates that metacognitive prompts support learning outcomes such as group metacognition, socially shared regulation of learning, and group cohesion. Yet, their application at the group-level within simulation-based learning environments remains underexplored. This study examines the effects of embedding metacognitive prompts into two business simulation games on metacognitive self-regulation, socially shared metacognitive regulation, collaborative knowledge building, team cohesion, and teamwork satisfaction. 16 undergraduate students from two finance-related modules participated in a two-wave longitudinal within-subjects design, with data collected through self-report surveys. Repeated-measures ANOVA revealed no significant interaction effects of treatment and time, nor main effects of treatment, across outcomes. However, time effects were significant for all variables except for knowledge of cognition and shared planning. Pairwise comparisons showed improvements from Time-1 to Time-2 across most outcomes, with minor exceptions. Overall, these findings suggest that metacognitive prompts consistently foster regulatory and team outcomes regardless of the simulation game environment.

This article describes the development and evaluation of an e-exercise application (eISTAT) created for an introductory statistics course at the Turku School of Economics, Finland. Automatically generated exercises with instant feedback were programmed by the course instructor within an existing learning environment (ViLLE). Two survey datasets ( n 11 = 98 ; n 12 = 76 ) indicated that the application supported students’ learning. Exercise and exam data ( n 21 = 487 ; n 22 = 305 ) were used to assess the usage of the e-application and course outcomes. Students who used the e-learning application achieved higher exam grades. The challenges of development, alongside the benefits and potential risks, are discussed from the instructor's perspective. The system provided an immediate reduction in workload, albeit with certain risks associated with its development by a single instructor. Finally, a concept for a future e-exercise application is proposed.

This study explores the impact of MATHeractive 5: Technology-Enhanced Learning (TEL) on developing the mathematical skills of Grade 5 learners in Malibo Bata Elementary School. This study is conducted in response to the low proficiency levels of Filipino learners in mathematics, as reflected in both the “2018 Programe for International Student Assessment (PISA)” and the result of the school-based pretest of Project All Numerates. This research introduces an intervention designed to bridge learning gaps through interactive and technology-driven methods using real-life scenarios. MATHeractive 5: Technology-Enhanced Learning (TEL) includes activities that enhance conceptual understanding and practical application in topics such as Area of a Circle, Volume of Solids, Temperature, Line Graphs, and Probability. Using mixed-methods explanatory sequential research design, the study analyzed quantitative data from pretests and posttests, followed by qualitative interviews to provide deeper insights. Twenty-four learners were purposively selected, divided into control and experimental groups. Statistical analyses, including the Wilcoxon Signed-Rank Test and rank-biserial correlation, confirmed the intervention's significant positive effects. The experimental group showed a significant improvement, with mean percentage scores rising to 90.4%, categorized as high mastery. Furthermore, learner perceptions underscored the value of the interactive learning material in promoting engagement, confidence, and mastery. The findings highlight the potential of technology-enhanced learning tools like MATHeractive 5: Technology-Enhanced Learning (TEL) in improving mathematics performance. Thus, it is highly recommended to integrate into educational practices to address foundational learning gaps and foster long-term academic success.