Development of a Multi-Representation Electrochemistry E-Book Utilizing 3D PageFlip Technology

The implementation of the "Merdeka Belajar" (Freedom to Learn) Curriculum faces various challenges, including in terms of curriculum implementation and adjustment. These challenges include changes in student learning patterns, the broader role of teachers, and efforts to meet the established educational standards. In the context of the Merdeka Curriculum, Catholic religious education in Indonesia focuses on developing students' understanding of religion, moral values, and Catholic spirituality, while also emphasizing the Pancasila student profile.The Merdeka Curriculum has also had impacts and posed challenges at SD Negeri Sawahan Surakarta regarding students' academic performance or learning outcomes. For example, in the cognitive aspect, when studying the Grade IV lesson on Developing My Abilities, the students' learning outcomes were unsatisfactory. Out of a total of 6 students, around 4 (67%) scored below the Minimum Completeness Criteria (KKM), which was set at 75. In this classroom action research, the researcher focuses on the dimension of critical thinking, based on the importance of building strong character and mental attitudes in the younger generation, especially in facing complex global challenges. Creative thinking skills will result in more effective learning and develop higher reasoning abilities that can be used to solve various problems in learning. Students with creative thinking skills tend to have high intrinsic motivation, strong drive, self-confidence, and better thinking abilities. In this model, the teacher acts as a facilitator who helps students develop deep understanding and relevant skills through motivation, stimulating questions, and support for meaningful learning experiences. PBL focuses on common everyday problems, and its process involves problem identification, data collection, and the use of data to solve problems. The primary goal of PBL is to develop critical thinking, problem-solving skills, and knowledge acquisition, helping to improve students' learning outcomes and critical thinking skills in the topic of developing self-abilities in Grade IV at SD Negeri Sawahan, Surakarta.

Aim/Purpose: This study aims to explore factors influencing engineering students’ acceptance of the Google Classroom platform in communication skills courses to ensure more active engagement and better performance. Background: In response to the underutilization and hesitancy in adopting educational technologies, this study investigates the factors influencing engineering students’ acceptance of Google Classroom in a Middle Eastern university. Despite the potential benefits of such technologies, their integration faces challenges due to cultural factors and resistance from educators and students alike. Methodology: The study utilized a Technology Acceptance Model-based questionnaire distributed via Google Forms to 140 engineering students to analyze the acceptance of Google Classroom. Data analysis was conducted using structural equation modeling with Smart PLS, focusing on critical constructs like ease of use and perceived usefulness. Limitations due to the sample size and single-institution scope are acknowledged, which may affect the generalizability of the findings. Contribution: This study outlines practical steps for educators to enhance learning by fostering a user-friendly environment and supporting student proficiency with technology. It highlights the importance of policies encouraging educational technology adoption and urges developers to focus on user-centered features. Additionally, the study calls for collaboration among educators, policymakers, and developers to create engaging and compelling learning experiences. Findings: Findings unveil the significant impact of user satisfaction on perceived ease of use and usefulness, subsequently influencing attitudes. Furthermore, the study identifies the substantial influence of subjective norms and attitudes on intentions and the consequential impact of intentions on self-perception of academic success. Recommendations for Practitioners: The study advocates for educators to cultivate a motivating environment that fosters active engagement with the Google Classroom platform by raising students’ satisfaction and positive attitudes. Recommendation for Researchers: The study encourages further investigation into the long-term effects of technology integration on students’ academic performance and learning outcomes and exploration of additional variables or moderators that may influence technology acceptance in educational settings. Impact on Society: By understanding the factors influencing engineering students’ acceptance of Google Classroom, educators can better integrate technology into communication skills courses, potentially improving student engagement and academic performance and preparing students for success in a technologically driven society. Future Research: Longitudinal studies tracking students’ technology adoption patterns over time would also contribute to understanding the sustained impact of technology integration on educational practices and outcomes.

Background: Online learning expanded rapidly during the COVID-19 pandemic, forcing nursing institutions to shift teaching modalities. Offline (traditional classroom) methods allow face-to-face interaction, whereas online methods provide flexibility and technology-based learning. There is still limited empirical evidence comparing the academic performance of nursing students under both approaches. Aim: To compare academic performance and learning outcomes among nursing students taught through online versus offline teaching methods. Methods: A quasi-experimental comparative study was conducted among 240 BSc Nursing and GNM students selected through stratified random sampling. Data were collected using: (1) Academic Performance Test (APT), (2) Teaching-Learning Satisfaction Scale (TLSS), (3) Observation checklist during practical demonstrations. SPSS (Version 26) was used for descriptive and inferential analysis (t-test, chi-square, correlation). Results: Offline teaching significantly improved mean academic scores (Mean = 78.4±8.12) compared to online teaching (Mean = 69.7±9.34), p<0.001. Students reported higher satisfaction, better concept clarity, and enhanced practical skill attainment in offline learning. Online teaching showed advantages in flexibility and digital skill development. Conclusion: Offline teaching remains superior for nursing education due to its hands-on nature, clinical demonstration requirements, and interpersonal interaction. Online methods can be used as supportive blended learning tools but cannot fully replace offline teaching.

The integration of online learning resources in higher education has profoundly reshaped the educational landscape and the learning outcomes of undergraduates in universities. Purpose. This study examined the utilization of online resources and learning outcomes of undergraduates in Nigerian universities. The study hinges on the connectivism theory. Connectivism theory is considered relevant particularly in the digital age, where technology plays a crucial role in connecting learners to vast amounts of information. Methodology. The study adopted a descriptive survey research design. Obafemi Awolowo University (OAU), which is adjudged to be the leading ICT university in Nigeria, was purposively selected for the study with a sample size of 600 students using a simple random sampling technique. Data was collected using questionnaires, and gathered data were analyzed using descriptive and inferential statistics. Results. The results showed that online resources were seen as valuable tools for improving learning experiences. It further showed that the influence of online resources on academic performance and learning outcomes could vary among individuals, and may depend on factors such as the quality of resources, individual learning styles, and access to technology. The hypothesis tested indicates strong statistical evidence that online resource utilization had a significant influence on the learning outcomes of undergraduates in the study area. Conclusion. The need for educational institutions to improve the accessibility and quality of online resources for their students. The need for policies on the use of online resources to ensure that students use these resources responsibly, and productively was equally recommended.

Current research examined the impact of academic stress on students and the subsequent impact on their academic performance based on higher education institutions (HEIs) in Karachi. The data was collected using the convenience sampling technique from BS students from NED University of engineering and technology, Karachi with using a modified questionnaire with a simple chi square statistical test. Students of all faculties and also all years of students are included in this study (1st year to final year students). There are many different sorts of stress, but this research largely focuses on the academic stress that students nowadays frequently experience. A barrier prevents students who are under academic stress from reaching their potential. This research also looks at the key sources of academic stress. The researchers have made an effort to identify the primary reason for this stress, whether it be household or professional. It has been proven that student depression brought on by academic stress has a detrimental impact on their academic performance and learning outcomes. Parents, teachers, professional social workers, and other stakeholders who are concerned about the education and performance of their children can benefit from the information provided by this research study.

Abstract&#x0D; This study aims to develop multimedia teaching materials based on PBL using 3D Professional Pageflip on geometry material, and determine the effectiveness of PBL-based multimedia teaching materials using 3D Professional Pageflip on geometry material. This research is a development research with the research process using the ADDIE model which consists of 5 stages, namely analysis, design, development, implementation, and evaluation.Validation was carried out by material experts and media experts with individual test subjects, namely 2 mathematics teachers, small group trial subjects consisted of 6 students, and large group trials namely students of XIPA2 class of SMAN 5 Jambi City. The instruments used in this study were questionnaires for evaluating material experts and media experts, teacher and student responses questionnaires, student perception questionnaires and student learning outcomes tests.From the results of the post-test analysis conducted at the end of the learning activities obtained 90.32% of the students achieved the minimum completeness criteria, the results of the analysis of the student perception questionnaire showed the category of "very positive" besides based on observations of students' attitudes during the learning process positive and high enthusiasm in participating in learning activities. This means that multimedia teaching materials that are made effective are used for the learning process.&#x0D; Keywords: multimedia teaching materials, problem based learning, 3d pageflip professional, geometry

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

This study calculates the level of academic program learning outcomes achieved through a course/module/unit within a higher education institution. The study draws on hypothetical data (secondary data), of a computer science course. The approach of the study demonstrates an empirical, reliable, and robust method to measure the level of program learning outcomes delivered and achieved. The method to calculate the level of learning outcomes uses a graded hypothetical assessment, charted in a specification table. The percentage covered is the ratio of the course learning outcome covered by the assessment then multiplied by the probability of a course learning outcome to occur in program learning outcome. The method is based on several specification table alignments between course learning outcomes and program learning outcomes. Embedded in the specification tables is assessment data that reflect what is covered and achieved of the curriculum. The originality of this study is that it posts a robust methodology to calculate objectively the achieved learning outcomes. The findings lead us to think in new ways to reconceptualize how students are assessed in higher education. Thus, rather than assess students on how they achieve on course tests and other tasks; students can be assessed on the learning outcomes they have achieved.

Previous research shows that better socio-emotional skills are associated with students’ behavioral adjustment and positive learning outcomes; however, the protective role of socio-emotional skills regarding academic learning during global crises has not been studied sufficiently. This research aims to evaluate longitudinal changes in students’ socio-emotional skills and learning outcomes during the implementation of a universal prevention program Promoting Mental Health at Schools (PROMEHS). The research coincided with lockdown due to the COVID-19 pandemic, therefore allowing an assessment of the protective role of socio-emotional learning even in the face of adverse circumstances. In total, 3166 students (aged 7–17 years) from Latvia and Portugal participated in the research, and a survey of their respective teachers was used to collect data. The SSIS-SEL teacher form and a three-item learning outcomes measure addressing academic motivation, engagement, and performance were applied in the study. It was found that growth in socio-emotional skills has a positive effect on academic outcomes, while a decline in socio-emotional learning has a detrimental effect on academic outcomes. This applies to both experimental and control groups, both genders, all educational levels, and both countries. Additionally, the increase in socio-emotional skills predicted better academic outcomes in upper secondary schools than in primary and lower secondary schools.

University students frequently encounter comparable difficulties and experiences during the transition process, both domestically and internationally. Navigating academic adjustment successfully necessitates effectively addressing a number of variables that affect how effective the learning results are. The purpose of this study is to provide a conceptual framework, as well as to discover and elucidate the complex relationship between one mediated factor that influences students' learning outcomes and five predictor variables that influence how well students adjust academically. The independent variables include individual factors (INF), instructional and school factors (ISF), social and cultural factors (SCF), mental factors (MEF), and academic attainment factors (AAF). The mediated variable is the success of academic adjustment (SAA), and the dependent variable is the student’s learning outcome (SLO). This study entails a thorough review of data sources such as academic journals, research papers, and empirical studies from 1990--2024. The findings reveal that INF, ISF, SCF, MEF, and AAF directly influence and that positive relationships with SAA and SAA directly influence SLO. This research integrates theoretical perspectives and empirical evidence to propose a cohesive model that can guide future research and provide insight into effective educational practices. Students at higher education institutions in Battambang benefit from a more supportive learning environment created by a comprehensive approach that includes these components. This will also help students adjust academically and improve their learning outcomes.

Cognitive ability evaluation is the main content of pilot psychological selection. Most of the existing cognitive ability assessment is based on a single cognitive ability assessment under normal condition, which does not consider the fluctuation of cognitive ability under the variable operation conditions. In this study, lower body negative pressure bucket was used to simulate accelerated stress, and digital Stroop task was used to evaluate the individual's cognitive control ability. The results showed that the main effect of stimulus information type was significant (F = 22.96, P < 0.01), and the response time to conflict stimulus was significantly greater than that to consistent stimulus (P < 0.05). With the change of operation condition, the fluctuation of cognitive control ability is not completely consistent across subjects. The findings in the current study indicated that digital Stroop task can be applied as an assessment tool of cognitive control ability, and operation condition should be included as a variable in the evaluation of cognitive ability to comprehensively understand the level of individual cognitive ability.KeywordsVariable operation conditionsPsychological selectionCognitive control

Traditional online learning environments generally use a one-size-fits-all approach, neglecting individual learner needs, goals, and cognitive abilities. Adaptive Educational Hypermedia (AEH) systems emerged to address this by personalizing learning content based on user profiles. The Adaptive Learning System is a computerized system developed to enhance digital interactive educational content teaching and learning. The system’s Adaptive algorithm automatically detects learners’ strengths and weaknesses through the adaptation process and provides personalized learning materials, feedback, and guidance during their learning. Adaptive content allows learners to learn the material at their own pace while providing additional support, evaluation, and resources tailored to each learner. In traditional educational systems, every student is given access to the same learning content regardless of their individual learning needs. Higher education institutions face various challenges when testing and implementing adaptive learning systems for their domain of knowledge. Issues related to technical challenges include processing real-time data, difficulties consolidating learning concepts and solutions into existing learning management systems, and the complexity, ease of use, and usability of adaptive learning systems. However, despite the advancement and technical sophistication in adaptive algorithms, most AEH systems still face significant usability challenges. Learners often struggle with complex interfaces, limited system responsiveness, and poor adaptation to diverse demographics and subject backgrounds. Consequently, the current adaptive systems are underutilized in higher education, with limited empirical evidence on their effectiveness in enhancing student engagement, engagement, quality of experience (QoE), and academic performance. While foundational research work (Brusilovsky, 2001; De Bra et al., 2013) and recent studies (Liu &amp; Lim, 2020; colMOOC project) have shown the importance of adaptive educational hypermedia, yet ongoing issues persist regarding usability, learner control (Paramythis &amp; Loidl-Reisinger, 2004), and empirical validation across varied higher education settings (Latham et al., 2004; Educause, 2018). Systematic investigations into user-controllable personalization and its effects on inclusivity and academic achievement remain limited (Xie et al., 2019; Lundqvist; Warburton, 2019). Furthermore, Li et al. (2021) highlighted that existing systems lack comprehensive cognitive modelling and fail to adequately adapt to individual learner dispositions, which restricts their intelligence and adaptability. This complexity in adaptive systems continues to pose challenges for education overall, as emphasized by Fengying Li, Yifeng He, and Qingshui Xue (2021). Addressing these issues, Dubiel et al. (2022) propose a framework for adaptive user interfaces that integrates the interaction environment to enhance system responsiveness. Therefore, there remains a significant gap in the literature regarding the lack of empirical evaluation of user-controlled personalization, particularly in real-world, multi-disciplinary higher education contexts. Existing research has focused mainly on adaptive algorithmic and technical development, but has not given sufficient attention to practical usability (the lack of effective, usable AEH systems, learner diversity, and actual learner-centered outcomes). Moreover, there is a lack of comprehensive frameworks for evaluating the usability of adaptive educational hypermedia (AEH), and there is limited research on how these adaptive systems can foster inclusivity and fairness among diverse learner populations. Therefore, there is an urgent need to address the usability and complexity problems in AEH systems and to suggest the creation of usable, effective, personalised, learner-centric, and user-controllable AEH systems for higher education environments. This research study addresses these gaps by introducing a personalized, user-controllable Adaptive Educational Hypermedia (AEH) framework specially designed for a Higher Education setting. It evaluates multiple versions of adaptive learning systems across multiple disciplines (English, Malay, Computer Science) revealing significant enhancements in both student achievement and satisfaction. The study not only evaluates multiple versions of adaptive systems but also offers practical recommendations for software developers and educators seeking to implement effective, more intuitive, and learner-centric adaptive systems within real higher educational environments. By exploring the relationships between learner demographics, usability, and academic outcomes, the study promotes inclusivity and equity in digital education. More specifically, it introduces a novel user-controllable personalization feature that empowers learners to customize the learning content to improve their adaptive learning experience, addressing a major limitation found in existing systems. The findings demonstrate significant improvements in student performance and satisfaction with the system’s interface, thereby enhancing subject retention, confirming that adaptive learning systems can effectively improve the academic experience in higher education environments.

Socio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and “non-cognitive” attributes (such as self-regulation) are the focus of many early years’ interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in academic achievement. We examined this in two nationally representative cohorts in the UK (Millennium Cohort Study, n = 11,168; 61% original cohort) and Australia (LSAC, n = 3028; 59% original cohort).An effect decomposition method was used to examine the pathways from socio-economic disadvantage (in infancy) to two academic outcomes: ‘low’ maths and literacy scores (based on bottom quintile) at age 7–9 years. Risk ratios (RRs, and bootstrap 95% confidence intervals) were estimated with binary regression for each pathway of interest: the ‘direct effect’ of socio-economic disadvantage on academic achievement (not acting through self-regulation and cognitive ability in early childhood), and the ‘indirect effects’ of socio-economic disadvantage acting via self-regulation and cognitive ability (separately). Analyses were adjusted for baseline and intermediate confounding.Children from less advantaged families were up to twice as likely to be in the lowest quintile of maths and literacy scores. Around two-thirds of this elevated risk was ‘direct’ and the majority of the remainder was mediated by early cognitive ability and not self-regulation. For example in LSAC: the RR for the direct pathway from socio-economic disadvantage to poor maths scores was 1.46 (95% CI: 1.17–1.79). The indirect effect of socio-economic disadvantage through cognitive ability (RR = 1.13 [1.06–1.22]) was larger than the indirect effect through self-regulation (1.05 [1.01–1.11]). Similar patterns were observed for both outcomes and in both cohorts.Policies to alleviate social inequality (e.g. child poverty reduction) remain important for closing the academic achievement gap. Early interventions to improve cognitive ability (rather than self-regulation) also hold potential for reducing inequalities in children's academic outcomes.

This research aimed to describe the development process and to figure out the validity level, practicality level, and effectiveness of the thermodynamics law electronic book using 3D Pageflip, Macromedia Flash, and Ispring Quizmaker applications for Physics Education students at Alauddin Makassar State Islamic University. This study fell under the category of research and development (RD). The research design followed the 4D development model: Define, Design, Develop, and Disseminate. A small-scale trial was conducted to 35 physics education students of the sixth semester in the academic year of 2022/2023. Research instruments included validation sheets, electronic book feasibility observation sheets, and questionnaires assessing responses from professors and students regarding the electronic book. The data were analyzed using descriptive statistics. The results of data analysis reveal that the electronic book's validity level obtained an Aiken's V index value of 0.68, categorized as highly valid, indicating suitability for use. Furthermore, the data from student observation sheets showed that 94% of students are in favor of the book, while professors' response was 100% positive, and students' response was 49% very positive and 40% positive, indicating that the electronic book was considered practical. Finally, the effectiveness level of the e-book through learning outcome test analysis achieved an 83% completion rate, indicating that the electronic book developed is effective to use.

Purpose This study aims to investigate the zombie learner phenomenon in Vietnamese higher education and examines its impact on students’ learning motivation and academic performance. Design/methodology/approach Based on the research model adapted from previous research, which considering “zombie learner” by its manifestations, and consolidating its scales through qualitative studies; using survey data from 999 university students in Vietnam, the authors applied structural equation modeling (SEM) to assess the impact of this phenomenon on academic motivation and performance. Findings The results reveal that the “zombie learner” phenomenon significantly negatively affects students' motivation to learn, which in turn leads to a decline in academic performance. Among the identified characteristics, “lack of autonomy” and “lack of engagement” from classmates have the strongest negative effects on students' motivation. Additionally, academic motivation is shown to have a direct positive impact on learning outcomes. Research limitations/implications The research focuses on university students in Vietnam and reveals the directions for further studies in other contexts. Practical implications This research provides valuable recommendations for educators and academic administrators to foster a more engaging learning environment that encourages participation, thereby mitigating the “zombie learner” effect and improving students' academic performance enhancing teaching quality and student motivation. Originality/value Besides the confirmation of the effect of the existence of zombie learners on motivation and learning outcomes, like other studies, this study adds two controlling variables with the “major” and “tuition fees” on the two dependent variables “learning motivation” and “academic performance.” Studying an attractive major will lead to higher motivation and academic performance. Similarly, having to pay high tuition fees can also be both a motivation and a pressure for students to study, thereby achieving better academic performance.