The rapid development of Generative Artificial Intelligence (GenAI) in higher education has shifted the focus from mere technological access toward issues of trust and governance; however, empirical evidence regarding patterns of GenAI utilization remains limited. This study aims to analyze patterns of GenAI use, levels of trust in the technology, and to examine whether Human Design (HD) labels differentiate perceptions and practices of GenAI use in academic settings. The study employed a quantitative design using a cross-sectional survey approach. Data were collected through an online questionnaire administered to 213 respondents, consisting of students and lecturers from the Department of Library and Information Science. Data analysis was conducted using descriptive and inferential statistics, specifically one-way analysis of variance (ANOVA), across five main constructs: academic performance, prior experience, personal perceptions, technical knowledge, and trust in technology. The results indicate that GenAI has been routinely used at an early to intermediate stage of integration, primarily for ideation and academic drafting activities. Respondents demonstrated a “competent yet critical” attitude, with relatively low levels of trust in terms of accuracy and privacy. Furthermore, the HD labels did not reveal significant differences across all analyzed constructs. This study concludes that trust in technology is a key factor shaping the quality of academic engagement with GenAI; therefore, strengthening verification-centered literacies and inclusive privacy policies is essential to promote responsible GenAI adoption in higher education.

Science and Social Studies (IPAS) learning in elementary schools continues to face challenges in engaging students and facilitating understanding of abstract concepts. The use of conventional instructional methods often results in low student participation and suboptimal learning outcomes. This study aims to develop and evaluate the effectiveness of interactive video story learning media in improving fifth-grade students’ learning outcomes in IPAS subjects. The study employed a Research and Development approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The participants consisted of 25 fifth-grade elementary school students. Data were collected through questionnaires and multiple-choice achievement tests and analyzed using qualitative and quantitative descriptive analysis as well as inferential statistical testing. The findings indicate that the interactive video story learning media demonstrated a very high level of validity and practicality based on evaluations by experts, teachers, and students. The effectiveness test using a one-group pretest–posttest design revealed a statistically significant improvement in students’ learning outcomes (p < 0.05). In addition to academic improvement, the use of interactive video story media enhanced students’ motivation, engagement, and active participation in the learning process. This study concludes that interactive video story learning media is effective for IPAS instruction at the elementary school level and represents an innovative, technology-based alternative for improving the quality of classroom learning.

Critical thinking skills are essential 21st-century competencies that every individual needs to possess. However, the level of students’ critical thinking skills in Indonesia is still relatively low. This study aims to design, validate, and examine the practicality of interactive video-based learning media developed using the H5P website, as well as to test the effectiveness of this media in improving the critical thinking skills of fifth-grade elementary school students. The development model employed in this study was the ADDIE model. Data were collected through questionnaires and tests, while data analysis was conducted using qualitative and quantitative techniques. The research subjects consisted of two media and content experts, two teacher practitioners, and 24 fifth-grade students. The results indicate that the H5P-based interactive video learning media achieved a very high level of validity, with validity scores of 0.97 from media experts and 0.92 from content experts. The practicality of the media was also categorized as very high, with average scores of 3.85 from teachers and 4.00 from students. Furthermore, the effectiveness test results demonstrate that the H5P-based interactive video learning media is effective in enhancing students’ critical thinking skills. Therefore, it can be concluded that the H5P-based interactive video learning media is valid, practical, and effective in improving students’ critical thinking skills, enriching the variety of learning media, and creating more optimal learning experiences.

Students continue to experience difficulties in operating computational software such as MATLAB, despite its critical role in solving numerical problems in science and engineering. Amid the rapid integration of artificial intelligence in higher education, there is still limited empirical evidence explaining how conceptual understanding, the use of AI tools, and students’ attitudes toward AI-based learning contribute to their technical skills. This study aims to analyze the contributions of numerical methods conceptual understanding, the use of ChatGPT, and attitudes toward AI-based learning to students’ ability to operate MATLAB. The study employed a quantitative approach with a correlational research design. The participants consisted of 45 students selected through purposive sampling. Data were collected using Likert-scale questionnaires and analyzed using descriptive statistics and multiple linear regression with the assistance of JASP software. The results indicate that conceptual understanding of numerical methods and positive attitudes toward AI-based learning have a significant positive effect on students’ MATLAB operational skills, with significance values of p < 0.001 and p = 0.024, respectively. In contrast, the use of ChatGPT did not show a significant effect (p = 0.914). The regression model yielded a coefficient of determination of 0.782, indicating that 78.2% of the variance in students’ MATLAB skills is explained by the three independent variables. This study concludes that mastery of numerical concepts and positive attitudes toward AI are the primary factors in improving MATLAB skills, while ChatGPT functions as a complementary learning tool rather than a direct determinant of technical competence.

Workers in the informal economic sector often face limited access to formal education and professional training, which restricts their opportunities for knowledge and skills development. This study aims to explore how mobile learning supports the acquisition of knowledge and practical skills among informal economy workers in the Global South. The study employed a qualitative descriptive case study design. Data were collected through semi-structured interviews with 11 informal economy workers from Africa and Asia who had participated in mobile learning courses delivered via the Online Labour Academy (OLA) mobile application. The interview data were analyzed using thematic analysis to identify key patterns related to participants’ learning experiences and outcomes. The findings reveal that mobile learning has a transformative impact on informal workers. Participants reported increased competence, empowerment, digital literacy, problem-solving skills, and readiness to teach others. Mobile learning also enhanced their confidence to apply new knowledge in real work contexts and motivated them to continue learning independently. Furthermore, participants perceived that the skills acquired through mobile learning were demonstrable and marketable, contributing to improved employability and community-based knowledge sharing. This study concludes that mobile learning is an effective, inclusive, and scalable educational approach for supporting knowledge and skills development among informal economy workers. By providing flexible and accessible learning opportunities, mobile learning enables marginalized populations to overcome educational barriers, promotes lifelong learning, and contributes to socio-economic empowerment within the informal sector.

The integration of digital technology in higher education presents both opportunities and challenges in ensuring learning quality that meets students’ expectations. One of the main issues is the gap between students’ perceptions of the performance of digital learning media and their perceived importance, which affects learning satisfaction. This study aims to evaluate the quality of Wordwall-based learning in enhancing students’ satisfaction using the Importance-Performance Analysis (IPA) approach. The study employed a descriptive quantitative method involving 81 students from the Economics Education Study Program who were enrolled in a microeconomics course. Data were collected through an online questionnaire consisting of 10 performance items and 10 importance items based on the five SERVQUAL dimensions, namely tangibles, reliability, responsiveness, assurance, and empathy. Data analysis was conducted using IPA and a paired sample t-test. The results indicate a significant difference between students perceived performance and expectations regarding the use of Wordwall (p < 0.05). Attributes located in Quadrant I, including Wordwall interface, content consistency, and learning flexibility, were considered highly important but did not meet students’ expectations and therefore require improvement. Meanwhile, accessibility, ease of use, and immediate feedback were located in Quadrant II and should be maintained, as they have met students’ expectations. This study concludes that Wordwall has considerable potential to support interactive learning in higher education; however, its effectiveness largely depends on implementation strategies, feature selection, and institutional support to enhance students’ learning satisfaction.

This study was motivated by the persistent problem of low literacy performance among primary school pupils in Nigeria, which is often attributed to teacher-centered instructional methods and limited use of technology in classrooms. The purpose of the research was to examine the effect of instructional animation on pupils’ academic performance in literacy, with specific attention to gender and school type. The study involved 95 pupils from four selected public and private primary schools in Ilorin West Local Government Area of Kwara State, consisting of 53 pupils from public schools and 42 from private schools. A pre-test, post-test, non-equivalent control group quasi-experimental design with a 2×2×2 factorial structure was adopted for the study. Data were collected using the Pupils’ Literacy Performance Test (PLPT), the Instructional Guide for Instructional Animation (IGIA), and the Instructional Guide for Conventional Method (IGCM). The instruments were validated by experts and the PLPT yielded a reliability coefficient of 0.74. Data obtained were analyzed using Analysis of Variance (ANOVA) to test the main and interaction effects of instructional animation, gender, and school type on pupils’ literacy performance. The findings revealed that instructional animation had a significant positive effect on pupils’ academic performance in literacy, as those taught with animation outperformed their peers taught with the conventional method. However, there were no significant interaction effects among instructional animation, gender, and school type, indicating that the strategy was effective and inclusive across different learner groups. The study concludes that integrating instructional animation into literacy instruction can enhance pupils’ learning outcomes and promote equitable, technology-based education in primary schools.

Field observations reveal that teachers and students require flexible, independent, and interactive teaching materials that actively engage students in learning. Unlike conventional digital mathematics materials that are typically static, this study develops digital mathematics teaching materials that integrate sophisticated visual design through Canva with Heyzine's interactive flipbook technology to create immersive learning experiences. The product's primary innovation lies in seamless integration of mathematical content aligned with curriculum's Learning Objectives Flow (ATP), responsive visual design, and interactive flipbook features enabling intuitive navigation resembling physical book reading with comprehensive multimedia capabilities. This research encompasses five objectives: analyzing needs, designing, measuring validity, practicality, and effectiveness. The study employs R&D methodology using the ADDIE model. Research subjects comprised seventh-grade students. Findings demonstrate student needs analysis reached "highly needed" category. The design innovation utilizing Canva-Heyzine combination creates distinctive visual-interactive experience unprecedented in junior high mathematics education, fully aligned with ATP standards. Expert validation yielded exceptional results: content experts (92.5%) and media experts (98.3%) rated materials as highly valid. Practicality assessments achieved "highly practical" category (91%-94%). Effectiveness results from pretest-posttest comparisons showed significant learning improvements with substantially higher effect sizes compared to conventional digital teaching materials. This study's primary contribution establishes a new paradigm in digital mathematics teaching material development, creating optimal engagement through innovative visual-interactive experiences within Indonesia's junior high mathematics education context. Results demonstrate that these digital mathematics teaching materials fulfill validity, practicality, and effectiveness standards for enhancing student learning outcomes.

Limited understanding of occupational safety, health, and environmental elements among students increases the risk of accidents both at work and in daily life. This study aimed to develop and evaluate the effectiveness of interactive digital learning media based on Video on Demand (VoD) in enhancing the understanding of students with mild intellectual disabilities regarding occupational safety, health, environment, and the use of personal protective equipment (PPE). This research employed a Research and Development (R&D) approach using the ADDIE model. The research subjects included one learning media expert, three content experts, three teachers, six parents, and ninth-grade students with mild intellectual disabilities as trial participants. Data were collected through interviews, observations, questionnaires, and tests, and were analyzed descriptively and qualitatively. Expert assessments yielded scores of 97.7% (media expert) and 88.5–90.6% (content experts), while practicality tests by teachers and parents scored 93% and 92.58%, respectively, indicating the media’s feasibility. Quantitative effectiveness tests showed an average pre-test score of 2.67 and a post-test score of 7.83. Analysis using the Wilcoxon signed-rank test produced a p-value <0.05, demonstrating a significant improvement in all students’ understanding of occupational safety, health, and PPE. It is concluded that the interactive digital VoD-based media is effective in enhancing the understanding of students with mild intellectual disabilities and provides a valuable contribution to the development of inclusive vocational learning tools adaptable to students’ special needs.

Information and communication technology has brought about major changes in education, including more creative and engaging ways of teaching for students. Gamification, the application of game elements to non-game contexts, such as learning in schools, is a method that is starting to be widely used. This method is considered capable of increasing student engagement, motivation, and learning outcomes. However, media gamification in junior high school learning still faces many problems that need to be considered carefully. This study aims to (1) analyze student abilities as viewed from student activities when using Wordwall-assisted gamification learning design and (2) analyze student abilities as viewed from student learning outcomes after implementing Wordwall-assisted gamification learning design. This study uses the pre-experimental designs (non-designs) method with a one-group pretest-posttest design. The results of the study indicated that this media design met the eligibility criteria with a validity score of 0.67. The observation of student activities yielded an average score of 85.67%, placing it in the very high category. Apart from that, gamification-based learning with Wordwall also improves student learning outcomes, with an N-Gain value of 0.726, which is classified as high. The average initial test score of 31.5 increased to 80.3 in the final test, which shows a significant increase in student learning achievement. The results indicate that Wordwall media, which is designed with gamification principles, improves student learning outcomes and increases their learning activities. This makes learning more interactive and fun and encourages students to participate more actively in it.