International Journal for Educational Media and Technology
type: channel
description: The International Journal of Educational Media and Technology, collaboratively published once per year by the KAEIM (Korean Association for Educational Information and Media) in Korea and the JAEMS (Japan Association for Educational Media Studies) in Japan, is the premier academic journal for the field focusing entirely on research and practice in media studies in education and training. Each issue consists of invitation papers only, which are recommended by the Editorial Board among those papers accepted for concurrent sessions of ICoME, or International Conference for Media in Education. Upon submission of the paper, not only Korean and Japanese reviewers were assigned, but also international editors are assigned to make the review rigorous and helpful to include only quality papers.
language: en
publication name: International Journal for Educational Media and Technology
issn: 1882-2290
items: The CARE2 Model: Action Research Study Exploring Multicultural Experiences in Higher Education
items: Enhancing Student Success through GAI and Predictive Analytics
items: Explicit Sentence-Strategy Instruction for L2 Japanese Writing Using the W/W Model
items: A Systematic Literature Review of Self-regulated Learning and Artificial Intelligence in Higher Education
items: Teacher Communication Competence and Knowledge in Hybrid Learning Environments
items: Grit, Self-Efficacy, and Study Habits in Mobile Learning Among Physical Therapy Students
items: A Systematic Review of Interaction in Teaching and Learning with Artificial Intelligence (AI)
items: Distance Learning Where Children Freely Share Thoughts in a Metaverse
items: Immersive and Tangible VR Tool for Learning about Pre- and Post-Atomic Bombing Environments
items: Examining Synthetic Speech in Corporate Training: Focusing on Impression Formation and Likability
items: Integrating Inquiry and Creative Activities through the Exploratory Spherical Power Plant Application
items: Empowering Girls in Robot Programming by Integrating the Video-Sharing Social Networking Service into Workshop Designs
items: Relationship between the Effects of Productive Failure on University Students and Learner Characteristics
items: Developing an Online Job Aid to Help Middle Leaders Design Professional Development Training for School Teachers
items: Strategies to Promote e-Learning, Engagement, and Belonging in Emerging Educational Technologies
items: Reviving the Traditional Campus Radio in the Digital Age: Challenges and Lessons from DYUP Sugbo
items: The Living Textbook: Open Educational Resources for Engagement, Equity, and Inclusion to Support Student Learning Outcomes and Retention in an Entry-Point Course at an Asynchronous Online University
items: Exploring Online Adult Student Reasoning to Pursue a Practitioner Doctoral Degree
items: Exploring The Effectiveness of Immersive Mobile Learning in Enhancing Stem Subjects
items: Optimizing Student Success: The Impact of Artificial Intelligence in Teaching and Learning
items: Integrating AI into Higher Education: College Students’ Positions in ChatGPT-supported Learning
items: Can Social Interactions Support Women in STEM Education? The Data Mining Approach
items: eLearning in Short Bursts: Examining Professional Development Microlearning Videos
items: Design, Development, and Use of an Exploratory Data Analysis Tool
items: A Study on the Application of “Media Literacy” in Japan: Definitions and Insights from a Survey
items: The Growth of Self-Efficacy through Exchange Learning with Cambodian Primary Schools
items: Online Social Support for Pregnant Women’s Question Resolution and Anxiety Reduction
items: Exploring Learners’ Facilitation Strategies in Online Discussion Forums
items: The process of Mid-Career Teachers’ Class Reflections with One-to-One Devices
items: Designing Learning Support for Simulation-Based Preservice Teacher Learning with Artificial Intelligence-Powered Virtual Agents

The CARE2 Model: Action Research Study Exploring Multicultural Experiences in Higher Education
type: item
description: This study explores the development of the CARE2 model, an instructional design framework aimed at enhancing curriculum engagement and performance for international learners in higher education. Grounded in action research, the study was conducted at a private business college in Copenhagen, Denmark, where 240 first-year marketing students from Nepal, Bangladesh, and India engaged with a U.K.-based curriculum. The study led to the creation of the CARE2 model, a framework for instructional designers to develop relevant learning experiences for international students. Limitations include challenges in asynchronous settings, as the model was tested in a fully in-person environment. Further research is needed to explore the model's applicability across different educational contexts. The study concludes by demonstrating how the CARE2 model fosters culturally responsive and co-created learning experiences.
subject: Original Papers
  topic: section
subject: instructional design, culture, design and development model, multicultural learners
  topic: keywords
creator: Karen Fujii
creator: Natalie Perez
rights: Copyright (c) 2026 International Journal for Educational Media and Technology
date: 2026-02-28
publication date: 2026-02-28

Enhancing Student Success through GAI and Predictive Analytics
type: item
description: Generative artificial intelligence and predictive analytics are increasingly integrated into digital learning environments, yet most institutional implementations treat these technologies as parallel tools rather than components of a unified, closed-loop support system. This conceptual paper proposes a theoretically grounded 16-stage framework that systematizes the integration of Generative artificial intelligence and predictive analytics to enhance learner support, instructional decision-making, and institutional responsiveness in online higher education. Drawing on systems theory and the learning analytics cycle, the framework illustrates how data ingestion, predictive modeling, generative feedback, and educator judgment can function together as an adaptive socio-technical ecosystem. Two guiding questions inform the analysis: (1) How can predictive and generative AI be combined to provide timely, personalized, and scalable support for diverse learners? and (2) What institutional, pedagogical, and ethical conditions are required for responsible implementation? By synthesizing current research and identifying gaps in existing approaches, this paper outlines practical considerations for adoption and highlights implications for governance, faculty development, and equitable system design. The proposed model serves as a foundational structure for institutions seeking to align emerging AI technologies with human-centered teaching and learning.
subject: Original Papers
  topic: section
subject: Adaptive learning
  topic: keywords
subject: AI-enhanced student support
  topic: keywords
subject: digital learning ecosystems
  topic: keywords
subject: faculty development
  topic: keywords
subject: generative artificial intelligence
  topic: keywords
subject: online higher education
  topic: keywords
subject: predictive analytics
  topic: keywords
creator: Dr. Pamayla Darbyshire
creator: Carl Beitsayadeh
rights: Copyright (c) 2026 International Journal for Educational Media and Technology
date: 2026-02-28
publication date: 2026-02-28

Explicit Sentence-Strategy Instruction for L2 Japanese Writing Using the W/W Model
type: item
description: For learners of Japanese as a second language (L2), revision requires selecting among alternatives under explicit taskconstraints, yet such decision-making is hard to observe in draft-to-draft studies. This paper examines a web-based role-play writing environment for composing 200-character self-promotion statements. In a teacher-accompanied prototype, learners repeatedly generated, compared, and selected alternatives, allowing revision to be examined as iterative cycles of alternative generation and rational judgment. Using the Warp and Woof (W/ W) Model, we descriptively analyze four learners’ sessions, focusing on externalized judgment criteria (C1– C4), revision-cycle occurrence, and the co-occurrence of sentence-level strategy use (S2–S4) and deterministic rule-based evaluation scores within cycles, as reusable design resources.
subject: Original Papers
  topic: section
subject: L2 Japanese writing
  topic: keywords
subject: revision cycles
  topic: keywords
subject: game-based learning
  topic: keywords
subject: Ways of Viewing and Thinking
  topic: keywords
subject: Warp and Woof (W/W) Model
  topic: keywords
creator: Norimichi Takemura
creator: Toshiki Matsuda
creator: Kentaro Nagahara
rights: Copyright (c) 2026 International Journal for Educational Media and Technology
date: 2026-02-28
publication date: 2026-02-28

A Systematic Literature Review of Self-regulated Learning and Artificial Intelligence in Higher Education
type: item
description: Research highlights a pressing need for conceptualizing Self-Regulated Learning (SRL) in modern higher education, particularly in the context of Artificial Intelligence (AI). We systematically review studies on SRL and AI in higher education. A total of 934 articles were found on the Web of Science or WoS (877) and Scopus (57) and assessed using PRISMA protocol. A total of 14 studies were included in this review. The systematic review seeks to examine and synthesize: aspects of SRL that have been studied at the intersection of AI and SRL, limitations reported by the studies at the intersection of AI and SRL, and considerations for a new model of SRL in light of AI. Findings reveal diverse theories and technologies used and attributed to SRL building with AI in higher education literature. Such diversity can lead to a lack of a universal outlook and generalizable findings. The discussion highlights avenues for future research and proposes methodological approaches for studying SRL in AI-enabled learning environments. This work contributes to a set of practices and tools to better conceptualize SRL with AI.
subject: Original Papers
  topic: section
subject: Self-Regulated Learning (SRL)
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Artificial Intelligence (AI)
  topic: keywords
subject: Review
  topic: keywords
creator: Bahar Memarian
creator: Tenzin Doleck
rights: Copyright (c) 2026 International Journal for Educational Media and Technology
date: 2026-02-28
publication date: 2026-02-28

Teacher Communication Competence and Knowledge in Hybrid Learning Environments
type: item
description: Hybrid learning environments (HLEs), combining in-person and online participation, create dual-layered complexity that challenges teachers’ communication practices. This study examines the essential knowledge and skills required for effective communication in HLEs within a Swedish higher education context. Drawing on the extended TPACK framework (XTPACK), emphasising immediate contextual knowledge, and integrating Jakobson’s communication model, the research analyses how teachers mobilise technological, pedagogical, content, and dual contextual knowledge to bridge room and screen participation. An ethnographic study of an eight-week hybrid pedagogy course across four semesters combined teacher field notes, participant evaluations, and iterative AI-assisted and researcher-led analysis. Findings show that while participants emphasise technological aspects, communication emerges as core teacher competence. Effective hybrid teaching requires simultaneous management of parallel contexts, strategic channels and code usage, and adaptive stress regulation. The study conceptualises hybrid teaching as communication-based XTPACK in action, contributing to a deeper understanding of teacher expertise in hybrid higher education.
subject: Original Papers
  topic: section
subject: hybrid teaching
  topic: keywords
subject: higher education
  topic: keywords
subject: teacher communication competence
  topic: keywords
subject: XTPACK
  topic: keywords
creator: Maria-Cristina Obae
creator: Anna Sofia Thoren
rights: Copyright (c) 2026 International Journal for Educational Media and Technology
date: 2026-02-28
publication date: 2026-02-28

Grit, Self-Efficacy, and Study Habits in Mobile Learning Among Physical Therapy Students
type: item
description: This study investigated the relationship between grit, self-efficacy, and study habits operationalized through engagement with a mobile learning app among Japanese physical therapy students. The findings revealed that students with more consistent app-based study habits demonstrated significantly higher levels of both grit and self-efficacy. Logistic regression analysis revealed that grit was a stronger positive predictor of consistent app usage than self-efficacy. Furthermore, a positive correlation was observed between consistent app usage and academic test scores. This research significantly contributes by clarifying the relationship between psychological traits and study habits within a mobile learning environment through objective measurement via learning logs.
subject: Original Papers
  topic: section
subject: Grit
  topic: keywords
subject: Mobile Learning
  topic: keywords
subject: Physical Therapy Education
  topic: keywords
subject: Self-efficacy
  topic: keywords
subject: Study Habits
  topic: keywords
creator: Hisaya Sudo
creator: Yoko Noborimoto
creator: Jun Takahashi
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

A Systematic Review of Interaction in Teaching and Learning with Artificial Intelligence (AI)
type: item
description: Addressing a knowledge gap in higher education pedagogical research, this study examines student and teacher interaction with Artificial Intelligence (AI) following the rise of tools like ChatGPT. Through a systematic review of 33 studies from SCOPUS and Web of Science, the research utilizes established frameworks to codify the types, factors, and effects of AI-driven interaction in teaching and learning. Results indicate that while AI and distance education are becoming standard, there is a critical need for further research into the challenges and diversity of these interactions, specifically through the lens of established theories. Current trends show that AI is frequently utilized for personalized learning; however, findings suggest this may inadvertently diminish social interaction and collaborative engagement. Furthermore, the review reveals that AI is often relegated to relationship building or basic dialogue, highlighting a need for more robust applications in feedback and instructional guidance roles. This work contributes to the field by decomposing interaction into measurable variables and providing a holistic map of the current landscape. Ultimately, it identifies essential areas for future research to ensure that AI integration enhances, rather than isolates, the pedagogical experience.
subject: Original Papers
  topic: section
subject: Interaction
  topic: keywords
subject: Artificial Intelligence
  topic: keywords
subject: Teaching and Learning
  topic: keywords
subject: Education
  topic: keywords
subject: Pedagogy
  topic: keywords
creator: Bahar Memarian
creator: Tenzin Doleck
rights: Copyright (c) 2026 International Journal for Educational Media and Technology
date: 2026-02-28
publication date: 2026-02-28

Distance Learning Where Children Freely Share Thoughts in a Metaverse
type: item
description: This study examines how children from different regions can voluntarily share ideas through metaverse-based distance learning and how teachers observe their interactions. To explore this, we conducted three learning activities combining metaverse-based and face-to-face sessions. Data collection included a questionnaire survey completed by 25 students and paper-based interviews with two teachers. Our results indicate that the metaverse encouraged voluntary dialogue by reducing tension and enabling freer interaction compared to face-to-face settings. Teachers primarily observed students using four indicators: “signals during a call,” “conversation range,” “avatar movement,” and “chat.” Although the study was limited in duration, scope, and sample size, it provides preliminary insights into the metaverse’s potential in compulsory education. Future research should analyze dialogue content and identify strategies to foster more active peer interaction in virtual learning environments.
subject: Original Papers
  topic: section
subject: distance Learning
  topic: keywords
subject: metaverse
  topic: keywords
subject: children
  topic: keywords
creator: Shin Kurata
creator: Takashi Fujiki
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Immersive and Tangible VR Tool for Learning about Pre- and Post-Atomic Bombing Environments
type: item
description: Existing literature lacks tools that combine spatial, multisensory exploration with historically grounded, learner-centered content to foster a deeper understanding of pre- and post-atomic bombing environments. Therefore, this study introduces an immersive, tangible virtual reality (VR)-based educational tool designed to facilitate exploratory learning about Nagasaki's environment before and after the atomic bombing. The system integrates tangible user interfaces with VR, enabling learners to build virtual cityscapes by arranging physical building models. Learners can transition between pre- and post-atomic bombing environments to explore detailed visualizations enhanced by sound, animation, and multimedia. A user study involving university students revealed that the VR tool increased interest in peace-related topics, especially post-bombing history, and improved engagement and concentration. Comparative analysis indicated that the VR environment was more effective than a 2D digital map in conveying the atmosphere of the pre- and post-bombing settings and supporting historical understanding. These findings suggest that immersive, tangible VR is a valuable medium for peace education, fostering experiential and emotional engagement with historical content.
subject: Original Papers
  topic: section
subject: VR
  topic: keywords
subject: TUIs
  topic: keywords
subject: Peace Education
  topic: keywords
subject: Atomic Bombing
  topic: keywords
subject: Immersive Learning
  topic: keywords
creator: Norio Setozaki
creator: Hayate Kitahara
creator: Fumito Kitamura
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Examining Synthetic Speech in Corporate Training: Focusing on Impression Formation and Likability
type: item
description: This study aims to identify the characteristics of synthetic speech that tend to elicit higher levels of likability by examining evaluations and impressions of synthetic speech. To achieve this objective, two practices were conducted. Practice 1 involved a confirmation test, subjective evaluation, and an impression formation survey on video teaching materials featuring an instructor's human voice and a synthetic speech. Practice 2 focused only on evaluating synthetic speech (four types in total: two male and two female), to survey on evaluating and impression formation surveys. In Practice 1, the results indicated no significant differences in test scores or subjective evaluations between the two materials. However, in the impression formation survey, human voices were significantly more highly evaluated for characteristics such as “Friendly,” “Pleasant,” “Sensible,” and “Approachable.” In Practice 2, synthetic speech perceived as “Pleasant,” “Approachable,” and “Kind” tended to receive higher evaluation scores.
subject: Original Papers
  topic: section
subject: Corporate training
  topic: keywords
subject: Synthetic speech
  topic: keywords
subject: Impression formation
  topic: keywords
subject: Trait adjective scales
  topic: keywords
creator: Shingo Marubayashi
creator: Mizuki Ohtori
creator: Hiroki Murakawa
creator: Fumito Kitamura
creator: Norio Setozaki
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Integrating Inquiry and Creative Activities through the Exploratory Spherical Power Plant Application
type: item
description: This study investigated the educational impact of integrating a 360-degree power plant exploration application with creative production activities in elementary education. Sixth-grade students engaged in inquiry-based learning using the improved version of the application, followed by group work to design eco-friendly power generation systems. A four-point Likert scale survey and analysis of open-ended responses revealed that the application was easy to use, enhanced students' understanding of energy systems, and fostered active learning. Creative tasks further supported deeper knowledge construction, collaboration, and environmental awareness. The results suggest that combining VR-based exploratory learning with hands-on creative activities can effectively promote learner engagement and interdisciplinary understanding in sustainability and energy education.
subject: Original Papers
  topic: section
subject: Maker Education
  topic: keywords
subject: Environmental Education
  topic: keywords
subject: Inquiry-Based Learning
  topic: keywords
creator: Honoka Tashiro
creator: Noboru Fujimoto
creator: Yusuke Morita
creator: Norio Setozaki
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Empowering Girls in Robot Programming by Integrating the Video-Sharing Social Networking Service into Workshop Designs
type: item
description: The underrepresentation of females in mechanical engineering highlights the need for educational strategies that engage girls in this field. This study aimed to design a robot programming workshop tailored to girls’ interests by integrating engaging media technologies. Drawing on the content creation process of video-sharing social networking services, especially TikTok, four emotional components were incorporated into the workshop: Attachment to the robot, Attraction to the theme, a sense of Achievement in the work, and opportunities for Approval. The workshop was implemented with female teenagers, and the results showed a significant increase in intrinsic motivation, with a particularly large increase in confidence. These findings suggest that offering creative autonomy and opportunities for visible self-expression can transform initial interest into sustained engagement. This study contributes to educational media practices by demonstrating how media technology can be effectively integrated to enhance girls’ motivation in robot programming.
subject: Original Papers
  topic: section
subject: Robot programming
  topic: keywords
subject: Learning resource
  topic: keywords
subject: Video-sharing social networking service
  topic: keywords
subject: Women in STEM fields
  topic: keywords
creator: Reika Abe
creator: Kimi Ueda
creator: Hirotake Ishii
creator: Hiroshi Shimoda
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Relationship between the Effects of Productive Failure on University Students and Learner Characteristics
type: item
description: With the growing importance of statistics education at the university level, productive failure has been identified as an effective instructional strategy for fostering understanding of statistical concepts. However, some studies suggest that its effectiveness may vary depending on learner characteristics. This study focused on attitudes toward mathematics, failure beliefs, and belief in cooperation, and examined the effects of a productive failure-based class on students' problem-solving. The results revealed a significant negative correlation between instrumental motivation to learn mathematics and the quantity of problem-solving, while no significant correlations were found for the other variables. These results suggest that learner characteristics do not have a substantial impact on the effectiveness of productive failure in university-level statistics education, although scaffolding may still be necessary for students with high instrumental motivation to learn mathematics.
subject: Original Papers
  topic: section
subject: Productive failure
  topic: keywords
subject: Conceptual knowledge
  topic: keywords
subject: Statistical education
  topic: keywords
subject: Learner Characteristics
  topic: keywords
creator: Shota Higuchi
creator: Yuki Watanabe
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Developing an Online Job Aid to Help Middle Leaders Design Professional Development Training for School Teachers
type: item
description: Middle leaders in educational settings often struggle to design professional development (PD) programs for technology integration due to time constraints and limited specialized knowledge. This study addresses this challenge by proposing an online job aid as a workplace learning mechanism. Guided by instructional design principles, the system provides a structured step-by-step approach to developing PD programs. To guide this study, the following research question was posed: How can an online job aid be designed to support middle leaders in planning and facilitating effective in-school PD programs for ICT integration, while addressing limitations of traditional support tools? A mixed-methods evaluation, comprising a questionnaire survey and interviews, was conducted to assess the job aid’s effectiveness. Results show that the job aid significantly enhanced middle leaders’ training design capabilities by providing features such as guided design processes, essential information inputs, and access to shared training designs. While outcomes were promising, the study also identified areas for improvement in design flexibility and the user interface. This research offers a practical solution for supporting technology integration in educational professional development and has potential for future AI-enhanced capabilities.
subject: Original Papers
  topic: section
subject: Professional Development
  topic: keywords
subject: Middle Leadership
  topic: keywords
subject: Technology Integration
  topic: keywords
subject: Job Aid
  topic: keywords
subject: Instructional Design
  topic: keywords
creator: Kosuke Terashima
creator: Shin Kurata
creator: Takayuki Konno
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Strategies to Promote e-Learning, Engagement, and Belonging in Emerging Educational Technologies
type: item
description: As reliance on information and communication technology continues to grow, it is essential to recognize and explore the impact of emerging technologies in the field of education. These rapidly advancing tools require early integration of digital citizenship education in curricula to promote their adoption and adaptation. With the support of new teaching methodologies and diverse digital education tools, educators are better equipped to empower students, streamline academic processes, and foster effective collaboration. The present narrative reviews emerging technologies in education to examine their potential benefits in the field of education. The insights are poised to inspire universities and colleges worldwide to embrace innovative technology for enhanced academic performance and delivery of education
subject: Original Papers
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Augmented/Virtual Reality
  topic: keywords
subject: E-learning
  topic: keywords
subject: Emerging Technologies
  topic: keywords
subject: Internet of Things
  topic: keywords
creator: Pamayla Darbyshire
creator: Maria Navarro
creator: Louise Underdahl
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Reviving the Traditional Campus Radio in the Digital Age: Challenges and Lessons from DYUP Sugbo
type: item
description: DYUP Sugbo, the official campus radio of the University of the Philippines Cebu, has undergone operational fluctuations in recent years due to financial difficulties and organizational disputes. Despite the rise of new media technologies, a significant demand among students for the station’s revival persists. As a laboratory facility, DYUP Sugbo is dedicated to equipping students with essential broadcasting skills, supporting the university's objective to be a regional leader in communication education. Employing stakeholder theory as a framework, this autoethnographic study involved conducting semi-structured interviews with various stakeholders, including student volunteers who operate the radio station and the administrators overseeing its management. Through thematic analysis of the data, the research aimed to document the resurgence of campus radio in 2023, highlighting the pivotal role of student-broadcasters in the organization’s revival. The findings indicate that the resurgence of the campus radio was driven largely by the students’ enthusiasm for campus broadcasting and the university administration's directive for its revival. This study could serve as an insightful resource for other campus radios across the country, providing strategies for achieving sustainability in the face of resource constraints and the expanding presence of online radio.
subject: Original Papers
  topic: section
subject: campus journalism
  topic: keywords
subject: campus radio
  topic: keywords
subject: digital radio
  topic: keywords
subject: stakeholder theory
  topic: keywords
subject: autoethnography
  topic: keywords
creator: Maurice Jitty Villaester
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

The Living Textbook: Open Educational Resources for Engagement, Equity, and Inclusion to Support Student Learning Outcomes and Retention in an Entry-Point Course at an Asynchronous Online University
type: item
description: The online open-access university in this study has championed diversity, equity, and inclusion (DEI) as values to be woven consciously throughout all student-facing initiatives. In support of the institution’s mission to “transform the higher education landscape and make it accessible to everyone, no matter their background or circumstance,” the GEN 101 Open Educational Resources Pilot project was initiated. Open Educational Resources (OER) (such as textbooks, supplemental materials, resources, etc.) also support the institution's mission by providing cost-saving learning materials that will remain accessible to students for perpetuity. The key objectives of the study were to create relatable and inclusive materials that increased a sense of belonging and to determine the effectiveness of OER on student retention and student learning outcomes. As a result, the GEN 101 OER Pilot Project team created a repository of OER for this entry-point course that was relevant, current, and reflective of the needs of diverse open-access students that supported student learning outcomes and faculty classroom engagement. Keywords: open educational resources, OER, open access, entry point, online education, DEI
subject: Original Papers
  topic: section
subject: open educational resources
  topic: keywords
subject: OER
  topic: keywords
subject: open access
  topic: keywords
subject: online education
  topic: keywords
subject: entry-point course
  topic: keywords
subject: student retention
  topic: keywords
subject: student learning outcomes
  topic: keywords
subject: diversity
  topic: keywords
subject: equity
  topic: keywords
subject: inclusion
  topic: keywords
subject: DEI
  topic: keywords
creator: Teresa Handy
creator: Jennifer Dunn
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Exploring Online Adult Student Reasoning to Pursue a Practitioner Doctoral Degree
type: item
description: The purpose of this qualitative descriptive study was to describe adult learners’ reasons to pursue a doctorate degree. The framework focused on the Self-determination Theory. Data were collected via 45 semi-structured interviews. Researchers used Claude AI 3. 5 Sonnet (Artificial Intelligence) as a methodological tool to apply Braun and Clarke’s thematic analysis. Five themes emerged consisting of Personal Growth and Fulfillment, Career Advancement and Development, Interpersonal Identity and Expectations, Societal Impact and Systemic Change, and Practical Considerations. Future research recommendations include providing professional development opportunities for faculty to support students with the ethical use of AI. The researchers acknowledge and document the use of both AI as a methodological tool and the researchers’ analytical skills in manually cross-referencing the data to support the AI thematic analysis process.
subject: Original Papers
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Methodological Tool
  topic: keywords
subject: Qualitative Data Analysis
  topic: keywords
subject: Research Support
  topic: keywords
creator: Roxanne Williams
creator: Elizabeth Young
creator: Marlene Blake
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Exploring The Effectiveness of Immersive Mobile Learning in Enhancing Stem Subjects
type: item
description: This study employed a qualitative case study design to explore participants' perspectives on learning STEM subjects through immersive mobile technologies. IML provides learners with immersive experiences and ubiquitous access to educational content using portable devices. The data was collected through focus groups, observations, reflection journals, and interviews in four sessions where students learned physics and chemistry via IML. Findings revealed that IML significantly enhanced student engagement and the motivation to learn STEM and career application, making STEM subjects more concrete and authentic. Participants emphasized the importance of engagement and motivation in STEM learning. This indicates that IML is practical and successful in tackling the challenges of STEM education.
subject: Original Papers
  topic: section
subject: Immersive Mobile Learning
  topic: keywords
subject: Immersive Learning
  topic: keywords
subject: STEM
  topic: keywords
subject: Virtual Reality
  topic: keywords
subject: Augmented Reality
  topic: keywords
creator: Oluwafikayo Adewumi
creator: Tutaleni Asino
creator: Olaitan Kushimo
creator: Clement Audu
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Optimizing Student Success: The Impact of Artificial Intelligence in Teaching and Learning
type: item
description: This study investigates the transformative potential of generative artificial intelligence (GAI) in reshaping educational methodologies in higher learning to enhance student success. Implementing GAI technologies into higher education opens new possibilities for improving the teaching and learning process. The research highlights synergies between GAI tools and educational best practices, addressing benefits and challenges. GAI tools were identified that can improve teaching and learning. These tools help streamline the curriculum development process, create teaching materials, and improve student success. GAI tools can enhance efficiency, save time, provide instant student support, and personalize course materials. Challenges include the accuracy of GAI-generated content, inadequate faculty training, lack of guidance on ethical use, and the high cost of implementation. The possibility of diminishing critical thinking skills and an increase in student cheating was a significant concern. Recommendations for employing GAI in higher education are provided, offering insights into its impact on teaching and learning.
subject: Original Papers
  topic: section
subject: AI tools
  topic: keywords
subject: Curriculum Development
  topic: keywords
subject: Generative Artificial Intelligence (GAI)
  topic: keywords
subject: Student Success
  topic: keywords
subject: Teaching and Learning
  topic: keywords
creator: Jean Kotsiovos
creator: Sean Doyle
creator: Rhonda Chicone
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Integrating AI into Higher Education: College Students’ Positions in ChatGPT-supported Learning
type: item
description: This study uses positioning theory as the analytical framework to explore how college students relate to and interact with ChatGPT during in-class learning tasks. Fifteen college students voluntarily participated in the study and completed the lesson plan development task through interaction with ChatGPT. We analyzed the interaction transcripts between participants and ChatGPT and the survey responses on their experiences and perceptions. The results demonstrated that college students interacted with ChatGPT in distinct ways. Additionally, they position ChatGPT as distinct and changing roles as interaction develops, including Information Provider (Search Engine, Intelligent Engine), Human Conversational Partner, and a Computer-based Tool (Digital Servant). The findings illuminate the potential of leveraging ChatGPT as a learning tool in higher education and the need to improve students’ AI literacy
subject: Original Papers
  topic: section
subject: ChatGPT
  topic: keywords
subject: College student
  topic: keywords
subject: Higher education
  topic: keywords
subject: Positioning theory
  topic: keywords
creator: Nuodi Zhang
creator: Vanessa Dennen
creator: Zhongyu Wang
creator: Jiabei Xu
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Can Social Interactions Support Women in STEM Education? The Data Mining Approach
type: item
description: Women are significantly underrepresented in STEM fields. Despite several studies proposed various interventions and measures to address STEM education gender inequality, these efforts are often constrained by traditional research methods and limited participant knowledge. This study addresses these gaps by leveraging data mining to analyze the roles and contributions of individuals using the hashtag #WomeninSTEM on Twitter. Analyzing 101,432 Twitter posts using social network and topic modeling analysis, this study investigates the dynamics of participant interactions and the nature of shared information within the #WomeninSTEM site. The findings reveal the #WomeninSTEM site as a disseminating information network comprising several small communities. Participants actively shared diverse information, including bolstering gender diversity, disseminating female success stories, sharing job opportunities, promoting online events, and collaborating on projects. This study provides novel insights and methodological approaches, emphasizing the critical role of online social networks in advancing women’s participation and success in STEM fields.
subject: Original Papers
  topic: section
subject: Women in STEM fields
  topic: keywords
subject: Social network analysis
  topic: keywords
subject: Topic modeling analysis
  topic: keywords
subject: Social interactions
  topic: keywords
subject: Twitter data
  topic: keywords
creator: Junhe Yang
creator: Scott Warren
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

eLearning in Short Bursts: Examining Professional Development Microlearning Videos
type: item
description: This study examined 80 YouTube microlearning videos that provided insight into how consumers viewed the user-generated content (UGC) using thumbs-up/down ratings and comments. The results found that higher scores in the Morain & Swarts (2012) instructional design quality (IDQ) framework and the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model (Keller, 1987) showed a relationship with the thumbs up/down icon and consumers’ comments. The highest production and consumption ratings were in Relevance and Satisfaction in the ARCS Model and the affective design in the IDQ framework. Consumers noted that the talking head video format enabled them to observe the presenter in the UGC, demonstrating confidence, self-efficacy, and audience engagement as a subject matter expert. The findings provided insights for technical communication instructors or anyone interested in creating relevant video content to meet consumers’ expectations for a microlearning video of four minutes or less.
subject: Original Papers
  topic: section
subject: Microlearning videos
  topic: keywords
subject: professional development
  topic: keywords
subject: instructional design
  topic: keywords
creator: Karen Fujii
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Design, Development, and Use of an Exploratory Data Analysis Tool
type: item
description: Data science is a rapidly evolving field and is assuming an increasing role in both academia and industry. As we navigate this landscape, it becomes clear that effective tools are essential for optimizing data science workflows. One such tool holds great potential: Exploratory Data Analysis (EDA) tool. In this paper, we present the design, development, and use of an EDA tool integrated into the DaTu system—a data science educational platform designed to provide personalized guidance for students learning data science concepts. By integrating an EDA tool into the DaTu system, we aim to enhance student learning experiences and promote effective exploration of datasets. This research contributes to the ongoing efforts to develop innovative solutions that support productive data science education and research.
subject: Original Papers
  topic: section
subject: Exploratory Data Analysis (EDA)
  topic: keywords
subject: Visualizations
  topic: keywords
subject: Data Science
  topic: keywords
subject: Machine Learning
  topic: keywords
subject: Artificial Intelligence
  topic: keywords
subject: Programming
  topic: keywords
creator: Tenzin Doleck
creator: Pedram Agand
creator: Dylan Pirrotta
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

A Study on the Application of “Media Literacy” in Japan: Definitions and Insights from a Survey
type: item
description: This study explores the application of media literacy by defining its conceptual framework and examining its practical implementation. Media literacy has become increasingly important in today’s complex media environment, where misinformation and personalized content pose threats to democratic decision-making. While previous research has extensively focused on defining media literacy competencies, limited attention has been given to how individuals apply these skills in everyday contexts. This study addresses this gap through a two-part investigation. First, a critical review of existing definitions and components of media literacy in Japanese educational research highlights the lack of explicit discussion regarding its application. Second, a survey examines how media literacy is applied in real-life contexts and investigates its application through a survey. Findings reveal that the application of media literacy varies depending on these factors. High interest and trust in information sources promote active media literacy behaviors, whereas low levels inhibit application. These results emphasize the need to incorporate application-focused elements into media literacy frameworks to better reflect real-world practices. This study provides insights into enhancing media literacy education by bridging the gap between theoretical knowledge and practical application, offering directions for future research on its development.
subject: Original Papers
  topic: section
subject: Media Literacy
  topic: keywords
subject: Application
  topic: keywords
subject: Definition
  topic: keywords
subject: Components
  topic: keywords
subject: Survey
  topic: keywords
creator: Ryoga Okawa
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-02-19
publication date: 2025-02-19

The Growth of Self-Efficacy through Exchange Learning with Cambodian Primary Schools
type: item
description: After the COVID-19 pandemic, the use of ICT has been promoted, and improvements in network infrastructure in developing countries are making effective international exchange learning increasingly possible. There has been an increase in cases where educational institutions, including schools, use ICT and online tools to implement collaborative programs, such as exchange learning. However, few studies describe and analyze the processes by which these programs are designed and how collaboration occurs. In collaboration with a local primary school in Cambodia, this study designed international exchange learning in the context of high school inquiry-based learning, using the Collaborative Online International Learning (COIL) and incorporating authentic activities. By describing and analyzing the collaborative process, this study captures the transformation of students and clarifies its significance. The results show that, through exchanges, students heard direct feedback, confirmed that the videos they created were used in the local context, and received feedback from the local community. Through these authentic activities, the students’ awareness of “confidence,“ “sense of achievement,“ and “contribution“ increased, thereby fostering their sense of self-efficacy.
subject: Original Papers
  topic: section
subject: exchange learning
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: inquiry-based learning
  topic: keywords
subject: qualitative research
  topic: keywords
creator: Maro Kimizuka
creator: Shinichi Sato
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-02-19
publication date: 2025-02-19

Online Social Support for Pregnant Women’s Question Resolution and Anxiety Reduction
type: item
description: This study aimed to identify the characteristics of communication that resolve questions and reduce anxiety in online self-help groups for pregnant women. To simulate actual online support, questions about labor pain were posed online along with four sample answers that involved medical knowledge, medical knowledge with added empathy, personal experience, and personal experience with added empathy. The experiment was conducted with four groups of 110 respondents who were randomly selected, totaling 440 respondents. Each respondent was assigned to a single condition in the study design. The results show that the degrees of both question resolution and anxiety reduction were higher when empathy was combined with medical knowledge. These results suggest that when medical knowledge incorporates empathy, pregnancy support is more effective in resolving questions and reducing anxiety in online social support.
subject: Original Papers
  topic: section
subject: Anxiety reduction
  topic: keywords
subject: Online social support
  topic: keywords
subject: Question resolution
  topic: keywords
subject: Pregnancy support
  topic: keywords
subject: Online self-help group
  topic: keywords
creator: Shoko Tange
creator: Kazuo Nagano
creator: Naoe Nishihara
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-02-19
publication date: 2025-02-19

Exploring Learners’ Facilitation Strategies in Online Discussion Forums
type: item
description: Online discussion forums have the potential to contribute to the development of learners’ higher order thinking by promoting writing and reflective practices within quality online learning spaces. In the Community of Inquiry framework, not only instructors but participants are expected to demonstrate teaching presence; however, research that focuses on participants’ facilitation strategies remains limited. This study explored how learners adopt facilitation strategies in forums and whether such strategies foster higher order thinking. This study is situated within a broader action research project, with a particular emphasis on mediation transfer. In this study, a blended learning program was created to develop the higher order thinking of English language learners at a public high school in Japan. The intervention design was based on ecological constructivism, and the instructor’s mediation was informed by sociocultural theory. Participants’ forum interactions were transformed into quantitative data using three content analysis instruments. The instructor’s mediation was analyzed using an original coding framework. Participants’ facilitation strategies were analyzed using a qualitative interpretive approach. The data indicated that two participants who exhibited higher order thinking made use of various facilitation strategies in their interactions. This study concluded that the transfer of mediation strategies between instructor and participants could occur if instructors employ various mediation strategies as a model, and if participants understand the value of collaborative constructivist learning. A key limitation of this study is the lack of generalizability, as it was conducted within a specific context and with a small participant group, despite detailed accounts of the course design, site, and procedures.
subject: Original Papers
  topic: section
subject: online discussion forums
  topic: keywords
subject: mediation
  topic: keywords
subject: higher order thinking
  topic: keywords
subject: the Community of Inquiry framework
  topic: keywords
creator: Hiroshi Miyashita
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

The process of Mid-Career Teachers’ Class Reflections with One-to-One Devices
type: item
description: Few studies on mid-career teachers have examined teachers’ professional development in relation to social change. To address this gap in the literature, this study seeks to clarify the reflection process of mid-career teachers conducting classes using one-to-one devices. The authors applied the ALACT model as a framework to analyze the reflections of mid-career teachers to clarify their conflicts, and processes of awareness. The study used interviews and classroom observation for data collection. As a result of the analysis, the authors identified four reflection processes. The first, mid-career teachers described their weak understanding of the student’s readiness while using one-to-one devices for learner-centered learning. The second, they returned to beliefs and sense of mission to raise essential questions. The third, they realized the value of learning of direct interaction with others. The fourth, they realized they had a biased view that teachers should not teach.
subject: Original Papers
  topic: section
subject: ALACT model
  topic: keywords
subject: Mid-career Teacher
  topic: keywords
subject: One-to-one Devices
  topic: keywords
subject: Reflection on Media in Education
  topic: keywords
subject: Teacher Education
  topic: keywords
creator: KEN USAMI
creator: TAKAYUKI KONNO
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26

Designing Learning Support for Simulation-Based Preservice Teacher Learning with Artificial Intelligence-Powered Virtual Agents
type: item
description: In this study, I explored how preservice teachers interact with learning support designed for situational pedagogical practices in virtual reality-supported simulation-based learning with artificial intelligence (AI)-powered virtual student agents. The learning support was designed and integrated into an existing simulation-based learning environment (Anonymized Name). Using a case study approach, I collected data from multiple sources for triangulation and credibility. Nineteen preservice teachers participated in this study. Three major themes endorsed the design and implementation of in-situ learning support and AI-powered virtual students in the virtual reality simulation for preservice teachers–––1) collective reasoning with AI-powered virtual students that builds productive discourse, 2) intentional practice to probe and inquire AI-powered virtual students’ scientific reasoning, 3) analyzing developmentally-aligned AI-powered virtual students’ discourse in-situ. Future research should consider providing adaptive in-situ learning support to preservice teachers by gauging preservice teachers’ situational pedagogical practices using natural language processing and machine learning algorithms.
subject: Original Papers
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Learning Support
  topic: keywords
subject: Simulation-Based Learning
  topic: keywords
subject: Teacher Education
  topic: keywords
subject: Virtual Reality
  topic: keywords
creator: Chih-Pu Dai
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26