Informing Science Institute

10/29/2025

Title of Paper: Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study
DOI: https://doi.org/10.28945/5615
Journal: Journal of Information Technology Education: Research
Authors: Víctor Alonso-Prieto, Yannis Dimitriadis, Sara L. Villagrá-Sobrino, Alejandro Ortega-Arranz, Paraskevi Topali, Alejandra Martínez-Monés
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This paper studies how teacher agency is shaped by the affordances and autonomous functioning of a Smart Learning Environment (SLE) through the co-design of a learning activity. Specifically, it addresses the following research question: How does participation in the co-design of a learning activity supported by a Smart Learning Environment shape the development of teacher agency? The reported case study offers a novel contribution by connecting specific facets of teacher agency with SLE affordances while highlighting the decisive role of stakeholders in technology-supported teaching.

Findings:
The results showed that relevant SLE affordances aligned with the teacher’s pedagogical stances (e.g., the connection between formal and informal learning spaces and the support for contextualised learning) and empowered the teacher to create a learning activity that went beyond her past practices. However, the lack of support for collaborative learning deprived the teacher of fully attaining agency. The researcher’s role in facilitating the co-design was a key supporting element for the teacher agency. The individual nature of the student model of the SLE created a tension with the teacher’s pedagogical stances. While the autonomous functioning of the SLE was not perceived as a threat to the teacher’s practice, the teacher reported a preference to have more control over the SLE.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/29/2025

Title of paper: Exploring the Interplay of Social Media’s Negative Effects, Academic Pressure, and Procrastination Among College Students
DOI: https://doi.org/10.28945/5632

Journal: Informing Science: The International Journal of an Emerging Transdiscipline
Authors: Shan-Yan Huang, Yu-Chen Yeh, Yu-Yun Pan
Authors’ Email: [email protected], [email protected], [email protected]
Aim/Purpose:
This study aims to explore the relationships among the negative effects of social media, academic pressure, and academic procrastination among college students.

Findings:
The findings reveal that the negative effects of social media are significantly associated with higher academic pressure, which in turn is related to academic procrastination. Additionally, the negative impact of social media also shows a direct association with procrastination.

10/29/2025

Title of Paper: Impact of Artificial Intelligence in Indian News Media: Literature Review
DOI: https://doi.org/10.28945/5637
Journal: Informing Science: The International Journal of an Emerging Transdiscipline
Authors: Md. Afsar
Authors’ Email: https://doi.org/10.28945/5637

Aim/Purpose:
In the past few years, news media organizations have been restructured by the progress in technology in many nations across the globe. This progress includes the utilization of artificial intelligence (AI) in news media. In India, the news media are undergoing changes with the inclusion of AI methods in various areas, such as news production and dissemination. Therefore, it becomes significant to study the impact of AI on news media in India.

Findings:
There has not been any comprehensive research related to the impact of AI on news media personnel in India. There is no study comprising the professional and economic impact of AI on news media personnel, such as reporters, producers, anchors, and owners of news media organizations. There has been no study about the perception of AI usage in Indian news media. Also, no study has been done on how AI can be used to enhance customer experience in news media in India.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/19/2025

Title of paper: Automated Student Answer Scoring Using GloVe-LSTM and Hybrid Similarity Metrics
DOI: https://doi.org/10.28945/5629

Journal: Interdisciplinary Journal of Information, Knowledge, and Management
Authors: I Gede Susrama Mas Diyasa, Mohammad Idhom, Ahmad Sofian Aris Saputra, Deshinta Arrova Dewi, Tresna Maulana Fahrudin
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected]
Aim/Purpose:
This study aims to develop and evaluate an automated scoring model for Indonesian student answers that enhances objectivity, accuracy, and adaptability – addressing persistent challenges in manual assessment, such as subjectivity, inconsistency, time inefficiency, and the increasing grading workload faced by teachers.

Findings:
The model achieved a mean absolute error (MAE) of 0.0761 and a Pearson correlation of 0.8429, indicating a strong alignment with manual grading in terms of relative ranking. However, it tends to overestimate scores for low-quality or irrelevant responses. It struggles with the use of synonyms, variations in answer length, and minor linguistic errors.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/19/2025

Title of Paper: Co-Supervision in Kazakhstan PhD Programs: The Kazakhstani + International Co-Supervisor Model
DOI: https://doi.org/10.28945/5626
Journal: International Journal of Doctoral Studies
Authors: Yuliya Tokatligil, Aigul Saliyeva, Aliya Mambetalina, Jamilya Nurmanbetova, Anastassiya Karmelyuk
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This study aims to examine the experience of international co-supervision among Kazakhstani and international co-supervisors. There is a lack of systematic data in the scientific literature on international co-supervision, including the influence of institutional and cultural contexts on its productivity. Exploring the unique Kazakhstani experience allows us to offer new analytical perspectives that clarify interpretations of international co-supervision and complement the existing discourse in the field of doctoral training.

Findings:
Two key findings are highlighted: (1) institutional organization determines the nature of the interaction between the Kazakhstani co-supervisor and the international co-supervisor; and (2) intercultural factors, such as differences in cultural and academic traditions, research approaches, and professional expectations, as well as language competencies, influence the productivity of international co-supervising.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/19/2025

Title of paper: Systematic Review of Self-Regulated Learning Intervention and Measurement in Higher Education: Towards a Holistic, Integrated, and Technology-Assisted Model
DOI: https://doi.org/10.28945/5636

Journal: Journal of Information Technology Education: Research
Authors: Jahns Michael, Harry Budi Santoso, Kasiyah Junus, Sulis Sandiwarno
Authors’ Email: [email protected], [email protected], [email protected], [email protected]
Aim/Purpose:
This study aims to analyze self-regulated learning interventions and measurement approaches in higher education as an initial contribution towards a model for holistic, integrated, and technology-assisted self-regulated learning support.

Findings:
Identified interventions include planning-based, reflection-based, training-based, prompt-based, feedback/report-based, and technology-assisted approaches. Technology-assisted interventions are often combined with other methods, and feedback or report-based interventions frequently occur alongside technology-assisted ones. The most common measurements are self-reported quantitative questionnaires and assessment data. System logs are increasingly used to measure self-regulated learning by capturing events, while self-reports evaluate aptitude. Qualitative data, such as interviews and focus groups, are used less frequently. Notably, there is a strong association between technology-assisted interventions and the use of system logs for measurement purposes.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/19/2025

Title of Paper: Improving Motivation in Future Teachers: Flipped Classroom and Gamification Using Digital Badges
DOI: https://doi.org/10.28945/5634
Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Oriol Borrás-Gené, Raquel Montes Díez
Authors’ Email: [email protected], [email protected]

Aim/Purpose:
This paper addresses the problem of low student engagement, motivation, and deep learning in traditional university teaching methods. It explores how integrating flipped classroom strategies and gamification through digital badges can effectively overcome some of these limitations.

Findings:
Students who participated in the flipped classroom model and earned digital badges demonstrated significantly higher academic performance compared to those who did not complete the full intervention.
The flipped classroom methodology was highly accepted by students, who perceived pre-class video viewing as more effective than traditional lectures.
Digital badges effectively increased student motivation and provided a clear visualization of their learning progress, encouraging higher engagement and course completion rates.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/19/2025

Title of paper: Development of Project-based Learning with Technology Integration and Science Reconstruction Model to Boost Creativity
DOI: https://doi.org/10.28945/5630

Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Wenny Pinta Litna Tarigan, Paidi, Antuni Wiyarsi, Suhartini
Authors’ Email: [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This study aims to develop and assess the effectiveness of the Project-Based Learning with Technology Integration and Science Reconstruction (PROLE TISRE) learning model, an innovative project-based approach that integrates technology and ecology courses with local wisdom, to foster creativity among college students in ecology courses.

Findings:
The PROLE TISRE model yielded significant improvements in student creativity, with an effect size of 0.895, outperforming the Project-Based Learning (PjBL) and Direct Instruction (DI) models, which showed effect sizes of 0.769 and 0.687, respectively. The findings from field testing validated the model’s feasibility and practicality, revealing an enhancement in creativity among college students.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/19/2025

Title of paper: Educators’ Perspectives on DeepSeek in ELT: A Qualitative Case Study of Pedagogical Potentials and Pitfalls in Chinese Higher Education
DOI: https://doi.org/10.28945/5625

Journal: Journal of Information Technology Education: Research
Authors: Mengjia Zhu, Nurul Ashikin Izhar, Claudia Racquel Xervaser
Authors’ Email: [email protected], [email protected], [email protected]
Aim/Purpose:
This study aimed to investigate the perspectives of English Language Teaching (ELT) educators on DeepSeek, emphasizing its pedagogical value, practical challenges, and instructional potential in higher education.

Findings:
Findings indicate that DeepSeek offered consistent pedagogical support across three instructional phases (before class, during class, and after class). The most pronounced impact was observed in the before-class phase, where it significantly enhanced lesson preparation efficiency and pedagogical innovation through structured content generation, procedural design, and instructional resource enrichment. During class, DeepSeek supported content diversification, real-time pedagogical adjustments, and student engagement. After class, DeepSeek supported feedback provision, learner autonomy, and extended learning, though its influence was comparatively limited. Overall, the integration of DeepSeek contributed to improved instructional coherence and fostered a shift toward more learner-centered pedagogical practices.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/19/2025

Title of Paper: From Classrooms to Clicks: Exploring Student Attitudes and Challenges in the Shift to Digital Learning in Higher Education
DOI: https://doi.org/10.28945/5633
Journal: Journal of Information Technology Education: Research
Authors: Jacqueline Kareem, Arathi Venkatesh, Abhaya N B
Authors’ Email: [email protected], [email protected], [email protected]

Aim/Purpose:
This study is a cross-sectional survey that explores attitudes towards online classroom engagement, online assessments, exams, and challenges in digital learning.

Findings:
The significant findings of this study are: (1) approximately 50% of the students prefer that there should be a balance between online and offline teaching, learning and evaluation; (2) there is significant positive high correlation between the last online exam and last offline exam scores; (3) there is significant positive correlations between attitudes towards online class engagement, attitude towards online assessments and exams and challenges in digital learning; (4) 65% of the students agree that digital learning increases social isolation; (5) 55% of the students agree that incidence of cheating by the students in online exams is evident.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/19/2025

Title of paper: Financial Innovation, Government Support, and Transnational Mobility: Cryptocurrency Adoption by International Students in Peripheral Economy
DOI: https://doi.org/10.28945/5623

Journal: Interdisciplinary Journal of Information, Knowledge, and Management
Authors: Labaran Isiaku, Abubakar Sadiq Muhammad, Abdillahi Mohamoud Sheikh Muse
Authors’ Email: [email protected], [email protected], [email protected]
Aim/Purpose:
This study investigates the key factors influencing cryptocurrency adoption among international students in Northern Cyprus. It addresses the gap in understanding how technological and motivational factors affect adoption decisions in this demographic.

Findings:
Facilitating conditions, hedonic motivation, effort expectancy, and performance expectancy significantly influence students’ intention to adopt cryptocurrencies, while government support does not have a significant moderating effect.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

10/19/2025

Title of Paper: An Exploration of the Nexus Between Administrative Performance and Role Conflict: A Critical Analysis of the Myth-Reality Dichotomy
DOI: https://doi.org/10.28945/5544
Journal: Informing Science: The International Journal of an Emerging Transdiscipline
Authors: David Kumije. Rosemary Nneoma Barnabas, Olumorin M. Olukemi, Emmanuel Adejoh, Hannah E. Agbaji
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
The study aims to critically examine the commonly held belief that role conflict always hampers administrative performance. It seeks to uncover how role conflict can, under certain conditions, enhance efficiency and foster organizational adaptability.

Findings:
The research finds that role conflict does not inherently reduce performance and can enhance administrative efficiency under the right circumstances. Administrators who effectively navigate conflicting responsibilities can drive innovation and adaptability within their organizations.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.