Informing Science Institute

07/31/2025

Title of paper: Better Understanding Peoples’ Experiences with Technologically Mediated Learning, What Works, for Whom, and within What Situations: Large-Scale Analytics of Learning Experiences and Outcomes to Inform Practice
DOI: https://doi.org/10.28945/5580
Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Philip Neufeld, Saro Mohammed, Chad Vidden
Authors’ Email: [email protected], [email protected], [email protected]

Aim/Purpose:
This study sought to understand variations in student experiences of technologically mediated learning in the Fresno Unified School District, facilitated by its personalized learning and innovations program (PLI) and large-scale data models.

Findings:
Data suggest the shift to remote teaching was harder for those most adept with blended instructional models, while increased support for special education and English language learners facilitated learning.

Keywords:
personalized learning, large-scale analytics, self-determination, teaching practices, improvement science

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.

07/24/2025

Some ISI members at InSITE 2025

07/24/2025

A few of our excellent presentations at InSITE 2025. The proceedings are available at https://www.informingscience.org/Conferences/InSITE2025/Proceedings

07/22/2025

InSITE 2025 is happening now in Japan. A special thank you to Hiroshima Institute of Technology and the Hiroshima Convention and Visitors Bureau for their support.

07/06/2025

Title of paper: Bridging the Divide: Marginalized Pre-service Teachers’ Technology Ownership and Skill Acquisition
DOI: https://doi.org/10.28945/5520
Journal: Journal of Information Technology Education: Research
Authors: Jerolyn Brown, Tian Luo
Authors’ Email: [email protected], [email protected]

Aim/Purpose:
Despite increasing access to technology, persistent disparities in digital competence and self-efficacy remain among marginalized pre-service teachers, often exacerbated by systemic inequities and the digital divide. This research explores the gap in knowledge of the lived experiences of marginalized pre-service teachers’ (PST) prior access to technology and their current perceptions about educational technology integration.
Findings:
The findings suggest a self-taught means of digital skills acquisition, a high technology-use self-efficacy with an instructor-centric technology yet balanced approach to technology integration.

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.

07/06/2025

Title of paper: Exploring Higher Education Faculty Insights on Generative AI in Creative Courses
DOI: https://doi.org/10.28945/5546

Journal: Journal of Information Technology Education: Research
Authors: Roshanak Basty, Jess Kropczynski, Shane Halse
Authors’ Email: [email protected], [email protected], [email protected]
Aim/Purpose:
This study examined the understudied perceptions of higher education instructors on the use of art-based AI generators in digital art, design, and creative-based courses and answered the research questions: (1) how disruptions by generative artificial intelligence (GenAIs) are impacting teaching, and (2) what are the major factors that contribute to a healthy digital art ecosystem in higher education.

Findings:
Art-based GenAIs create both positive disruptions (e.g., improved ideation, problem-solving, and creative processes) and negative disruptions (e.g., ethical implications, technical limitations, and pedagogical concerns) in higher education. Insufficient AI literacy and inadequate resources among faculty significantly set back the effective adoption of GenAIs in classrooms. Ethical issues, including academic integrity, copyright, and bias, emerge as prominent issues requiring the implementation of responsible AI frameworks and policies. Adopting pedagogical strategies, such as action-based learning, experimental learning, and active learning, can help optimize student engagement and enhance learning outcomes. Last but not least, a healthy digital art ecosystem in higher education hinges on responsible AI use and standards, continuous technological improvement, effective educational support, a human-centered approach, and a strong sense of community and collaboration.

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.

07/06/2025

Title of paper: AI-Driven Ethnoscience Learning: Enhancing Physics Education Through Malay Cultural Insights
DOI: https://doi.org/10.28945/5520
Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Jufrida Jufrida, Wawan Kurniawan, M. Furqon, Khairul Anwar, Hebat Shidow Falah, Cicyn Riantoni
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This study aims to explore the innovative integration of machine learning techniques into project-based learning rooted in Malay ethnoscience in Jambi, Indonesia. The research introduces a novel framework that utilizes educational data mining to personalize culturally responsive STEM education in under-resourced public schools.
Findings:
Key findings include a 25% increase in student engagement and a 15–20% improvement in understanding physics concepts among students engaged in culturally embedded hands-on projects. Machine learning algorithms (Random Forest and Naïve Bayes) achieved up to 85% accuracy in predicting student success, identifying prior cultural familiarity and level of active engagement as the most influential predictors.

07/06/2025

Title of paper: Doctoral Schools as Learning Organizations: A Polish Perspective
DOI: https://doi.org/10.28945/5541

Journal: International Journal of Doctoral Studies
Authors: Aleksandra Tłuściak-Deliowska
Authors’ Email: [email protected]
Aim/Purpose:
The aim of this study is to analyze doctoral schools as a new form of doctoral education in Poland through the prism of the concept of a learning organization. This paper not only reshapes the landscape of doctoral education but also contributes profoundly to the field of organizational learning theory by examining how this new model can enhance educational environments. By demonstrating the transformative potential of doctoral schools as learning organizations, the author highlights their critical role in driving educational innovation and fostering a culture of continuous improvement within academia. Given the evolving legal and organizational environment and the increasing demands of universities and young researchers, this approach is crucial for the future success of doctoral education. Doctoral schools are undeniably positioned to adapt and thrive in this changing landscape, aligning with the core principles of learning organizations.

Findings:
Doctoral schools in Poland exemplify the characteristics of dynamic learning organizations. Their key features include learning from mistakes, continuously reviewing operational procedures, fostering the ongoing development of management staff, supervisors, and administrative personnel, taking calculated risks, actively searching for ways to enhance the quality and effectiveness of education, and making informed, evidence-based decisions. These aspects underscore the transformative potential of doctoral schools in shaping a more adaptable and innovative higher education system.

07/06/2025

Title of paper: Challenges and Opportunities in Function Art
DOI: https://doi.org/10.28945/5522
Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Guillermo Bautista, Jr., Musa Saimon, Wahid Yunianto, Houssam Sami El-Kasti, Zsolt Lavicza, Kristof Fenyvesi
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This study explored the limited research on the challenges and opportunities faced by students when creating function art using GeoGebra, addressing a gap in the literature that focuses on student outputs and engagement. It addressed the need to understand how students engage with function art and the difficulties they encounter in this process.
Findings:
Students faced difficulties related to mathematical knowledge, hardware limitations, software accessibility, and internet connectivity.
Despite challenges, students expressed appreciation for the creative integration of mathematics and art.
GeoGebra was found to be an effective tool for engaging students in mathematical explorations through artistic representations.
Some students exhibited increased motivation and interest in mathematics due to the artistic nature of the task.

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.

07/06/2025

Title of paper: A Novel Average Speed Monitoring System for Highways Using Travel Time Between Two Cameras
DOI: https://doi.org/10.28945/5537

Journal: Interdisciplinary Journal of Information, Knowledge, and Management
Authors: Majzoob K. Omer
Authors’ Email: [email protected]
Aim/Purpose:
This study aims to develop and assess a speed monitoring system that enforces continuous compliance with speed regulations on highways by calculating average vehicle speed between two fixed cameras.

Findings:
The simulation results demonstrate that the proposed system significantly outperforms traditional point-based enforcement across all key performance metrics, achieving higher measurement accuracy and violation detection 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.

07/06/2025

Title of paper: From Conventional Methods to Large Language Models: A Systematic Review of Techniques in Mobile App Review Analysis
DOI: https://doi.org/10.28945/5491
Journal: Interdisciplinary Journal of Information, Knowledge, and Management
Authors: Nimasha Arambepola, Lankeshwara Munasinghe, Waruni Wimalasena
Authors’ Email: [email protected], [email protected], [email protected]

Aim/Purpose:
This paper focuses on app review analysis techniques, driven by the rapid advancement of the mobile app market and NLP techniques in optimizing mobile app user experiences.

Findings:
Among the eight main categories defined in app review analysis, sentiment analysis is the most prevalent, followed by review classification and information extraction. Most studies use a combination of these categories to achieve a comprehensive goal. Prioritization techniques such as risk matrices, thumbs-up count-based approach, and anomaly detection are widely used to identify emerging issues. Extracting meaningful information and evaluating the proposed approach are the most common challenges identified. Novel LLMs, like Chat-GPT, significantly enhance review analysis by automating the process, improving feature extraction, and enabling context-aware review classification.

07/06/2025

Title of paper: An Empirical Study of Immersive Learning Using Desktop Augmented Reality in Thai Primary Education
DOI: https://doi.org/10.28945/5483
Journal: Journal of Information Technology: Research
Authors: Orakarn Laoharutanun, Noawanit Songkram, Danupol Hoonsopon
Authors’ Email: [email protected], [email protected] [email protected]

Aim/Purpose:
The study investigated how immersive learning environments could be used to encourage student engagement and reuse intentions by integrating desktop augmented reality (AR) into the classroom among primary school students.
Findings:
The survey findings revealed that presence and embodiment did not significantly influence user engagement, but enjoyment and novelty did have a significant influence. Enjoyment, novelty, and user engagement had a significant effect on reuse intentions for the software. Expert interviews were conducted with science teaching experts from three primary schools. Their views of the software were positive, but practical implementation issues, such as the cost of the software, were noted. The implications of the study include differences between younger and older learners in user engagement and that there may be practical limitations on the implementation of immersive learning at the primary level.