Informing Science Institute

02/10/2026

Title of paper: Future Trends and Challenges of the Flipped Classroom Model in Vocational Education: A Bibliometric Analysis
DOI: https://doi.org/10.28945/5715

Journal: Journal of Information Technology Education: Innovations in Practice

Authors: Wiwik Rahayu, Herlin Setyawan, Ganefri, Hansi Effendi
Authors’ Email: [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
The classroom learning model plays an important role in vocational education by making learning more effective and engaging and by increasing vocational students’ self-directed learning. However, no comprehensive assessment of the impact of the Flipped Classroom Model (FCM) on vocational education has been conducted at present.

Findings:
The research results showed an increase in publications, but this increase has not yet significantly impacted vocational education (R² = 0.1847). China contributed to this research at 41.23%, followed by Indonesia at 11.40% and Spain at 8.77%. The co-occurrence analysis identified three clusters in this topic: student learning outcomes and academic performance; the application of the FCM; and the application of educational technology and pedagogical innovation in vocational education. This learning model benefits vocational education in cognitive, psychomotor, and affective aspects and encourages teachers to design more engaging and compelling learning experiences. However, its implementation still faces challenges from the students, technology, pedagogy, and institutional perspectives.

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.

02/10/2026

Title of paper: Designing a Pentahelix-Based Digital Knowledge Management System for Rural Enterprises: A Prototype from Tomini Bay, Indonesia
DOI: https://doi.org/10.28945/5707

Journal: Interdisciplinary Journal of Information, Knowledge, and Management
Authors: Moh. Hidayat Koniyo, Lanto Ningrayati Amali, Raflin Hinelo, Mohamad Syafri Tuloli, Alfian Zakaria, Muhammad Rifai Katili
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
The research aimed to design, develop, and test a system that enabled reciprocal knowledge flows between government, academia, business, media, and community stakeholders.
Findings:
The findings underscored that digital KM platforms, when anchored in multi-stakeholder frameworks, served as strategic enablers of rural development. Evaluation demonstrated high system reliability with 100% functional test pass rate and optimized query response times (reduced by 60-75%). User acceptance testing revealed strong adoption potential, with Perceived Usefulness (M = 6.2/7.0), Intention to Use (M = 6.0/7.0), and Overall Satisfaction (M = 5.9/7.0) scores indicating high levels of satisfaction. Task completion rates improved from 72% in Sprint 1 to 95% in Sprint 4. The integration of the platform with potential e-government and e-commerce systems suggested significant implications for participatory governance, market democratization, and rural economic empowerment.

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.

02/10/2026

Title of paper: Gamified Learning and Fraction Heroes: Effects on Students’ Mastery and Gender Differences
DOI: https://doi.org/10.28945/5712

Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Bintang Zaura, Elizar Elizar, Rahmah Johar, Mukhlis Hidayat, Azbar Tanjung, Ayu Mastura
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This study examined the effects of gamified learning using Fraction Heroes, an educational game developed with the ADDIE model, on students’ understanding of fractions. Additionally, the research explored gender differences and the interaction between the game and students’ initial ability levels.
Findings:
Results revealed a statistically significant improvement in students’ understanding of fractions after using the game. Additionally, there was no significant difference in students’ performance across genders. We also found no interaction between the developed educational games and students’ mathematical understanding of fractions.

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.

02/10/2026

Title of Paper: The Investigation of Student Self-Efficacy and Perceptions in the Use of the Internet in Somalia
DOI: https://doi.org/10.28945/5697
Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Nuriye Sancar, Abdiwahab Abdillahi, Charles Zulu Yonmah, Ghufran Fareed, Nadire Cavus
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
The purpose of this study is to determine Somali university students’ self-assurance in their ability to use the internet securely, as well as their perceptions of safe internet use across the following four areas: computer security, malicious software, web security, social engineering, and social media.
Findings:
This research found that Somali university students demonstrated a very high degree of self-confidence across all four areas studied. There were also slightly higher levels of awareness of web security and social engineering than of computer security and malicious software (M = 3.39) and social networking sites (M = 3.38), compared with computer security (M = 3.25) and malicious software (M = 3.28). Significant group differences were observed. Male students reported higher self-efficacy across all domains than females (p < .001; WSS p = .014), older age groups (27-30 and 30+) demonstrated significantly higher levels than younger groups (p ≤ .002), and undergraduate students reported higher self-efficacy than postgraduates (p < .001).

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.

02/10/2026

Title of paper: Design and Development of AR Instructional Materials for Light and Shadow Art
DOI: https://doi.org/10.28945/5702

Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Hang Shi, Aidah Abdul Karim, Hazrati Husnin, Xiang Hua
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This project focuses on blending AR technology with painting, with specific emphasis on one of the most basic concepts in art education: light and shadow.
Findings:
Through this approach, an improvement is brought about in the engagement of students and their overall learning experience. AR brings together scientific tools with elements of art. It evolves with technological advances, making education more accessible to students from different corners of the world.

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.

02/10/2026

Title of Paper: Digital Game-Based Vocabulary Learning Using Kahoot! Perceptions, Engagement, and Achievement Among Moroccan EFL Young Learners
DOI: https://doi.org/10.28945/5704
Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Omar Baissane
Authors’ Email: [email protected]

Aim/Purpose:
To investigate the effectiveness of game-based learning (GBL) using Kahoot! on vocabulary achievement and engagement among Moroccan young EFL learners.
Findings:
The experimental group showed significantly improved vocabulary scores after the GBL intervention using Kahoot! (Md = 6 vs. Md = 5; Z = –6.726, p < .001), while the control group showed no significant gain (Z = –0.421, p = .674). A Mann–Whitney U test confirmed a significant difference between groups (U = 168.50, p < .001). However, a surprising non-significant negative correlation was found between engagement and post-test performance (ρ = –0.12, p = .373, n = 60).

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.

02/10/2026

Title of paper: Learners’ Perceptions of AI Feedback in Oral Presentation Rehearsals: A Pilot Case Study in Oman
DOI: https://doi.org/10.28945/5692

Journal: Journal of Information Technology Education: Innovations in Practice

Authors: Mona Abdelfattah, Ahmed Al Mata’ni, Jennifer Paquibut, Hazar Hedi Ayadi
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This study aimed to explore how Microsoft Teams’ Speaker Progress, an AI-powered feedback tool, can enhance oral presentation skills, reduce anxiety, and increase self-confidence among undergraduate students in Oman. The research sought to determine learners’ perceptions of the tool’s real-time and post-session feedback, as well as its impact on self-regulated learning and communication performance.

Findings:
Results revealed notable gains in confidence (M = 3.67), performance (M = 3.79), and anxiety reduction (M = 3.60). Approximately 95% of participants reported reduced stress, and 88% felt more confident presenting after using Speaker Progress. Sentiment analysis showed 67% positive and 24% neutral reflections, confirming high acceptance and perceived usefulness. Students valued the immediacy, privacy, and constructiveness of AI feedback, although many requested additional rehearsal attempts and more specific, example-based guidance.

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.

02/10/2026

Title of paper: The Strategic-Behavioral Analysis: Factors Influencing AI-Powered Learning Platform Adoption in Thai Higher Education
DOI: https://doi.org/10.28945/5694

Journal: Journal of Information Technology Education: Research
Authors: Theerawut Tantiathimongkhon, Mahasak Ketcham, Montean Rattanasiriwongwut
Authors’ Email: [email protected], [email protected], [email protected]

Aim/Purpose:
This study investigates how users’ behavioral intention to adopt AI-powered learning platforms in Thailand is influenced by both traditional acceptance factors and organizational strategic capabilities, addressing the limited understanding of adoption determinants in rapidly evolving educational AI ecosystems.
Findings:
All hypothesized relationships were supported, with the integrated model explaining 63.4% of the variance in behavioral intention. Strategic capabilities significantly influenced both traditional adoption factors and direct adoption intention. Trust in AI demonstrated dual pathways of influence: direct effects and enhanced perceptions of platform adaptability.

02/10/2026

Title of Paper: Unlocking the Potential of Large Language Models in Education: Factors Influencing Adoption by Instructional Designers and Academics
DOI: https://doi.org/10.28945/5693
Journal: Journal of Information Technology Education: Research
Authors: Katherine Fourie, Jameson Goto, Geoffrey Lautenbach
Authors’ Email: [email protected], [email protected], [email protected]

Aim/Purpose:
The study investigates the factors influencing the acceptance and utilisation of large language models (LLMs) (predictor variables of LLM usage), such as ChatGPT, in Learning design by instructional designers and university-teaching academics from various countries.
Findings:
The structural analysis results indicated that the ingrained LLM practices, LLM peer-driven expectations, innovative propensity towards LLM adoption, reliability and provider trust in LLMs, and ease of use and support influenced perceived LLM benefits and usage, but community standards and infrastructure had no influence. The second-order structural equation modelling indicated that perceived LLM benefits and usage and ingrained LLM habits contributed most to the learning design.

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.

02/10/2026

Title of paper: Psychodynamics as a Case for Epistemic Hegemony in Mainstream Western Work and Organizational Psychology: A Documentary Analysis
DOI: https://doi.org/10.28945/5695

Journal: Informing Science: The International Journal of an Emerging Transdiscipline
Authors: Davide Giusino
Authors’ Email: [email protected]

Aim/Purpose:
This paper investigates the marginal presence of psychodynamic perspectives in contemporary Western Work and Organizational Psychology (W-WOP), addressing concerns that such approaches remain overlooked despite their relevance to understanding the emotional and unconscious dimensions of work.

Findings:
Out of 2,620 reviewed contributions, only nine (0.34%) explicitly referenced psychodynamic approaches. These appeared mostly as low-visibility posters, covered fragmented topics, and originated from a small set of countries. No psychodynamic content was integrated into high-profile programme formats.

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.

02/10/2026

Title of Paper: Editorial: Informing Science Through Solidarity
DOI: https://doi.org/10.28945/5695
Journal: Informing Science: The International Journal of an Emerging Transdiscipline
Authors: Francesco Tommasi
Authors’ Email: [email protected]

Aim/Purpose:
In this editorial paper, I pose some questions about the role of informing science. I do so by considering the current global situation of polycrisis: war conflicts, genocides, humanitarian crisis, the climate change and the exacerbation of social inequalities occurring in a polarized violent public opinion perpetuating racist and discriminatory ideology. What is the purpose of academic writing in a world in which there are lives that do not matter? I take into account the spirit of informing science and the idea of transdisciplinary research to launch questions for prospective papers. The idea principle of solidarity is presented as a means for research-conducting, theory-building and informing 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.