Educational Technology Quarterly

11/08/2026

Marjani, A., Dlimi, A., Chakli, A. and Sefri, Y., 2026. Entrepreneurship 4.0: Young learners’ perspectives on traditional and techno-pedagogical approaches. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.1215

This study examines how Moroccan university students (n = 94, aged 18-25) perceive traditional versus techno-pedagogical approaches to entrepreneurship education in the context of Entrepreneurship 4.0. A mixed-methods design combines a questionnaire with an exploratory workshop in which two groups (n = 10, n = 12) worked on the same entrepreneurial task under different pedagogical conditions, including a simulated technical breakdown for the digital group. Findings show a strong preference for techno-pedagogical approaches, valued for their interaction and engagement; traditional methods are seen as clearer in structure but less effective for innovation and autonomy. Both modalities face constraints: digital tools require infrastructure and teacher preparation; traditional methods struggle to develop practical and creative competencies. The results support a hybrid model that pairs the stability of conventional teaching with the interactivity of digital tools.

Entrepreneurship 4.0: Young learners' perspectives on traditional and techno-pedagogical approaches Authors Abdellatif Marjani University of Hassan II Casablanca https://orcid.org/0009-0001-8677-8192 Assia Dlimi University of Hassan II Casablanca https://orcid.org/0009-0003-6520-0660 Abdelhak Chakli...

10/08/2026

Pum, M., 2026. The relationship between perceived gamified learning support, students’ motivation, affective engagement, and self-efficacy: A structural equation modelling approach. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.1304

The integration of gamification tools such as Quizizz and Kahoot! into formative assessment and learning support has attracted growing interest among educators worldwide. Research linking perceived gamified learning support to affective engagement and self-efficacy nevertheless remains scarce, and evidence on how such tools shape intrinsic and extrinsic learning motivation is limited, particularly in developing-country contexts such as Cambodia. This study examines the influence of perceived gamified learning support on students' intrinsic and extrinsic learning motivation, affective engagement, and self-efficacy. A quantitative correlational design was employed, with data collected from 73 students at a private university in Cambodia who had experienced gamified learning. Given the modest sample, the estimates were supported by bootstrapping with 5,000 resamples, and the hypothesised model was tested using structural equation modelling (SEM) with the diagonally weighted least squares estimator. Confirmatory factor analysis demonstrated good measurement model fit and strong construct validity. The SEM analysis revealed that perceived gamified learning support significantly influences students' intrinsic and extrinsic learning motivation, affective engagement, and self-efficacy, confirming all four study hypotheses. Grounded in self-determination theory and self-efficacy theory, the study demonstrates the role of gamification tools in supporting students' learning in the Cambodian higher education context, offering guidance for both researchers and practitioners. The findings suggest that educators should draw on gamification tools in their instructional design to foster students' learning motivation, affective engagement, and self-efficacy.

The relationship between perceived gamified learning support, students' motivation, affective engagement, and self-efficacy: A structural equation modelling approach Authors Mengkorn Pum National University of Management https://orcid.org/0009-0002-2740-2010 DOI: https://doi.org/10.55056/etq.1304 Ke...

09/08/2026

Suleiman, K.I. and Nwagwu, W.E., 2026. Awareness and utilisation of IoT tools for personalised learning among undergraduates at the University of Ibadan, Nigeria. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.1149

This study examined undergraduates' awareness and utilisation of Internet of Things (IoT) tools for personalised learning across selected faculties at the University of Ibadan, Nigeria. The study employed a descriptive research design incorporating quantitative and qualitative approaches. A structured questionnaire was administered to 317 students, of whom 284 returned usable responses, and the data were analysed using descriptive and inferential statistics. The findings reveal that while awareness of IoT tools is relatively widespread, students' understanding of IoT is largely conceptualised within general digital technology rather than as a network of interconnected, data-driven systems. Students mostly engage with IoT-enabled devices such as smartphones, connected learning platforms, and cloud applications, while advanced IoT systems like wearable sensors and adaptive learning environments are rarely used due to limited exposure and cost. Multivariate analysis showed that motivation, habit and experience, performance expectancy and facilitating conditions each predicted utilisation, whereas awareness was predicted only by habit and experience, performance expectancy and faculty affiliation. However, the self-reported nature of the data suggests possible response bias, as respondents' perceived familiarity may not reflect technical IoT literacy. The study concludes that there is a conceptual gap between awareness of digital tools and understanding of IoT ecosystems that enable machine-to-machine interaction and automated learning feedback.

06/08/2026

This month's popular DOIs:

4. Hrynevych, L.M., Morze, N.V., Vember, V.P. and Boiko, M.A., 2021. Use of digital tools as a component of STEM education ecosystem. Educational Technology Quarterly [Online], 2021(1), pp.118–139. Available from: https://doi.org/10.55056/etq.24

3. Bitegeko, R.M., Lawrent, G. and Cosmas, J., 2024. Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania. Educational Technology Quarterly [Online], 2024(3), pp.298–318. Available from: https://doi.org/10.55056/etq.769

2. Yılmaz, Özkan, 2024. Personalised learning and artificial intelligence in science education: current state and future perspectives. Educational Technology Quarterly [Online], 2024(3), pp.255–274. Available from: https://doi.org/10.55056/etq.744

1. Jony, A.I. and Hamim, S.A., 2024. Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education. Educational Technology Quarterly [Online], 2024(3), pp.337–359. Available from: https://doi.org/10.55056/etq.746

Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education Authors Akinul Islam Jony American International University-Bangladesh https://orcid.org/0000-0002-2942-6780 Sultanul Arifeen Hamim American International University-Bangladesh https://orcid.org/0009-0008-4402-...

01/08/2026

Yang, X., 2026. Breaking urban-rural educational inequality: application of an AI relative fairness model in teacher performance evaluation and bonus allocation. Educational Technology Quarterly [Online], 2026(2), pp.213–229. Available from: https://doi.org/10.55056/etq.1173

Teacher performance evaluation and bonus allocation in Chinese schools still rely heavily on subjective judgment, and the resulting distortions disproportionately affect rural teachers, exacerbating compensation disparities and attrition that undermine the rural revitalisation agenda and SDG 4. This study asks how artificial intelligence (AI) could make these processes fairer. Following the PRISMA 2020 guidelines, a systematic search of five databases for 2010--2025 returned 4,713 records, of which 30 studies were included and synthesised using structured thematic coding and keyword co-occurrence mapping. Three overlapping themes emerged: AI applications relevant to evaluation (coded in 60% of the included studies), fairness pathways such as explainable AI and participatory decision-making (80%), and urban-rural inequality (20%). The reviewed literature indicates that AI-assisted evaluation can improve the consistency and evidential basis of teacher assessment and relieve administrative burden, but that these gains are conditional on confronting algorithmic bias, model opacity, privacy risk, and the rural digital divide; evaluation models designed specifically for teachers, let alone adapted to rural Chinese contexts, remain scarce. On this basis, the paper proposes a four-dimensional relative fairness model (4DG) combining data-integrity safeguards, transparency through explainable and generative AI, teacher participation, and ethical governance with auditable records. A deliberately simple, assumption-driven simulation - reported transparently as such - illustrates that correcting a substantial share of evaluation bias could narrow the urban-rural bonus gap by roughly 15-25%. Because the review's quantitative synthesis could not be verified against reproducible study-level records, no pooled effect estimate is presented as an empirical finding; the paper's contribution is the governance framework and the agenda it sets for empirical piloting in China's urban-rural context.

31/07/2026

Tweissi, Q., 2026. Graduate students’ self-regulated learning practices in dual-monitor academic environments. Educational Technology Quarterly [Online], 2026(2), pp.193–213. Available from: https://doi.org/10.55056/etq.1171

This study investigates how graduate students utilise dual-monitor setups to facilitate self-regulated learning (SRL) during academic tasks. In a thematic qualitative study with a phenomenological orientation, semi-structured interviews and photo-elicitation techniques were conducted with 11 graduate students who actively use dual monitors for their studies. Thematic analysis revealed that participants viewed dual-monitor configurations as tools for organisation, workflow smoothness, and focus. Dual monitors enabled parallel access to resources, supported participants' perceptions of smoother task coordination, and promoted planning and task strategies associated with the forethought and performance phases of SRL. Students also linked their setups to emotional regulation and professional identity, describing greater confidence and perceived reductions in stress when using two monitors. The findings suggest that dual monitors serve as effective supports for learning regulation. Future studies should examine disciplinary variations and employ experimental or mixed-method approaches to assess the impact of dual-monitor use on measurable self-regulatory processes and learning outcomes.

Graduate students' self-regulated learning practices in dual-monitor academic environments Authors Qusai Tweissi Ohio University https://orcid.org/0009-0002-2854-8994 DOI: https://doi.org/10.55056/etq.1171 Keywords: self-regulated learning, dual-monitor setup , academic workspace, technology-enhance...

30/07/2026

Makula, J.J., Nguru, F.B. and William, F.K., 2026. Characteristics of mobile smartphone applications for teacher professional development: an A2IT2 model perspective. Educational Technology Quarterly [Online], 2026(2), pp.176–192. Available from: https://doi.org/10.55056/etq.1161

This study explored the potential of mobile smartphone applications to improve teacher professional development (TPD) in rural Tanzanian primary schools, using the A2IT2 model as a guiding framework. A mixed-methods approach was adopted, involving 130 teachers and key educational stakeholders, to examine teachers' demographic characteristics, mobile phone usage, pre-intervention knowledge, skills, attitudes, and perceptions of mobile applications. The findings showed that although most teachers regularly use mobile phones, engagement with educational applications remains limited, emphasising the need for targeted training and awareness. Pre-intervention assessments indicated low levels of knowledge and skills but moderately positive attitudes, with attitudes identified as the strongest predictor of perceptions. Teachers highlighted the importance of accessibility, content relevance, interactivity, collaboration, usability, and bilingual support for effective adoption. Stakeholder insights reinforced the necessity for context-sensitive, locally relevant design. The study concludes that mobile applications that incorporate pedagogically aligned content, interactive features, and user-centred design, and are supported by technical and attitudinal interventions, can enhance teacher engagement, professional growth, and classroom practice in resource-constrained settings.

Characteristics of mobile smartphone applications for teacher professional development: an A2IT2 model perspective Authors James James Makula Institute of Accountancy Arusha https://orcid.org/0000-0001-8436-7659 Festo Beda Nguru The University of Dodoma https://orcid.org/0000-0002-3936-3082 Francis....

29/07/2026

Bitegeko, R., 2026. Perceptual drivers of undergraduate students’ engagement in digitally-enabled transformative sustainability education in Tanzania. Educational Technology Quarterly [Online], 2026(2), pp.152–175. Available from: https://doi.org/10.55056/etq.1116

This quantitative cross-sectional survey examined undergraduate students' perceptions and engagement in digitally-enabled transformative sustainability education (TSE) in a university context in Tanzania. It explored the influence of perceptual factors - the perceived usefulness, relevance, and accessibility of digital tools - on students' cognitive, behavioural, and emotional engagement in TSE. Grounded in the technology acceptance model and educational engagement theory, data were collected from 699 students using a non-probabilistic sampling approach and analysed with descriptive and inferential statistical techniques. Perceived usefulness (M=4.06) and perceived relevance (M=4.01) were the most highly rated factors, while perceived accessibility (M=3.93) received slightly lower ratings, pointing to persistent challenges in digital facilitating conditions. Correlation analyses revealed moderately strong and significant relationships among the perceptual factors (r=0.45-0.55, p

26/07/2026

Msoroka, M., 2026. Barriers to digital inclusion in Africa: a systematic review. Educational Technology Quarterly [Online], 2026(2), pp.129–151. Available from: https://doi.org/10.55056/etq.996

This study employed a systematic review to determine the barriers to digital inclusion in Africa. A total of 522 documents published between 2012 and 2024 were analysed. The PRISMA flow guidelines explained the inclusion and exclusion criteria for the journal articles. The Mixed Methods Appraisal Tool (MMAT) was used to assess the methodological quality of each selected article. Data were analysed using thematic analysis, which allowed for the systematic identification and interpretation of recurring themes related to digital inclusion in Africa. The analysis revealed eight key barriers to digital inclusion: digital illiteracy, inadequate ICT infrastructure, high costs and limited accessibility, poor Internet connectivity, rural-urban disparities, cybercrime, computer phobia, and language and literacy barriers. The study recommends that policies to tackle digital exclusion in Africa must be holistic. In particular, investment in digital infrastructures and lower ICT service costs may alleviate issues that relate to access and connectivity; improved programmes around the building of digital skills may mitigate the impact of digital illiteracy and computer anxiety; the development of rural areas can reduce geographical inequalities; and cybersecurity policies could generate higher levels of confidence and greater security among users. Additionally, local-language digital content can be supported to circumvent linguistic and literacy barriers.

Barriers to digital inclusion in Africa: a systematic review Authors Mohamed Msoroka Open University of Tanzania https://orcid.org/0000-0003-4249-3563 DOI: https://doi.org/10.55056/etq.996 Keywords: barriers to digital inclusion, digital exclusion, digital inclusion, digital divide, systematic revie...

24/07/2026

Okpako, E., Adewuyi, H., Fehintola, V., Mumud, O., Raji, N., Adegoke, A. and Umanhonlen, S., 2026. Digital learning fatigue and its psychological consequences among tertiary students: a systematic review. Educational Technology Quarterly [Online], 2026(2), pp.99–128. Available from: https://doi.org/10.55056/etq.1056

This systematic review synthesises empirical evidence on digital learning fatigue (DLF) and its psychological consequences among tertiary students in the post-pandemic era. It addresses prevalence patterns, contributing factors, mental health impacts, and moderating variables shaping fatigue experiences across global higher education contexts. Following PRISMA-2020 guidelines, a multi-database search (Scopus, Web of Science, PubMed, ERIC, and Google Scholar) identified 2,315 records (January 2020-May 2025). Twenty-two studies met the inclusion criteria after rigourous screening and quality appraisal using the Newcastle-Ottawa Scale. Data were narratively and thematically synthesised to integrate quantitative prevalence evidence and qualitative psychosocial insights. Across studies, DLF affected 45-75 % of tertiary students and manifested through intertwined cognitive, emotional, and behavioural symptoms. The most common psychological outcomes were anxiety (68 %), stress (64 %), and depressive symptoms (55 %). Fatigue consistently reduced motivation, concentration, and academic engagement while elevating burnout risk. Gender (higher in females), academic discipline (arts/humanities > STEM), and screen exposure (6-8 h+ per day) amplified fatigue, whereas resilience and adaptive coping moderated adverse effects. Cross-regional variations reflected technological infrastructure and institutional preparedness. The review identifies an urgent need for evidence-based interventions such as balanced asynchronous-synchronous workloads, resilience-building programs, ergonomic design standards, and institutional mental-health support. This is among the first post-pandemic systematic syntheses to conceptualise DLF as a multidimensional psychosocial syndrome rather than a transient technological stressor. By integrating cognitive load, self-determination, and conservation-of-resources perspectives, the review offers an ecological framework for reducing fatigue and promoting sustainable digital learning wellbeing.

Digital learning fatigue and its psychological consequences among tertiary students: a systematic review Authors Ernest Okpako University of Ibadan https://orcid.org/0000-0003-4775-0602 Habeeb Adewuyi University of Johannesburg https://orcid.org/0000-0002-4093-9157 Victor Fehintola Federal College o...