International Journal of Technology Enhanced Learning

Carreon, Gustavo Gutierrez

doi: 10.1504/ijtel.2026.152749pmid: N/A

This study presents a bibliometric analysis of 1,483 Scopus-indexed publications, focusing on the role of generative AI, particularly ChatGPT, in education. The findings highlight a significant increase in research activity from 2023, reflecting growing academic interest in AI integration. Leading contributors include the USA, Australia, China, and the UK. The study analyses the top 10 most-cited articles, addressing the opportunities and challenges AI poses, such as ethical concerns, pedagogical implications, and interdisciplinary applications. This research contributes to Information Technology Education by mapping AI adoption across disciplines, identifying critical gaps, and emphasising the need for targeted strategies. It underscores the importance of developing ethical frameworks to address issues like academic integrity and data privacy. These insights are valuable for educators, researchers and, policymakers aiming to leverage AI's potential while ensuring its responsible use in education.

Taneja, Shilpi; Biswas, Siddhartha Sankar; Alankar, Bhavya; Kaur, Harleen

doi: 10.1504/ijtel.2026.152750pmid: N/A

In a rapidly changing world where AI is now taking a centre stage in how we interact with various systems, we propose an AI-powered personal learning assistant to help learner gain better understanding of the open educational resources (OER). This assistant transforms the way learners engage with OERs that may contain images, video lectures, text based documents, etc., by interacting with them in natural language on their own local machines without any additional subscription costs. The assistant has multimodal capabilities and uses techniques like multimodal retrieval augmented generation (RAG) and open source small language and multimodal models. Detailed architecture and technology stack for implementation is presented in the paper. A prototype of the proposed assistant is developed and optimised by evaluating different models and adjusting the retrieval chunk-sizes. The assistant is hosted on local machine using open source tool, which makes this architecture cost-effective, light weight and ensures privacy.

Alonso-Fernández, Cristina; Jorro-Aragoneses, José L.; Alaíz, Carlos M.

doi: 10.1504/ijtel.2026.152752pmid: N/A

Self-awareness of learning progress is crucial for students to identify strengths and areas needing improvement, and to boost their motivation. Learning analytics provide such information about learning progress. In this paper, we describe the design of a visualisation tool to track student progress in the topics covered throughout a university course. We also investigate its impact on students' results and motivation to participate in optional learning activities. To evaluate the impact of the tool, we compared two groups of approximately 20 students during the whole semester. Our findings indicate that when they had access to the progress visualisation, students completed more review activities in course topics and were more consistent in their review activities throughout the course, while those in the control group engaged with these activities primarily near course deadlines. The methodology employed in this study could be adapted to other courses to further generalise our results.

Fessl, Angela; Maitz, Katharina; Dennerlein, Sebastian Maximilian; Pammer-Schindler, Viktoria

doi: 10.1504/ijtel.2026.152751pmid: N/A

Communicating clear learning goals are good practice in formal education. However, instructors often formulate vague and inconsistent goals, making it difficult for university students to use them as guidance for a lecture. This paper presents a method for systematically developing learning goals and a small web-app that displays these goals in a learning management system. We conceptualise the method, the learning goals, and the app as one connected digital boundary object. We evaluate this approach in four bachelor lectures at a technical university, each involving 150 to 500 students. Lecturers found the method easy to use and helpful for structuring content, while students appreciated the clear overview of the course content and the exam requirements. This study demonstrates how best practices based on theory can be implemented in digital learning environments. The 'digital boundary object' can contribute to establishing a shared understanding across two social worlds, and to make knowledge boundaries permeable.

Ismailova, Rita; Smanalieva, Jamila; Turdubaеva, Elira

doi: 10.1504/ijtel.2026.152753pmid: N/A

The lockdown caused by COVID-19 affected all aspects of life including education, which was transitioned to an online format. However, during this process, along with infrastructure difficulties, some countries faced stakeholder acceptance issues. In this study, the intention to use online teaching among educators of all levels in Kyrgyzstan was examined using the unified theory of acceptance and use of technology (UTAUT) model. According to results, performance expectancy and facilitating conditions of online teaching technologies had a positive effect on teachers' acceptance of online teaching. However, factors such as effort expectancy, social influence, and homogenous motivation, as well as risk perception and trust had no impact on behavioural intention to use online teaching. That is, the intention to use online teaching among educators in the country was mostly defined by its usefulness. In addition, age and gender did not affect teachers' acceptance of online teaching, while their education sector, the availability of personal computers, and computer literacy level had an impact on educators' intention to teach online.

Fikri, Sofi Mohd; Jasni, Mohd Alif Bin; Lu, Ming-Pey; Ooi, Chai-Aun; Azmy, Muna Maryam

doi: 10.1504/ijtel.2026.152759pmid: N/A

In conjunction with the prevalence of online teaching and learning, we highlight on how learning application can assist in minimising free riding issues. We argue that the learning applications that facilitate constant, spaceless communication between teachers and students will exacerbate the problem of free riding. Employing action research and utilising Padlet as a collaborative learning tool, this study revisits the free riding research. We first survey 265 students from different courses on their experience of free riding. We choose a course that instructor has deemed to have a high likelihood of free riding problems. After that, we conduct a post-intervention questionnaire to acquire the student's feedback on Padlet. Despite the fact that only 6% students believe the task involves free riding, most agree that Padlet is a helpful tool for teamwork. In short, our study shows that Padlet improves the quality of discussion while simultaneously tackling free riding issues.