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29,167 Article Results

Prospective teachers’ views on faculty members as content creators

10.11591/ijere.v14i6.33250
Seyithan Demirdağ , Anang Widhi Nirwansyah , Aji Heru Muslim , Bimo Bramantio
This study examines prospective teachers’ perceptions of faculty members as content creators in higher education, with a focus on how content development impacts effective teaching and learning. Using a qualitative descriptive phenomenological approach, the research explores the experiences of 26 senior students from diverse academic backgrounds at a university in Northwestern Turkey. The participants were selected through maximum variation sampling, representing fields such as special education, elementary education, science, social studies, preschool, and mathematics teaching. The findings reveal that prospective teachers value faculty members’ use of technology to create engaging, personalized learning experiences. Faculty expertise in digital content creation and contemporary teaching tools plays a key role in shaping students’ pedagogical development and boosting their confidence. However, challenges such as varying technological proficiency levels hinder some prospective teachers from fully integrating content creation into their future teaching practices. The study underscores the importance of faculty expertise and technological competence in teacher preparation. It advocates for comprehensive professional development programs to enhance educators’ content creation skills and encourages collaborations between faculty and technology experts to develop effective educational content. The study calls for addressing technological adoption barriers and equipping prospective teachers with necessary skills for effective 21st-century teaching. Future research should build on these findings with quantitative methods to further explore students’ perspectives on content creation.
Volume: 14
Issue: 6
Page: 4796-4811
Publish at: 2025-12-01

Plant disease detection and classification: based on machine learning and Eig(Hess)-co-occurrence histograms of oriented gradients

10.11591/ijece.v15i6.pp5336-5346
El Aroussi El Mehdi , Barakat Latifa , Silkan Hassan
Agricultural districts provide high-quality food and contribute substantially to economic growth and population support. However, plant diseases can directly reduce food production and threaten species diversity. The use of precise, automated detection techniques for early disease identification can improve food quality and mitigate economic losses. Over the past decade, numerous methods have been proposed for plant disease classification, and in recent years the focus has shifted toward deep learning approaches because of their outstanding performance. In this study, we employ the Eig(Hess)-co-occurrence histograms of oriented gradients (CoHOG) descriptor alongside pre-trained machine-learning models to accurately identify various plant diseases. We apply principal component analysis (PCA) for dimensionality reduction, thereby enhancing computational efficiency and overall model performance. Our experiments were conducted on the popular PlantVillage database, which contains 54,305 images across 38 disease classes. We evaluate model performance using classification accuracy, sensitivity, specificity, and F1-score, and we perform a comparative analysis against state-of-the-art methods. The findings indicate that the approach we proposed achieves up to 99.83% accuracy, outperforming existing models. Additionally, we test the robustness of our method under various conditions to highlight its potential for real-world agricultural applications.
Volume: 15
Issue: 6
Page: 5336-5346
Publish at: 2025-12-01

The evolution of routing in VANET: an analysis of solutions based on artificial intelligence and software-defined networks

10.11591/ijece.v15i6.pp5388-5400
Lewys Correa Sánchez , Octavio José Salcedo Parra , Jorge Gómez
This study explored the evolution of vehicular ad hoc networks (VANET) and focused on the challenges and opportunities for routing in these dynamic environments. Despite advancements in traditional protocols, a significant gap persists in the ability to adapt to highly mobile environments with variable traffic, which limits routing efficiency and quality of service. Emerging technologies, such as artificial intelligence (AI) and software- defined networks (SDN), are discussed that have the potential to revolutionize the management of VANET. Machine learning can be used to predict traffic, optimize routes, and adapt routing protocols in real-time. Furthermore, SDN can simplify routing management and enable greater flexibility in network configurations. A comprehensive overview of the convergence of AI and SDN is presented, and the potential complementarities between these technologies to address routing challenges in VANET are explored. Finally, the implications of efficient routing in VANET for road safety, traffic management, and the development of new applications are discussed, and future research lines are identified to address challenges such as scalability, data security, and computational efficiency in vehicular environments.
Volume: 15
Issue: 6
Page: 5388-5400
Publish at: 2025-12-01

Parental awareness in early education fostering child development

10.11591/ijere.v14i6.33294
Kanak Shrma Joy , Tamanna Ferdous , Fatema Begum Popy , Md. Shahriar Shafiq
This study analyzes early childhood education (ECE) parental knowledge and active participation across Bangladesh particularly looking at their effects on child intellectual and social and emotional progress. It conducted detailed interviews using a qualitative methodology to understand the opinions of 30 parents who had children between 4 and 6 years old within various socio-economic environments and geographic locations. The analysis showed that higher ECE awareness among parents led to better childhood development support but parent choices were mainly determined by their social background and educational level as well as their evaluation of institutional quality. Education awareness levels among urban families surpass rural families and most disadvantaged parents show little knowledge about pre-primary education. Parents chose ECE institutions based on child-focused settings and qualified educators as well as play-based learning methods. Research evidence shows the critical role which parents play in children’s early education success which requires specific interventions for broadening knowledge and accessibility. The recommendations endorse community-based pre-primary programs while improving educational training for teachers and expanding quality pre-primary education services for families without sufficient resources. The findings serve as a basis to create inclusive policies that will strengthen parental involvement in ECE so Bangladesh can achieve development equality for children.
Volume: 14
Issue: 6
Page: 4832-4843
Publish at: 2025-12-01

Team up for better learning: evaluating team-based learning in anatomy education

10.11591/ijere.v14i6.35431
Asty Amalia Nurhadi , Linda Jones , Budu Budu
This study evaluated the effectiveness of team-based learning (TBL) in teaching musculoskeletal anatomy compared to traditional lectures. A total of 267 second-year medical students participated. Student performance was assessed using pre- and post-tests, and results were analyzed with a paired t-test (p<.05), revealing significantly higher anatomy scores following TBL. Student perceptions were explored through a Likert-scale questionnaire analyzed descriptively, and focus group discussions (FGDs), which were transcribed and analyzed using thematic analysis. Students reported that TBL enhanced their understanding of musculoskeletal anatomy and added value by illustrating clinical relevance, encouraging active learning, promoting discussion and communication skills, improving motivation, and reinforcing class preparedness. TBL also fostered knowledge integration, critical thinking, and peer teaching. Despite its benefits, students noted challenges such as limited in-depth discourse, varying group dynamics, subjective peer evaluations, and logistical constraints like unsuitable room setups. Overall, the findings suggest that TBL is an effective alternative to traditional lectures in anatomy education, supporting both academic performance and the development of key competencies essential for future medical professionals.
Volume: 14
Issue: 6
Page: 4948-4956
Publish at: 2025-12-01

A systematic review of gamified learning motivation for English language among undergraduates

10.11591/ijere.v14i6.34101
Minjuan Chen , Wee Hoe Tan , Sze Seau Lee , Jiaming Sun
Undergraduate students’ motivation for learning English as a foreign language (EFL) is influenced by multiple factors, yet traditional teaching methods often fail to sustain engagement, leading to learning disengagement and sub-optional outcomes. The increasing integration of gamified learning has shown potential in addressing this challenge, but its effectiveness remains unclear, necessitating a systematic synthetic of existing research. This systematic review employs the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework to examine 313 studies retrieved from Education Resources Information Center (ERIC),Web of Science (WoS), and Scopus, narrowing them down to 36 relevant articles. The review categorizes findings into five key themes: i) teaching techniques and strategies; ii) learning environments and styles; iii) psychological and cultural factors; iv) technological support; and v) individual learner variables. The results highlight the positive impact of game-based learning, personalized instruction, and technology-enhanced approaches to motivation. However, psychological challenges, such as burnout and anxiety, remain significant barriers. The studyreveals research gaps, particularly regarding the long-term impact of gamified learning on EFL motivation, underscoring the need for further empirical investigation to optimize gamification strategies in EFL education.
Volume: 14
Issue: 6
Page: 5187-5196
Publish at: 2025-12-01

Hardware efficient multiplier design for deep learning processing unit

10.11591/ijece.v15i6.pp5205-5214
Jean Shilpa V. , Anitha R. , Anusooya S. , Jawahar P. K. , Nithesh E. , Sairamsiva S. , Syed Rahaman K.
Deep learning models increasing computational requirements have increased the demand for specialized hardware architectures that can provide high performance while using less energy. Because of their high-power consumption, low throughput, and incapacity to handle real-time processing demands, general-purpose processors frequently fall short. In order to overcome these obstacles, this work introduces a hardware-efficient multiplier design for deep learning processing unit (DPU). To improve performance and energy efficiency, the suggested architecture combines low-power arithmetic circuits, parallel processing units, and optimized dataflow mechanisms. Neural network core operations, such as matrix computations and activation functions, are performed by dedicated hardware blocks. By minimizing data movement, an effective on-chip memory hierarchy lowers latency and power consumption. According to simulation results using industry-standard very large-scale integration (VLSI) tools, compared to traditional processors, there is a 25% decrease in latency, a 40% increase in computational throughput, and a 30% reduction in power consumption. Architecture’s scalability and modularity guarantee compatibility with a variety of deep learning applications, such as edge computing, autonomous systems, and internet of things devices.
Volume: 15
Issue: 6
Page: 5205-5214
Publish at: 2025-12-01

Impact of VR technology in physics teaching on students’ knowledge: a study on body acceleration

10.11591/ijere.v14i6.34942
Bakitzhan Kurbanbekov , Sherzod Ramankulov , Makpal Nurizinova , Beksultan Asanbek
The integration of virtual reality (VR) technology into education represents a promising innovation, particularly in enhancing the effectiveness of physics teaching. Traditional physics instruction often lacks interactive and immersive elements, which can limit students’ understanding of complex physical phenomena. This study addresses the challenge of improving comprehension of body acceleration by incorporating VR-based laboratory simulations. A quasi-experimental design was implemented, involving 222 university students randomly assigned to control and experimental groups. The experimental group conducted virtual experiments using VR simulations developed with Blender and Unity software, while the control group engaged in traditional lab activities. Data were collected through pre- and post-tests and analyzed using independent t-tests and G*Power software to assess statistical significance. The results revealed a notable improvement in learning outcomes for students exposed to VR-enhanced instruction, demonstrating increased engagement, deeper conceptual understanding, and improved ability to connect theoretical knowledge with practical application. This study confirms that VR technology is a powerful tool for modernizing science, technology, engineering, and mathematics (STEM) education and holds significant potential for improving cognitive outcomes and student motivation in scientific learning environments.
Volume: 14
Issue: 6
Page: 5038-5053
Publish at: 2025-12-01

Cross-cultural exploration of stylized performance: traditional Chinese training methods in drama education

10.11591/ijere.v14i6.34292
Jingying ZHANG , Syahrul Fithri Musa
This study explores the effectiveness of stylized performance training in cross-cultural drama education, focusing on how symbolic body language conveys emotions and character intent. Originating from traditional Chinese theatre, stylized training was adapted to help students from diverse cultural backgrounds achieve emotional resonance and cohesive character portrayal. Employing a participatory action research (PAR) design, the 16-week experiment involved performing arts students from six cultures, using iterative feedback and reflective practices to track changes in emotional expression and adaptation to symbolic movements. The training included three phases: basic training, emotional integration, and applied practice. Data was collected through classroom observations, interviews, feedback forms, and peer evaluations. Findings show that participants improved in non-verbal emotional expression, effectively conveying emotions across cultural barriers. Supported by Pavis’s “intercultural theatre” theory and Mead’s symbolic interactionism, the study highlights stylized performance’s potential to enhance cross-cultural emotional resonance in drama education.
Volume: 14
Issue: 6
Page: 4978-4991
Publish at: 2025-12-01

Curriculum educators' perceived challenges in applying quality assessment criteria

10.11591/ijere.v14i6.35927
Thi-Thuy-Dung Ngo , Ngoc Tran Bao , Anh Hua Thi Tu , Nhu Huynh Yen , Tuong Thi Khanh Tran , Ha Nguyen Nam
This cross-sectional quantitative study investigates the implementation challenges of national quality assurance (QA) in Vietnam’s higher medical education system, with a focus on faculty engagement and educator perception during medical curriculum redesign. Conducted at Pham Ngoc Thach University of Medicine, a public institution dedicated to professional healthcare qualifications, the study applies the Ministry of Education and Training (MOET) quality assessment framework, which defines 11 standards central to quality assessment implementation in various domains. Results reveal that standard 4 (teaching and learning approach) received the lowest average score, highlighting significant barriers to implementation. Standards 1, 3, and 5 also emerged as areas of concern. Difficulty in applying quality assessment criteria varied by educator characteristics: younger, less experienced faculty with limited academic credentials, and no prior quality assessment training reported greater difficulty, while senior educators with quality assessment training demonstrated higher compliance and ease in application. To strengthen educator compliance and enable effective QA implementation, the study recommends targeted training programs and support resources for faculty, particularly for early-career educators. These findings offer practical guidance for policymakers, administrators, and academic leaders involved in medical curriculum redesign and QA reforms within Vietnam’s higher education landscape.
Volume: 14
Issue: 6
Page: 4580-4591
Publish at: 2025-12-01

The role of social support and academic self-efficacy in enhancing academic engagement among undergraduates

10.11591/ijere.v14i6.33999
Elizabeth Ifeoma Anierobi , Amjad Islam Amjad , Favour Amarachi Ubani , Sarfraz Aslam , Mohamad Ahmad Saleem Khasawneh , Huda Alshamsi
Academic engagement is vital to students’ academic success, especially in higher education settings where motivation and support systems vary widely. This study investigated the influence of social support and academic self-efficacy on academic engagement among undergraduates of Nnamdi Azikiwe University. The main objectives were to determine the extent to which parental and peer support and students’ belief in their academic abilities correlate with their level of academic engagement. A correlational research design was used to guide the study. From a total population of about 20,000 undergraduate students enrolled in the 2023/2024 academic session, a sample of 403 students was randomly selected using a simple random sampling technique to ensure equal representation. Data were collected using three standardized instruments: the social support questionnaire (SSQ), the academic self-efficacy questionnaire (ASEQ), and the academic engagement questionnaire (AEQ). The data were analyzed using SPSS software. Pearson’s product-moment correlation and multiple regression analysis were used to test the research questions and hypotheses. Findings showed significant positive relationships between social support (both parental and peer), academic self-efficacy, and students’ academic engagement. These results highlight the importance of fostering supportive learning environments and building students’ confidence in their academic abilities. Practical implications suggest that universities should implement structured peer mentoring, parental involvement strategies, and workshops that enhance academic self-efficacy to improve student engagement and academic outcomes.
Volume: 14
Issue: 6
Page: 4689-4699
Publish at: 2025-12-01

Citizens’ electronic satisfaction factors in electronic government services: an empirical study from Kuwait

10.11591/ijece.v15i6.pp5690-5698
Abdullah Alshehab , Ali Alfayly , Naser Alazemi
This study investigates the dimensions of service quality provided by Kuwait’s “Sahel” electronic government (e-government) application and their impact on user satisfaction among citizens and residents. Adopting a quantitative methodology based on the modified electronic government quality (e-GovQual) model, data were collected from 1,064 respondents over four weeks, assessing user experiences across usability, reliability, responsiveness, security, and efficiency dimensions. Results indicate moderate overall satisfaction, with particularly high ratings for transparency and ease of use, yet notable concerns regarding trust and data security. Satisfaction with reliability and technical support was moderate, signaling areas for improvement. The study recommends enhancing the user interface for intuitive navigation, improving real-time data synchronization between governmental entities, providing efficient technical support, and strengthening security measures to build user trust. These recommendations are crucial for advancing Kuwait’s e-government effectiveness. Future research should explore causal relationships among service quality dimensions and incorporate technical assessments by information and communication technology (ICT) experts to further enhance user satisfaction.
Volume: 15
Issue: 6
Page: 5690-5698
Publish at: 2025-12-01

Detecting lung nodules in computed tomography images based on deep learning

10.11591/ijece.v15i6.pp5604-5615
Lam Thanh Hien , Le Anh Tu , Pham Trung Hieu , Pham Minh Duc , Nguyen Van Nang , Do Nang Toan
Lung cancer is currently recognized as one of the most dangerous cancers, with high mortality rate. In order to deal with lung cancer, an important task is to detect lung nodules early to improve patient survival rates, and computed tomography (CT) scans are crucial data for this. In this research, we propose a deep learning-based method for detecting lung nodules in the CT images with the goal of increasing the likelihood of nodule appearance in the input data of the network, making it easier for the model to focus on relevant areas while reducing noise from areas unrelated to the result. Specifically, we propose a simple lung region segmentation process and optimize the hyperparameters of the faster region-based convolutional neural networks (faster R-CNN) model based on the analysis of nodule characteristics in CT image data. In our experiments, to evaluate the effectiveness of our proposals, we conducted tests on the standard LUNA16 dataset with different backbone configurations for the model, namely ResNet50, ResNet50v2, and MobileNet. The best results achieved were 0.86 mAP50 and 0.91 Recall for the Resnet50, and 0.84 mAP50 and 0.94 Recall for the ResNet50v2. These impressive outcomes underscore the success of our method and establish a robust basis for future studies to further integrate AI into healthcare solutions.
Volume: 15
Issue: 6
Page: 5604-5615
Publish at: 2025-12-01

Adopting the principal instructional management rating scale for enhancing instructional delivery in Nigerian schools

10.11591/ijere.v14i6.34958
Hafsat Aliyu Bada , Habibat Abubakar Yusuf , Jumoke Iyabode Oladele , Peter Babajide Oloba
This study explores the validation and application of the principal instructional management rating scale (PIMRS) for enhancing instructional leadership in Nigerian secondary schools. This was achieved by checking its content, face, construct, and reliability, with a focus on how clear the language was and how it related to culture. A sample of 100 secondary school teachers from four schools in North-Central Nigeria participated in this research. Expert reviews ensured content validity, while the instrument demonstrated high reliability, with an overall Cronbach’s alpha coefficient of 0.95. The subscales for the three dimensions achieved acceptable reliability: 0.83 for defining the school mission (DSM), 0.87 for managing the instructional program (MIP), and 0.91 for shaping the school learning climate (SLC). The results also showed strong positive relationships between the PIMRS dimensions, which supports the tool’s usefulness for evaluating how Nigerian schools handle instructional leadership. This study provides a robust foundation for further research on instructional leadership in Nigeria and offers a validated tool to improve school leadership practices, enhance instructional delivery, and ultimately foster student achievement. The adoption of the PIMRS in Nigerian secondary schools has the potential to drive systemic improvements in school effectiveness and instructional leadership. The findings suggest refining the sub-scales of monitoring halls, venues, and instructional feedback to teachers (IFT) for enhanced reliability. Additionally, capacity-building workshops for principals and integration of PIMRS into leadership training programs, as well as policy adoption for standardized evaluation, are essential for successful implementation and improved instructional leadership.
Volume: 14
Issue: 6
Page: 5067-5079
Publish at: 2025-12-01

Enhancing quality education with 5Ds design thinking-innovative pedagogy for creative planning in cultural projects

10.11591/ijere.v14i6.33858
Shiyong Zhang , Poonsri Vate-U-Lan , Panneepa Sivapirunthep
This quantitative study addressed the declining interest of young people in traditional culture and the lack of empirical evidence on innovative pedagogies to enhance student engagement and academic achievement. The research examined the efficacy of a novel 5Ds design thinking-based pedagogy—discover, define, design, develop, and deploy—in enhancing students’ design thinking mindsets and academic performance in cultural project planning. The study was conducted at Shanxi University of Finance and Economics and compared the average scores of an experimental group with 42 students (EG, n=42) and a control group (CG, n=37) from five classrooms with 194 students. The EG actively engaged with the 5Ds pedagogy, progressing through each stage to collaboratively develop cultural projects, while the CG received traditional instruction. Utilizing a 30-item design thinking mindset measurement (DTMM) scale and an 88-question achievement test, the study revealed significant improvements in the EG’s human-centeredness and mindfulness. Post-intervention academic achievement scores were substantially higher in the EG (M=60.09) compared to the CG (M=47.54), with a significant difference (t=-12.114, p<0.001). These findings demonstrated the effectiveness of the 5Ds pedagogy in enhancing critical thinking, adaptability, and creativity, providing compelling evidence for integrating design thinking methodologies into higher education curricula to reinvigorate cultural education and improve student engagement.
Volume: 14
Issue: 6
Page: 4663-4676
Publish at: 2025-12-01
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