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29,393 Article Results

Development of interactive e-content to enhance listening skill and language comprehension among secondary school students

10.11591/ijere.v15i1.33599
Nitha Varghese , Kennedy Andrew Thomas
The present study aimed to develop interactive e-content, conduct expert validation, and examine the appropriate level. The researchers used a purposive sampling technique to select the sample of 100 secondary school students and 35 teachers from the Kerala state scheme. The researchers adopted the analysis, design, development, implementation, and evaluation (ADDIE) model to develop interactive e-content. The study employed two quantitative methods. Firstly, the study administered expert validation sheets to three content and two media experts to validate developed interactive e-content. The study utilized the percentage analysis to evaluate the results of the expert validation sheets. Secondly, the study administered a survey questionnaire to 100 secondary school students and 35 teachers to examine the appropriate level of interactive e-content. The study employed the correlation method to analyze the questionnaire results, examining the strength and direction of relationships between variables. The average score of content expert validation is 95.5% and media expert validation is 91.5% confirm that the developed interactive e-content is highly valid and appropriate. A major challenge for the researchers was the insufficient internet speed in rural areas of Kerala. The study recommends that teachers have to develop interactive multimedia teaching-learning aids to improve listening, speaking, reading, and writing (LSRW) among students.
Volume: 15
Issue: 1
Page: 670-679
Publish at: 2026-02-01

The effectiveness of problem-based learning approach in science subject

10.11591/ijere.v15i1.29983
Nurul Hazwani Shamsudin , Izzati Azmi , Shahrizal Idzuan Wahab Abdul Rahman , Nik Hanis Zuraihan Rahimi , Yuvenitha A/P Subramaniam
The study was conducted to investigate the effectiveness of problem-based learning (PBL) on the achievements of Form one science students in Klang. Malaysia’s low ranking in scientific knowledge, as highlighted by the Programme for International Student Assessment (PISA), underscores the need for innovative teaching methods. Therefore, this study investigates the impact of PBL intervention on science subjects among 60 Form one students consisting of 30 treatment group and 30 control group students. The research instruments used were pre-test and post-test designed by the researcher. The pre-test was conducted using both treatment and control group students. The treatment group was exposed to PBL intervention for eight weeks before post-tests were given to both groups. Data was analyzed by using the independent t-test and paired t-test for pre-test and post-test. The research findings showed that the treatment group demonstrated significantly higher post-test scores than the control group. The findings suggest that the PBL approach positively impacts students’ learning achievements. Therefore, the study supports the adoption of PBL to enhance science education among Form one students.
Volume: 15
Issue: 1
Page: 278-285
Publish at: 2026-02-01

Evaluating perceptions of Arabic teaching and curriculum integration of dialect

10.11591/ijere.v15i1.34541
Tariq Mohammed Farghal , Mohammad Abed Latif Mohammad Smadi , Hadieh Yousef , Sara Tamimi , Sireen Afara
This study investigates the attitudes of foreign students at Amman Arab University (AAU) in Jordan toward learning Arabic, shedding light on the teaching approaches of Arabic dialect, particularly Jordanian Arabic (JA), while exploring their perspective on Arabic diglossia. The study examines faculty member’s academic views specifically those of the English department and basic sciences, incorporating linguistics, translation scholars, and Arabic lecturers. The findings show that while students stigmatize the Jordanian dialect, recognizing its grammar inferiority to modern standard Arabic (MSA), they contradictorily express a keen interest in learning the dialect due to its cultural and practical relevance to Arabic-speaking societies. Contrarily and strikingly, faculty members, despite their tolerance of the vernacular in informal contexts, hold an opposing opinion that prevents the inclusion of an Arabic curriculum for non-native speakers. Moreover, the study affirms the divergence in perspectives which showcases the tension between the traditional view of H variety being the “proper” variety of the language and the practical demand of the dialect for effective communications in the Arab world. While emphasizing the significance of presenting these contradictions in Arabic language pedagogy, the study introduces the integration of dialect teaching alongside MSA to simply align with students’ linguistic needs.
Volume: 15
Issue: 1
Page: 457-468
Publish at: 2026-02-01

Profiles of design-based learning experiences among undergraduate engineering students in an application-oriented Chinese university

10.11591/ijere.v15i1.37803
Fang Chen , Gede Rasben Dantes , Kadek Rihendra Dantes , Dessy Seri Wahyuni
Design-based learning (DBL) is widely promoted in engineering education, yet there is limited evidence on how students experience DBL when a common framework is implemented across multiple programs. This study examined support for four DBL phases—problem exploration (PE), design generation (DG), prototype iteration (PI), and reflection and evaluation (RE)—in undergraduate engineering programs at an application-oriented university in China. A 12-item DBL phases scale was developed from this framework and prior work in design-oriented engineering education and was completed by 407 students who had taken at least one DBL-based course in 12 programs. Partial least squares confirmatory factor analysis supported a four-factor structure with satisfactory reliability and convergent validity. To capture heterogeneity that is often obscured by average scores, a person-centered profiling approach was adopted. K-means cluster analysis of the four phase scores yielded three DBL experience profiles—high, moderate, and low intensity—that differed mainly in level rather than in shape across phases and were distributed across all programs and year levels. Grounded in engineering design and experiential learning perspectives, the phase-based scale and profiles offer a pragmatic tool for monitoring DBL implementation and for targeting professional development where students most often report low-intensity DBL.
Volume: 15
Issue: 1
Page: 607-615
Publish at: 2026-02-01

Evaluating the impact of game development-based learning on programming skill acquisition and student engagement

10.11591/ijere.v15i1.35542
Nurul Hazlina Noordin , Gajendran Karunanithi
This study examines the challenge of limited engagement and conceptual understanding among school children in introductory programming education. To address this, the research evaluates the impact of game development-based learning using the slider game module. The objective is to assess how developing a simple game can support programming skill acquisition and enhance learner engagement. A total of 310 participants, aged 11 to 17, were selected through purposive sampling from various schools involved in programming classes. The research design included pre- and post-test assessments, demographic analysis, and Likert-scale surveys to gauge learner perceptions. Quantitative analysis was conducted using paired sample t-tests and descriptive statistics. The results show improvements in learners’ coding abilities and increased confidence and motivation across all age groups. The findings highlight the effectiveness of game development-based learning as a pedagogical approach for teaching programming in an engaging and impactful way.
Volume: 15
Issue: 1
Page: 424-435
Publish at: 2026-02-01

Evaluating teaching proficiency among teacher preparation diploma graduates based on InTASC standards

10.11591/ijere.v15i1.36245
Jehad M. Al-Anati , Diala A. Hamaidi , Yousef M. Arouri
This study aimed to evaluate teaching proficiency of graduates from the higher diploma in teacher preparation program (HDTPP) in Jordan based on the interstate teacher assessment and support consortium (InTASC) standards. To achieve the study objectives, a descriptive quantitative analytical approach was employed. Further, a rating scale was developed covering four domains: learner and learning, content, teaching practices, and professional responsibility. After verifying the validity and reliability of the study instrument, it was distributed to a sample of 686 teachers. The findings revealed that overall teaching proficiency was medium. Further, teaching proficiency across the key domains (learner and learning, content, teaching practice, and professional responsibility) were medium. No statistically significant differences were related to gender. However, there were significant differences related to specialization. Mathematics teachers showed the lowest levels of proficiency. Priorities for improvement were revealed in the “learning differences” standard. The study recommends strengthening teachers’ understanding of individual differences and cultural diversity and applying this knowledge to foster inclusive classrooms. This can be achieved by designing ongoing professional training programs that focus on differentiated teaching strategies and managing diverse learning environments. This will contribute to increasing teaching efficiency and effectively meeting the needs of all learners.
Volume: 15
Issue: 1
Page: 166-180
Publish at: 2026-02-01

Factors shaping language learning adversity quotient: the impact of family, self-influence, and educational environment

10.11591/ijere.v15i1.35016
Nguyen Thi Thuy Linh , Phuong Hoang Yen , Tran Ngoc Bao Chau
This study explores the factors shaping the language learning adversity quotient (LLAQ) and examines the interplay between family influence, self-influence, and educational environment influence in fostering resilience in language learning. The research addresses a gap in the existing literature by investigating the factors that are associated with students’ resilience in language learning. A cross-sectional survey was administered to 434 undergraduate students from a university in Vietnam, utilizing a structured questionnaire to assess the impact of these influences. The findings highlight that family influence plays a pivotal role in nurturing resilience, while self-influence is critical in sustaining students’ persistence. Although educational environment influence received a lower rating, it was found to have a significant correlation with self-influence, suggesting an indirect contribution to LLAQ. The study underscores the importance of enhancing familial support and fostering students’ self-agency. Moreover, it suggests that cultivating a supportive educational environment can indirectly bolster resilience by empowering students to take greater responsibility for their learning. The study concludes by advocating for a holistic approach that integrates support from family, personal agency, and institutional structures to strengthen students’ perseverance in language learning.
Volume: 15
Issue: 1
Page: 376-386
Publish at: 2026-02-01

Examining differentiated instruction practices among secondary school Malay language teachers in Malaysia

10.11591/ijere.v15i1.35198
Elmustian Elmustian , Zamri Mahamod , Edmund Austrus , Norhidayah Azni Mohamed Zohomi
This research focuses on the teaching practices of secondary school Malay language teachers in the Klang District, specifically on implementing differentiated instruction (DI) approaches introduced by the Malaysian Ministry of Education in 2019. This study employed a quantitative research design using a descriptive survey approach. Preliminary findings show that many students lack interest in classroom learning (PdP) due to traditional teaching methods, contributing to difficulties in mastering the syllabus and poor performance in public examinations such as the Sijil Pelajaran Malaysia (SPM). A questionnaire-based survey of 146 teachers was conducted, with descriptive analysis revealing that the overall implementation of DI is moderate (mean=3.15, SD=0.427). Among the 10 assessed items, ‘implementing DI according to environmental conditions’ achieved the highest mean (3.29), while ‘implementing (daily lesson plans RPH) based on DI’ scored the lowest (2.95). The analysis showed no significant gender-based differences in implementation practices, and teaching experience was weakly negatively correlated with implementation effectiveness. These findings suggest the need for targeted professional development programs to enhance teachers’ readiness and competency in applying DI. The study underscores the importance of equipping teachers with the necessary skills to create inclusive and effective learning environments, which can improve student engagement and academic outcomes.
Volume: 15
Issue: 1
Page: 227-237
Publish at: 2026-02-01

Students’ metacognition growth in reading: the effectiveness of flipped metacognitive strategy

10.11591/ijere.v15i1.26824
Dina Ramadhanti , Diyan Permata Yanda , Rizki Nofriadi
Metacognitive functions as a means to regulate cognitive abilities, such as reading. The greater a person’s awareness of their metacognitive processes during reading, the more effectively they will comprehend the material. This research aims to assess the effectiveness of a flipped metacognitive strategy (FMS) as a learning approach that incorporates metacognitive skills with a focus on technology in education. A random selection method was employed to choose 28 participants for the study. The findings indicated a notable difference in the average scores of students’ metacognitive awareness before and after the implementation of the FMS. Specifically, metacognitive awareness in reading improved from a score of 56.42, categorized as “good enough”, to 80.79, classified as “very good”. The effectiveness assessment revealed that the N-Gain percent value for students’ metacognitive awareness stands at 54.81%, placing it in the less effective category. Therefore, the FMS can be utilized to enhance metacognitive awareness in reading. Nonetheless, this strategy requires ongoing implementation to be optimally effective in tracking the advancement of students’ metacognitive awareness, particularly in reading. As long as learning strategies are in place, educators must elevate the quality of instructional materials and pay greater attention to the learning needs of students. To enhance reading comprehension, teachers should foster students’ metacognitive awareness, which encompasses understanding various reading strategies, recognizing problem-solving techniques during reading, and being aware of the factors that contribute to reading comprehension.
Volume: 15
Issue: 1
Page: 751-759
Publish at: 2026-02-01

Phygital in games: a systematic review of trends, characteristics, the user experience, technologies, and tools

10.11591/ijere.v15i1.35062
Nurasilah Osman , Nadia Akma Ahmad Zaki , Tengku Siti Meriam Tengku Wook , Maizatul Hayati Mohamad Yatim , Nor Masharah Husain , Norly Jamil
In the 21st century, the evolution of phygital technology has transformed various sectors, including retail, marketing, heritage, education, edutainment, and gaming. However, phygital interfaces are dynamic, continuously evolving alongside technological advancements and user expectations. This study aims to identify trends, characteristics, user experiences, and the tools or technologies used in phygital gaming. A systematic literature review (SLR) was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) framework, analyzing 26 publications from Web of Science (WoS), Scopus, and IEEE Xplore. The findings revealed seven key characteristics of phygital interfaces and six positive impacts on user experience. Additionally, various phygital technologies and tools were identified as essential in the education, edutainment, and entertainment contexts of gaming. These technologies enhance engagement, interactivity, and immersion by seamlessly integrating physical and digital elements. Therefore, this study contributes to improving user experiences and expanding knowledge in the context of phygital interfaces. Future research should explore potential challenges in adopting phygital technologies, particularly from educators’ perspectives, to uncover new insights into their implementation and effectiveness.
Volume: 15
Issue: 1
Page: 1-15
Publish at: 2026-02-01

Brain tumor segmentation and classification using artificial hummingbird optimization algorithm

10.11591/ijai.v15.i1.pp429-442
Radhakrishnan Karthikeyan , Arappaleeswaran Muruganandham
The time and medical personnel experience are the only factors that determine whether brain tumors can be manually identified from numerous magnetic resonance imaging (MRI) pictures in medical practice. Many frameworks based on brain tumors are diagnosed using both deep learning and machine learning. This study proposes a Wasserstein deep convolutional generative adversarial network (WDCGAN) optimized using the artificial hummingbird optimization algorithm (AHBOA) for brain tumor segmentation and classification (SCBT). First, the BraTS dataset is used to gather the input data. Then it is pre-processed consuming adaptive self guided filtering (ASGF) and the result is segmented using fuzzy possibilistic C-ordered mean clustering (FPCOMC). After that, features are extracted using the dual tree complex discrete wavelet transform (DT-CDWT). The characteristics of feature extracted are fed to WDCGAN for effectively categorize the various parameters. Then the proposed MATLAB is used to implement the technique, and the performance measurements like F1-score, accuracy, error rate, precision, sensitivity, mean square error, receiver operating characteristic (ROC), and computational time are analyzed. The WDCGAN-AHBOA-SCBT method significantly improves precision in SCBT by integrating adaptive optimization strategies, resulting in 32.18, 32.75, and 32.90% higher precision in contrast to current techniques. This demonstrates that the approach is more accurate and effective, making it a reliable tool for medical diagnosis.
Volume: 15
Issue: 1
Page: 429-442
Publish at: 2026-02-01

Interpretable artificial intelligence system for personalized cognitive stimulation

10.11591/ijai.v15.i1.pp164-176
Rubén Baena-Navarro , Yulieth Carriazo-Regino , Mario Macea-Anaya
The growing need to preserve cognitive health in aging populations has intensified interest in adaptive digital interventions that provide personalized and interpretable support. This study presents a web-based cognitive stimulation system for older adults integrating a multilayer perceptron (MLP) classifier, expert-derived symbolic rules, and explainable artificial intelligence (XAI) techniques, including Shapley additive explanations (SHAP) and local interpretable model-agnostic explanations (LIME). The platform was evaluated through a 24-week intervention involving 150 participants aged 65 years and older, combining baseline cognitive profiling, rule-guided recommendation logic, and neural prediction to support individualized task allocation. Compared with a control group, participants in the intervention arm showed statistically significant improvements in cognitive outcomes (p <0.05), with measurable gains in memory- and attention-related tasks. The explainability component enabled examination of model behavior at the level of individual features through feature attribution analysis and symbolic consistency checks, supporting interpretation beyond aggregate performance metrics. Unlike approaches dependent on high-end extended reality (XR) infrastructures or game centered interaction, the system was implemented to operate under low connectivity conditions and was tested with participants from diverse educational backgrounds. This hybrid configuration provides an interpretable basis for cognitive support initiatives adaptable to community settings contexts.
Volume: 15
Issue: 1
Page: 164-176
Publish at: 2026-02-01

Facial emotion recognition under face mask occlusion using vision transformers

10.11591/ijece.v16i1.pp395-403
Ashraf Yunis Maghari , Ameer M. Telbani
Facial emotion recognition (FER) systems face significant challenges when individuals wear face masks, as critical facial regions are occluded. This paper addresses this limitation by employing vision transformers (ViT), which offer a promising alternative with reduced computational complexity compared to traditional deep learning methods. We propose a ViT-based FER framework that fine-tunes a pre-trained ViT architecture to enhance emotion recognition under mask-induced occlusion. The model is fine-tuned and evaluated on the AffectNet dataset, which originally represents eight emotion categories. These categories are restructured into five broader classes to mitigate the impact of occluded features. The model’s performance is assessed using standard metrics, including accuracy, precision, recall, and F1 score. Experimental results demonstrate that the proposed framework achieves an accuracy of 81%, outperforming several state-of-the-art approaches. These findings highlight the potential of vision transformers in recognizing emotions under masked conditions and support the development of more robust FER systems for real-world applications in healthcare, surveillance, and human–computer interaction. This work introduces a scalable and effective approach that integrates self-attention, synthetic mask augmentation, and emotion class restructuring to improve emotion recognition under facial occlusion.
Volume: 16
Issue: 1
Page: 395-403
Publish at: 2026-02-01

Evaluation of the performance of mobile telephone networks: literature review

10.11591/ijeecs.v41.i1.pp128-139
Pascal Valandi , Djorwe Temoa , Nsouandele Jean Luc , Tsama Eloundou Pascal , Dokrom Froumsia
Improving the quality of service (QoS) of telephone networks inevitably involves studying previous work on the evaluation of its performance indicators. Several researchers have addressed the subject of evaluating the performance of service of mobile telephone networks. Some proceeded through user surveys and others opted for more objective methods using either professional scanners or developed: hyper text markup language (HTML) or Android applications. The results show that whether by subjective or objective methods, this work has made it possible to advance research and allow other researchers to progress further in the process of evaluating mobile networks. In this study which constitutes a review of the literature, we investigated the different approaches, methods, and most recent results mentioned by researchers to evaluate the QoS by relying much more on objective evaluation. Despite the advances and their limits, in our proposal we intend to rely on data sciences through their tools to evaluate the QoS with more precision.
Volume: 41
Issue: 1
Page: 128-139
Publish at: 2026-01-01

Lossy ECG signal compression based on RR intervals detection with wavelet transform and optimized run-length encoding

10.11591/ijeecs.v41.i1.pp109-118
Nabil Boukhennoufa , Messaoud Garah
It is expensive to transmit or store significant amounts of electrocardiogram (ECG) records, particularly when using telecommunications channels that charge according to the volume of transferred data. The advancement of telemedicine renders compressing ECG signals even more necessary. Compression aims to reduce the size of data while maintaining the features of ECG signals. This paper presents a novel strategy for compressing ECG signals based on 3D format conversion. After identifying the RR intervals, we divide the signal into cardiac cycles and proceed with the cut and align process. A 3D discrete wavelet transform (DWT) is employed to minimize the correlation existing between two adjacent voxels. Moreover, an optimized run-length encoding (RLE), a novel lossless compression technique, has been proposed to increase the compression ratio (CR). The proposed strategy is applied to different types of ECG records of the Arryyhmia database. This algorithm demonstrates improved performance in terms of CR and percentage root-mean-square difference (PRD) compared to several recently published works.
Volume: 41
Issue: 1
Page: 109-118
Publish at: 2026-01-01
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