Evaluating Vocabulary Learning with the English With Tiffani App: A Qualitative Study of Student Perceptions and Pedagogical Outcomes

In the current study, academic research on the application of digital tools in math education was analyzed via bibliometric analysis methods and general trends, structural evolution, and thematic concerns in the subject under analysis. Using the keyword term 'application of digital tools in math education' from the Web of Science database, 486 articles till January 2025 were systematically analyzed. Throughout the research, open-source RStudio and R software bibliometric were used in bibliometric analysis. The study shows that research on the use of digital tools in mathematics teaching has had a tremendous surge in recent years. It has been found that interest in digital tools has grown particularly after 2006, and this growth has been enhanced after 2014. Due to the COVID- 19 pandemic, the use of digital tools in education has become a necessity and this has caused studies after 2020 to grow significantly. ZDM-Mathematics Education and Computers & Education journals are particularly notable among the journals in which the studies were published most frequently. Among the most contributing nations are the USA (186 articles), Spain (98 articles), Germany (78 articles) and China (65 articles). In author collaboration analysis, it was discovered that the most active author was Drijvers P. According to results from keyword analysis, the most frequent words were 'mathematics' (f = 52), 'education' (f = 38) and 'digital tools' (f = 30). Evidence based on bibliometric findings suggests that computer tools possess attributes such as concretization of abstract mathematics, improvement in pupil outcomes and the creation of interactive learning environments. However, by studying publication variation between countries, it has been observed that research funding and collaborative academic publications influence the productivity of publications. Additionally, keeping in view the limitations of bibliometric analysis, it is suggested that future studies must investigate more rigorously the adoption of artificial intelligence-based digital tools in the education of mathematics.

This research aims to analyze the challenges of using digital tools in education for children who tend to spend time playing online games at MI AT-Tarbiyah Banjarsari, Banjarsari District. Sumberasih. In the digital era, the use of digital tools in learning is becoming increasingly important. However, children's tendency to spend time playing online games can be a barrier to the effective use of digital tools in educational settings. This research method uses a qualitative approach with data collection techniques through observation, interviews and documentation studies. The research subjects were teachers, parents and students of MI AT-Tarbiyah Banjarsari District. Sumberasih has a tendency to spend time playing online games. The research results show that there are several challenges in using digital tools in children's education at MI AT-Tarbiyah Banjarsari. Factors such as parents' lack of understanding of the benefits of digital tools in education, limited access to technology, and the strong appeal of online games are the main obstacles. This research recommends the need to increase parents' understanding of the benefits of digital tools in education, the active involvement of teachers in developing interesting educational content, and the development of school policies that support the positive use of digital tools. In this way, it is hoped that we can overcome challenges and increase the effectiveness of the use of digital devices in improving the quality of education for children who tend to spend time playing online games.

PurposeThe study aims to analyze the different types of risks related to the use of technology and determine their positive or negative influence on teachers' motivation and behavioral intention to use digital tools.Design/methodology/approachThe research is based on survey data from 200 teachers in the Romanian preuniversity education system. The data analysis followed a four-step approach, using a partial least squares structural equation modeling (PLS-SEM) model for hypothesized relationships among research concepts and a PLS prediction-oriented segmentation (POS) procedure.FindingsThis study showed that increased risk awareness influences both motivation and, consequently, the intention to adopt digital tools in the preuniversity education system.Research limitations/implicationsThe scope of research remains constrained with regard to the examined population, considering the substantial number of teachers within the preuniversity education system. Another limit lies in the basic classification of identified risk types.Practical implicationsSchool managers should design a strategy to increase the level of motivation for integrating digital tools in the educational process.Originality/valueLittle scholarly attention has been devoted to investigating the risks associated with digitalization in the preuniversity education system. In addition, no prior research has been conducted to assess the influence of risk perception on people's motivation and intention to use digital tools in preuniversity education.

This bibliographic review addressed the integration of active methodologies and digital tools in contemporary education. The central problem investigated was the effectiveness of this integration in redefining educational practices. The main objective was to analyze the impact of combining active methodologies and digital tools on the teaching and learning process. Using a literature review methodology, relevant studies were compiled and analyzed for a comprehensive understanding of the topic. The results indicated that the integration of these approaches improves student performance and motivation, promoting more interactive and engaging learning. However, challenges such as the need for teacher training and equitable access to technology were identified. The final considerations suggest that, despite these challenges, the future perspectives for the integration of active methodologies and digital tools in education are promising, indicating a path towards more effective and adaptive teaching.

Dietitians frequently use nutrition education tools to facilitate dietary counselling sessions. Nevertheless, these tools may require adaptation to keep pace with technological advancements. This study had a 2-fold purpose: first, to identify the types of nutrition education tools currently in use, identify their limitations, and explore dietitians' perspectives on the importance of these tools; second, to investigate the features that dietitians prefer in digital nutrition education tools. A semi-structured face-to-face interview was conducted among 15 dietitians from selected public hospitals, primary care clinics, and teaching hospitals in Malaysia. Inductive thematic analysis of the responses was conducted using NVivo version 12 software. Most dietitians used physical education tools including the healthy plate model, pamphlets, food models, and flip charts. These tools were perceived as important as they facilitate the nutrition assessment process, deliver nutrition intervention, and are time efficient. However, dietitians described the current educational tools as impersonal, outdated, limited in availability due to financial constraints, unhandy, and difficult to visualise. Alternatively, they strongly favoured digital education tools that provided instant feedback, utilised an automated system, included a local food database, were user-friendly, developed by experts in the field, and seamlessly integrated into the healthcare system. Presently, although dietitians have a preference for digital educational tools, they heavily rely on physical nutrition education tools due to their availability despite the perception that these tools are outdated, impersonal, and inconvenient. Transitioning to digital dietary education tools could potentially address these issues.

Entrepreneurship plays a crucial role in economic development due to its positive impact on employment, innovation, productivity, capital formation and economic growth. In the context of the United Nations Sustainable Development Goals, entrepreneurship education is undergoing digital transformation. Technological advances and the emergence of Generation Z in the education system have led to the use of various digital tools with elements of artificial intelligence in the education process. This paper examines the impact of digital tools in entrepreneurship education on the entrepreneurial intentions of Generation Z as a significant economic driver based on experiments conducted in different countries of the European Union. A systematic literature review has been carried out on digital transformation in entrepreneurship education and its role in increasing entrepreneurial intentions, as well as an insight into generational theories and a description of the behavioural and perceptual characteristics of Generation Z. In the empirical part, a statistical data analysis has been conducted based on the results of an experiment performed in selected countries of the European Union, in which, the digital tool KABADA for teaching entrepreneurship to Generation Z was tested among business and non-business students. The results of the study show a significant influence of the use of digital tools in the teaching process on the entrepreneurial intentions of Generation Z, thereby confirming the findings which support the effectiveness of digitization-based entrepreneurship education in promoting entrepreneurial intentions and thus making an important contribution to economic development.

This study aims to develop a comprehensive scale for assessing the competence of digital tools in fostering quality education, aligning with Sustainable Development Goal 4. The research addresses the need for a robust evaluation framework to measure the effectiveness of digital tools used in educational settings. The scale development process involves three key stages: item generation, validation, and data collection. Item Generation: Initial items for the scale are derived from an extensive review of literature, expert consultations, and user feedback. This process ensures the scale encompasses a wide range of relevant factors impacting digital tool effectiveness. The study employed a 7- & 5-point Likert scale & Binary scale encompassing 27 items along with 6 demographic items, with a sample size of 202 participants. Validation Process: The scale undergoes pilot testing with educators/instructors & Learners. Reliability is assessed using Cronbach’s Alpha, while Confirmatory Factor Analysis (CFA) is employed to establish construct validity. Participants and Data Collection: Data is collected through structured surveys administered to a diverse group of stakeholders including educators, instructors, students, professionals and academicians. Findings: Preliminary results from pilot testing indicate strong reliability and validity of the scale, with Cronbach’s Alpha demonstrating internal consistency and CFA confirming the scale’s factor structure. Key findings suggest that the scale effectively measures various dimensions of digital tool competence, providing actionable insights for educators, policymakers, and technology developers to enhance the integration of digital tools in education. The evaluation study revealed valid results in terms of scale fit criteria, internal validity, and reliability. Implications: The developed scale offers a valuable tool for evaluating digital open resources, guiding improvements in educational technology, and supporting the achievement of SDG 4 by ensuring that digital tools contribute effectively to quality education.

This study explores the effectiveness of GeoGebra in enhancing students' understanding of vectors in mathematics education. The research compares traditional teaching methods with the application of GeoGebra to determine its impact on conceptual and procedural knowledge acquisition. Vectors are often challenging for students to grasp due to their abstract nature and frequent use in physics rather than mathematics itself. This study investigates how visualization and interactivity through GeoGebra can facilitate comprehension. The research was conducted in two primary schools, where one group of ninth-grade students was taught vectors using the classical approach, while another group utilized GeoGebra. Findings indicate that students who learned with GeoGebra demonstrated a better conceptual and procedural understanding of vectors, improved problem-solving abilities, and higher engagement levels compared to those taught with conventional methods. The study also highlights challenges such as the availability of technology, teacher training, and implementation scalability, which can impact the effectiveness of digital tools in education. The results suggest that integrating GeoGebra into mathematics instruction can significantly enhance students' learning experiences. However, broader accessibility and teacher training are essential for its successful implementation. Future research should explore the long-term impact of digital learning tools in mathematics education and their application across different educational contexts.

The article reveals ways to use digital technologies to develop inclusive competence in future teachers. This will contribute to the practice-oriented teaching of students with special educational needs. A review of modern digital technologies in education is revealed, and digital tools in inclusive higher education are revealed. The main methodological approaches that ensure the effective implementation of digital tools in the educational process of higher education are shown. The conceptual idea of the study is that the formation of inclusive competence in a future specialist through the use of digital technologies will contribute to practice-oriented teaching of students with special educational needs through the use of digital technologies, which is possible by forming a sufficient level of personal, cognitive and activity components. A pedagogical technology was developed, which was aimed at ensuring a sufficient level of inclusive competence of a future teacher for working with children with special needs. An experimental test of the effectiveness of the author's technology for training students was carried out within the framework of the implementation of the special course "Implementation of inclusive higher education through the use of digital technologies". As a result, we observe an increase in the overall coefficient of inclusive competence of students in the experimental groups, which indicates the effectiveness of the developed author's technology.

Reference Architecture for an Integrated and Synergetic Use of Digital Tools in Education 4.0

Foreign language learning (English) in the digital era is aided by developments in mobile technology. Mobile Assisted Language Learning (MALL) is one of the most rapidly increasing methodologies. The purpose of this study is to look into how MALL affects student motivation and learning results. The literature review was conducted by reviewing various reliable sources such as scientific journals, articles, and research reports. The results show that MALL has a significant positive effect on student motivation and learning outcomes. MALL can increase students' learning motivation through various interactive features, educational games, and easy access to learning materials. In addition, MALL also proved effective in improving students' learning outcomes in vocabulary, grammar, pronunciation, and communication skills. This study concludes that MALL is a useful tool to improve students' motivation and learning outcomes in foreign language learning. Further research is needed to explore the effectiveness of MALLs in various learning contexts and to deploy more innovative and educational MALL software.

The persistence of difficulties related to communication of the stakeholders in the architectural and urban design process is mainly due to the diversity of interests, different perspectives, representation problems and the abilities of visual communication. The paper delves extensively into communication abilities and divides between experts and non-experts, exploring their epistemological origins and possible solutions. One of them, education about spatial issues for general public, is argued for and supported by in the form of a digital education tool. It builds on the idea that non-expert public should be approached with both: adaptation to its abilities and with additional teaching to improve these abilities. The experiment puts the prototypical architectural educational interface to the test in primary schools and observes the effect the level of interactivity has on learning outcomes. The results show possible ways of enhancing the efficiency of such tools and help developers and designers evaluate and fine-tune them for the process of non-professional architectural learning. The communication and attitude-changing topics are discussed from the specific architectural and from broader social science point of view.

This study conducts a comprehensive examination of the impact of the Ministry of Education's "Digital Bilingual Education Platform" on language learning outcomes and preferences among elementary school students in Taiwan. Over a span of ten weeks, the study engaged ninty-seven participants from eight cities, emphasizing Indigenous languages, Hakka, and English. The main goals were to evaluate the effects of the Digital Bilingual Education Platform on language learning performance and to investigate students' preferences and perspectives on its use. This study adopted a hybrid approach, merging quantitative assessment of language learning progress with qualitative exploration of participants' experiences and perspectives. The results demonstrated statistically significant enhancements in language learning outcomes for most participants after their involvement with the Digital Bilingual Education Platform. Participants conveyed highly positive views on the platform's effectiveness in supporting language acquisition. The study's implications go beyond the immediate results, highlighting the essential role of self-reflection for language instructors in refining and maximizing the use of digital bilingual education tools. The favorable results highlight the advantages of integrating technology into language education, particularly for Indigenous languages, Hakka, and English. The study seeks to inform the development of government policies, particularly in bilingual education programs, by advocating for the integration of digital platforms to improve learning outcomes and promote positive attitudes toward language acquisition. The pedagogical implications of this research emphasize the importance of educators adjusting their teaching strategies to take full advantage of the benefits provided by the digital bilingual education platform. Recognizing its limitations, the study lays the foundation for future research to explore these gaps and expand upon the existing findings. By examining the effects of the digital bilingual education platform, this doctoral dissertation makes a substantial contribution to our understanding of effective language learning strategies. The insights gained have the potential to shape educational policies that support bilingual education initiatives, ultimately improving language learning outcomes for elementary school students in Taiwan. The study concludes by urging further exploration of the role of technology in language education and its wider implications for the field.

Purpose The purpose of this paper is to investigate the use of mobile assisted language learning (MALL) in vocabulary learning among English foreign language learners in China with a lens on academic major difference. This study hypothesizes that academic majors including Science, Technology, Engineering and Mathematics (STEM) and non-STEM differentiate the learners’ perception of computer self-efficacy (CSE) and MALL learning performance as well as moderate the effect of CSE on language learning performance. Design/methodology/approach Sample data for this study were collected from 200 university students enrolled in both STEM and non-STEM majors. Under the quasi-experiment, this study had been conducted vocabulary training, pre-test, post-test and a questionnaire. The Statistical Package for the Social Sciences, a statistical analysis technique based on ANOVA and regression were used to analyze the data. Findings The results support hypotheses that CSE, learning score and satisfaction are rated higher for STEM students than non-STEM ones and indicate the effect of CSE on language learning performance is stronger for STEM students than non-STEM ones in using MALL. Originality/value This paper addressed important issues in language learning on the academic major difference. The findings would be the guidelines for educational organizations to motivate and stimulate students with sustainable self-confidence important not only for improvement in students’ language learning achievements and outcomes but also for the advancement of mobile technology in language learning.

The primary purpose of this innovative research was to investigate the influence of virtual science learning applications and student engagement and performance in Anatomy and Physiology courses at Abuyog Community College. Recognizing the increasing integration of digital tools in education, this study sought to determine how such applications could enhance student learning experiences and outcomes compared to traditional methods. Several key research questions drove this study. These questions were: How do virtual learning applications impact student engagement in Anatomy and Physiology courses? What effects do these tools have on students' performance and understanding of the subject matter? How do students perceive virtual learning applications relative to conventional teaching methods? Which components of these applications correlate most strongly with improved learning outcomes? To address these questions, an experimental research design was employed, involving 30 students divided equally into control and experimental groups. The control group followed traditional learning methods, while the experimental group utilized virtual learning applications. Data collection methods included pre-tests and post-tests to measure academic performance, as well as Likert scale surveys and open-ended questions to capture student perceptions and experiences. The intervention featured the introduction of innovative interactive virtual learning tools. These tools were specifically designed to teach complex anatomical and physiological concepts through engaging, visual, and hands-on experiences. They provided unique features such as 3D models, real-time simulations, and immediate feedback mechanisms. The findings revealed that students in the experimental group showed significant improvement in both engagement and academic performance. The Likert scale results indicated that the virtual learning applications increased student motivation and active participation. Open-ended responses highlighted that student found the interactive features and visual aids particularly beneficial for understanding difficult concepts and maintaining interest. These results suggest that virtual science learning applications can be a powerful tool in enhancing student engagement and learning outcomes in Anatomy and Physiology. The study supports the integration of such digital tools into the curriculum to foster a more interactive and effective learning environment, providing practical insights for educators and curriculum developers. Future research should explore the long-term impacts of these applications and their potential in other educational contexts.