Reflections on language and literacy teaching in the age of modernization and social media disruptions: a report

Based on the results of the observations that the researchers did, indirectly the PAI subject teachers had implemented evaluations of cognitive, psychomotor and affective aspects, but the majority of students had not reached the assessment indicators, namely in the cognitive, psychomotor and affective domains. In the cognitive evaluation, the majority of students had difficulty understanding the lesson so that the scores of students' written tests and oral tests did not reach the assessment indicators. In the psychomotor evaluation, students found it difficult to practice the material presented by the teacher, namely in performance assignments, projects and portfolios. In evaluating the affective aspects of the learning process, students pay less attention when the teacher explains the material, outside of school hours students have not been able to practice the material and the various attitudes of students. Describe how the evaluation of affective aspects of learning is carried out in the subject of Islamic Religious Education (PAI) class VIII C at SMPN 1 Tegalsari Banyuwangi, How are the results of the Learning Evaluation of Cognitive Psychomotor and Affective Aspects in the subject of Islamic Religious Education (PAI) class VIII C at SMPN 1 Tegalsari Banyuwangi, and How is the Impact of Learning Evaluation on Psychomotor and Affective Cognitive Aspects in Islamic Religious Education (PAI) class VIII C subjects at SMPN 1 Tegalsari Banyuwangi. This study uses a qualitative method with a case study approach, the authors conduct research with a descriptive analysis study, because it is in accordance with the nature of the problem and the research objectives to be obtained by the researcher, the researcher's data collection techniques use direct observation, semi-structured interviews and documentation then the researcher analyzes the the answer is done by collecting data, reducing, displaying data, andconclusion drawing/ vertivacation. In the results of the presentation of the data obtained by researchers at Tegalsari 1 Public Middle School, it is clear that in the cognitive aspect the teacher uses written tests and oral tests. In the psychomotor aspect, the teacher uses performance, project and portfolio assessments. And in the affective aspect the teacher assesses students' attitudes using observation and journals. What are the results of the evaluation of the cognitive, psychomotor and affective aspects of learning. The results of the evaluation of the cognitive aspect of learning are that there are students whose grades are above the KKM and below the KKM, the results of the evaluation of the psychomotor aspect are that the teacher can find out or measure the abilities of students' skills, while the results of the evaluation of the affective aspect of learning are that the teacher knows the attitudes of various students. In addition, there is an impact on the evaluation of cognitive, psychomotor and affective aspects of learning. The impact of evaluating the cognitive aspect is that students have broader insights, the impact of evaluating the psychomotor aspect is that students become creative and solutive, while the evaluation of the affective aspect has several impacts, namely the impact on students, teachers and schools.

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This study illuminates the voices of literacy teachers. Findings from this study were based on a questionnaire about what teachers perceive as best practices in literacy instruction. We received 44 fully completed questionnaires. The 44 teacher respondents ranged from Pre-K through 6th grade with experience ranging from 1 to 20+ years of teaching. Teachers came from rural, suburban, and urban schools, with 40% of these teachers in Title I schools. More than 130 best practices in literacy instruction were identified by our teacher participants. Teachers’ responses illustrated many of the components of comprehensive literacy instruction that covered a broad array of practices from the initiation of instruction through the assessment of student learning. Literacy teachers’ responses were organized into three themes: Preparing for Instruction, Literacy Instruction, and Student Assessment and Differentiation.

This qualitative study described the impact of mandatory professional development and school-based professional development as situated learning on English language and literacy teachers' professional knowledge and instructional practices in Qatar's middle school. A hermeneutic approach was used to determine the impact of both a school-based and mandatory professional development on teachers' instructional practices. The theory guiding this study was situated learning theory (Lave & Wenger, 1991) where professional learning is seen to be context related. Constructivism, andragogy, school leadership theory and reflective inquiry were used to inform this study. The study considered whether reflection and dialogue with other practitioners contribute to effective professional learning that improves English language and literacy pedagogical content knowledge. Data collection methods included individual interviews, a focus group, document analysis and journal writing to provide insight into teacher professional development. The results revealed that both mandatory (formal) professional development and school-based development (professional learning communities as situated learning) could help teachers make changes in their thinking and practice, which might have a bearing on results. However, with a few exceptions, most teachers found mandatory professional development less helpful. The results revealed that teachers need more comprehensive formal training in English language and literacy instructional practices. They also need more opportunities to experience school-based professional development as authentic learning. They also need to collaborate in professional learning communities and specific professional development programmes to assess students' English language and literacy deficiencies. These findings were of significance to both school leaders and teachers as they sought to increase meaningful professional development aimed at improving English language and literacy instruction in their schools. The study recommended rethinking the current mandatory English language and literacy professional development components within a constructivist framework and developing a set of clear guidelines for high-quality literacy professional development to improve teachers' professional learning.

STEM is an acronym for Science, Technology, Engineering and Mathematics. STEM Education is among the agenda for the education transformation in Malaysia to face the challenges of the 21st century. It was given strong emphasis in the Malaysia Education Blueprint (MEB) 2013–2025 launched in 2012. As teachers are the agents of change in ensuring the success of this transformation, this study was conducted to identify the readiness among teachers in Malaysia towards the implementation of STEM education from the cognitive, affective and behavioural aspects. A survey method was used in this study involving 190 teachers. The instrument included a questionnaire that contained items on the readiness of teachers in implementing STEM from the cognitive, affective and behavioural aspects. The analysis of descriptive statistics was done using SPSS software. The results of this study show that the mean for teachers' readiness in all three aspects studied are at a moderate level. However, the mean for teachers' readiness from the cognitive aspect is higher as compared to the behavioural and affective aspects. This finding shows that, although teachers' cognitive readiness level is high, from the behavioural and affective aspects, teachers are found to be less prepared to implement STEM Education.

Rick Kern's (2024, this issue) critical engagement with the implications of technological advancements such as artificial intelligence (AI) and machine translation in the postpandemic era should prompt many to reflect on the so-called "existential crisis" we face, both as language teachers and as human beings. Language teachers, like many other professionals (e.g., accountants and lawyers), may fear that they will be replaced by AI (e.g., Felix, 2020) while modern language education programs already face funding cuts in many contexts such as the United States and Australia (e.g., Gao & Zheng, 2019; Lanvers et al., 2018). For this reason, I completely agree with the premise that there is a need for language educators to identify the affordances and constraints presented by technological tools in language education. It is also critical to ascertain how we can draw on intellectual sources to help language teachers make informed use of technological tools to provide the best possible learning experience for language learners. At the same time, however, I wonder if the challenges that technological advancements present for language teachers may require more in-depth elaboration. Such an elaboration might help us better "articulate and communicate the value of language study" (Kern, 2024, this issue, p. XX) for the public and implement the pathways in language (teacher) education advanced by Kern. It should be noted that technological developments such as the rise of generative AI pose challenges for most professions. Generative AI tools have already been tested for their ability to replace humans in the fields of accountancy and law (e.g., Choi et al., 2021; Vasarhelyi et al., 2023), and language teachers may also feel their profession is at risk. A counterargument against "fearmongering" discourses about this technological development is the assertion that AI can replace human beings for the completion of individual tasks but cannot replace their jobs altogether. Indeed, professions such as teaching involve complex orchestration of multiple tasks (e.g., delivering content, facilitating thinking, and guiding and supporting learning), which is beyond the current capacity of generative AI tools. As an increasing number of tasks can be executed by these new technological means, however, the ways in which human beings are needed in these jobs are also likely to change. In the context of language learning and use, technologies such as machine translation may generate inaccurate texts, but they are sufficient for communication tasks that do not require high levels of precision. For instance, as a journal editor, I may need to look up a colleague in a Turkish university to find out whether their research background and expertise match a manuscript that needs to be reviewed. I would not be able to understand the content of this colleague's webpage on their university's staff directory, which would be in Turkish, if I did not use Google Translate in my Chrome browser. While it is possible that Google Translate would not accurately translate the entire website from Turkish into English, it would be adequate to help me to decide whether this colleague had sufficient expertise to review the manuscript. In a similar way, I imagine that hundreds of such day-to-day professional tasks do not require translations that are 100% accurate. For example, generative AI tools can help people to create texts such as letters of complaint or appreciation in different languages. Machine translation and generative AI tools can help people overcome language barriers without necessarily needing to learn new languages to complete these tasks. Most of these tasks involve the transactional use of language (i.e., the communication of information for exchange), a form of language use that has motivated many learners to learn languages in traditional classrooms. It should also be noted that machine translation and generative AI tools are undergoing further development and refinement. Kern's (2024, this issue, p. X) article suggests that generative AI tools such as ChatGPT are "harmful to a social understanding of knowledge and learning" because they do not make the sources of knowledge explicit, have "no notion of empirical truth," and "no conception of a theoretical frame" (Peters et al., 2023, pp. 14−15), and cannot apply ethical principles in the course of reasoning. Moreover, generative AI tools tend to appear to be "uncritically affirmative" (Peters et al., 2023, pp. 14−15). In my view, these issues cannot be fixed through continuous technological developments, but it is likely that generative AI tools will function as if they have appropriate understandings of empirical truth and use theoretical frameworks when presenting views on particular issues. They may also appear to have balanced views on different topics and to use ethical principles when elaborating upon these views. As an applied linguist, I cannot evaluate how well generative AI tools are "learning" and what they are capable of in terms of functionality in the future. However, it is very likely that the community of language teachers faces a crisis, as the rise of generative AI tools will lead to a worldwide diminishing of the scale of language education. Opportunities to learn languages will likely be reserved for those aiming for an expert level of proficiency and competence that enables them to outperform and manage machine translation and generative AI tools in language use; or those who are intrinsically motivated to learn languages. Will this create a world in which people are categorized into those who have the resources and expertise to manage technological tools, and those who depend on such tools? The growing inequity as a result of this knowledge gap is beyond the scope of this response, but the crisis engulfing language education has important ramifications for language teachers, which I shall now rely on Chinese cultural wisdom to discuss. The dialectical idea of "crisis" in the Chinese language "危机 wei ji" means both "danger [危 wei]" and "opportunity [机 ji]" (Wang, 2014). In the spirit of Kern's (2024, this issue) article, the crisis here presents an opportunity for language educators to rethink the values involved in the study of language and how these values can be articulated and realized. Such critical reflections and conversations will help reenergize language education with new understandings and commitments. It is my contention that the changes that must take place in language education have been well presented in Kern's (2024) article. For this reason, I will focus on the critical question of how we can "articulate and communicate the value of language study" to the public to develop a clear agenda for language teacher education moving forward. My first response regarding the value of language study against the backdrop of technological developments is that language learning needs to be promoted as a fundamentally humanistic endeavor. Many tasks involving the transactional use of language can be performed with improved functionality by rapidly evolving machine translation and generative AI tools. Although generative AI tools may appear to be increasingly humanlike when interacting with us, our deep, intrinsic needs—such as a sense of belonging, identity aspirations, and desirable attributes associated with speaking languages other than our own (such as "coolness," creativity, etc.)—cannot be satisfied by these tools. The value of language study lies in the human life journeys that language teachers undertake together with learners. I recall what my English language teacher used to say many years ago: You can live multiple lives if you learn to speak multiple languages. Nevertheless, I understand that we must develop a much more persuasive message if we are to persuade the public to value language studies. Let us shift our attention to other professions where automation can replace human beings, but human beings still play a critical role. For example, autopilot technology is already quite well developed in the aviation industry. We now have the technology to pilot a plane from takeoff to landing, yet we still rely on human pilots to operate planes. The obvious reason is that we do not want human beings to lose the essential skills and capacity required to operate increasingly sophisticated modern aircraft in complex situations. If we fully rely on automatic instruments to fly the plane, pilots may not have the opportunity to operate these planes themselves. Reliance on human pilots for the operation of aircraft helps ensure that the world still has reliable pilots if technology fails. We also want to remain the "masters" of technological tools. The same reasoning can be applied in defense of language study: It can be argued that language makes us human, and language use is an essential characteristic of our humanity. If we rely on technological tools for human interaction, we will have fewer opportunities to develop critical skills, competence, and practices for cross-cultural communication and mutual understanding. Which tasks can be replaced by technological tools that can perform them more efficiently than human beings? Which tasks can be replaced by technological tools but should be retained by human beings as essential skills? Which tasks cannot be performed entirely with technological tools but can be approached by using these tools to facilitate the growth of our skills, knowledge, competencies, attributes, and dispositions? A lack of rigorous answers to these questions will undermine the efforts of language educators to respond to the challenges posed by technological developments. Robust responses to these questions will help language teachers identify where they stand in relation to technological developments and the need for effective pedagogy. For example, generative AI tools may help us remove grammatical infelicities in our written language and improve the quality of our writing as users of English as an additional language. It is perfectly reasonable for us to use these tools to help us write texts in languages other than our own. However, this does not mean that learners should also give up learning the skills needed to notice and appropriate target language forms. Another example involves the use of technologies that may help learners to spend less time drilling and practicing their linguistic knowledge. This does not mean that learners do not need to develop the capacity and disposition needed to monitor and reflect upon their language development, either. In this way, language education researchers may now need to identify a repertoire of essential skills, knowledge, competencies, attributes, and dispositions that human beings should retain as language users, regardless of whether technological tools can replace human beings in the completion of many tasks connected to language use. For instance, language learners want to be heard and listened to, while language teachers also want to promote language learners' acquisition of linguistic knowledge and skills, as well as fostering their personal growth in teaching. In order to achieve such aspirations, language teachers and learners need to work together to find the most effective ways to develop language learners into agentic and lifelong learners who are capable of creating learning opportunities for themselves—learners who are resilient, persevering, and highly motivated; who can regulate their learning processes, and believe in their own capacity to take control of language learning (Larsen-Freeman et al., 2021). Indeed, the use of technological tools such as generative AI can give language teachers the time and opportunity to focus on the development of the list of essential skills, knowledge, competencies, attributes, and dispositions that may otherwise receive insufficient attention. The effort to identify this list of qualities addresses the critical question language educators must answer to the public regarding the value of language study. Further research is required to demonstrate the value of the essential skills, knowledge, competencies, attributes, and dispositions language learners can develop through their learning process. For instance, language learners' perception of self-efficacy, which relates to their beliefs about what they can learn and how they can manage their learning process, is essential for their development through learning both subject content and languages. While learners may develop a positive perception of self-efficacy through language learning, this can also be promoted in other arenas, such as learning mathematics or participating in sports. For this reason, I suggest that language teachers focus on the variety of skills, knowledge, competencies, attributes, and dispositions that are unique to the learning of languages, rather than more generic counterparts. As an example, intercultural communicative competence is a highly desirable attribute that language learners can develop through learning languages. At this point, it is not clear whether future technological tools will be capable of detecting and appropriately responding to subtle cultural nuances in the context of intercultural communication, but this is a valuable, essential skill for human beings to retain (e.g., Gao & Yang, 2023). When language teachers possess a list of what can be best learned through language education, we can achieve a clear articulation of the value of language study for the public. Language teachers also need this list to clarify the roles that they must perform in this brave new world. In my perspective, the shifting responses to the roles of language teachers by generative AI tools presented in Kern's (2024, this issue) article are at once deeply comforting and concerning. The article indicates that generative AI tools are learning how to respond based on the available language data at their disposal, which suggests that we are still refining our thoughts on this critical question. I can imagine that their responses will become increasingly sophisticated as language educators' engagement with this critical question deepens. At present, these responses highlight the role that teachers have in providing emotional support to language learners in terms of motivation, confidence, and engagement. Additionally, human teachers are responsive to individual language learners' needs, preferences, and styles when monitoring, regulating, and facilitating language learners' learning processes. Human teachers promote language learners' critical reflections on values and norms to develop a better sense of self and belonging toward community building. Human teachers are also believed to facilitate language learners' development of knowledge, skills, and dispositions for adaptive and creative responses in real-world environments. However, these represent patterns of responses that human beings have been producing to the question as captured and identified by the AI tools. As such, they likely reflect our limited understanding of what technological tools are capable of at present, and how they may evolve into in the future. While these responses are valuable, I also wonder if they partly reflect the wishful thinking of language educators. As generative AI tools are further refined in terms of their functionality, I imagine that these tools can perform the aforementioned tasks that have been ascribed to human teachers so far. These tools may appear to behave as if they were language teachers who attempt to provide emotional and human support to language learners; offer feedback responsive to language learners' needs, preferences, and styles; facilitate their critical skills of reflection and reflexion; and enable language learners with knowledge and skills to promote their adaptability and creativity. The fundamental difference between generative AI tools and human teachers is found at the fact that these are not essential qualities of AI tools but rather represent their behavioral functions. Importantly, these are qualities that human teachers cannot afford to lose. As a result, language teacher education programs should reorient themselves to focus on the development of these essential qualities that language teachers must offer as human teachers (Gao, 2019). While the changes induced by technological developments do not fundamentally change the roles that language teachers play in education, they do indicate that language teachers must prepare for the shifting priorities in their professional practice. Consequently, language teacher education programs must also adjust their pedagogical priorities so that they can better prepare language teachers for the need to adapt their teaching practice to the new world to come. Language teacher education programs help language teachers to develop a critical awareness of technological affordances and constraints so that they can be clear about the mission they undertake as human teachers: They need to develop the knowledge, skills, and dispositions that are essential for human beings to maintain. Without these essential attributes, humans may be unable to claim ourselves as human agents in control of our own life and existence. The humanistic aspects of language education should become more prominent as human language teachers focus on the satisfaction of language learners' intrinsic and integrative needs, while technological tools address the instrumental needs of language learners. Language teacher education programs may need to focus on developing language teachers' adequate understandings of technological tools so that they use these tools effectively in collaboration with language learners to facilitate their personal growth (Tao & Gao, 2022). Effective use of these tools will create time and space for the development of the skills, knowledge, competencies, attributes, and dispositions that have not been well addressed in traditional language classrooms, in which the main tasks of learning and teaching relate to linguistic knowledge. Language teacher education programs prepare preservice language teachers who need to teach languages other than their own for using technological tools to help develop and refine their knowledge of these languages. Pedagogical priorities will shift toward the learning and teaching of language-related outcomes, including intercultural communication, as well as nonlinguistic outcomes such as perseverance, adaptability, and creativity. Teaching can also focus on the growth of inner resources such as agency, so that learners have opportunities to develop these crucial inner resources (Larsen-Freeman, 2019). For example, teachers might use learner-oriented feedback to allow language learners to choose the aspects of their learning that they would like to receive feedback on and how they would like feedback to be given to them. As technology increasingly replaces human beings in the performance of a variety of tasks, it is critical for language educators to reorient our focus toward developing the essential skills, knowledge, competencies, attributes, and dispositions that make us human through learning languages. For me, the crisis brought about by technological developments presents an opportunity for language educators to revive the fundamentally humanistic cause of language education—that is, to promote critical cultural and human understandings and to bring people together so that we can respond to the existential crises facing the human race, such as climate change and war. Open access publishing facilitated by University of New South Wales, as part of the Wiley - University of New South Wales agreement via the Council of Australian University Librarians.

ABSTRACTThis study aims to analyze the potential and opportunities for the application of e-learningapplications at IAI-N Laa Roiba; explore differences in perceptions of student-lecturer status, gender,faculty, campus location, and age group in implementing Google Classroom as an e-learning model at IAINLaa Roiba. The research method used is a combination of descriptive analysis and quantitative analysis(average difference test) with primary data from the October-November 2019 survey. The analysis resultsconclude:The use of Google Classrom has good potential to support inexpensive and practical learning. LaaRooiba's IAI-N academic community generally has a good perception of the adoption of Google Classroomas an inexpensive and practical e-Learning model. The difference in campus location does not significantlyaffect the different perceptions of using cyberspace media in learning at IAI-N Laa Roiba. However, thereis a potential (standard error of 10%) that differences in location affect the perception of cognitive andaffective aspects. Faculty differences have a real impact on the perception of the application of GoogleClassroom in learning. The perception of the academic community of the Syriah faculty is relatively betterthan that of the tarbiyah faculty. Especially in the affective and conative aspects, but not significantlydifferent in cognitive aspects. The difference in age as a whole does not affect the change in perception ofthe study sample. But, partially, the age difference only has a significant impact on the conative aspect, noton the cognitive and affective aspects. Differences in student-teacher status differ only in significance inthe conative and total score aspects of the session. While in cognitive and affective aspects, students andlecturers did not differ significantly. Gender differences are correlated with differences in the perception ofthe adoption of Google Classroom at IAI-N Laa Roiba. Especially in cognitive and conative aspects.Significant affective aspects if the standard error is raised to 10%.Keywords: Cyberspace, Google Classroom, Inexpensive, Lecture, Practical

As more linguistically diverse students populate classrooms around the world including the United States, providing them with equitable and rigorous learning experiences through critical literacy has become a pressing issue in the field of education. By focusing on basic language and literacy skills, English language learners (ELLs) have rarely been exposed to critical literacy, a force to empower them as active learners. One of the major reasons is based on the misconception that ELLs, who are learning English, might not have the ability to critique and analyze texts, issues, and realities. More recent empirical studies challenge this misconception by showing the possibilities of ELLs’ engagement in critical literacy practices. The specific frameworks developed by language and literacy scholars have contributed to making critical literacy theory a more applicable and approachable practice. Despite the possibilities shown from recent research in classroom contexts, challenges also exist from both micro- and macrolevels. Challenges include the absence of fundamental critical literacy tenets from the school curriculum and policy, the absence of required critical literacy coursework from many pre- and in-service teacher education programs, and educator discomfort, rooted in misconceptions and false assumptions, with the implementation of critical literacy strategies in their classrooms. Both challenges and possibilities provide directions to the field of critical language and literacy education for future research and practice as ways to address affording equitable access for increasingly diverse ELLs.

This study aims to improve comprehensive learning outcomes of Social Studies through the application of the simulation method in Grade V of SD Muhammadiyah Bausasran ll Yogyakarta.This was a classroom action research study involving collaboration between the teacher and the researcher. The study was conducted in MI Darul Ulum Mertak Tombok Lombok Tengah and the research subjects were 29 Grade V students. The action implemented was the learning of Social Studies using the simulation method consisting of three cycles. The data were collected through tests, observations, interviews, and questionnaires. The research instruments were validated through expert judgment. The data were analyzed by means of the quantitative descriptive technique. The minimum mastery criterion applied at the school was a score of 65 for the cognitive, affective, and psychomotor aspects. The results of the study showed that the learning of Social Studies using the simulation method was capable of improving the learning outcomes of Social Studies in Grade V of MI Darul Ulum Mertak Tombok Lombok Tengah in the cognitive, affective, and psychomotor aspects. The improvements in the cognitive aspect in Cycles I, II, and III were, respectively, 62.06%, 75.86%, and 100%. The improvements in the affective aspect in Cycles I, II, and III were, respectively, 51.72%, 68.96%, and 75.86%. The improvements in the affective aspect in Cycles I, II, and III were, respectively, 41.38%, 75.86%, and 79.31%. Based on the results of the study, it can be concluded that the application of the simulation method is capable of improving comprehensive learning outcomes of Social Studies in Grade V of MI Darul Ulum Mertak Tombok Lombok Tengah. Therefore, teachers should apply the simulation method as an alternative to improve comprehensive learning outcomes of Social Studies

This research is motivated by student interest in online games to the extent that students are more likely to play online games than interact with friends. The research is aims to describe the impact of online games on social interaction. The method conducted by descriptive analysis the design is case study research. The data collection technique uses interviews, observation, and documentation. The data analysis technique used is the Miles and Huberman Model data analysis technique, namely: data collection, data reduction, data display, and conclusion. The results of this study indicate that: First, the positive impact of online games on students' social interactions, namely being able to improve English skills, getting to know new technology from a game, and interacting with many friends in the game even though virtually. Second, the negative impact of online games on students' social interactions, namely, they tend to play online games rather than interact with their peers, become lazy to study, like to be individualists, or be alone in their rooms playing online games. Third, students' social interactions as an impact of playing online games, namely games cause forgetting of time, students or children tend to choose to play games over other activities, feel limited friends, social interactions become worse by playing games (angry, toxic), become empathetic towards friends playing online games. Second is the negative impact of online games on students' social interactions, namely social changes. Third, students' social interactions as an impact of online games, namely students or children, tend to choose to play games over other activities.

Building multimedia learning as a tool in the learning process must also consider the cognitive and affective aspects. Determine cognitive and affective aspects adjusted to the age level of students. Therefore, learning content will have cognitive and affective aspects that are adjusted to the age level of students. In this research will be found cognitive and affective aspects of the learning content that will be loaded into the content of a multimedia learning. The cognitive aspects and affective aspects will be obtained from the results of the synchronization of two lesson content possessed by Islamic Kindergarten schools using the Total Physical Response Method. Based on the cognitive and affective aspects of the learning content obtained, therefore, the result will be used as a reference to determine the multimedia parameters to be built.

From the Editors

Government Surveillance and Counter-Surveillance on Social and Mobile Media: The Case of Iran (2009)

Studies on customer’s needs, desires and preferences have become highly important in the product design and development process. One consideration in usability is the cognitive aspect, which is related to the accommodation and evaluation of human cognitive capabilities, limitations and tendencies. In addition to the cognitive aspect, a recent study has shown that the affective aspect has been considered in the evaluation of product usability. Thus, both cognitive and affective aspects are deemed to be important for product design and the development process. Inherently, both aspects deliver complete human and product interaction and experience. However, studies that consider the affective process as a complement to the cognitive process for usability are relatively rare. To address this gap, this study discusses how an integrative framework of the cognitive and affective aspects can be applied to a product for usability assessment via empirical studies on e-commerce and e-learning platforms. The sample involved 230 respondents, using purposive sampling. The result shows that both cognitive and affective aspects have a significant effect, although with different weights. The affective aspect has been shown to improve product usability and user’s acceptance.

Many studies related to the use of Augmented Reality (AR) in the learning process. However, not many researchers have studied the effect of using AR on affective and cognitive aspects in terms of education level. To uncover this problem, the researcher uses a systematic literature review (SLR) design. In this study, the SLR stage consisted of four stages (1) problem formulation; (2) literature search; (3) identification of the type of research; (4) information retrieval. The findings of this study reveal that the use of AR technology has an effect on cognitive and affective aspects at the elementary and high school education levels. Middle school is the level of education that mostly applies AR technology. This study provides a recommendation that AR technology can be a medium for learning mathematics that can be applied by teachers and students at the primary and secondary education levels.