Journal of Technology and Science Education

Journal of Technology and Science Education (JOTSE): 2025 in Review and Looking Ahead

Beatriz Amante García — Thu, 12 Feb 2026 15:10:18 +0000

The year 2025 has been a pivotal one for the Journal of Technology and Science Education (JOTSE), consolidating a sustained growth trajectory that has been evident in recent years and underscoring the journal’s continued internationalization and maturity within its scholarly community.

Gamifying academic achievement in mathematical physics through student feedback on leaderboard performance tracking

Thu, 12 Feb 2026 15:10:18 +0000

This study explores the impact of leaderboard systems on student motivation and personal growth within the context of mathematical physics education. While leaderboards are increasingly used in educational settings, their effects on student behavior, particularly in higher education and challenging subjects like mathematical physics, remain underexplored. Existing research on gamification and educational technologies predominantly focuses on primary and secondary education, with limited attention given to higher education, particularly in the Philippines. To address this gap, the study examines the experiences of 45 students enrolled in a public higher education institution in Northern Mindanao, Philippines. Although the relatively small sample size limits the generalizability of the findings, it offers valuable contextual insights into how leaderboard systems function in a real classroom setting. An explanatory sequential mixed-methods approach was employed, combining quantitative data from students’ performance records and qualitative data from surveys. The findings revealed a positive correlation between leaderboard rankings and improved academic performance for higher-performing students, while lower-ranking students experienced decreased motivation. Further analysis using a heatmap showed varying motivation levels across subjects, with stronger engagement in the mathematical physics class. The boxplot analysis revealed that lower-ranked students exhibited greater variability in their quiz scores across the prelim to final terms, suggesting potential challenges in maintaining consistent academic performance. The study concludes that leaderboards can enhance student motivation, resilience, and personal growth, although their impact varies depending on individual perspectives and subject contexts. While leaderboards promote achievement and healthy competition, they can also induce stress for lower-ranking students. This research contributes to the understanding of gamified learning in higher education and provides insights for educators and policymakers on optimizing leaderboard systems to balance motivation with emotional well-being.

The centrality of engineering graphics and design in studying technical subjects: A case of a university of technology in Kwazulu-Natal

Philani Brian Mlambo, Koketso Morudu — Thu, 12 Feb 2026 15:10:18 +0000

This mixed-methods study aimed to investigate the centrality of Engineering Graphics and Design (EGD) in technical subjects. Since the introduction of the technical stream, EGD has consistently been one of the compulsory subjects that learners are required to take alongside other trade subjects such as Civil Technology, Electrical Technology, and Mechanical Technology. However, in recent times, some teacher training universities have decided to remove EGD from the list of compulsory subjects for students pursuing the technical stream, a decision that has sparked a range of mixed reactions. Consequently, this necessitated an enquiry through employing purposive sampling to select five technical lecturers in the school of education to gauge their insights. Data were collected through open-ended questionnaires and Civil Technology test scores from 56 students. Test scores were analysed descriptively using Statistical Package for Social Sciences (SPSS) version 30 and open-ended questionnaires were analysed thermically. The findings suggest that EGD is very significant to students in the technical stream. This is based on the analysis that revealed that students doing EGD performed better compared to their counterparts in a Civil Technology test. Findings further reveal that lecturers believe EGD should be a mandatory subject for students undertaking technical subject, as it provides foundational knowledge for drawing-related topics covered in technical subjects. Based on this, the study recommends that all students enrolled in the technical stream should be required to take EGD in their first year of study to ensure they acquire essential drawing skills relevant to their field.

A systematic review of rural science education: Key ideas for designing teaching and learning sequences

Catalina Iturbe-Sarunic, Cristian Merino, Brant G. Miller — Thu, 12 Feb 2026 15:10:18 +0000

In this article we present a systematic review and a brief bibliometric analysis to situate the international research on Rural Science Education in highly recognized databases. The purpose of this article is to propose fruitful approaches to design teaching and learning sequences in rural science education context, understood as a complex space where migration, economy, culture, climate change among other issues intersect. Results show that rural science education is not vastly explored, and that the empirical research is limited. Recommendations are bounded with other ways of knowing and the recognition of the local knowledges that are specific to the rural context, and key ideas for the design of Teaching and Learning sequences are proposed and exemplified to advance in this field.

The effect of augmented reality game-based learning on students’ critical thinking disposition and academic achievement

Irwanto Irwanto, Lauzer Zeral, Irwan Saputra — Thu, 12 Feb 2026 15:10:19 +0000

This study aimed to examine the effect of augmented reality game-based learning (ARGBL) on students’ critical thinking disposition and academic achievement in the topic of green chemistry. The research employed a quasi-experimental method with a pretest-posttest design. The sample consisted of 72 tenth-grade students from a senior high school in Jakarta during the 2023/2024 academic year, divided into two classes: one designated as the experimental group and the other as the control group. The critical thinking disposition scale and the academic achievement test were employed to collect the data. The experimental group was taught using ARGBL, while the control group received conventional instruction. The data were analyzed using analysis of covariance (ANCOVA). The results showed that the implementation of ARGBL positively influenced students’ critical thinking disposition and academic achievement. Students in the experimental group demonstrated higher scores in both critical thinking disposition and academic achievement compared to the control group. It can be concluded that ARGBL is effective in enhancing students’ critical thinking disposition and academic achievement. Based on these findings, it is recommended that teachers adopt ARGBL to improve students’ critical thinking disposition and academic achievement in chemistry.

Innovations in language learning: A study of students' attitudes towards the use of web 2.0 and web 3.0 technologies

Diana Ayasheva, Saule Nurkenova — Thu, 12 Feb 2026 15:10:19 +0000

The study examines students' perspectives on using Web 2.0 and Web 3.0 technologies for learning foreign languages and assesses the impact of digital transformations on motivation. The research employs theoretical content analysis, synthesis, an online survey, and mathematical statistics. Content analysis and synthesis explore the role of these technologies, while an online survey validates theoretical findings. Statistical processing of responses reveals that students are gradually adopting Web 3.0 technologies, with higher motivation identified as a key factor. The second stage of the survey confirms that students using Web 3.0 tools demonstrate increased engagement. Based on these findings, recommendations were proposed to enhance the educational process, improve motivation, and reduce student anxiety. The study highlights the importance of integrating Web 3.0 technologies (AI, machine learning, decentralized data, blockchain) and applications (LangAI, Learn&Earn, Rosetta Stone, Duolingo) into language education to optimize learning outcomes and foster a more engaging learning environment.

Exploring the relationship between computational thinking dimensions and achievement in robotics programming among computer education students

Fadip Nannim, Moeketsi Mosia, Modesta Ero Ezema, Felix Egara — Thu, 12 Feb 2026 15:10:19 +0000

This study investigates the relationship between computational thinking (CT) dimensions and achievement in robotics programming among computer education students in Southeast Nigeria. A correlational research design was adopted, and data were collected from 105 students and analysed using Pearson correlation and multiple regression techniques. The results show that algorithmic thinking exhibits the strongest positive correlation with achievement (r = .596, p < .001), followed by evaluation (r = .449, p < .001), generalization (r = .416, p < .001), and abstraction (r = .374, p < .001). However, decomposition negatively correlated with achievement (r = −.392, p < .001), indicating difficulties in effectively applying decomposition skills to robotics programming tasks. Collectively, the five CT dimensions significantly predict students' achievement, accounting for 74.5% of the variance (r² = .745, F(5,99) = 57.845, p < .001). Regression analysis further identifies algorithmic thinking as the strongest positive predictor (β = 1.116, p < .001), while decomposition (β = −.630, p < .001) and evaluation (β = −.449, p < .001) negatively impact achievement. Additionally, students' self-perceptions of their CT abilities generally align with their performance, except for decomposition, where a negative relationship suggests potential gaps in skill application. These results underscore the critical role of algorithmic thinking in robotics programming success and suggest the need for targeted interventions to address challenges associated with decomposition and evaluation skills. The study offers valuable insights for educators and curriculum developers aiming to enhance computational thinking instruction in robotics education.

How linguistic style and tone shape interaction and communication in online university forums

Ingrid Mosquera-Gende — Thu, 12 Feb 2026 15:10:19 +0000

Encouraging meaningful engagement in virtual learning contexts presents notable challenges, as the absence of physical interaction often limits spontaneity and immediacy. This study examines the tone and linguistic features employed in asynchronous exchanges within the discussion forums of a course offered by an online university. To achieve this, it is essential to consider not only the quantity but, above all, the quality of the contributions made by both teachers and students, paying particular attention to tone and linguistic features. The sample refers to a subject taught during the 23/24 academic year, Didactics of the Specialty (English) in the Master's Degree in Teaching in Secondary Education, Baccalaureate, Vocational Training and Adult Education. The total number of students is 114. The methodology responds to a triangulated qualitative analysis: on the one hand, the contributions to the forums of the students and the teacher are analysed; on the other hand, the open responses to a voluntary and anonymous questionnaire that is given to the students at the end of the subject are analysed too; and, finally, a sentiment analysis is carried out, focusing on the tone of all the contributions. The findings indicate that adopting a friendly and conversational tone, combined with consistent, timely, and active participation on the part of the teacher, contributes to transforming the forum into a dynamic environment for interaction and learning. This communicative style encourages students to mirror the teacher’s approach, promoting a sense of proximity and confidence that becomes evident in their own tone and discourse.

Integrating steam-based MOOC as a supplement to didactical and pedagogical practices in school mathematics: A design-based research

Fri, 20 Feb 2026 10:42:27 +0000

Mathematics often poses challenges for students, prompting the development of various learning models and platforms. However, few focus on supplements for school learning through design-based research. This study investigates the developed STEAM-based (Science, Technology, Engineering, Art, Mathematics) Massive Open Online Course (MOOC) to supplement mathematics learning. The research involves 31 junior high school math teachers with over 10 years of experience (14 females, 17 males) and 124 9th-grade students (74 females, 50 males). Data from interviews, observations, questionnaires, and tests were analyzed using content analysis, descriptive, and inferential statistics. Results indicate that the STEAM-based MOOC is a valid, practical, and effective tool for enhancing pedagogical and didactic practices. While the platform meets design standards, improvements are needed in visuals and evaluation methods. The MOOC is user-friendly, though its interface, login system, and interactive features require enhancement. Student tests on mathematical understanding, particularly geometry, show improved concept comprehension. With ongoing refinement, STEAM-based MOOC holds significant potential to offer effective, engaging, and innovative technology-based learning experiences in schools.

Technostress: A systematic literature review on creators, inhibitors and mental health impacts in university teaching staff

Sonnia Alexandra Heredia-Gálvez, Pedro Javier Millán-Barroso — Fri, 20 Feb 2026 10:43:21 +0000

The analysis of technostress has become important in the global context due to the impact of changing work patterns that emerged from the pandemic. This systematic review compiles the analysis of research relating technostress to two categories: mental health and creators/inhibitors. The search for articles was conducted in the following databases: Scopus, Web of Science, Scielo, Proquest Education and Proquest Psychology. A total of 219 studies were collected and reviewed. A screening using the PRISMA 2020 process returned 15 articles that met these eligibility criteria: belonging to a population of university teachers, peer-reviewed publications and papers analysing the technostress/mental health relationship or technostress/creators-inhibitors. In the technostress creators/inhibitors category, it is highlighted that techno--overload, techno-invasion and contextual uncertainty factors are the most frequent motivators of technostress. In the technostress/mental health category, fatigue stands out as the most common factor of depression and anxiety. The review of the studies leads to the conclusion that there are specific creators and inhibitors of technostress, including ergonomics and work restructuring, and that the relationship between technostress and mental health is actual and direct.

Digital violence in Mexican university couples: Analysis of its relationship with conflict over internet use and emotional skills

Rosa María Huerta Mata, Rafael Marcos-Sánchez, María del Carmen Díez González — Fri, 06 Mar 2026 10:20:30 +0000

In today's digital environment, intimate relationships are developing new forms of domestic violence, namely digital violence through direct aggression and coercive digital control. This research aims to analyze the relationship between digital violence in Mexican university couples, interpersonal and intrapersonal conflicts over internet use, and emotional skills (attention, clarity, and repair), taking into account differences between men and women. The methodology used was a quantitative, cross-sectional, and correlational design. A total of 605 university students (410 women and 195 men) from the Actopan Higher School, Hidalgo, Mexico, participated. Participants completed three instruments: the Digital Abuse in Dating Questionnaire (CDAQ), the Internet-Related Experiences Questionnaire (CERI), and the TMMS-24 Scale on emotional skills. Nonparametric analyses, linear regression, and cluster analysis were applied. The results reveal significant correlations, differentiated by gender, between direct aggression and digital coercive control. Relationships between emotional skills and conflicts over internet use, differentiated by gender, were also found. Finally, it we found that intrapersonal conflict predicts direct aggression in women and digital coercive control in men, while for women, coercive control is predicted by interpersonal conflicts. In conclusion, greater digital literacy, further development of emotional skills, and preventive interventions are important for reducing digital violence in intimate relationships among university students.

Evaluating the Uniemotion Program: Helping college students improve their personal and emotional skills

Fri, 06 Mar 2026 10:21:59 +0000

This research aimed to determine the effect of the UniEmotion Program: Discover and Strengthen Your Competencies on the emotional competencies of students from the School of Education at the Jorge Basadre Grohmann National University in Tacna. The study employed a quantitative approach and utilized a quasi-experimental design. The population consisted of 1,030 students from the five academic programs of the School of Education, enrolled during the 2024-II semester. The sample, selected through non-probability purposive sampling, consisted of 193 students, with the experimental group comprising students from the Foreign Language program. For data collection, a survey based on the Emotional Competence Inventory for Adults (ICEA) was applied. This instrument evaluates five dimensions: emotional awareness (EA), emotional regulation (ER), personal autonomy (PA), social competence (SC), and life skills and well-being (LSW). The results showed that, after the implementation of the program, the experimental group did not exhibit statistically significant changes in any of the evaluated dimensions (p > 0.05). However, a significant difference was observed in emotional awareness when comparing the experimental group with the LELI group (p = 0.05; r = 0.21), although the effect size was small. In the control groups, various changes were identified, including improvements in PA and SC in the MACI group, and a decrease in EA and PA in the LELI group. In conclusion, the UniEmotion Program showed a mild impact on the emotional awareness dimension, with no significant changes in the others. Nonetheless, these findings allow for the projection of future implementations with broader scope and continuity, thus strengthening their contribution to the emotional development of future education professionals.

Evaluation of teacher candidates' attitudes towards the use of smart learning technologies

Fri, 06 Mar 2026 10:23:09 +0000

Smart learning technologies employed in education encompass a range of tools and platforms that facilitate learning and instructional activities. Here are several significant smart learning technologies: e-learning platforms, smart learning content tools, video conferencing environments, virtual and augmented reality, game-based learning, smart learning assessment tools, and mobile applications. Determining the attitudes of prospective teachers toward smart learning technologies is an important research need. The purpose of this research was to evaluate teacher candidates' attitudes toward the use of smart learning technologies. In this study, the relational screening model, which is among the quantitative research methods, was used to examine teachers' smart learning competence levels and their relationships with various variables. The sample of the research consisted of 688 university students studying at various education faculties in universities in Kazakhstan. Research data were collected using the attitude scale for smart learning technologies in education developed by the researchers. Research data were calculated using the SPSS 20.0 statistical package program. Parametric tests were applied to the data set. The data set underwent tests such as the weighted mean, standard deviation, independent variables t-test, and ANOVA. We discussed the attitudes of university students participating in the research towards smart learning technologies in education based on the gender variable. The findings showed that there was no significant difference between the attitudes of male and female university students toward smart learning technologies in education. The attitudes of university students participating in the research towards smart learning technologies in education were discussed according to the variable of the class they were studying in. As a result of the findings, no significant difference was found between the attitudes of first-year, second-year, and third-year university students towards smart learning technologies in education.

Job perception and expectations scale: Insights from Engineering students

Pepa López, Xavier Perramon, Pep Simo, Jordi Marco — Fri, 06 Mar 2026 10:24:16 +0000

This study presents the application of the Job Perception and Expectations Scale, a multidimensional instrument designed to assess how students perceive their future career prospects. The scale integrates three key dimensions: self-perceived employability, perceived gender equity, and job quality perception. Data were collected from 305 first-year engineering students at the Universitat Politècnica de Catalunya (Spain) across industrial and Information and Communication Technology (ICT) fields. Results show that students report high perceived employability, particularly within their field of study. In the work environment subdimension, industrial engineering students perceived higher status within the field, while ICT students rated work-life balance more positively. Statistically significant gender differences were observed in perceived gender equity, with women reporting higher awareness of inequality. Prior work experience correlated positively with perceived employability and job status. The findings underscore the value of early, evidence-based assessment of students’ job perceptions to inform institutional strategies, career guidance, and equity-oriented policies in STEM education. It highlights the need for further research into the individual and contextual determinants shaping these perceptions, with the goal of designing more effective educational, policy, and organizational strategies to reduce inequalities and foster more equitable and sustainable career trajectories.

Methods of utilizing visualization and VR/AR technologies in the development of chemistry projects for 8th-grade students

Mon, 16 Mar 2026 09:11:46 +0000

Visualization is crucial in chemistry education, particularly in mastering eighth-grade students' fundamental concepts and shaping a scientific worldview. Modern visualization technologies improve students’ understanding and motivation. These technologies include 3D modeling, virtual (VR) and augmented reality (AR), animation, and interactive platforms. This study aims to explore effective methods for integrating these technologies into the development of chemistry learning projects. Special attention is paid to a comparative analysis of traditional and innovative methods of visualizing chemical phenomena, as well as to the evaluation of project-based learning in chemistry. A total of 120 eighth-grade students from Kazakhstani Secondary Schools, divided into the experimental and control groups, participated in a three-month study. During the pedagogical experiment, the experimental group received training integrating visualization and VR/AR technologies, while the control group received traditional training. This experiment consisted of three stages: preparatory, implementation, and final. The effectiveness of these technologies was assessed through pre-testing and post-testing. The results show that visualization and AR/VR technologies have a strong positive effect on learning chemistry in Grade 8.

Impact of the Self-Learning Module in Relativity (SLM-R) on students' conceptual understanding of Einstein’s theory

Faith Celeste Ole — Mon, 16 Mar 2026 09:13:07 +0000

The impact of Einstein’s theory of relativity has undeniably led to a surmountable advancement in today’s technology. Its abstract nature may limit teachers from developing learning materials that could equip students to improve their conceptual understanding. With this rarity of instructional material, a relativity self-learning module (SLM-R) was created, and its efficacy in this study was examined. Using an explanatory sequential research design that utilizes a quantitative approach supported afterward by qualitative data, a quasi-experimental method was employed for the control and experimental groups of third-year college students majoring in science, followed by descriptive content analysis from the feedback form. Based on pre-test and post-test results, the group with the SLM-R significantly improved their conceptual understanding compared to those without the module, as indicated in Cohen’s d measure (d = 0.85) and normalized gain (g = 0.30). These findings allow students to use this self-learning module as supplementary instructional material in modern physics.

An experimental comparative study of virtual reality and augmented reality for teaching solar system in primary education

Potsirin Limpinan, Weerapat Pichetphon, Thanet Yuensook, Thada Jantakoon — Mon, 16 Mar 2026 09:14:12 +0000

This study aims to investigate the efficacy of virtual reality (VR) and augmented reality (AR) for enhancing primary school students’ learning of the solar system. A total of sixty second-grade children were randomly allocated to the three instructional conditions: VR, AR, and a traditional control group. Experiments used two custom-built applications (VR Solar Jelly and AR Solar Jelly) as primary interventions for participants. Post-test data indicated that both the VR (M = 16.90, SD = 0.97) and AR (M = 15.40, SD = 1.57) groups scored significantly higher than did the control group (M = 12.40, SD = 1.43; p < .05). Retention tests, performed with a two-week gap, showed a significant increase in the retention of knowledge of VR (91.42%) and AR (89.29%) compared to the control group (79.44%). Immersion conditions In terms of student satisfaction, both immersive conditions rated highly, the VR group (M = 2.85, SD = 0.37) indicating marginally more satisfaction than the AR group (M = 2.65, SD = 0.49) across four dimensions: media interest, ease of use, interactivity, and entertainment. These results indicate that immersive learning environments, and especially those using VR, may be most effective in improving conceptual learning, engagement, and retention in a group of young science learners. These findings lend empirical support to the application of immersive technologies in primary science education.

Teachers’ CLIL ID on technology-integrated extramural language practices and individual differences: European and Pan-European cross-country research

Suheyla Demirkol Orak, Ekatarina Strati, Lucila Pérez-Fernández — Mon, 16 Mar 2026 09:15:13 +0000

This study investigates the perceptions of Content and Language Integrated Learning (CLIL) teachers across Austria, Turkey, Spain, and Albania regarding the integration of digital technologies in CLIL contexts. The research addresses a critical gap in the literature, as the intersection of digital literacy and CLIL pedagogy—particularly from teachers’ perspectives—has received limited attention. Employing a cross-national survey (DLTS) within the framework of COST Action #21114, the study collected data from 135 teachers. The methodology combined descriptive and inferential statistical analyses, including one-way ANOVA and hierarchical multiple regression, to explore the influence of individual differences on teachers’ perceptions of technology integration. Results indicate overall positive, though moderate, perceptions of technology’s role in fostering disciplinary literacy and multilingualism. However, significant contextual disparities emerged, notably between countries with more established CLIL frameworks (Spain and Austria) and those with developing practices (Albania and Turkey). Surprisingly, individual factors such as age, seniority, or CLIL training did not significantly predict teachers’ attitudes towards technology integration. Teachers’ primary challenges included infrastructural inadequacies, limited professional development, and institutional resistance to change. The findings underscore the importance of tailored professional support and policy-driven infrastructure.

Telework: A look at techno-stress in teaching as an emerging risk

Thu, 19 Mar 2026 12:17:54 +0000

The pandemic compelled teleworking to become a priority modality, confronting workers with challenging situations. That tested their ability to perform their duties. This new reality, which has become a permanent feature of the labor landscape, has triggered emerging psychosocial impacts such as techno – stress. The main objective of this research was to examine the psychometric properties of the Technostress Network Scale in a sample of Ecuadorian teachers, confirming the factor structure proposed by. Llorens et al. (2011). Additionally, the relationships between the dimensions of technostress were explored according to the sociodemographic and professional characteristics of the population analyzed. The instrument was applied a sample of 327 Ecuadorian educators (including both university and secondary school teachers). The results underwent a psychometric analysis of the items and confirmatory factor analysis using structural equation modeling. These methods allowed for the identification of relationship between fatigue and anxiety and confirmed the regulatory role of anxiety within the broader framework of the categories studied.

Influence of the flipped classroom on autonomous learning at the university level: A systematic review

Ivan Adrianzén-Olano — Thu, 19 Mar 2026 12:19:00 +0000

Gamification to work on the numbers in a mathematics course: Study of emotions and performance in higher education

Jin Su Jeong, Félix Yllana Prieto, David González-Gómez — Thu, 19 Mar 2026 12:19:57 +0000

The traditional approach to teach and learning mathematics has often been theoretical and teacher-centered. This tendency may be associated with students’ low interest in the subject. Consequently, it is important to stimulate students’ interest and motivation through active methodologies such as gamification. In recent years, escape rooms have been introduced in higher education for this purpose. In mathematics learning, the emotional dimension of students is as important as academic performance, given the strong connection between both aspects. Hence, this research aims to analyze both emotional dimension and academic performance of pre-service teachers before and after applying an escape room to work on mathematics content during two academic years. The results indicate positive effects on the emotional dimension, since all positive emotions increased significantly both academic years after completing the mathematics escape room. Negative emotions generally remained unchanged, except for uncertainty and fear, which decreased during the first academic year analyzed. Additionally, correlations emerged between emotions and academic performance, highlighting the connection between these factors. Academic performance improved significantly after the intervention in both academic years, showing that the escape room was an effective tool for enhancing the learning of mathematical content. Considering these findings across two consecutive academic years, the mathematics escape room can be regarded as valuable strategy to foster both emotional development and academic performance among pre-service teachers. These aspects are particularly relevant, given that pre-service teachers often show disinterest in, or even avoidance of, mathematics.

Adoption of AI-based proctoring platforms: A multi-stakeholder perspective from the education sector stakeholders

Manit Malhotra, Indu Chhabra — Thu, 26 Mar 2026 10:10:57 +0000

The rapid digitization in the educational sector has significantly transformed the teaching, learning, and online assessment practices across the globe. With the rise of technological innovation, such as Artificial Intelligence (AI)-based proctoring systems, mainly designed to frame academic integrity during online examinations. The objectives of the present study are to examine the behavioural intentions of key stakeholders across three different groups, including parents, teachers, and students, towards the adoption of AI-based proctoring systems. The study employs a quantitative approach with 464 participants per stakeholder group. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to validate the proposed model and analyze the stakeholder-specific perspectives. The findings of the study highlight that perceived ease of use is a consistent and important factor across all stakeholder groups. Trust and reliability were critical parameters for students and parents, while privacy and fairness emerged as a significant concern exclusively among students. Furthermore, the study's outcome shows that teachers didn't find the AI-based proctoring tools pedagogically useful. Future directions of the study highlights the importance of prioritizing user feedback, promoting transparency in data handling practices, and conducting regular audits to maintain algorithmic fairness and uphold the ethical use of AI-based proctoring systems.

GeoGebra applets for teaching the derivative: Characteristics and influence of the derivative schema

Luis Dubarbie — Thu, 26 Mar 2026 10:12:08 +0000

The aim of this work is to identify the main characteristics of GeoGebra resources for teaching the derivative. For this purpose, 76 applets were analyzed according to five variables (derivative schema, mathematical element, representation systems, actions and interactivity) and the influence of the levels of the derivative schema on the rest of the variables was also examined. The data reveal that most applets address the intra- and inter-levels of the derivative schema, and that the graphical and algebraic representation systems are the most frequently used. Furthermore, at the inter-level of the derivative schema, applets address more global properties of the derivative and employ additional representation systems, enabling a greater variety of actions than at the intra-level. However, the results suggest that GeoGebra offers few resources for working at the highest (trans-) level of the derivative schema. The inter-level requires more extensive engagement with the remaining variables, and Fisher’s exact test was used to examine the influence of the level of the derivative schema.