Journal of Hypermedia & Technology-Enhanced Learning

Hands-On STEAM Programming: Microteaching with Micro:bit for Enhanced Learning

2025-04-16T08:41:38+07:00

This study explores the application of microteaching as an effective pedagogical strategy for teaching sequencing structures in programming through STEAM (Science, Technology, Engineering, Arts, and Mathematics) activities. Leveraging the Micro:bit platform, the research integrates hands-on learning with transdisciplinary problem-solving to enhance conceptual understanding among elementary students. The study involved a structured action research methodology, engaging two sixth-grade students in constructing and programming a Christmas tree model using LEDs and the Micro:bit environment. The findings highlight the significant role of microteaching in fostering engagement and comprehension, as students transitioned from foundational programming knowledge in Scratch to more advanced applications involving hardware. Despite challenges such as time constraints and difficulties in knowledge transfer, the approach demonstrated measurable improvements in students’ understanding of sequencing. These results underscore the potential of combining microteaching and STEAM methodologies to make abstract programming concepts accessible, engaging, and practical for young learners. Recommendations for future implementations include enhanced scaffolding, iterative learning opportunities, and extended session durations to address identified challenges and optimize outcomes.

Educator Professional Subjectivities in Gamification: Knowing, Being and Doing

2025-05-06T20:02:44+07:00

Gamification has emerged as a prominent innovation in contemporary education, yet its influence on the enactment of educators’ professional subjectivities remains underexplored. As such, little is known about how online gamification applications like Kahoot shape the dynamic ways educators perceive, understand and enact their professional selves within higher education contexts. Adopting a tripartite framework of knowing (epistemological), being (ontological) and doing (praxiological), this qualitative study employed visual-elicitation interviews and remote observations with ten lecturers at a Middle Eastern college. The analysis revealed three key themes shaping educator subjectivities: creating and sharing quiz content; conforming with institutional culture; and infantilizing students with gamified learning. The findings suggest that Kahoot influenced how these educators perceived and performed their professional roles, enabling them to position themselves as creative content developers and aligned institutional practitioners, while also raising concerns about appropriate pedagogical approaches in tertiary contexts. This study demonstrates how gamification applications may actively shape professional subjectivities in higher education, emphasizing how successful gamification requires careful consideration of both institutional support and educator agency. Moreover, the findings offer important implications for professional development, institutional policy, and the thoughtful integration of gamification across diverse cultural contexts in contemporary higher education.

Augmented Reality-Based Interactive Educational Media for Light Fire Extinguisher Training and Enhanced Emergency Preparedness

2025-06-01T21:57:40+07:00

Fire hazards are an inherent risk in every building, making it essential to understand the proper use of fire extinguishers to effectively respond, prevent the spread of fire, and minimize property damage and casualties. However, current fire extinguisher instructions are often inadequate, relying on verbal explanations or static images that are difficult to visualize. The lack of practical training due to limited facilities also results in insufficient user experience. This research aims to develop Augmented Reality (AR)-based interactive educational media to improve user understanding of light fire extinguisher training and enhance emergency preparedness. The development follows the Multimedia Development Life Cycle (MDLC) method, consisting of six stages: concept, design, material collection, assembly, testing, and distribution. The results indicate that the educational media is both highly valid and practical. Its validity is supported by the visual display, educational content, and interactivity, while its practicality is demonstrated through ease of use, time efficiency, engagement, and overall benefits. This AR-based educational media provides an innovative solution to enhance fire safety literacy and facilitate interactive learning, particularly at Universitas Negeri Padang and the broader community.

Mapping the Future of Augmented Reality in 21st Century Education: A Comprehensive Bibliometric Review

2025-06-20T09:39:05+07:00

Augmented Reality (AR) technology has emerged as a transformative tool in education, integrating digital information into the user's real-world environment. This study aims to explore global research trends in AR for education through bibliometric analysis. The primary objective is to identify the evolution of publications, influential sources, leading authors, and productive countries in AR research. Using data from Scopus (2020–2024), 1,232 documents were analyzed. The study reveals that the United States leads in research productivity, followed by China, Indonesia, Malaysia, and Germany. The research highlights the rising trend in AR publications, with annual growth rates of 23.15%. Key journals like "Education and Information Technologies" and "Education Sciences" are at the forefront, showcasing the interdisciplinary nature of AR in education. Prominent authors such as Archana Mantri and Liru Chen contribute significantly to the field. This research also identifies emerging trends in mobile applications, STEM education, and the integration of AR with virtual reality. Overall, bibliometric analysis provides a comprehensive understanding of AR’s impact, emerging research directions, and the global collaborative network, helping to guide future research and enhance AR’s integration in educational practices.

Augmented Reality to Enhance Informatics Learning Outcomes: A Quasi-Experimental Study in Vocational Education

2025-06-29T16:50:23+07:00

This study examines the effect of Augmented Reality (AR)-based learning media on Informatics learning outcomes at SMK Negeri 1 Bukittinggi, a vocational school recognized as a Centre of Excellence. Using a quasi-experimental pretest-posttest control group design, the study involved 70 tenth-grade students, divided into an experimental group (receiving AR-based learning media) and a control group (receiving traditional methods). The AR-based learning media focused on abstract Informatics concepts, such as algorithms and computer hardware, through interactive and immersive experiences. Results showed a significant improvement in the experimental group, with a mean post-test score difference of 7.31 points (p < 0.001). Statistical tests confirmed that the data met the assumptions of normality and homogeneity. Grounded in the cognitive theory of multimedia learning, the study highlights AR’s potential to enhance engagement, comprehension, and knowledge retention by integrating theoretical and practical knowledge. Despite limitations, such as a focus on cognitive outcomes and reliance on technological infrastructure, the research highlights AR’s transformative role in vocational education. Future studies should explore AR’s scalability in under-resourced settings, its long-term effects, and its applicability across several disciplines.