Journal of Hypermedia & Technology-Enhanced Learning

Problem-Based Jobsheets for PLC Practicum with a Pick and Place Trainer Kit and FPWIN Pro 7

Elfitra Rahma Fionandes — 2026-06-30

Vocational secondary schools require instructional materials that connect programmable logic controller (PLC) concepts with safe, repeatable practice on industrial automation equipment. This study developed and evaluated a problem-based learning (PBL) jobsheet module for a Panasonic PLC-based Pick and Place Trainer Kit programmed with FPWIN Pro 7. The study used the Define, Design, and Develop stages of the Four-D (4D) model. Five jobsheets were appraised by one subject-matter expert and one instructional-media expert and were then trialled by one vocational teacher and ten Grade XI Industrial Automation students at SMK Pembangunan Teknologi Robotik UNP, Padang, Indonesia. Content and media validity scores were 89.58% and 93.75%, respectively, yielding a composite validity score of 91.67% (Very Valid). Post-use practicality scores were 93.8% from the teacher and 95.0% from students; the participant-weighted post-use mean was 94.9% (Very Practical). Open-ended responses highlighted the usefulness of annotated FPWIN Pro 7 screenshots, problem scenarios, and safety guidance, while also identifying a need for colour-coded wiring diagrams. These findings provide preliminary evidence that the module is valid and usable in this local setting. Because the study did not assess learning effectiveness or include a comparison group, further multi-site and outcome-based evaluation is required.

Digital Educational Technologies in Gifted STEAM Education: A Qualitative Case Study of Teachers’ Perceptions and Practices in a Mixed-Ability Learning Context

Emmanouil D. Milakis — 2026-06-30

This qualitative case study examines how teachers perceive and implement digital educational technologies in Gifted STEAM Education within a mixed-ability learning context involving gifted and non-gifted students. The study was situated in an annual professional development program on Gifted STEAM Education and involved six purposively selected teachers with experience in STEM/STEAM Education and/or Gifted Education. Data were collected through semi-structured interviews, mini focus groups, overt participant and non-participant observations, field notes, and textual documents, and were analysed using thematic analysis. The findings show that teachers viewed digital technologies not as neutral technical resources, but as pedagogical mediators that could shape inquiry, differentiation, participation, and creative production. Meaningful technology integration required explicit digital skill objectives, structured guidance, and formative monitoring. Digital tools supported Gifted STEAM learning when they were connected to interdisciplinary inquiry, design activities, multimedia production, creative expression, and differentiated forms of participation. Equity was understood as a multidimensional concern involving device access, meaningful participation, differentiated support, role distribution, ethical use, data protection, and equivalent non-digital pathways. Implementation, however, was constrained by inadequate infrastructure, outdated equipment, software incompatibility, unstable internet access, time pressure, unequal access, and institutional ambiguity. The study contributes to the literature by clarifying how digital technologies can support inclusive differentiation, interdisciplinary integration, and ethical digital practice in Gifted STEAM Education. The findings should be interpreted in light of the small sample, the specific professional development context, the non-formal educational setting, and the limited transferability of a single qualitative case study.

Mapping Three and a Half Decades of AI and Education Literature: Trends, Gaps, and Future Directions

Constance de Saint Laurent — 2026-07-25

Research on artificial intelligence (AI) in education has expanded at unprecedented speed, yet its development remains fragmented, hype-driven, and unevenly distributed across disciplines and regions. This paper presents one of the most comprehensive mappings to date, analysing 16,564 publications (1990–2025) identified through Web of Science and refined to 4,626 core contributions using a hybrid method that combined computational topic modelling, AI-assisted filtering, and human validation. To complement this macro-level mapping, we conducted a qualitative overview of the most cited papers in each major research topic, providing interpretive depth on how influential works have shaped debates on adoption, engagement, personalisation, chatbots, evaluation, risks, monitoring, reviews, and teaching AI. The findings reveal exponential growth since 2020, with major surges during the COVID-19 pandemic and following the release of ChatGPT, but also enduring fragmentation, declining evaluation studies, and a saturation of attitudinal surveys. Promising areas such as personalisation, teaching AI, and engagement have lost visibility despite their long-term importance, while risks and ethical issues remain underexplored and poorly connected to technical research. Citation patterns further show systemic imbalances, with education papers disproportionately cited and engineering outputs under-recognised. We conclude with recommendations to strengthen interdisciplinarity, address neglected areas, include historical perspectives, and address systemic challenges in order to foster a more cumulative, integrative, and critical field.

Digital Competence and Attitude Towards ICT Adoption among Business Education Student-Teachers in South-West Nigerian Colleges of Education: A Correlational Study

Olafare Festus Oladimeji — 2026-07-25

This study examined the relationship between digital competence and attitude towards information and communication technology (ICT) adoption among Business Education student-teachers in South-West Nigerian colleges of education. The integration of ICT into teaching depends on the competence and disposition of prospective teachers, yet the association between these constructs has rarely been quantified for Business Education in low-resource settings. Anchored in the technology acceptance model and social cognitive theory, the study adopted a correlational survey design. A sample of 149 student-teachers completed a structured questionnaire measuring digital competence, attitude towards ICT adoption and general attitude towards ICT, with Cronbach alpha coefficients of .84, .80 and .85 respectively. Data were analysed using descriptive statistics, Pearson product-moment correlation and multiple linear regression. The respondents reported moderate levels of competence and moderately positive attitudes. Digital competence was significantly and positively related to attitude towards adoption and to general attitude towards ICT, while the two attitudinal facets were strongly associated. Competence and general attitude jointly accounted for 36.1% of the variance in attitude towards adoption, although competence ceased to be a unique predictor once attitude was controlled. The study concluded that attitudinal disposition, rather than competence alone, was the more proximal correlate of adoption, and it recommended that teacher preparation integrate competence building with attention to attitude.

SiKurban: A Web-Based One-Time-Use QR Code System Using LCG for Real-Time Duplicate-Claim Prevention in Qurban Meat Distribution

Farras Fathin Naufal — 2026-07-27

Paper coupons used for qurban (Islamic animal sacrifice) meat distribution are vulnerable to loss, physical damage, forgery, and repeated redemption. At Surau Kumango Pasa Gadang in Padang, West Sumatra, the 2025 process involved 448 coupons, 56 participants, eight animals, and 20 committee members. This study designed and functionally evaluated SiKurban, a web application that replaced paper-only verification with one-time-use QR codes and real-time duplicate-claim prevention. Development followed the Waterfall model using Laravel and MySQL. Initial token values were generated with a Linear Congruential Generator (LCG) using the Numerical Recipes parameters (a = 1,664,525; c = 1,013,904,223; m = 2³²), checked for uniqueness in the database, and signed with HMAC-SHA256. During scanning, the application verified the token and its status, then committed the distribution record, the scan log, and the irreversible transition to “used” within a single locked database transaction. Developer-executed black-box testing on 1 July 2026 covered 33 scenarios (28 positive and five negative or edge cases). All scenarios produced the specified outputs, including rejection of reused and unregistered codes. The findings demonstrated developer-verified functional conformance of this single-site prototype under the specified test conditions; they do not establish independent validation or field effectiveness. The 13 non-functional requirements, usability, user acceptance, security resistance, scalability, cost, and performance under unstable connectivity remain to be evaluated by committee members or independent testers during live or high-fidelity distribution.