Electronic Journal of e-Learning

A STIN Model Adoption for Chatbot in Higher Education Online Learning

Fri, 27 Jun 2025 00:00:00 +0000

This study delves into the adoption of chatbot technology in higher education, with a focus on Indonesian online learning environments. Recognizing the potential of AI-driven tools to address academic support gaps, particularly in developing regions, the research explores how performance expectancy, effort expectancy, and facilitating conditions influence students' behavioral intentions and subsequent adoption of chatbots for academic use. The study employs Structural Equation Modeling (SEM) to analyze survey data from a diverse sample of university students, enabling a nuanced understanding of the complex relationships among these factors. The findings reveal that performance expectancy—the belief that chatbots will enhance academic performance and facilitating conditions, such as internet access and institutional support, play significant roles in motivating students to adopt chatbots. However, effort expectancy, or the perceived ease of use, does not directly drive adoption intentions. This suggests that students prioritize practical benefits over user-friendliness, an insight valuable for universities aiming to implement effective chatbot systems. Moreover, the results align with the Socio-Technical Interaction Network (STIN) model, which emphasizes the need for a cohesive social and technical framework to foster technological acceptance. The STIN model’s perspective underscores that students' engagement with chatbots is not just a matter of usability but also of how well the technology is supported by the broader educational infrastructure. This study offers actionable insights for Indonesian universities and other institutions in similar contexts, proposing that enhancing campus resources, like reliable internet access and technical support, can drive chatbot adoption. By focusing on performance-based benefits and strengthening the socio-technical environment, universities can effectively integrate AI-based learning tools, addressing both technical and socio-cultural barriers. Such initiatives support students’ learning experiences and foster an adaptive academic ecosystem where AI tools serve as essential assets in overcoming resource limitations. Thus, the study contributes a practical roadmap for advancing e-learning in resource-constrained settings through strategic support of AI technology adoption.

Practical Implications of Generative AI on Assessment: Snapshot of Early Reactions to Assessment Redesign in an HRM and a Psychology Course

Timos Almpanis, Dom Conroy, Paul Joseph-Richard — Wed, 09 Jul 2025 00:00:00 +0000

The advent of Generative AI (GAI) tools such as ChatGPT, Google Gemini, and Microsoft Copilot has significantly impacted higher education. This exploratory study investigates the current perspectives of lecturers in Human Resource Management and Psychology on adapting assessment strategies in response to GAI developments. Through an online questionnaire, qualitative data was collected from 12 academics, revealing a shift towards more authentic and process-oriented assessments. The findings highlight the dual role of GAI: while it poses risks to academic integrity, contrary to the common perception, it also offers opportunities to enhance assessment authenticity and student engagement. Participating educators reported various adaptations, including the integration of GAI into assessment tasks, increased use of group-based projects, and the implementation of time-limited and context-specific assignments. The study emphasises the need for continuous evolution in assessment practices to maintain academic integrity and effectively measure student learning outcomes in the GAI era. Further research should focus on longitudinal studies to track the impact of these changes over time, to identify the merits and any shortcomings of these new assessment approaches.

Thematic Synthesis and Future Outlook in Digital Entrepreneurial Education

Finnah Fourqoniah, Muhammad Fikry Aransyah, Lilia Pasca Riani — Wed, 09 Jul 2025 00:00:00 +0000

The rapidly evolving field of digital entrepreneurial education has been significantly shaped by advancements in technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI). While these technologies have opened new possibilities for entrepreneurial learning, much of the existing research is fragmented, focusing on isolated tools or specific interventions. This piecemeal approach complicates efforts to identify overarching trends, theoretical frameworks, and practical applications relevant to educators, policymakers, and researchers. To address these challenges, this study employs a Bibliometric-Systematic Literature Review (B-SLR) methodology, combining quantitative bibliometric analysis with qualitative synthesis to offer a comprehensive and balanced perspective on the field. We reviewed 261 articles published between 2005 and 2024, capturing diverse geographical regions, subject areas, and publication outlets. This approach enabled us to identify prevalent research themes, uncover emerging methodologies, and highlight areas that warrant deeper investigation. Our analysis revealed four main clusters: (1) Technology-Enhanced Entrepreneurship Education, examining how AR, VR, AI, and digital platforms foster engagement and skill-building; (2) Experiential and Project-Based Learning Approaches, highlighting gamification, simulations, and collaborative projects that stimulate practical competencies and adaptability; (3) Entrepreneurial Competencies, Mindset, and Social Dimensions, exploring cultural, generational, and gender-related factors that shape learner readiness and intentions; and (4) Future-Oriented and Transformative Approaches, emphasizing sustainability, global collaborations, and ethical considerations that guide the long-term evolution of entrepreneurial learning. The findings indicate that technological tools alone do not guarantee enhanced entrepreneurial outcomes. Instead, successful digital entrepreneurial education relies on cultural relevance, supportive policies, comprehensive educator training, and inclusive pedagogical designs. The study proposes an integrative framework that synthesizes technological, experiential, socio-cultural, and forward-looking strategies, offering actionable insights for improving educational practices and advancing theoretical understanding in the field. This research highlights critical areas for future exploration, including the development of learner-centred curricula, investments in digital infrastructure, and the promotion of international collaborations. By addressing these gaps, stakeholders can establish adaptable, inclusive, and ethically grounded ecosystems that equip learners with the skills and mindset needed to navigate the complexities of entrepreneurship in an increasingly dynamic global environment.

Evaluating Value Creation, Motivation, and Personal Experiences in a Game-Based Professional Learning Network for Computer Science Education

Ali Soleymani, Maarten De Laat, Marcus Specht — Thu, 10 Jul 2025 00:00:00 +0000

Gamification has emerged as a promising strategy to enhance student engagement and learning outcomes in computer science education. This study uses Wenger's Value Creation Framework to evaluate and design the gamification elements in the Answers platform, a Professional Learning Network (PLN) developed at TU Delft. Using a mixed-methods approach with 372 participants, this research examines the platform's impact on learning, motivation, and social interaction. Findings indicate that the platform significantly enhances academic engagement and applied value, as students actively use it for knowledge acquisition and problem-solving. However, social connectivity remains limited, as reflected in lower scores for relatedness and potential value. Qualitative insights reveal that students primarily engage with the platform for academic support rather than networking or peer collaboration. This study contributes to e-learning practice by offering design recommendations to integrate collaborative learning elements better and foster social interaction within gamified learning environments. Additionally, it advances theoretical discussions on gamified PLNs by illustrating how Wenger's framework can be operationalized to assess value creation in digital learning networks. The findings highlight the need for a more holistic approach to gamification that extends beyond point-based rewards to include community-driven engagement mechanisms. By addressing these gaps, this research provides actionable insights for educators, platform designers, and policymakers, supporting the development of more effective gamified learning environments that balance motivation, collaboration, and engagement in online education.