Vol. 24 No. 3 (2026)

Articles

• Designing a Gamified Retirement Planning Application: Evidence from a Workplace Study of Millennial Employees

  Chrizaan Grobbelaar, Liezel Alsemgeest

  1-15

  • pdf

• EsyGrade: An AI-Based Essay Assessment System for Economics Education

  Ramadzan Defitri Pratama, Khresna Bayu Sangka, Cicilia Dyah Sulistyaningrum Indrawati

  16-32

  • pdf

• Evaluating an AI-Supported Revision Module for Project-Based Research in Teacher Education

  Assylzhan Yessimbekova, Ainash Issabekova, Karlygash Almenbetova, Araily Shakirova

  33-48

  • pdf

• Explaining Online Learning Attitudes: Community of Inquiry Presences, Learning Outcomes, and Learner Characteristics

  Irit Sasson

  49-64

  • pdf

• Transforming the Ethnochemistry Technology Lecture Model: Integrating Digital Literacy and Character Education

  Florida Doloksaribu, Lusia Narsia Amsad, Wigati Yektiningtias

  65-78

  • pdf

• Simulation-based Learning and Project Management Certification Outcomes: Evidence from IPMA Level D Training

  Marcin Opas, Małgorzata Ćwil

  79-91

  • pdf

• Early Childhood Computational Thinking through Tangible Floor-Robot Programming in an eTwinning Community of Practice

  Paraskevi Foti, Tharrenos Bratitsis

  92-105

  • pdf

• Quantile-based e-Learning Student Engagement Classification

  Aditya Galih Sulaksono, Syaad Patmanthara, Harits Ar Rosyid

  106-122

  • pdf

• Microlearning in Teacher Education: Effects on Pre-service Teachers’ Digital Self-efficacy and Digital Competence

  Tomas Javorcik, Tatiana Havlaskova, Magdalena Zavodna, Katerina Kostolanyova

  123-136

  • pdf

• From Self-Perception to Reality in Digital Competence: Findings from the DigComp 2.2 Framework

  Andrea Luna, Mauro Ocaña, Ana María Ortiz-Colón , Javier Rodríguez Moreno

  137-153

  • pdf