Informing Science Institute

Title of paper: Designing a Pentahelix-Based Digital Knowledge Management System for Rural Enterprises: A Prototype from Tomini Bay, Indonesia
DOI: https://doi.org/10.28945/5707

Journal: Interdisciplinary Journal of Information, Knowledge, and Management
Authors: Moh. Hidayat Koniyo, Lanto Ningrayati Amali, Raflin Hinelo, Mohamad Syafri Tuloli, Alfian Zakaria, Muhammad Rifai Katili
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
The research aimed to design, develop, and test a system that enabled reciprocal knowledge flows between government, academia, business, media, and community stakeholders.
Findings:
The findings underscored that digital KM platforms, when anchored in multi-stakeholder frameworks, served as strategic enablers of rural development. Evaluation demonstrated high system reliability with 100% functional test pass rate and optimized query response times (reduced by 60-75%). User acceptance testing revealed strong adoption potential, with Perceived Usefulness (M = 6.2/7.0), Intention to Use (M = 6.0/7.0), and Overall Satisfaction (M = 5.9/7.0) scores indicating high levels of satisfaction. Task completion rates improved from 72% in Sprint 1 to 95% in Sprint 4. The integration of the platform with potential e-government and e-commerce systems suggested significant implications for participatory governance, market democratization, and rural economic empowerment.

IJIKM - Designing a Pentahelix-Based Digital Knowledge Management System for Rural Enterprises: A Prototype from Tomini Bay, Indonesia An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of paper: Gamified Learning and Fraction Heroes: Effects on Students’ Mastery and Gender Differences
DOI: https://doi.org/10.28945/5712

Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Bintang Zaura, Elizar Elizar, Rahmah Johar, Mukhlis Hidayat, Azbar Tanjung, Ayu Mastura
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This study examined the effects of gamified learning using Fraction Heroes, an educational game developed with the ADDIE model, on students’ understanding of fractions. Additionally, the research explored gender differences and the interaction between the game and students’ initial ability levels.
Findings:
Results revealed a statistically significant improvement in students’ understanding of fractions after using the game. Additionally, there was no significant difference in students’ performance across genders. We also found no interaction between the developed educational games and students’ mathematical understanding of fractions.

JITE:IIP - Gamified Learning and Fraction Heroes: Effects on Students’ Mastery and Gender Differences An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of Paper: The Investigation of Student Self-Efficacy and Perceptions in the Use of the Internet in Somalia
DOI: https://doi.org/10.28945/5697
Journal: Journal of Information Technology Education: Innovations in Practice
Authors: Nuriye Sancar, Abdiwahab Abdillahi, Charles Zulu Yonmah, Ghufran Fareed, Nadire Cavus
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
The purpose of this study is to determine Somali university students’ self-assurance in their ability to use the internet securely, as well as their perceptions of safe internet use across the following four areas: computer security, malicious software, web security, social engineering, and social media.
Findings:
This research found that Somali university students demonstrated a very high degree of self-confidence across all four areas studied. There were also slightly higher levels of awareness of web security and social engineering than of computer security and malicious software (M = 3.39) and social networking sites (M = 3.38), compared with computer security (M = 3.25) and malicious software (M = 3.28). Significant group differences were observed. Male students reported higher self-efficacy across all domains than females (p < .001; WSS p = .014), older age groups (27-30 and 30+) demonstrated significantly higher levels than younger groups (p ≤ .002), and undergraduate students reported higher self-efficacy than postgraduates (p < .001).

JITE:IIP - The Investigation of Student Self-efficacy and Perceptions in the Use of the Internet in Somalia An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of paper: Learners’ Perceptions of AI Feedback in Oral Presentation Rehearsals: A Pilot Case Study in Oman
DOI: https://doi.org/10.28945/5692

Journal: Journal of Information Technology Education: Innovations in Practice

Authors: Mona Abdelfattah, Ahmed Al Mata’ni, Jennifer Paquibut, Hazar Hedi Ayadi
Authors’ Email: [email protected], [email protected], [email protected], [email protected], [email protected]

Aim/Purpose:
This study aimed to explore how Microsoft Teams’ Speaker Progress, an AI-powered feedback tool, can enhance oral presentation skills, reduce anxiety, and increase self-confidence among undergraduate students in Oman. The research sought to determine learners’ perceptions of the tool’s real-time and post-session feedback, as well as its impact on self-regulated learning and communication performance.

Findings:
Results revealed notable gains in confidence (M = 3.67), performance (M = 3.79), and anxiety reduction (M = 3.60). Approximately 95% of participants reported reduced stress, and 88% felt more confident presenting after using Speaker Progress. Sentiment analysis showed 67% positive and 24% neutral reflections, confirming high acceptance and perceived usefulness. Students valued the immediacy, privacy, and constructiveness of AI feedback, although many requested additional rehearsal attempts and more specific, example-based guidance.

JITE:IIP - Learners’ Perceptions of AI Feedback in Oral Presentation Rehearsals: A Pilot Case Study in Oman An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Title of Paper: Unlocking the Potential of Large Language Models in Education: Factors Influencing Adoption by Instructional Designers and Academics
DOI: https://doi.org/10.28945/5693
Journal: Journal of Information Technology Education: Research
Authors: Katherine Fourie, Jameson Goto, Geoffrey Lautenbach
Authors’ Email: [email protected], [email protected], [email protected]

Aim/Purpose:
The study investigates the factors influencing the acceptance and utilisation of large language models (LLMs) (predictor variables of LLM usage), such as ChatGPT, in Learning design by instructional designers and university-teaching academics from various countries.
Findings:
The structural analysis results indicated that the ingrained LLM practices, LLM peer-driven expectations, innovative propensity towards LLM adoption, reliability and provider trust in LLMs, and ease of use and support influenced perceived LLM benefits and usage, but community standards and infrastructure had no influence. The second-order structural equation modelling indicated that perceived LLM benefits and usage and ingrained LLM habits contributed most to the learning design.

JITE:Research - Unlocking the Potential of Large Language Models in Education: Factors Influencing Adoption by Instructional Designers and Academics An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.