International Journal of Educational Qualitative Quantitative Research

Technology-Driven Interaction and English Language Learning Outcomes: The Mediating Effects of Engagement and Motivation

Turab Hussain — 2025-12-31

In the digital era, English language education is undergoing a profound transformation from traditional classrooms to smart learning environments driven by technology-based interaction. Understanding how technology-driven interaction (TDI) influences students’ learning success has become crucial in optimizing the effectiveness of modern English education. This study aimed to examine the direct and indirect effects of TDI on self-reported English learning outcomes (OUT) through the mediating roles of student engagement (ENG) and motivation (MOT). Using a quantitative design, data were collected from 300 English language learners in Pakistan and Indonesia through a structured online questionnaire and analyzed using structural equation modeling. The results revealed that TDI had a significant positive impact on both ENG and MOT, which in turn strongly influenced OUT. Moreover, both ENG and MOT significantly mediated the relationship between TDI and OUT, indicating that technology enhances learning outcomes primarily by increasing students’ engagement and motivation. These findings support theoretical frameworks such as Self-Determination Theory and the Community of Inquiry model, emphasizing the psychological mechanisms linking technology use to learning success. This study contributes to the growing body of research on technology-enhanced language learning by proposing a dual mediation model that explains how digital interaction translates into measurable academic achievement. Practically, the findings highlight the need to design technology-based English learning systems that foster engagement, sustain motivation, and enhance meaningful learning outcomes in smart educational environments.

Revolutionizing Biomedical Education: Student Views on Virtual Reality in Anatomy and Physiology Learning

Erna Faryza Mohd Poot — 2025-12-31

In the era of digital transformation, biomedical education faces growing challenges to deliver more visual, interactive, and contextualized learning experiences. Virtual reality (VR) has emerged as a disruptive technology capable of revolutionizing how students deeply understand anatomy and physiology. This study aims to explore student views on the use of VR in learning anatomy and physiology, and to examine the influence of factors such as perceived usefulness, ease of use, motivation, engagement, satisfaction, and perceived learning outcomes on students’ intention to use VR. Adopting a quantitative approach through a survey method, data were collected from 114 biomedical students in Malaysia and Indonesia via online questionnaire. The data were analyzed using Structural Equation Modeling. The results reveal that motivation, engagement, perceived usefulness, satisfaction, and perceived learning outcomes significantly influence the intention to use VR. Satisfaction also plays a key mediating role between perceived usefulness and intention to use. Meanwhile, ease of use does not exert a direct influence on intention, but shows an indirect effect through perceived usefulness. These findings underscore that students prioritize pedagogical value and enjoyable learning experiences over purely technical aspects. In conclusion, VR is not merely a supplementary tool but serves as a catalyst in accelerating the transformation of biomedical education toward approaches that are more adaptive to the needs of the modern generation. This study contributes by providing empirical evidence to support the development of effective and sustainable technology-based learning tools.

The Evolution of Central Government Ministries' (CGM) Libraries in India: Bridging Education and the Dynamic Tech World

Kimi Mahawariya — 2025-12-31

In an era where the synergy between educational infrastructure and the dynamic technological landscape is redefining knowledge management, the evolutionary adaptability of government libraries becomes the linchpin in bridging the gap between traditional policy support and the digital future. This study investigates the technological evolution of 32 Central Government Ministries’ (CGM) libraries in Delhi from 2010 to 2023, specifically analyzing their transition regarding e-resources, ICT tools, automation, and housekeeping activities. These institutions play a critical role in facilitating policy formulation and legislation while providing access to essential documentation for parliamentarians, bureaucrats, and researchers. Utilizing a mixed-method approach through structured questionnaires administered to library heads, the research quantitatively and qualitatively evaluates modernization efforts. Results indicate a progressive integration of modern ICT tools to align with global standards. Specifically, the Ministry of Power Library holds the largest e-resource collection, while the Central Secretariat Library leads in ICT infrastructure and management software. Significant milestones were achieved in automation; by 2023, 21 libraries were fully automated, 24 had adopted Library Management Software (LMS), and 18 utilized automated modes for housekeeping functions. While network sharing remained consistent, these figures reflect a positive modernization trajectory. This research provides a crucial outlook on the status of CGM libraries, identifying systemic hurdles to guide future developmental plans. Uniquely, this study offers the first comprehensive, fourteen-year longitudinal assessment of Indian government libraries, filling a significant gap in the literature regarding their evolutionary adaptation within the modern technological world.

Teachers’ Readiness for Integrating Technology in English Language Education: The Roles of Institutional Support, Self-Efficacy, and Technological Competence

Lambok Hermanto Sihombing — 2025-12-31

The rapid digital transformation in English Language Education (ELE) has made teacher readiness a critical determinant of successful technology integration. This study aims to investigate the roles of institutional support, self-efficacy, and technological competence in shaping teachers’ readiness across two distinct educational landscapes: Australia and Indonesia. Adopting a quantitative research design, data were collected from 125 English language teachers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that institutional support, self-efficacy, and technological competence all exert a positive and significant influence on teacher readiness, collectively explaining 65.8% of the model’s variance (R2=0.658). Among the predictors, self-efficacy emerged as the most dominant driver (β=0.428), highlighting the primacy of internal psychological confidence in adopting digital tools. These results underscore that technology integration is a complex socio-technical process requiring a synergistic approach that balances environmental resources with individual psychological resilience. This study contributes to the field of educational technology by providing a robust cross-cultural model, suggesting that professional development must prioritize building digital agency and supportive ecosystems over mere infrastructure procurement to ensure sustainable digital transitions.

The Quality of Knowledge Management in Government: Assessing WhatsApp for Administrative Learning and Professional Dissemination

Praveen Kumar — 2025-12-31

In the era of digital transformation, rapid advancements in Information and Communication Technology (ICT) have transformed the paradigms through which government organizations create and share knowledge to ensure transparency and effective decision-making. This study evaluates the quality of knowledge management (KM) within public administration by assessing the extent, nature, and implications of WhatsApp usage for administrative learning and professional dissemination among 100 government officials in Delhi. Utilizing structured questionnaires and weighted mean score analysis, the findings reveal an exceptional level of digital familiarity (4.83) and a high frequency of usage (4.98), indicating that the platform has become a routine infrastructure for administrative coordination. The application is predominantly utilized for professional learning through organization specific updates (98%), office related resource sharing (93%), and administrative reminders (91%). Although the mean score of 2.83 suggests that digital engagement is strictly task oriented rather than for prolonged personal use, it facilitates a rapid information flow within the governance structure. Despite functional advantages such as quick response (90%) and remote access (97%), significant barriers to quality KM persist, including device storage limitations (80%) and a lack of formal institutional acceptance (71%). Furthermore, unregulated usage contributes to substantial work pressure (90%), stress (79%), and an imbalance between work and life (90%). These findings necessitate the implementation of structured communication guidelines to harmonize operational efficiency with employee well-being. This research contributes to digital governance frameworks by offering empirical insights into bridging the gap between widespread informal digital usage and the requirement for formal, regulated knowledge management practices within public institutions.