International Journal for Educational Media and Technology
type: channel
description: The International Journal of Educational Media and Technology, collaboratively published once per year by the KAEIM (Korean Association for Educational Information and Media) in Korea and the JAEMS (Japan Association for Educational Media Studies) in Japan, is the premier academic journal for the field focusing entirely on research and practice in media studies in education and training. Each issue consists of invitation papers only, which are recommended by the Editorial Board among those papers accepted for concurrent sessions of ICoME, or International Conference for Media in Education. Upon submission of the paper, not only Korean and Japanese reviewers were assigned, but also international editors are assigned to make the review rigorous and helpful to include only quality papers.
language: en
publication name: International Journal for Educational Media and Technology
issn: 1882-2290
items: Grit, Self-Efficacy, and Study Habits in Mobile Learning Among Physical Therapy Students
items: Distance Learning Where Children Freely Share Thoughts in a Metaverse
items: Immersive and Tangible VR Tool for Learning about Pre- and Post-Atomic Bombing Environments
items: Examining Synthetic Speech in Corporate Training: Focusing on Impression Formation and Likability
items: Integrating Inquiry and Creative Activities through the Exploratory Spherical Power Plant Application
items: Empowering Girls in Robot Programming by Integrating the Video-Sharing Social Networking Service into Workshop Designs
items: Relationship between the Effects of Productive Failure on University Students and Learner Characteristics
items: Developing an Online Job Aid to Help Middle Leaders Design Professional Development Training for School Teachers
items: Strategies to Promote e-Learning, Engagement, and Belonging in Emerging Educational Technologies
items: Reviving the Traditional Campus Radio in the Digital Age: Challenges and Lessons from DYUP Sugbo
items: The Living Textbook: Open Educational Resources for Engagement, Equity, and Inclusion to Support Student Learning Outcomes and Retention in an Entry-Point Course at an Asynchronous Online University
items: Exploring Online Adult Student Reasoning to Pursue a Practitioner Doctoral Degree
items: Exploring The Effectiveness of Immersive Mobile Learning in Enhancing Stem Subjects
items: Optimizing Student Success: The Impact of Artificial Intelligence in Teaching and Learning
items: Integrating AI into Higher Education: College Students’ Positions in ChatGPT-supported Learning
items: Can Social Interactions Support Women in STEM Education? The Data Mining Approach
items: eLearning in Short Bursts: Examining Professional Development Microlearning Videos
items: Design, Development, and Use of an Exploratory Data Analysis Tool
items: A Study on the Application of “Media Literacy” in Japan: Definitions and Insights from a Survey
items: The Growth of Self-Efficacy through Exchange Learning with Cambodian Primary Schools
items: Online Social Support for Pregnant Women’s Question Resolution and Anxiety Reduction
items: Exploring Learners’ Facilitation Strategies in Online Discussion Forums
items: The process of Mid-Career Teachers’ Class Reflections with One-to-One Devices
items: Designing Learning Support for Simulation-Based Preservice Teacher Learning with Artificial Intelligence-Powered Virtual Agents
items: Engaging Graduate Students Through a Microchallenge: Providing Purpose for New Tool Exploration
items: Characteristics of Schools' Efforts to Implement the Integrated Elementary and Junior High School Curriculum
items: Computer-Mediated Collaborative Writing in Language Learning: A Qualitative Research Synthesis
items: Educational Technology for Strong Schools: Using Open Pedagogy and Collaborative Writing to Create a Student-Authored Open Access Book
items: Transformation of Middle-Career Teachers’ Beliefs During the Development of an ICT Environment
items: Design Thinking, Making and Serious Play: Similarities, Differences, and Workshop Concepts

Grit, Self-Efficacy, and Study Habits in Mobile Learning Among Physical Therapy Students
type: item
description: This study investigated the relationship between grit, self-efficacy, and study habits operationalized through engagement with a mobile learning app among Japanese physical therapy students. The findings revealed that students with more consistent app-based study habits demonstrated significantly higher levels of both grit and self-efficacy. Logistic regression analysis revealed that grit was a stronger positive predictor of consistent app usage than self-efficacy. Furthermore, a positive correlation was observed between consistent app usage and academic test scores. This research significantly contributes by clarifying the relationship between psychological traits and study habits within a mobile learning environment through objective measurement via learning logs.
subject: Original Papers
  topic: section
subject: Grit
  topic: keywords
subject: Mobile Learning
  topic: keywords
subject: Physical Therapy Education
  topic: keywords
subject: Self-efficacy
  topic: keywords
subject: Study Habits
  topic: keywords
creator: Hisaya Sudo
creator: Yoko Noborimoto
creator: Jun Takahashi
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Distance Learning Where Children Freely Share Thoughts in a Metaverse
type: item
description: This study examines how children from different regions can voluntarily share ideas through metaverse-based distance learning and how teachers observe their interactions. To explore this, we conducted three learning activities combining metaverse-based and face-to-face sessions. Data collection included a questionnaire survey completed by 25 students and paper-based interviews with two teachers. Our results indicate that the metaverse encouraged voluntary dialogue by reducing tension and enabling freer interaction compared to face-to-face settings. Teachers primarily observed students using four indicators: “signals during a call,” “conversation range,” “avatar movement,” and “chat.” Although the study was limited in duration, scope, and sample size, it provides preliminary insights into the metaverse’s potential in compulsory education. Future research should analyze dialogue content and identify strategies to foster more active peer interaction in virtual learning environments.
subject: Original Papers
  topic: section
subject: distance Learning
  topic: keywords
subject: metaverse
  topic: keywords
subject: children
  topic: keywords
creator: Shin Kurata
creator: Takashi Fujiki
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Immersive and Tangible VR Tool for Learning about Pre- and Post-Atomic Bombing Environments
type: item
description: Existing literature lacks tools that combine spatial, multisensory exploration with historically grounded, learner-centered content to foster a deeper understanding of pre- and post-atomic bombing environments. Therefore, this study introduces an immersive, tangible virtual reality (VR)-based educational tool designed to facilitate exploratory learning about Nagasaki's environment before and after the atomic bombing. The system integrates tangible user interfaces with VR, enabling learners to build virtual cityscapes by arranging physical building models. Learners can transition between pre- and post-atomic bombing environments to explore detailed visualizations enhanced by sound, animation, and multimedia. A user study involving university students revealed that the VR tool increased interest in peace-related topics, especially post-bombing history, and improved engagement and concentration. Comparative analysis indicated that the VR environment was more effective than a 2D digital map in conveying the atmosphere of the pre- and post-bombing settings and supporting historical understanding. These findings suggest that immersive, tangible VR is a valuable medium for peace education, fostering experiential and emotional engagement with historical content.
subject: Original Papers
  topic: section
subject: VR
  topic: keywords
subject: TUIs
  topic: keywords
subject: Peace Education
  topic: keywords
subject: Atomic Bombing
  topic: keywords
subject: Immersive Learning
  topic: keywords
creator: Norio Setozaki
creator: Hayate Kitahara
creator: Fumito Kitamura
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Examining Synthetic Speech in Corporate Training: Focusing on Impression Formation and Likability
type: item
description: This study aims to identify the characteristics of synthetic speech that tend to elicit higher levels of likability by examining evaluations and impressions of synthetic speech. To achieve this objective, two practices were conducted. Practice 1 involved a confirmation test, subjective evaluation, and an impression formation survey on video teaching materials featuring an instructor's human voice and a synthetic speech. Practice 2 focused only on evaluating synthetic speech (four types in total: two male and two female), to survey on evaluating and impression formation surveys. In Practice 1, the results indicated no significant differences in test scores or subjective evaluations between the two materials. However, in the impression formation survey, human voices were significantly more highly evaluated for characteristics such as “Friendly,” “Pleasant,” “Sensible,” and “Approachable.” In Practice 2, synthetic speech perceived as “Pleasant,” “Approachable,” and “Kind” tended to receive higher evaluation scores.
subject: Original Papers
  topic: section
subject: Corporate training
  topic: keywords
subject: Synthetic speech
  topic: keywords
subject: Impression formation
  topic: keywords
subject: Trait adjective scales
  topic: keywords
creator: Shingo Marubayashi
creator: Mizuki Ohtori
creator: Hiroki Murakawa
creator: Fumito Kitamura
creator: Norio Setozaki
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Integrating Inquiry and Creative Activities through the Exploratory Spherical Power Plant Application
type: item
description: This study investigated the educational impact of integrating a 360-degree power plant exploration application with creative production activities in elementary education. Sixth-grade students engaged in inquiry-based learning using the improved version of the application, followed by group work to design eco-friendly power generation systems. A four-point Likert scale survey and analysis of open-ended responses revealed that the application was easy to use, enhanced students' understanding of energy systems, and fostered active learning. Creative tasks further supported deeper knowledge construction, collaboration, and environmental awareness. The results suggest that combining VR-based exploratory learning with hands-on creative activities can effectively promote learner engagement and interdisciplinary understanding in sustainability and energy education.
subject: Original Papers
  topic: section
subject: Maker Education
  topic: keywords
subject: Environmental Education
  topic: keywords
subject: Inquiry-Based Learning
  topic: keywords
creator: Honoka Tashiro
creator: Noboru Fujimoto
creator: Yusuke Morita
creator: Norio Setozaki
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Empowering Girls in Robot Programming by Integrating the Video-Sharing Social Networking Service into Workshop Designs
type: item
description: The underrepresentation of females in mechanical engineering highlights the need for educational strategies that engage girls in this field. This study aimed to design a robot programming workshop tailored to girls’ interests by integrating engaging media technologies. Drawing on the content creation process of video-sharing social networking services, especially TikTok, four emotional components were incorporated into the workshop: Attachment to the robot, Attraction to the theme, a sense of Achievement in the work, and opportunities for Approval. The workshop was implemented with female teenagers, and the results showed a significant increase in intrinsic motivation, with a particularly large increase in confidence. These findings suggest that offering creative autonomy and opportunities for visible self-expression can transform initial interest into sustained engagement. This study contributes to educational media practices by demonstrating how media technology can be effectively integrated to enhance girls’ motivation in robot programming.
subject: Original Papers
  topic: section
subject: Robot programming
  topic: keywords
subject: Learning resource
  topic: keywords
subject: Video-sharing social networking service
  topic: keywords
subject: Women in STEM fields
  topic: keywords
creator: Reika Abe
creator: Kimi Ueda
creator: Hirotake Ishii
creator: Hiroshi Shimoda
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Relationship between the Effects of Productive Failure on University Students and Learner Characteristics
type: item
description: With the growing importance of statistics education at the university level, productive failure has been identified as an effective instructional strategy for fostering understanding of statistical concepts. However, some studies suggest that its effectiveness may vary depending on learner characteristics. This study focused on attitudes toward mathematics, failure beliefs, and belief in cooperation, and examined the effects of a productive failure-based class on students' problem-solving. The results revealed a significant negative correlation between instrumental motivation to learn mathematics and the quantity of problem-solving, while no significant correlations were found for the other variables. These results suggest that learner characteristics do not have a substantial impact on the effectiveness of productive failure in university-level statistics education, although scaffolding may still be necessary for students with high instrumental motivation to learn mathematics.
subject: Original Papers
  topic: section
subject: Productive failure
  topic: keywords
subject: Conceptual knowledge
  topic: keywords
subject: Statistical education
  topic: keywords
subject: Learner Characteristics
  topic: keywords
creator: Shota Higuchi
creator: Yuki Watanabe
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Developing an Online Job Aid to Help Middle Leaders Design Professional Development Training for School Teachers
type: item
description: Middle leaders in educational settings often struggle to design professional development (PD) programs for technology integration due to time constraints and limited specialized knowledge. This study addresses this challenge by proposing an online job aid as a workplace learning mechanism. Guided by instructional design principles, the system provides a structured step-by-step approach to developing PD programs. To guide this study, the following research question was posed: How can an online job aid be designed to support middle leaders in planning and facilitating effective in-school PD programs for ICT integration, while addressing limitations of traditional support tools? A mixed-methods evaluation, comprising a questionnaire survey and interviews, was conducted to assess the job aid’s effectiveness. Results show that the job aid significantly enhanced middle leaders’ training design capabilities by providing features such as guided design processes, essential information inputs, and access to shared training designs. While outcomes were promising, the study also identified areas for improvement in design flexibility and the user interface. This research offers a practical solution for supporting technology integration in educational professional development and has potential for future AI-enhanced capabilities.
subject: Original Papers
  topic: section
subject: Professional Development
  topic: keywords
subject: Middle Leadership
  topic: keywords
subject: Technology Integration
  topic: keywords
subject: Job Aid
  topic: keywords
subject: Instructional Design
  topic: keywords
creator: Kosuke Terashima
creator: Shin Kurata
creator: Takayuki Konno
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

Strategies to Promote e-Learning, Engagement, and Belonging in Emerging Educational Technologies
type: item
description: As reliance on information and communication technology continues to grow, it is essential to recognize and explore the impact of emerging technologies in the field of education. These rapidly advancing tools require early integration of digital citizenship education in curricula to promote their adoption and adaptation. With the support of new teaching methodologies and diverse digital education tools, educators are better equipped to empower students, streamline academic processes, and foster effective collaboration. The present narrative reviews emerging technologies in education to examine their potential benefits in the field of education. The insights are poised to inspire universities and colleges worldwide to embrace innovative technology for enhanced academic performance and delivery of education
subject: Original Papers
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Augmented/Virtual Reality
  topic: keywords
subject: E-learning
  topic: keywords
subject: Emerging Technologies
  topic: keywords
subject: Internet of Things
  topic: keywords
creator: Pamayla Darbyshire
creator: Maria Navarro
creator: Louise Underdahl
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Reviving the Traditional Campus Radio in the Digital Age: Challenges and Lessons from DYUP Sugbo
type: item
description: DYUP Sugbo, the official campus radio of the University of the Philippines Cebu, has undergone operational fluctuations in recent years due to financial difficulties and organizational disputes. Despite the rise of new media technologies, a significant demand among students for the station’s revival persists. As a laboratory facility, DYUP Sugbo is dedicated to equipping students with essential broadcasting skills, supporting the university's objective to be a regional leader in communication education. Employing stakeholder theory as a framework, this autoethnographic study involved conducting semi-structured interviews with various stakeholders, including student volunteers who operate the radio station and the administrators overseeing its management. Through thematic analysis of the data, the research aimed to document the resurgence of campus radio in 2023, highlighting the pivotal role of student-broadcasters in the organization’s revival. The findings indicate that the resurgence of the campus radio was driven largely by the students’ enthusiasm for campus broadcasting and the university administration's directive for its revival. This study could serve as an insightful resource for other campus radios across the country, providing strategies for achieving sustainability in the face of resource constraints and the expanding presence of online radio.
subject: Original Papers
  topic: section
subject: campus journalism
  topic: keywords
subject: campus radio
  topic: keywords
subject: digital radio
  topic: keywords
subject: stakeholder theory
  topic: keywords
subject: autoethnography
  topic: keywords
creator: Maurice Jitty Villaester
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

The Living Textbook: Open Educational Resources for Engagement, Equity, and Inclusion to Support Student Learning Outcomes and Retention in an Entry-Point Course at an Asynchronous Online University
type: item
description: The online open-access university in this study has championed diversity, equity, and inclusion (DEI) as values to be woven consciously throughout all student-facing initiatives. In support of the institution’s mission to “transform the higher education landscape and make it accessible to everyone, no matter their background or circumstance,” the GEN 101 Open Educational Resources Pilot project was initiated. Open Educational Resources (OER) (such as textbooks, supplemental materials, resources, etc.) also support the institution's mission by providing cost-saving learning materials that will remain accessible to students for perpetuity. The key objectives of the study were to create relatable and inclusive materials that increased a sense of belonging and to determine the effectiveness of OER on student retention and student learning outcomes. As a result, the GEN 101 OER Pilot Project team created a repository of OER for this entry-point course that was relevant, current, and reflective of the needs of diverse open-access students that supported student learning outcomes and faculty classroom engagement. Keywords: open educational resources, OER, open access, entry point, online education, DEI
subject: Original Papers
  topic: section
subject: open educational resources
  topic: keywords
subject: OER
  topic: keywords
subject: open access
  topic: keywords
subject: online education
  topic: keywords
subject: entry-point course
  topic: keywords
subject: student retention
  topic: keywords
subject: student learning outcomes
  topic: keywords
subject: diversity
  topic: keywords
subject: equity
  topic: keywords
subject: inclusion
  topic: keywords
subject: DEI
  topic: keywords
creator: Teresa Handy
creator: Jennifer Dunn
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Exploring Online Adult Student Reasoning to Pursue a Practitioner Doctoral Degree
type: item
description: The purpose of this qualitative descriptive study was to describe adult learners’ reasons to pursue a doctorate degree. The framework focused on the Self-determination Theory. Data were collected via 45 semi-structured interviews. Researchers used Claude AI 3. 5 Sonnet (Artificial Intelligence) as a methodological tool to apply Braun and Clarke’s thematic analysis. Five themes emerged consisting of Personal Growth and Fulfillment, Career Advancement and Development, Interpersonal Identity and Expectations, Societal Impact and Systemic Change, and Practical Considerations. Future research recommendations include providing professional development opportunities for faculty to support students with the ethical use of AI. The researchers acknowledge and document the use of both AI as a methodological tool and the researchers’ analytical skills in manually cross-referencing the data to support the AI thematic analysis process.
subject: Original Papers
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Methodological Tool
  topic: keywords
subject: Qualitative Data Analysis
  topic: keywords
subject: Research Support
  topic: keywords
creator: Roxanne Williams
creator: Elizabeth Young
creator: Marlene Blake
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Exploring The Effectiveness of Immersive Mobile Learning in Enhancing Stem Subjects
type: item
description: This study employed a qualitative case study design to explore participants' perspectives on learning STEM subjects through immersive mobile technologies. IML provides learners with immersive experiences and ubiquitous access to educational content using portable devices. The data was collected through focus groups, observations, reflection journals, and interviews in four sessions where students learned physics and chemistry via IML. Findings revealed that IML significantly enhanced student engagement and the motivation to learn STEM and career application, making STEM subjects more concrete and authentic. Participants emphasized the importance of engagement and motivation in STEM learning. This indicates that IML is practical and successful in tackling the challenges of STEM education.
subject: Original Papers
  topic: section
subject: Immersive Mobile Learning
  topic: keywords
subject: Immersive Learning
  topic: keywords
subject: STEM
  topic: keywords
subject: Virtual Reality
  topic: keywords
subject: Augmented Reality
  topic: keywords
creator: Oluwafikayo Adewumi
creator: Tutaleni Asino
creator: Olaitan Kushimo
creator: Clement Audu
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Optimizing Student Success: The Impact of Artificial Intelligence in Teaching and Learning
type: item
description: This study investigates the transformative potential of generative artificial intelligence (GAI) in reshaping educational methodologies in higher learning to enhance student success. Implementing GAI technologies into higher education opens new possibilities for improving the teaching and learning process. The research highlights synergies between GAI tools and educational best practices, addressing benefits and challenges. GAI tools were identified that can improve teaching and learning. These tools help streamline the curriculum development process, create teaching materials, and improve student success. GAI tools can enhance efficiency, save time, provide instant student support, and personalize course materials. Challenges include the accuracy of GAI-generated content, inadequate faculty training, lack of guidance on ethical use, and the high cost of implementation. The possibility of diminishing critical thinking skills and an increase in student cheating was a significant concern. Recommendations for employing GAI in higher education are provided, offering insights into its impact on teaching and learning.
subject: Original Papers
  topic: section
subject: AI tools
  topic: keywords
subject: Curriculum Development
  topic: keywords
subject: Generative Artificial Intelligence (GAI)
  topic: keywords
subject: Student Success
  topic: keywords
subject: Teaching and Learning
  topic: keywords
creator: Jean Kotsiovos
creator: Sean Doyle
creator: Rhonda Chicone
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Integrating AI into Higher Education: College Students’ Positions in ChatGPT-supported Learning
type: item
description: This study uses positioning theory as the analytical framework to explore how college students relate to and interact with ChatGPT during in-class learning tasks. Fifteen college students voluntarily participated in the study and completed the lesson plan development task through interaction with ChatGPT. We analyzed the interaction transcripts between participants and ChatGPT and the survey responses on their experiences and perceptions. The results demonstrated that college students interacted with ChatGPT in distinct ways. Additionally, they position ChatGPT as distinct and changing roles as interaction develops, including Information Provider (Search Engine, Intelligent Engine), Human Conversational Partner, and a Computer-based Tool (Digital Servant). The findings illuminate the potential of leveraging ChatGPT as a learning tool in higher education and the need to improve students’ AI literacy
subject: Original Papers
  topic: section
subject: ChatGPT
  topic: keywords
subject: College student
  topic: keywords
subject: Higher education
  topic: keywords
subject: Positioning theory
  topic: keywords
creator: Nuodi Zhang
creator: Vanessa Dennen
creator: Zhongyu Wang
creator: Jiabei Xu
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Can Social Interactions Support Women in STEM Education? The Data Mining Approach
type: item
description: Women are significantly underrepresented in STEM fields. Despite several studies proposed various interventions and measures to address STEM education gender inequality, these efforts are often constrained by traditional research methods and limited participant knowledge. This study addresses these gaps by leveraging data mining to analyze the roles and contributions of individuals using the hashtag #WomeninSTEM on Twitter. Analyzing 101,432 Twitter posts using social network and topic modeling analysis, this study investigates the dynamics of participant interactions and the nature of shared information within the #WomeninSTEM site. The findings reveal the #WomeninSTEM site as a disseminating information network comprising several small communities. Participants actively shared diverse information, including bolstering gender diversity, disseminating female success stories, sharing job opportunities, promoting online events, and collaborating on projects. This study provides novel insights and methodological approaches, emphasizing the critical role of online social networks in advancing women’s participation and success in STEM fields.
subject: Original Papers
  topic: section
subject: Women in STEM fields
  topic: keywords
subject: Social network analysis
  topic: keywords
subject: Topic modeling analysis
  topic: keywords
subject: Social interactions
  topic: keywords
subject: Twitter data
  topic: keywords
creator: Junhe Yang
creator: Scott Warren
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

eLearning in Short Bursts: Examining Professional Development Microlearning Videos
type: item
description: This study examined 80 YouTube microlearning videos that provided insight into how consumers viewed the user-generated content (UGC) using thumbs-up/down ratings and comments. The results found that higher scores in the Morain & Swarts (2012) instructional design quality (IDQ) framework and the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model (Keller, 1987) showed a relationship with the thumbs up/down icon and consumers’ comments. The highest production and consumption ratings were in Relevance and Satisfaction in the ARCS Model and the affective design in the IDQ framework. Consumers noted that the talking head video format enabled them to observe the presenter in the UGC, demonstrating confidence, self-efficacy, and audience engagement as a subject matter expert. The findings provided insights for technical communication instructors or anyone interested in creating relevant video content to meet consumers’ expectations for a microlearning video of four minutes or less.
subject: Original Papers
  topic: section
subject: Microlearning videos
  topic: keywords
subject: professional development
  topic: keywords
subject: instructional design
  topic: keywords
creator: Karen Fujii
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

Design, Development, and Use of an Exploratory Data Analysis Tool
type: item
description: Data science is a rapidly evolving field and is assuming an increasing role in both academia and industry. As we navigate this landscape, it becomes clear that effective tools are essential for optimizing data science workflows. One such tool holds great potential: Exploratory Data Analysis (EDA) tool. In this paper, we present the design, development, and use of an EDA tool integrated into the DaTu system—a data science educational platform designed to provide personalized guidance for students learning data science concepts. By integrating an EDA tool into the DaTu system, we aim to enhance student learning experiences and promote effective exploration of datasets. This research contributes to the ongoing efforts to develop innovative solutions that support productive data science education and research.
subject: Original Papers
  topic: section
subject: Exploratory Data Analysis (EDA)
  topic: keywords
subject: Visualizations
  topic: keywords
subject: Data Science
  topic: keywords
subject: Machine Learning
  topic: keywords
subject: Artificial Intelligence
  topic: keywords
subject: Programming
  topic: keywords
creator: Tenzin Doleck
creator: Pedram Agand
creator: Dylan Pirrotta
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-03-10
publication date: 2025-03-10

A Study on the Application of “Media Literacy” in Japan: Definitions and Insights from a Survey
type: item
description: This study explores the application of media literacy by defining its conceptual framework and examining its practical implementation. Media literacy has become increasingly important in today’s complex media environment, where misinformation and personalized content pose threats to democratic decision-making. While previous research has extensively focused on defining media literacy competencies, limited attention has been given to how individuals apply these skills in everyday contexts. This study addresses this gap through a two-part investigation. First, a critical review of existing definitions and components of media literacy in Japanese educational research highlights the lack of explicit discussion regarding its application. Second, a survey examines how media literacy is applied in real-life contexts and investigates its application through a survey. Findings reveal that the application of media literacy varies depending on these factors. High interest and trust in information sources promote active media literacy behaviors, whereas low levels inhibit application. These results emphasize the need to incorporate application-focused elements into media literacy frameworks to better reflect real-world practices. This study provides insights into enhancing media literacy education by bridging the gap between theoretical knowledge and practical application, offering directions for future research on its development.
subject: Original Papers
  topic: section
subject: Media Literacy
  topic: keywords
subject: Application
  topic: keywords
subject: Definition
  topic: keywords
subject: Components
  topic: keywords
subject: Survey
  topic: keywords
creator: Ryoga Okawa
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-02-19
publication date: 2025-02-19

The Growth of Self-Efficacy through Exchange Learning with Cambodian Primary Schools
type: item
description: After the COVID-19 pandemic, the use of ICT has been promoted, and improvements in network infrastructure in developing countries are making effective international exchange learning increasingly possible. There has been an increase in cases where educational institutions, including schools, use ICT and online tools to implement collaborative programs, such as exchange learning. However, few studies describe and analyze the processes by which these programs are designed and how collaboration occurs. In collaboration with a local primary school in Cambodia, this study designed international exchange learning in the context of high school inquiry-based learning, using the Collaborative Online International Learning (COIL) and incorporating authentic activities. By describing and analyzing the collaborative process, this study captures the transformation of students and clarifies its significance. The results show that, through exchanges, students heard direct feedback, confirmed that the videos they created were used in the local context, and received feedback from the local community. Through these authentic activities, the students’ awareness of “confidence,“ “sense of achievement,“ and “contribution“ increased, thereby fostering their sense of self-efficacy.
subject: Original Papers
  topic: section
subject: exchange learning
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: inquiry-based learning
  topic: keywords
subject: qualitative research
  topic: keywords
creator: Maro Kimizuka
creator: Shinichi Sato
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-02-19
publication date: 2025-02-19

Online Social Support for Pregnant Women’s Question Resolution and Anxiety Reduction
type: item
description: This study aimed to identify the characteristics of communication that resolve questions and reduce anxiety in online self-help groups for pregnant women. To simulate actual online support, questions about labor pain were posed online along with four sample answers that involved medical knowledge, medical knowledge with added empathy, personal experience, and personal experience with added empathy. The experiment was conducted with four groups of 110 respondents who were randomly selected, totaling 440 respondents. Each respondent was assigned to a single condition in the study design. The results show that the degrees of both question resolution and anxiety reduction were higher when empathy was combined with medical knowledge. These results suggest that when medical knowledge incorporates empathy, pregnancy support is more effective in resolving questions and reducing anxiety in online social support.
subject: Original Papers
  topic: section
subject: Anxiety reduction
  topic: keywords
subject: Online social support
  topic: keywords
subject: Question resolution
  topic: keywords
subject: Pregnancy support
  topic: keywords
subject: Online self-help group
  topic: keywords
creator: Shoko Tange
creator: Kazuo Nagano
creator: Naoe Nishihara
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-02-19
publication date: 2025-02-19

Exploring Learners’ Facilitation Strategies in Online Discussion Forums
type: item
description: Online discussion forums have the potential to contribute to the development of learners’ higher order thinking by promoting writing and reflective practices within quality online learning spaces. In the Community of Inquiry framework, not only instructors but participants are expected to demonstrate teaching presence; however, research that focuses on participants’ facilitation strategies remains limited. This study explored how learners adopt facilitation strategies in forums and whether such strategies foster higher order thinking. This study is situated within a broader action research project, with a particular emphasis on mediation transfer. In this study, a blended learning program was created to develop the higher order thinking of English language learners at a public high school in Japan. The intervention design was based on ecological constructivism, and the instructor’s mediation was informed by sociocultural theory. Participants’ forum interactions were transformed into quantitative data using three content analysis instruments. The instructor’s mediation was analyzed using an original coding framework. Participants’ facilitation strategies were analyzed using a qualitative interpretive approach. The data indicated that two participants who exhibited higher order thinking made use of various facilitation strategies in their interactions. This study concluded that the transfer of mediation strategies between instructor and participants could occur if instructors employ various mediation strategies as a model, and if participants understand the value of collaborative constructivist learning. A key limitation of this study is the lack of generalizability, as it was conducted within a specific context and with a small participant group, despite detailed accounts of the course design, site, and procedures.
subject: Original Papers
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subject: online discussion forums
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subject: mediation
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subject: higher order thinking
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subject: the Community of Inquiry framework
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creator: Hiroshi Miyashita
rights: Copyright (c) 2025 International Journal for Educational Media and Technology
date: 2025-09-10
publication date: 2025-09-10

The process of Mid-Career Teachers’ Class Reflections with One-to-One Devices
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description: Few studies on mid-career teachers have examined teachers’ professional development in relation to social change. To address this gap in the literature, this study seeks to clarify the reflection process of mid-career teachers conducting classes using one-to-one devices. The authors applied the ALACT model as a framework to analyze the reflections of mid-career teachers to clarify their conflicts, and processes of awareness. The study used interviews and classroom observation for data collection. As a result of the analysis, the authors identified four reflection processes. The first, mid-career teachers described their weak understanding of the student’s readiness while using one-to-one devices for learner-centered learning. The second, they returned to beliefs and sense of mission to raise essential questions. The third, they realized the value of learning of direct interaction with others. The fourth, they realized they had a biased view that teachers should not teach.
subject: Original Papers
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subject: ALACT model
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subject: Mid-career Teacher
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subject: One-to-one Devices
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subject: Reflection on Media in Education
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subject: Teacher Education
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creator: KEN USAMI
creator: TAKAYUKI KONNO
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26

Designing Learning Support for Simulation-Based Preservice Teacher Learning with Artificial Intelligence-Powered Virtual Agents
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description: In this study, I explored how preservice teachers interact with learning support designed for situational pedagogical practices in virtual reality-supported simulation-based learning with artificial intelligence (AI)-powered virtual student agents. The learning support was designed and integrated into an existing simulation-based learning environment (Anonymized Name). Using a case study approach, I collected data from multiple sources for triangulation and credibility. Nineteen preservice teachers participated in this study. Three major themes endorsed the design and implementation of in-situ learning support and AI-powered virtual students in the virtual reality simulation for preservice teachers–––1) collective reasoning with AI-powered virtual students that builds productive discourse, 2) intentional practice to probe and inquire AI-powered virtual students’ scientific reasoning, 3) analyzing developmentally-aligned AI-powered virtual students’ discourse in-situ. Future research should consider providing adaptive in-situ learning support to preservice teachers by gauging preservice teachers’ situational pedagogical practices using natural language processing and machine learning algorithms.
subject: Original Papers
  topic: section
subject: Artificial Intelligence
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subject: Learning Support
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subject: Simulation-Based Learning
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subject: Teacher Education
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subject: Virtual Reality
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creator: Chih-Pu Dai
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26

Engaging Graduate Students Through a Microchallenge: Providing Purpose for New Tool Exploration
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description: This paper reports the design, development, and implementation of a microchallenge in a graduate level online course. The purpose of the microchallenge was to introduce Twitter to students with a structured, but fun activity. The design process involved conceptualizing the week-long challenge with daily tasks aligned with course objectives. Technological tasks involved coordinating classroom based online communication tools to facilitate the microchallenge. The results demonstrate that students generally enjoyed the activity which fostered active and meaningful knowledge sharing, networking, community development, and learning practices. Implications for social media-based course activity design were discussed.
subject: Original Papers
  topic: section
subject: student engagement
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subject: microchallenge
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subject: Twitter
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subject: social media
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creator: Omer Arslan
creator: Vanessa Dennen
creator: Ji Yae Bong
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26

Characteristics of Schools' Efforts to Implement the Integrated Elementary and Junior High School Curriculum
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description: The purpose of this study was to identify the characteristics of the efforts in compulsory public education schools that innovated to solve problems by continuing to implement curriculum reforms in municipalities, even under the COVID19 circumstances. Using the results of a cross-sectional design survey to evaluate the implementation of the integrated elementary and junior high school curriculum for City A in Japan, we clarified junior high school districts that maintained positive practices, even during the pandemic. As a result, we discovered that those junior high school districts with positive practices conducted an evidence-informed teaching practice, that focused on agency. They were conscious of receiving comments and cooperating with other schools to improve the integrated elementary and junior high school education curriculum and student activities, to generate ideas for better practice by using ICT, rather than being conscious of verifying the effects.
subject: Original Papers
  topic: section
subject: Teacher Agency
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subject: Student Agency
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subject: Leadership
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subject: ICT Use
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subject: COVID-19
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creator: Wakio Oyanagi
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26

Computer-Mediated Collaborative Writing in Language Learning: A Qualitative Research Synthesis
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description: Computer-mediated communication (CMC) technologies have been widely used in second language learning (L2). Now that AI-based tools have gained popularity in L2 writing, it is the right time to reflect on how CMC has contributed to or posed challenges in L2 writing with its unique characteristics. Notably, it enables collaboration among educational participants, unlike Generative AI, where students interact with machines. This study reviewed empirical studies published between 2010 and 2022 to identify the benefits and challenges of computer-mediated collaborative writing in L2 class. The study revealed that computer-mediated collaborative writing had a generally positive impact on students’ writing skills and motivation. Some challenges were technological limitations and interpersonal issues inherent in human collaboration. More attention should be given to instructional design and instructor facilitation to overcome these issues. Although this study focused on language learning, some implications can be applied to other computer-mediated collaborative writing projects.
subject: Original Papers
  topic: section
subject: CMC
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subject: Computer-Mediated Communication
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subject: Collaborative Learning
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subject: collaborative writing
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subject: L2
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creator: HAJEEN CHOI
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26

Educational Technology for Strong Schools: Using Open Pedagogy and Collaborative Writing to Create a Student-Authored Open Access Book
type: item
description: Open educational resources (OER) are learning materials that are available for free under a creative commons license. Open educational resources and open-access materials have made it easy to connect students to a world of learning at their fingertips. This paper outlines how to use open-access textbooks as collaborative writing projects, drawing from a case study with 22 students at the Asian University for Women. The authors provide an overview of the intersection of open-access textbooks and collaborative writing projects and describe the case study results.
subject: Original Papers
  topic: section
subject: open pedagogy
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subject: OER
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subject: open educational resources
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subject: open access textbooks
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subject: collaborative writing
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creator: Stefanie Panke
creator: Israt Jahan Oeeshi
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26

Transformation of Middle-Career Teachers’ Beliefs During the Development of an ICT Environment
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description: This study focuses on elucidating the transformation of teaching beliefs among middle-career teachers in public elementary schools. Interviews with six middle-career teachers and subsequent analysis of their beliefs using trajectory equifinality modeling revealed two distinct periods in the formation of their beliefs. Initially, the teachers’ beliefs about teaching, rooted in direct instructional practices, were learned and formed based on the realizations gained through the infusion teaching approach. Subsequently, as they learned to employ one-to-one computing environment and engaged in educational evaluations, they began reflecting on their teaching beliefs. Through a trial-and-error process with new instructional strategies, the teachers’ beliefs shifted toward constructivist instructional approaches.
subject: Original Papers
  topic: section
subject: Middle-career teachers
  topic: keywords
subject: Teachers’ beliefs
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subject: Information and communications technology
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subject: Elementary school
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subject: Trajectory equifinality modeling
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creator: Yasushi Hirayama
creator: Takayuki Konno
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26

Design Thinking, Making and Serious Play: Similarities, Differences, and Workshop Concepts
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description: This article explores educational media pedagogies that are predominantly non-digital, but nonetheless timely and influential. Design Thinking, Making, and Serious Play are three distinct yet interrelated approaches to problem-solving, resilience and innovation that have gained increased traction in education over the past decade. We explore the similarities and differences between these playful, experiental pedagogies and provide an overview of how these approaches can be integrated effectively into education settings. Finally, we provide transferable examples, including evaluation results, from a weeklong workshop series at Muenster University of Applied Sciences conducted in Spring 2022. The article serves as a theoretically informed practical guide for educators and practitioners seeking to select, implement and evaluate playful pedagogies. It contributes to the understanding of underlying principles, characteristics, potential impact and limitations.
subject: Original Papers
  topic: section
creator: Stefanie Panke
creator: Thilo Harth
rights: Copyright (c) 2024 International Journal for Educational Media and Technology
date: 2024-02-26
publication date: 2024-02-26