International Journal on E-Learning Practices (IJELP)

ACTION RESEARCH ON PEDAGOGICAL PRACTICES IN ENGINEERING MATHEMATICS

Wan Sieng Yeo — 2026-04-08

Action research explores and improves pedagogy in an engineering mathematics unit through iterative inquiry and reflection. Compared to the traditional teacher-centred approach, learner-centred pedagogy fosters a more collaborative learning environment. However, limited studies have examined reflective practice in learner-centred pedagogy within higher education, particularly in engineering. This paper presents a reflective practice and action research approach implemented in an engineering mathematics unit, emphasising scholarly teaching, constructive alignment, and active collaborative learning to enhance student engagement. In 2024, a spaced retrieval practice was introduced to improve assessment pass rates. Fisher’s Exact Test results indicated no statistically significant differences in midterm test pass rates between Semester 1 2024, Semester 1 2023, and Semester 2 2023 at the 5% significance level. However, statistically significant differences were observed in final exam pass rates. The findings highlight that integrating reflective practice with three key elements, scholarly teaching strategies grounded in constructive alignment for effective lesson planning, collaborative learning methods to promote engagement and inclusivity, and intentional development of a cohesive teaching style combining these frameworks, can improve both instructor effectiveness and student outcomes. This study contributes to the understanding of learner-centred pedagogy in engineering education and demonstrates the value of iterative inquiry and evidence-based reflection in enhancing learning experiences and academic performance.

FACTORS INFLUENCING STUDENT ADOPTION OF DIGITAL STORYTELLING IN A LEARNING MANAGEMENT SYSTEM: EVIDENCE FROM UMS ITEL USING UTAUT

Nur Dina Farhana Mokhtaruddin — 2026-05-04

Digital Storytelling (DST) is one of the innovative pedagogical approaches that enhances student engagement in the learning process. However, its adoption within the Malaysian university e-learning environment remains underexplored. This study investigates undergraduate students’ perceptions of DST adoption within Universiti Malaysia Sabah's learning management system called iTEL. This study uses the Unified Theory of Acceptance and Use of Technology (UTAUT) as the guiding framework. Throughout this study, a structured survey instrument was developed to examine the influence of Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC) on students’ Behavioral Intention (BI) to adopt DST. Data collection was conducted among undergraduate students in the information technology field to explore their perceptions of DST and its adoption in iTEL. The findings revealed that PE significantly influences students’ BI to adopt DST in iTEL. This implies that the usefulness of DST strongly determines students’ intention to use it. In contrast, EE, SI, and FC do not significantly affect students’ BI in adopting DST. These results imply that students’ willingness to adopt DST is primarily driven by their perception of its performance benefits rather than by ease of use, encouragement by peers or lecturers, or institutional and technical support. This study contributes to the understanding of DST adoption within the Malaysian university e-learning environment.

THE RELATIONSHIP BETWEEN DIGITAL DEVICE USE AND LANGUAGE DEVELOPMENT AMONG PRESCHOOL CHILDREN AGED 5–6 YEARS

Juppri Bacotang — 2026-07-10

The increasing use of digital devices among young children has raised concerns regarding its possible association with early language development. This study examined the relationship between digital device use and language development among preschool children aged 5 to 6 years in Kota Kinabalu, Malaysia. A quantitative survey design was employed involving 80 parents and 7 teachers
from private kindergartens. Parents completed a questionnaire on children’s digital device use, while teachers assessed language development of 80 children in listening and speaking domains using a rating scale. Data were analysed using descriptive statistics and Pearson correlation analysis. The findings showed that children’s overall digital device use was at a moderate level (M = 2.50, SD = 0.342), while language development was rated at a good level for listening (M = 3.80, SD = 0.37) and speaking (M = 3.41, SD = 0.659). Pearson correlation analysis indicated a very weak and non-significant relationship between digital device use and language development (r = .097, p = .394). These findings suggest that digital device use, as measured in this study, was not significantly associated with preschool children’s listening and speaking development. The study contributes local evidence to early childhood education by highlighting the need to examine not only the amount of digital device use but also the quality, purpose, and context of use in future research. Practical implications include the importance of guided, age-appropriate, and purposeful digital engagement among preschool children.