World Journal on Educational Technology: Current Issues

Feasibility of mathematics questions based on Minimum Competency Assessment (MCA) numeracy in Indonesia

Hari Sugiharto Setyaedhi — 2025-10-25

The Program for International Student Assessment (PISA) places Indonesian students in the lowest position. The solution is that Indonesia must develop PISA-based mathematics questions, namely the Minimum Competency Assessment (MCA) numeracy. This research aims to test the feasibility of MCA numeracy-based mathematics questions. This research uses a formative evaluation model. The research subjects were 40 students. Data were analyzed descriptively. Data collection techniques through observation, tests, and document analysis. The research results showed that understanding mathematics was 80%, the ability to apply mathematics was 76.8%, and mathematical reasoning ability was 72.4%. The conclusion is that MCA numeracy-based mathematics questions are worthy of being used as questions to increase competency. It is recommended that teachers use mathematics questions whose suitability has been tested so that learning objectives can be achieved optimally.

Keywords: feasibility; mathematics questions; minimum competency assessment; numeracy.

Towards Effective Pedagogical Use of Multimedia Technology among Young Children in Nigeria

Abayomi Babatunde Ilesanmi — 2025-10-25

This paper presents current learning theories that relate to multimedia technology use in the teaching-learning process. It also presents an exposition of the extent to which multimedia technology devices and tools are being adopted and used in the Nigerian educational contexts, and as applicable in her primary schools. While education technological tools tends to foster learning in some ways, including making classroom instruction fun for the students and boosting understanding of complex concepts, it is essential to understand how they are used to support learning in the classroom as facilitated by the teachers. In this paper, the constructivist learning theory and the Meyer's theory of multimedia learning are used to understand how multimedia tools are being created and how a child's learning can be improved in the classroom through the use of technology. Classroom instruction is often taught concurrently with visual/audio-visual information, but the way they are presented can improve or hinder the learning process for some pupils.

Keywords: Multimedia learning, education technology, learning theories, pedagogy

A Review of the Effectiveness of Virtual and Augmented Reality Technologies in Physical Education

Isaac Daramade Gbadegesin — 2025-10-25

The integration of pedagogical practice with digital technology is revolutionizing physical education through the adoption of virtual reality (VR) and augmented reality (AR). Immersive technologies have been applied in various learning settings to increase motivation, engagement, and motor skill learning. Nevertheless, despite their increased application, there is a shortage of systematic reviews to analyze their effectiveness in physical education. The aim of this study is to synthesize existing empirical evidence on the use of VR/AR technologies in physical education, discussing their advantages and disadvantages, and identifying areas that have limited research. Literature review was undertaken systematically employing the Publish or Perish (PoP) software to search for pertinent research in Google Scholar. The parameters set were limited to peer-reviewed, 2020-2024 published journals using specific keywords related to VR/AR technologies in physical education and sports training contexts.. The studies were chosen on the basis of empirical design, motor skill development focus, and game-based learning approaches. The final round included research carried out using commercial VR/AR software and locally developed interactive programs. The studies categorized studies according to intervention duration, technology, participants, and outcome measured. The review identified a succession of studies that had established the increases in motor capability, motivation, and interest achieved through VR/AR-enabled physical education. VR environments added to full-body motion control, response, and balance, and AR device-enhanced visualization and execution of motor skills. Game-based VR/AR applications proved most effective among all categories of applications in maximizing learner interest and learning retention. Nonetheless, pertinent limitations were described, such as accessibility barriers, equipment cost, and transfer in reliability of motor skills in a virtual environment to actual use. In addition, the majority used quasi-experimental studies, with which it is challenging to evaluate cause-and-effect. Comparative research between AR effectiveness and VR does not exist. VR and AR technology offer exciting possibilities for extension of physical education in the areas of heightened motivation and motor skills acquisition. However, broader use of the technologies is limited by expense and logistical considerations. Studies should address how to surmount these, boil instructional design down to its essence, and clarify the long-term impact of VR/AR on physical education.

Keywords: Virtual Reality, Augmented Reality, Physical Education, Immersive Technologies, Learning Outcomes, Student Engagement

Blended Learning and Geometrical Optics: Examining the Interplay of Conceptual Understanding, Motivation, and Science Process Skills

Amssalu Wondmagegn — 2025-10-25

This study to examine the Interplay of Conceptual Understanding, Motivation, and Science Process Skills in geometric optics. Utilizing a quasi-experimental design, 117 Grade 10 students from Woldia Preparatory and Secondary Schools were divided into four groups: one control group (traditional teaching method) and three experimental group (blended lab, virtual lab, and traditional lab). The research employed pre- and post-intervention exams to the relationship among the variable. Results indicated that weak and statistically insignificant correlations between conceptual understanding, science process skills, and motivation. Specifically, the Spearman's rho correlations showed minimal relationships among these variables. However, a logical regression revealed that while conceptual understanding did not significantly influence science process skills, motivation had a positive and statistically significant effect on these skills. This suggests that enhanced motivation is linked to improved science process skills, while conceptual understanding alone does not have a strong impact. The findings highlight the need for further research to explore these relationships in greater depth and to refine educational strategies for teaching geometric optics. Recommendations include a balanced instructional focus, contextualized learning, diverse instructional strategies, and continuous formative assessments to better address the needs of students and enhance their learning outcomes.

Keywords: Geometric optics, Blended learning, Science process skills, Student motivation