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Sports technology acceptance as a predictor of academic commitment among undergraduate physical education students in China
Yingxue Su11. Inner Normal Mongolia University , CN2026-09-08|page 72-84AbstractBackground: Sports analytics and digital learning technologies are increasingly incorporated into physical education and sport-related higher education. However, evidence regarding the relationship between students’ acceptance of sports-related technologies and their academic commitment remains limited, particularly among undergraduate Physical Education students in China.
Objectives: This study aimed to examine the association between Sports Technology Acceptance (STA) and Academic Commitment and to determine whether STA statistically predicts Academic Commitment within a cross-sectional structural model among undergraduate Physical Education students.
Methods: This quantitative study employed a cross-sectional correlational design involving 150 undergraduate students enrolled in the Bachelor of Physical Education program at Inner Mongolia Normal University, China, who were recruited using convenience sampling. Data were collected using the Higher Education Student Commitment Scale and an adapted Technology Use Tendency Scale in the Classroom to assess STA. Descriptive statistics, Pearson correlation analysis, and structural equation modeling (SEM) were performed using IBM SPSS Statistics 26 and IBM SPSS Amos 24.
Results: The mean Academic Commitment score was 3.68 (SD = 0.71), while the mean STA score was 4.01 (SD = 0.65). STA was moderately and positively correlated with Academic Commitment (r = .47, p < .01). The structural model showed a significant positive path from STA to Academic Commitment (β = .49, t = 6.81, p < .001), accounting for 24% of the variance in Academic Commitment (R² = .24). The reported model-fit indices indicated acceptable fit (CFI = .956, RMSEA = .057).
Conclusions: Sports Technology Acceptance was moderately and positively associated with Academic Commitment among undergraduate Physical Education students at one university in China. Within the cross-sectional structural model, STA accounted for 24% of the variance in Academic Commitment; therefore, the observed statistical prediction should not be interpreted as evidence of temporal or causal effects.
APA Citation StyleSu, Y. (2026). Sports technology acceptance as a predictor of academic commitment among undergraduate physical education students in China. Journal of Artificial Intelligence in Education & Learning Innovation, 72-84. https://doi.org/10.56003/jaieli.v2i1.748 -
Assessing academic integrity patterns among pre-service teachers using AI-based plagiarism detection
Irish Arroyo1, Sittie Nor Aisha Rusiana2, Daniere Maryje Tabada3, Kim Silva4, Carla Marie Rubio5, Esmeraldo Sarad6, Cathy Mae Toquero71. College of Education, Mindanao State University-General Santos , PH2. College of Education, Mindanao State University-General Santos , PH3. College of Education, Mindanao State University-General Santos , PH4. College of Education, Mindanao State University-General Santos , PH5. College of Education, Mindanao State University-General Santos , PH6. College of Education, Mindanao State University-General Santos , PH7. Faculty of Psychology, Malang State University , ID2026-04-06|page 148-163AbstractBackground: The advent of artificial intelligence has intensified concerns about academic dishonesty among students, particularly in written outputs. Plagiarism, a common form of misconduct, involves using others’ ideas without proper attribution.
Objectives: This study aimed to determine the degree and patterns of academic integrity in the pre-service teachers’ book reviews.
Methods: Employing a descriptive research design through document analysis, the study used purposive sampling to collect 40 book reviews, applying set inclusion and exclusion criteria. An AI-based plagiarism detection tool, Grammarly, was used to identify instances of plagiarism and assess the level of academic integrity reflected in the outputs. Descriptive statistical methods were applied to examine plagiarism levels across different sections of the book reviews.
Results: Results showed that the majority of pre-service teachers demonstrated a very high level of academic integrity in their book reviews, scoring 97% or interpreted as students committing 3% plagiarism. Furthermore, sectional analysis showed that the introduction and conclusion exhibited higher integrity, while the body contained the most instances of plagiarism. This suggests that students struggled more with sections requiring critical thinking, original insights, and proper citation. Most plagiarism cases were linked to failure to cite sources and unintentional misuse of references.
Conclusions: Teacher Education Institutions integrate AI-supported evaluation tools and plagiarism detection systems into instruction and assessment. Embedding academic integrity modules and discussions on AI ethics is also encouraged. Future research should involve larger and more diverse samples and utilize multiple AI detection tools to enhance the reliability and validity of findings through cross-verification.
APA Citation StyleArroyo, I. , Rusiana, S. N. A. , Tabada, D. M. , Silva, K. , Rubio, C. M. , Sarad, E. , & Toquero, C. M. (2026). Assessing academic integrity patterns among pre-service teachers using AI-based plagiarism detection. Journal of Artificial Intelligence in Education & Learning Innovation, 148-163. https://doi.org/10.56003/jaieli.v1i2.685 -
ChatGPT as a coping mechanism: Postgraduate use under supervisory gaps in South-South Nigerian tertiary institutions
Uka Nwagbara1, Daramfon Okon2, Precious Ukeje31. University of Uyo , NG2. University of Uyo , NG3. University of Uyo , NG2026-07-02|page 1-13AbstractBackground: Generative AI tools like ChatGPT are common in higher education, especially where students lack timely academic support. In many South-South Nigerian universities, gaps in postgraduate supervision may influence how students use such tools.
Objectives: This study examines how postgraduate students become aware of ChatGPT, how much they use it, and why they rely on it when supervision is limited.
Methods: A qualitative exploratory design was used. Twenty-one postgraduate students were purposively selected from universities in South-South Nigeria. Data were collected through online semi-structured interviews using a validated guide. Inductive thematic analysis, using Braun & Clarke’s framework, was applied to identify patterns in the data.
Results: Findings show that awareness of ChatGPT is mostly informal, driven by peers, social media, and personal trial and error. Many students use ChatGPT frequently, especially during proposal writing, data analysis, and thesis development. Its use is strongly linked to delays or gaps in supervision.
Conclusions: ChatGPT is widely used as a support tool and coping strategy, rather than merely a convenience. Its role reflects gaps in supervision and the need for clearer institutional guidance and training.
APA Citation StyleNwagbara, U. , Okon, D. , & Ukeje, P. (2026). ChatGPT as a coping mechanism: Postgraduate use under supervisory gaps in South-South Nigerian tertiary institutions. Journal of Artificial Intelligence in Education & Learning Innovation, 1-13. https://doi.org/10.56003/jaieli.v2i1.711 -
The future of teaching: Analyzing the interplay between AI literacy and TPACK among BEED pre-service teachers
Karl Alvin Aglibot1, Chelsea Lorraine Rito2, Larence Villalon3, Nelvin Gampal 41. Mindanao State University - General Santos , PH2. Mindanao State University – General Santos , PH3. Mindanao State University – General Santos , PH4. Mindanao State University – General Santos , PH2025-10-08|page 50-65AbstractBackground: As artificial intelligence (AI) continues transforming the educational landscape, pre-service teachers must develop theoretical understanding and practical skills in AI integration.
Objectives: This study explored the relationship between AI literacy and TPACK among 139 BEED pre-service teachers.
Methods: Using descriptive statistics, Spearman's correlation, and multiple linear regression analysis, the study investigated how components of AI literacy relate to TPACK.
Results: Results revealed that the pre-service teachers demonstrated high levels of AI literacy, particularly in ethical awareness and intrinsic motivation. Pre-service teachers expressed strong interest in AI's educational potential and a commitment to its responsible use. While their foundational AI knowledge was high, many reported moderate self-efficacy and lacked confidence in executing AI-related tasks. Gaps were also noted in applying AI concepts to real-world teaching scenarios and designing AI-driven solutions. Furthermore, the results showed high TPACK proficiency, with strength in pedagogical and technological knowledge, though weaknesses were observed in content areas like mathematics and technical troubleshooting. A moderate positive correlation (Spearman's ρ = 0.48, p < 0.05) between AI literacy and TPACK indicates a meaningful association. Regression analysis revealed that AI literacy components explained 25.5% of the variance in TPACK. Cognitive learning emerged as the only significant predictor.
Conclusions: The findings underscore the need for teacher education programs to provide hands-on, cognitive-focused AI training. Hence, enhancing pre-service teachers' cognitive and practical skills is essential to thoroughly preparing them for AI-enhanced teaching environments' demands.
APA Citation StyleAglibot, K. A. , Rito, C. L. , Villalon, L. , & Gampal , N. (2025). The future of teaching: Analyzing the interplay between AI literacy and TPACK among BEED pre-service teachers. Journal of Artificial Intelligence in Education & Learning Innovation, 50-65. https://doi.org/10.56003/jaieli.v1i1.570 -
Themes and values in pre-service teachers’ digital storybooks: A content analysis for elementary English education
Najma Macatanto1, Desiery Maghinay2, John Dale Pendon3, Carla Marie Rubio4, Esmeraldo Sarad5, Kim Silva61. College of Education, Mindanao State University-General Santos , PH2. College of Education, Mindanao State University-General Santos , PH3. College of Education, Mindanao State University-General Santos , PH4. College of Education, Mindanao State University-General Santos , PH5. College of Education, Mindanao State University-General Santos , PH6. College of Education, Mindanao State University-General Santos , PH2026-07-02|page 32-43AbstractBackground: Digital storytelling has emerged as an innovative pedagogical approach that promotes meaningful learning experiences and enhances student engagement.
Objectives: This study examined the themes and values embedded in digital storybooks created by pre-service teachers and explored their implications for teaching English in elementary education.
Methods: Using a qualitative content analysis design, ten digital storybooks were purposively selected based on predetermined inclusion criteria. Data were analyzed through directed content analysis using an adapted thematic analysis framework.
Results: Findings revealed nine major themes. The most prominent were exploration-related themes (3 out of 10 storybooks, 30%) and family-sharing themes (3 out of 10 storybooks, 30%), followed by community-oriented themes (2 out of 10 storybooks, 20%). Other themes included parent-child communication and financial responsibility. The digital storybooks also embodied core values such as respect, compassion, humility, responsibility, tolerance, forgiveness, and commitment to the common good.
Conclusions: These findings suggest that digital storybooks can serve as effective resources for integrating language development, values education, and socio-emotional learning in elementary English classrooms. The study is limited by its small sample size and context-specific dataset. Further research should include a larger dataset and cross-cultural analysis to strengthen the generalizability of findings.
APA Citation StyleMacatanto, N. , Maghinay, D. , Pendon, J. D. , Rubio, C. M. , Sarad, E. , & Silva, K. (2026). Themes and values in pre-service teachers’ digital storybooks: A content analysis for elementary English education. Journal of Artificial Intelligence in Education & Learning Innovation, 32-43. https://doi.org/10.56003/jaieli.v2i1.701 -
Factors influencing teachers’ attrition in public basic schools in Techiman Municipality, Ghana: An embedded mixed methods study
Joseph Kyeremeh1, Dickson Adom2, Michael Ato Essuman3, Lim Seon Pek41. Kwame Nkrumah University of Science and Technology , GH2. Kwame Nkrumah University of Science and Technology , GH3. Kwame Nkrumah University of Science and Technology , GH4. INTI International University , MY2025-10-08|page 66-88AbstractBackground: The high teacher attrition rate in public primary schools in Techiman, Ghana, has become a serious problem that directly impacts the quality of education and the achievement of national education development goals.
Objectives: The study investigated factors that influence teachers' attrition in the Techiman Municipality.
Methods: One hundred ninety-seven teachers were sampled for the study using convenience and simple random sampling techniques. This study utilized the embedded mixed methods design with descriptive survey and phenomenology as research methods to collect quantitative and qualitative datasets using questionnaires and interviews as data collection tools. The qualitative data were analyzed using thematic analysis, while the quantitative data were analyzed using descriptive and inferential statistics using the SPSS software.
Results: It was found that teachers perceived salary as the major employer-related factor in teachers' attrition (relative importance index (RII) = 0.85). team member-related factors, such as the willingness of teachers to pursue another career outside education, were perceived as the primary factor of attrition (RII = 0.78). In contrast, an external-related factor, such as better opportunities in some other occupations, was ranked the first major contributor to teachers' attrition (RII = 0.88). The overall assessment of the factors of attrition based on the relative importance index revealed that Employer-related factors are the major contributor to teachers' attrition (RII = 0.70).
Conclusions: The study recommends that the Ghana government find innovative ways of increasing teachers' salaries as a source of motivation and offer them other incentive packages to aid in retaining them in the service.
APA Citation StyleKyeremeh, J. , Adom, D. , Essuman, M. A. , & Pek, L. S. (2025). Factors influencing teachers’ attrition in public basic schools in Techiman Municipality, Ghana: An embedded mixed methods study. Journal of Artificial Intelligence in Education & Learning Innovation, 66-88. https://doi.org/10.56003/jaieli.v1i1.578
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