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  • Using children’s digital picture books to teach disease preventive behaviors: A visual analysis of the Duma Says series

    Esmeraldo Sarad1, Charmen Cabatuan2, Cleo Tionson3, April Grace Subong4
    1. Mindanao State University - General Santos , PH
    2. Mindanao State University - General Santos , PH
    3. Mindanao State University - General Santos , PH
    4. Mindanao State University - General Santos , PH
    2026-04-06
    doi https://doi.org/10.56003/jaieli.v1i2.572
    Published Online: 06 April 2026
    |
    page 89-101
    Abstract

    Background: During health emergencies such as the COVID-19 pandemic, children require accessible and developmentally appropriate resources to understand disease prevention and health-related behaviors. Children’s digital picture books have emerged as a promising medium for conveying public health messages through visual storytelling and age-appropriate narratives.

    Objectives: This study aimed to examine how children’s digital picture books represent disease preventive behaviors and moral values, using the Duma Says series as a case study.

    Methods: A qualitative visual and textual analysis was conducted on four digital picture books from the Duma Says Collector’s Edition. The study employed qualitative visual analysis and a critical discourse approach to examine representations of hygiene practices, social responsibility, and community engagement embedded in both images and narratives.

    Results: The findings indicate that the Duma Says series effectively integrates key COVID-19 preventive behaviors—such as handwashing, mask-wearing, social distancing, and sanitation—within child-friendly language and culturally contextualized visuals. In addition to promoting health practices, the books emphasize values of hope, responsibility, cooperation, and service, portraying children as active contributors to community well-being during a crisis.

    Conclusions: Children’s digital picture books, such as the Duma Says series, function as effective educational tools for promoting disease prevention awareness and values-based learning. Incorporating culturally grounded digital picture books into early childhood and health education may strengthen children’s health literacy, emotional resilience, and sense of social responsibility during public health emergencies.
    APA Citation Style
    Sarad, E. , Cabatuan, C. , Tionson, C. , & Subong, A. G. (2026). Using children’s digital picture books to teach disease preventive behaviors: A visual analysis of the Duma Says series. Journal of Artificial Intelligence in Education & Learning Innovation, 89-101. https://doi.org/10.56003/jaieli.v1i2.572

  • 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 Silva6
    1. College of Education, Mindanao State University-General Santos , PH
    2. College of Education, Mindanao State University-General Santos , PH
    3. College of Education, Mindanao State University-General Santos , PH
    4. College of Education, Mindanao State University-General Santos , PH
    5. College of Education, Mindanao State University-General Santos , PH
    6. College of Education, Mindanao State University-General Santos , PH
    2026-07-02
    doi https://doi.org/10.56003/jaieli.v2i1.701
    Published Online: 02 July 2026
    |
    page 32-43
    Abstract

    Background: 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 Style
    Macatanto, 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

  • AI-driven learning in physical education: A bibliometric analysis of trends, knowledge structure, and future research directions

    Amelia Larassary1
    1. State Junior High School 1 Bunguran Tengah, Natuna Regency, Riau Islands , ID
    2026-04-06
    doi https://doi.org/10.56003/jaieli.v1i2.673
    Published Online: 06 April 2026
    |
    page 102-118
    Abstract

    Background: Although research on AI-driven learning in PE has expanded rapidly, existing studies remain fragmented across disciplines, journals, and methodological approaches, limiting a comprehensive understanding of the field's development and intellectual structure.

    Objectives: This study aimed to systematically map the evolution, influential contributors, intellectual structure, dominant themes, and future research directions of AI-driven learning research in physical education from a bibliometric perspective.

    Methods: A quantitative bibliometric analysis was conducted using data retrieved exclusively from the Scopus database. A total of 284 eligible documents published between 2020 and early 2026 were analyzed. Descriptive statistics were applied to examine publication trends, authorship, sources, institutions, and country contributions. Network and thematic analyses were performed using VOSviewer (version 1.6.20) and the Bibliometrix package in R to identify co-authorship patterns, keyword co-occurrence networks, and thematic clusters.

    Results: The results indicate a sharp growth in AI-driven learning research in physical education after 2022, with publication output increasing more than fivefold from 2020 to 2025. China emerged as the leading contributing country, accounting for nearly half of the total publications, while institutional productivity was concentrated in several Russian universities. Keyword co-occurrence analysis revealed five major thematic clusters shaping the intellectual structure of the field, integrating pedagogical frameworks, computational intelligence, institutional contexts, and physical training models. Dominant research themes centered on pedagogical design, student engagement, adaptive learning systems, and the integration of educational technology. Emerging themes included virtual reality, advanced machine learning techniques, and immersive learning environments.

    Conclusions: This study provides a structured and quantitative overview of AI-driven learning research in physical education, highlighting its interdisciplinary nature and rapid expansion.
    APA Citation Style
    Larassary, A. (2026). AI-driven learning in physical education: A bibliometric analysis of trends, knowledge structure, and future research directions. Journal of Artificial Intelligence in Education & Learning Innovation, 102-118. https://doi.org/10.56003/jaieli.v1i2.673

  • 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 Toquero7
    1. College of Education, Mindanao State University-General Santos , PH
    2. College of Education, Mindanao State University-General Santos , PH
    3. College of Education, Mindanao State University-General Santos , PH
    4. College of Education, Mindanao State University-General Santos , PH
    5. College of Education, Mindanao State University-General Santos , PH
    6. College of Education, Mindanao State University-General Santos , PH
    7. Faculty of Psychology, Malang State University , ID
    2026-04-06
    doi https://doi.org/10.56003/jaieli.v1i2.685
    Published Online: 06 April 2026
    |
    page 148-163
    Abstract

    Background: 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 Style
    Arroyo, 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
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