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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 -
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 Subong41. Mindanao State University - General Santos , PH2. Mindanao State University - General Santos , PH3. Mindanao State University - General Santos , PH4. Mindanao State University - General Santos , PH2026-04-06|page 89-101AbstractBackground: 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 StyleSarad, 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 -
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 -
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 -
Artificial intelligence-supported motor skill performance in physical education and sport: A systematic review and meta-analysis informed by motor learning theory
Yulingga Nanda Hanief1, Vera Septi Sistiasih2, Ferdinando Cereda3, Spyridon Plakias41. Department of Sport Education, Faculty of Sports Science, Universitas Negeri Semarang , ID2. Department of Sport Education, Faculty of Sports Science, Universitas Negeri Semarang , ID3. Department of Education, The Catholic University of the Sacred Heart in Milan, Italy , IT4. Department of Physical Education and Sport Science, University of Thessaly , GR2026-08-30|page 44-71AbstractBackground: Artificial Intelligence (AI) has increasingly been integrated into physical education (PE) to support motor learning through technologies such as computer vision, motion tracking, intelligent tutoring systems, virtual reality, and generative AI. However, evidence regarding its effectiveness remains fragmented across different intervention types and learning contexts.
Objectives: This study aimed to evaluate the effects of AI-supported interventions on motor skill performance in physical education and sport settings and to synthesize complementary learning-related outcomes.
Methods: A systematic review and meta-analysis were conducted in accordance with PRISMA 2020. Scopus, PubMed, and ProQuest were searched through 22 June 2026. Eligible studies evaluated AI-supported, adaptive, or intelligent interventions in physical education, sport, or motor skill-learning contexts and reported learner-level motor performance; complementary learning-related outcomes were synthesized narratively. Risk of bias was assessed using RoB 2 and ROBINS-I, and standardized mean differences (SMDs) with 95% confidence intervals (CIs) were synthesized using a random-effects model.
Results: Fifteen studies were included in the qualitative synthesis; six contributed to the meta-analysis and nine were synthesized narratively. The pooled estimate favored the designated AI-supported experimental conditions over their comparators (SMD = 3.15, 95% CI 1.86–4.44; p < .001; I² = 98%). Given the small evidence base, very high heterogeneity, and variable risk of bias, the magnitude of this pooled effect is uncertain. Qualitative findings concerned short-term motor skill performance and complementary outcomes such as engagement, motivation, learning interest, and self-directed learning.
Conclusions: AI-supported interventions may improve short-term motor skill performance in some physical education and sport contexts and may support complementary learning-related outcomes. However, the evidence is preliminary and highly heterogeneous, and immediate post-intervention performance should not be interpreted as definitive evidence of durable motor learning, retention, or transfer. AI should be considered a complementary pedagogical tool rather than a replacement for teacher or coach expertise.
APA Citation StyleHanief, Y. N. , Sistiasih, V. S. , Cereda, F. , & Plakias, S. (2026). Artificial intelligence-supported motor skill performance in physical education and sport: A systematic review and meta-analysis informed by motor learning theory. Journal of Artificial Intelligence in Education & Learning Innovation, 44-71. https://doi.org/10.56003/jaieli.v2i1.753 -
Development of KAREBU (cultural diversity card game) to enhance curiosity in fourth-grade elementary students
Etyka Rina Mahanani1, Erif Ahdhianto2, Yohannes Kurniawan Barus31. State University of Malang , ID2. State University of Malang , ID3. State University of Malang , ID2025-10-08|page 15-31AbstractBackground: Learning media is one of the important components of education.
Objectives: The purpose of this research and development was to develop the KAREBU (Cultural Diversity Card) learning media to strengthen the curiosity character of fourth-grade students in the subject of Natural and Social Sciences with local cultural diversity material that is valid, practical, and effective.
Methods: Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), this study developed KAREBU cards integrated with augmented reality (AR) technology. This research instrument is in the form of interviews, observations, and questionnaires given to instrument experts, material experts, media experts, and users, including teachers and students. Data collection stages were carried out through observation, interviews, needs questionnaires, validation questionnaires, practicality questionnaires, and curiosity questionnaires before and after using the media.
Results: The results showed that the KAREBU learning media met the valid, practical, and effective criteria. KAREBU media received a validity score from material experts of 3.72 with a valid category, a score from media experts of 4.91 with a very valid category, and a score from users of 4.73 with a very valid category. The KAREBU learning media received a practicality score from teachers of 4.49 with a convenient category and a practicality score from students of 98.5% with a convenient category. The level of media effectiveness in strengthening students' curiosity was obtained from the results of the questionnaire before and after using the media, which was calculated using the N-Gain Score test with a value of 0.76 and high effectiveness criteria.
Conclusions: Therefore, it was concluded that the KAREBU learning media effectively strengthens students' curiosity. Further studies could explore the long-term impacts of KAREBU on cross-cultural empathy.
APA Citation StyleMahanani, E. R. , Ahdhianto, E. , & Barus, Y. K. (2025). Development of KAREBU (cultural diversity card game) to enhance curiosity in fourth-grade elementary students. Journal of Artificial Intelligence in Education & Learning Innovation, 15-31. https://doi.org/10.56003/jaieli.v1i1.526 -
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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