Search Results

Journal: International Journal of Research in E-learning

The Impact of Game-based Learning on Sustainability Education for Next Generations: a Case Study Analysis

Joanna Wójcik , Joanna Świętoniowska , Jacek Jakieła

Language: EN | Published: 30-06-2025 | Abstract | pp. 1-25

Higher education institutions face increasing pressure to equip students with the competencies needed to address complex sustainability challenges. Game-based learning (GBL) offers a promising approach to engaging students and fostering the development of knowledge, skills, and attitudes required for sustainable development. This study examines the potential of the SEED simulation game, designed using the Octalysis Framework, to improve sustainability education. A mixed-methods study was conducted with 45 university students who participated in the SEED game and completed a post-game evaluation questionnaire. Quantitative analyses included descriptive statistics, correlations, and principal component analysis of motivational factors. Qualitative feedback was also analysed thematically. The results indicate that the SEED game fostered moderate to high levels of student engagement, motivation, and perceived sustainability knowledge gains. Development & Accomplishment and Social Influence & Relatedness emerged as the most effective motivational drivers. A strong positive correlation was found between engagement and motivation. Students particularly valued the game’s realism, personalization, and opportunities for social interaction. The findings underscore the value of integrating well-designed simulation games into sustainability education, especially for new generations who have specific learning preferences. They also highlight key considerations for future game design and educational practice, including the importance of transparent feedback mechanisms and addressing diverse learner expectations. This study contributes to ongoing efforts to leverage gamification to support transformative learning for sustainable development, highlighting benefits for students in terms of engagement and motivation, and for teachers who gain an innovative tool to explain complex sustainability issues. These findings are in line with similar experiences reported at European universities.

2025-06-30



Journal: International Journal of Research in E-learning

Carrying the Burden of Innovation in Education: Becoming Educational Events Organizers in Social Virtual Reality

Jan Waligórski , Sylwia Butkiewicz , Aleksandra Cząstkiewicz , Jowita Guja , Zofia Samsel

Language: EN | Published: 30-06-2025 | Abstract | pp. 1-25

Recent laboratory-based research increasingly explores the use of virtual reality (VR) technology in education. While these studies confirm the potential of VR tools, they often overlook the challenges educators encounter in real-world implementation, potentially hindering the broader adoption of VR. Our study employs collaborative and analytic autoethnography of five educational event organizers in social VR to address this gap. We identified limitations in the use of social VR related to discomfort and low accessibility of head-mounted displays, the non-inclusivity of platform features, the risk of reduced educational content quality, and the need to acquire new digital skills. Organizers experienced significant responsibility and stress from managing technical and formal issues, impacting their well-being and increasing workload. Nevertheless, they also reported a strong sense of purpose and personal development, which reinforced their academic identity. Despite the challenges of organizing events in this immersive environment, organizers experienced significant professional growth. Their involvement not only enhanced their skills but also fostered valuable collaborations across academic institutions, cultivated community, and promoted inclusivity in education. To address social VR limitations in higher education and mitigate negative impacts on organizers, the authors provide recommendations for educators.

2025-06-30



Journal: International Journal of Research in E-learning

The Use of Artificial Intelligence in Academic and Personal Life of Pedagogy Students

Lucie Zormanova , Šárka Čípová

Language: EN | Published: 31-12-2025 | Abstract | pp. 1-28

This study presents a comparative analysis focused on the use of artificial intelligence (AI) among students of Pedagogy in the Czech Republic and Poland. The aim of the research is to compare how Czech and Polish students use AI in both their academic and personal lives.The research was conducted using a quantitative method through a structured questionnaire (25 closed-ended questions) distributed across five universities in both countries (a total of 275 pedagogy students participated in the research, 130 from Poland and 142 from the Czech Republic) during May and June 2025. Data analysis was carried out using the chi-square test of independence. The research findings show that AI has already become a common part of academic life for pedagogy students in both countries. The majority of respondents reported using AI regularly, with Polish students showing a slightly higher frequency of use than Czech students. Students most commonly use AI for information retrieval, creating presentations, writing academic papers, translation, grammar checking, and understanding complex subject matter. Students perceive AI as beneficial for their future professional practice, and most express an interest in further education in this area. At the same time, they are aware of the risks associated with AI use-particularly ethical and informational risks – and in most cases, they verify AI-generated outputs through other sources. The research also revealed differences between students in the two countries-for example, in the frequency of AI use in practical teaching, in the level of perceived awareness, or in attitudes related to AI use (such as feelings of guilt). The conclusions of the study underscore the need for the systematic integration of AI into education, including training on its risks, and the support for developing students’ digital competencies in an international context.

2025-12-31



Journal: International Journal of Research in E-learning

ChatGPT in Philology Education: A Pilot Study on AI-Supported Language Learning

Aleksandra Kalaga , Marzena Wysocka-Narewska

Language: EN | Published: 30-06-2025 | Abstract | pp. 1-18

This pilot study investigates the use of ChatGPT by university students in the context of foreign language learning. Drawing on a mixed-methods approach, the research examines how English and Romance Philology students incorporate the AI tool into their academic routines, both within and beyond the classroom. Quantitative data collected via questionnaire reveal that students most frequently use ChatGPT in out-of-class contexts, particularly for writing, vocabulary development, and grammar correction. Statistical analysis shows a significant preference for autonomous use over classroom-based application. Qualitative responses further indicate that while students appreciate the tool’s versatility and efficiency, they remain critically aware of its limitations, including occasional factual inaccuracies, mechanical style, and ethical concerns. The findings are interpreted through the lenses of Self-Directed Learning Theory, the Technology Acceptance Model, and Constructivist Learning Theory, suggesting that ChatGPT functions primarily as a complementary learning-support tool. The study concludes with pedagogical recommendations and proposes directions for future research, highlighting the need for AI literacy and teacher guidance in contemporary language education.

2025-06-30