World Journal on Educational Technology: Current Issues

A review of English language learning using augmented reality, virtual reality, and artificial intelligence technologies

Sholpan Zhubanova — 2024-07-31

This study investigates the current applications of augmented reality and virtual reality in English language learning, focusing on their potential to enhance language proficiency, cultural understanding, and student motivation. Despite growing interest in immersive technologies, research on their integration in language education remains limited, particularly regarding empirical evidence of effectiveness. The study aims to examine how augmented reality and virtual reality techniques can enrich instructional practices and bridge the gap between classroom learning and real-world experiences. The methodology involved surveys, interviews, and experimental analysis with 103 participants randomly assigned to an experimental group, which received AR and VR-enhanced instruction, and a control group, which followed traditional methods. The experimental intervention included virtual language simulations, interactive exercises, and immersive learning environments. Findings indicate that AR and VR applications positively influence student engagement, learning outcomes, and adaptability to diverse learning styles. The study underscores the significance of integrating immersive technologies in language education and highlights the need for continued research and development to optimize instructional design and educational impact.

Keywords: Augmented reality; education; immersive learning; language learning; virtual reality.

The methodology of designing educational processes in blended learning

Roza Kadirbayeva — 2025-07-31

This study develops a methodology for designing the educational process using the inverted class model within blended learning. While blended learning is widely discussed in educational research, its adoption is often hindered by the absence of a unified design framework. This study addresses this gap by integrating in-person instruction with an information and communication environment to create a cohesive learning experience. The methodology was informed by an analysis of global literature on blended learning and a survey of 119 teaching staff to assess competencies required for implementation. A case study of the course “Algebra and Number Theory” illustrates the design stages, highlighting strategies for transferring various forms of in-person instruction to an electronic format. The approach optimizes teacher–student interaction and enhances the quality of the learning process. A quasi-experiment demonstrated the effectiveness of the methodology in improving instructional outcomes. The findings provide practical recommendations for educators seeking to design and implement blended learning models in higher education.

Keywords: Blended learning; course design; educational methodology; inverted class; teaching strategies

Evaluating primary school students’ views on using technology for self-directed learning

Nesibe Parsel — 2025-07-31

This study investigates primary school students’ perspectives on their self-learning capabilities through the use of technology, addressing the growing emphasis on learner autonomy in digital learning environments. Despite increasing integration of technology into education, limited research has explored how students at early grade levels perceive and develop self-learning skills using technological tools. To address this gap, a descriptive survey model was employed, involving 120 students from a private primary school. Data were collected using a demographic information form and a validated scale measuring technology-assisted self-learning, and were analyzed using independent samples t-tests and frequency analysis via statistical software. Findings revealed no significant differences in self-learning abilities based on gender. However, a significant variation was observed across grade levels, with fifth-grade students demonstrating higher self-learning proficiency with technology compared to fourth-grade students. These results suggest that as students’ progress through primary education, their ability to engage in autonomous learning with technological support improves. The findings underscore the importance of scaffolding self-directed learning skills from early grades and suggest implications for curriculum design that promotes technology-enabled autonomy in learning.

Keywords: Digital learning; primary education; self-directed learning; student perception; technology integration