Research Article
Lan Thi Nguyen, Theeradej Manakul, Kittiya Suthiprapa, Sangeun Han, Kulthida Tuamsuk
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep662
ABSTRACT
Smart learning management in schools refers to the integration of various elements designed to enhance learning experiences, promote student engagement, and support improved educational outcomes. This study aimed to examine key factors associated with the implementation of smart learning management in practical projects conducted in schools participating in a smart learning initiative through collaboration between a university and partner schools. The research employed a quantitative cross-sectional survey design involving school administrators and teachers from schools under the Secondary Education Service Area Office in four northeastern provinces of Thailand: Khon Kaen, Udon Thani, Ubon Ratchathani, and Nakhon Ratchasima. Data were collected through questionnaires from 72 school administrators and 79 teachers. The findings indicate that several dimensions are perceived as important for the implementation of smart learning management, including executive leadership, teacher readiness and motivation, policy and promotional support, and student readiness and motivation. The results also highlight the importance of comprehensive school preparation, such as clear policies, adequate technological infrastructure, supportive learning environments, and effective school management. These findings provide insights into key conditions that support the implementation of smart learning initiatives and may help guide schools and policymakers in strengthening smart learning practices in educational settings.
Keywords: smart learning, learning ecology management, secondary schools, education administrators, schoolteachers
Research Article
Luis Miguel Olórtegui-Alcalde, Franklin Cordova-Buiza
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep663
ABSTRACT
This study examines how engagement with information and communication technologies (ICT) relates to university students’ academic performance, considering intrinsic motivation as a mediator and platform usability as an enabling condition. A quantitative, cross-sectional, correlational, and descriptive design was implemented with 385 students from a university in Lima (Peru), selected through non-probability convenience sampling. Data were collected using a structured 5-point Likert questionnaire measuring platform usability, ICT engagement, intrinsic and extrinsic motivation. Academic performance was operationalized as self-reported semester GPA using the national 0-20 grading scale. The model was tested using PLS-SEM (SmartPLS 4) with a bootstrapping procedure of 5,000 subsamples. Results indicated a strong association between platform usability and ICT engagement (β = 0.78). ICT engagement showed positive effects on intrinsic motivation (β = 0.64) and extrinsic motivation (β = 0.42). Intrinsic motivation was positively related to academic performance (β = 0.55) and mediated the relationship between ICT engagement and performance (indirect effect = 0.35). Platform usability also exerted an indirect effect on performance through engagement and intrinsic motivation (0.43). Overall, the findings suggest that ICT engagement translates into better academic outcomes primarily when digital platforms are usable and instructional strategies foster intrinsic motivation and autonomous learning.
Keywords: ICT, student engagement, intrinsic motivation, academic performance, PLS-SEM