Vol. 8 No. 1 (2025): (Pre-published) Journal of Applied Learning & Teaching

Editorial

Jürgen Rudolph, Fadhil Ismail, Shannon Tan, Pauline Seah

06-27

Don’t believe the hype. AI myths and the need for a critical approach in higher education

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Research Articles

Junhong Xiao, Aras Bozkurt

28-40

Prophets of progress: How do leading global agencies naturalize enchanted determinism surrounding artificial intelligence for education?

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Peter Bannister, Alexandra Santamaría Urbieta, Nuria Brufau Alvira

41-55

Appraising higher education assessment validity: Development of the PANDORA GenAI Susceptibility Rubric

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Micheal van Wyk

56-66

Integration of GenAI tools by academics to humanise pedagogical spaces: An AI humanising pedagogical perspective

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Siti Bealinda Qinthara Rony, Tan Xin Fei, Sasa Arsovski

67-77

Educational justice. Reliability and consistency of large language models for automated essay scoring and its implications

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Carolyn Tran, Bryn James, Vivian Allen, Rodrigo Oliveira de Castro, Cesar Sanin

78-90

Using Generative Artificial Intelligence in learning and teaching: An empirical analysis on academic staff’s perspectives

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Muhammad Abid Malik, Amjad Islam Amjad

91-101

AI vs AI: How effective are Turnitin, ZeroGPT, GPTZero, and Writer AI in detecting text generated by ChatGPT, Perplexity, and Gemini?

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Caleb Or

102-115

Understanding factors influencing AI adoption in education: Insights from a Meta-Analytic Structural Equation Modelling study

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Naima Al-husban

116-127

The impact of AI- assisted language learning tools on augmenting university EFL students’ speaking skills in Jordan

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Abuelnasr Sobaih, Ahmed Abuelnasr

128-142

Battle of AI chatbots: Graduate students’ perceptions of ChatGPT versus Gemini for learning purposes in Egyptian higher education

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Ebrahim Mohammadkarimi, Bawar Muhammed Qadir

143-153

The impact of artificial intelligence use on students’ autonomous writing

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Arthur William Fodouop Kouam, Regis Misheal Muchowe

154-163

Assessing the role of AI technology in mitigating the equity gap in educational access in Zimbabwe: Barriers and implications

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Joseph Crawford, Mitch Parsell

164-186

Lectures in higher education: A 22-year systematic review

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Amy J. Lim, Rhiannon Humble, Xin Di Ng, Ashvini Durai

187-196

Languishing: Do university students with better mental health literacy fare better?

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James Kwan

197-215

Instructors’ perceptions on the use of formative assessment and feedback for learning during the COVID-19 pandemic: Another look inside the black box

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Vienne Lin , Paul Lam

216-227

Adapting and thriving: From emergency remote teaching to blended learning

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Xue Zhou, Lei Fang, Kumaran Rajaram

228-243

Exploring the digital divide among students of diverse demographic backgrounds: A survey of UK undergraduates

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Daniel Rodríguez Rodríguez, Héctor Pérez Montesdeoca

244-252

Perception of future teachers on the influence of poverty

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Pimrapat Prueksapitak, Noppadol Inchan, Srirath Pakdeeronachit

253-265

Utilizing creative drama practices for enhancing communication skills of medical students: An applied theatre intervention

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Wilian Gatti Junior, Beaumie Kim

266-281

Game modding: A design cognitive perspective in entrepreneurship education

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Cubie L. L. Lau, Shawn Wong

282-290

Impact and implementation of experiential learning: An industry-university partnership case study

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Interview Section

Faiza Qureshi, James Trotter

298-305

Leading a transnational university campus: An interview with James Trotter about academic leadership and working in multicultural higher education environments

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Ed-tech Reviews

Poramate Tarasak, Curtis J. Bonk, Suthiporn Sajjapanroj

306-316

Edubuntu: The overhaul and rebirth of an educational operating system

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Opinion pieces

Sayan Dey

317-322

Syndicates, mafias, and extortioners: The guerilla leadership in the higher education institutions in India

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Book Reviews

Bhaso Ndzendze

323-325

Book review of Benjamin Luke Moorhouse, Sandy S. C. Li, & Sebastian Pahs (Eds, 2024), Teaching with technology in the social sciences. Springer Singapore.

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Jennifer Skipp

326-328

Book Review of Jürgen Rudolph, Joseph Crawford, Choon-Yin Sam and Shannon Tan. (Eds., 2024). The Palgrave Handbook of Crisis Leadership in Higher Education. Palgrave Macmillan.

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