Vol. 6 No. 2 (2023): Journal of Applied Learning & Teaching
https://doi.org/10.37074/jalt.2023.6.2
Journal of Applied Learning & Teaching

Vol. 6 No. 2 (2023)

Published June 29, 2023
Full Issue
JALT 2023 (2)

Editorial

Jürgen Rudolph, Shannon Tan, Tania Aspland
07-16
Editorial 6(2): Personal digital assistant or job killer? Generative AI and the teaching profession in higher education
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Commentary

Martin Benedict Andrew
17-27
Come to the cabaret: Voices from the modern university
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Research Articles

Ronghuai Huang , Ahmed Tlili, Lin Xu , Ying Chen, Lanqin Zheng , Ahmed Hosny Saleh Metwally , Ting Da, TingWen Chang , Huanhuan Wang , Jon Mason , Christian M. Stracke , Demetrios Sampson , Curtis J. Bonk
28-43
Educational futures of intelligent synergies between humans, digital twins, avatars, and robots - the iSTAR framework
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Ahmed Tlili, Ronghuai Huang, Muhammad Yasir Mustafa, Jialu Zhao, Aras Bozkurt, Lin Xu, Huanhuan Wang, Soheil Salha, Fahriye Altinay, Saida Affouneh, Daniel Burgos
44-55
Speaking of transparency: Are all Artificial Intelligence (AI) literature reviews in education transparent?
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Fadhil Ismail, Eunice Tan, Jürgen Rudolph, Joseph Crawford, Shannon Tan
56-63
Artificial intelligence in higher education. A protocol paper for a systematic literature review
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Christian M. Stracke, Irene-Angelica Chounta, Wayne Holmes, Ahmed Tlili, Aras Bozkurt
64-70
A standardised PRISMA-based protocol for systematic reviews of the scientific literature on Artificial Intelligence and education (AI&ED)
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Athanasios Hassoulas, Ned Powell, Lindsay Roberts, Katja Umla-Runge, Laurence Gray, Marcus J Coffey
71-77
Investigating marker accuracy in differentiating between university scripts written by students and those produced using ChatGPT
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Michael Agyemang Adarkwah, Samuel Amponsah, Micheal M van Wyk, Ronghuai Huang, Ahmed Tlili, Boulus Shehata, Ahmed Hosny Saleh Metwally, Huanhuan Wang
78-93
Awareness and acceptance of ChatGPT as a generative conversational AI for transforming education by Ghanaian academics: A two-phase study
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Chaka Chaka
94-104
Detecting AI content in responses generated by ChatGPT, YouChat, and Chatsonic: The case of five AI content detection tools
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Ebrahim Mohammadkarimi
105-113
Teachers’ reflections on academic dishonesty in EFL students’ writings in the era of artificial intelligence
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Muayyad Ahmad, Fadwa Alhalaiqa, Maha Subih
114-120
Constructing and testing the psychometrics of an instrument to measure the attitudes, benefits, and threats associated with the use of Artificial Intelligence tools in higher education
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Alyssa P Lawson, Amedee Marchand Martella
121-133
Critically reflecting on the use of immersive virtual reality in educational settings: What is known and what has yet to be shown?
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Kelum A.A. Gamage, Shyama C. P. Dehideniya, Zhiheng Xu, Xiaobin Tang
134-146
Contract cheating in higher education: Impacts on academic standards and quality
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Lauren D. Goegan, Sierra L. P. Tulloch, Lia M. Daniels
147-157
Preservice secondary teachers’ beliefs about academic dishonesty: An attribution theory lens to causal search
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Valentine Joseph Owan, Bassey Asuquo Bassey, Isaac Ofem Ubi
158-171
Construction and standardisation of an instrument measuring lecturers’ persistence to publish in Scopus-indexed journals
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Adeela Ahmed-Shafi, Tristan Middleton, Richard Millican, Sian Templeton, Jenny Hill, Chris Jones
172-186
Learning in a Disrupted Environment: Exploring higher education student resilience using the Dynamic Interactive Model of Resilience
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David Santandreu Calonge, Mariam Aman Shah, Pablo Medina Aguerrebere, Nadia Abdulla, Melissa Connor, Mira Badr, Emma Blakemore
187-201
Should I stay or should I go? International students’ challenges and opportunities to secure employment in their host country after graduation. A scoping review using PRISMA
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Gökhan Alptekin, Yusuf Yıldırım, Hakan Altinpulluk, Onur Yumurtacı
202-212
An analysis of the learning styles in online environments of graduate students studying distance education
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David Freire, Aaliyah Churchill, Noelle Hurd
213-230
A systematic review of graduate training on cultural competence
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Benjamin Ayua Ambe, Cassidy Etta Agbor, Idongesit Emmanuel Ephraim, Okon Eyo Eneyo, Edung Etim Asuquo, Ime Edet Sam, Michael Obun Etan, Anthony Ntol Ngban, Achi Ndifon Bekomson, Melvina Nkemdilim Amalu
231-240
Sociodemographic factors and teaching method preferences among university academics: Implications for effective curriculum implementation
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Patricia Lorenz , Lydia König
241-251
Engaging students through messaging applications in foreign language learning
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Jaber Kamali
252-259
Metamorphosis of a teacher educator: A journey towards a more critical self
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Joao Alberto Arantes do Amaral, Luciano Gamez
260-270
Exploring the synergistic effects of combining design thinking and project-based learning in a blended course
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Pongsakorn Limna
271-282
The impact of NVivo in qualitative research: Perspectives from graduate students
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Caleb Chin Poh Or
283-293
Examining Unified Theory of Acceptance and Use of Technology 2 through Meta-analytic Structural Equation Modelling
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Valentine Joseph Owan, John Asuquo Ekpenyong, Usen Friday Mbon, Kingsley Bekom Abang, Nse Nkereuwem Ukpong, Maria Ofie Sunday, Samuel Okpon Ekaette, Michael Ekpenyong Asuquo, Victor U. Agama, Garieth O. Omorobi, John Atewhoble Undie
294-310
Predicting students’ multidimensional learning outcomes in public secondary schools: The roles of school facilities, administrative expenses and curriculum
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Interview Section

Stefan Popenici, Jürgen Rudolph, Shannon Tan, Samson Tan
311-331
A critical perspective on generative AI and learning futures. An interview with Stefan Popenici
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Ed-tech Reviews

Augustine Osamor Ifelebuegu, Peace Kulume, Perpetua Cherukut
332-345
Chatbots and AI in Education (AIEd) tools: The good, the bad, and the ugly
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David Santandreu Calonge, Linda Smail, Firuz Kamalov
346-357
Enough of the chit-chat: A comparative analysis of four AI chatbots for calculus and statistics
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Kelum A.A. Gamage, Shyama C. P. Dehideniya, Zhiheng Xu, Xiaobin Tang
358-369
ChatGPT and higher education assessments: More opportunities than concerns?
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Case Study

Julian Chen
370-377
Mentoring international postgraduate students and early career researchers through transnational telecollaboration: a supervisor’s autoethnography
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Opinion pieces

Stefan Popenici
378-384
The critique of AI as a foundation for judicious use in higher education
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Augustine Osamor Ifelebuegu
385-392
Rethinking online assessment strategies: Authenticity versus AI chatbot intervention
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Martin Benedict Andrew
393-401
Neo-neoliberalist capitalism, intensification by stealth and campus real estate in the modern university in Aotearoa/New Zealand
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Harvey Gilmore
402-413
The (academic) road less travelled: From dropout to recovery
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Brief Articles

Muhammad Rahimi
414-419
Developing and analysing an authentic technical proposal writing assignment through the lens of an authenticity framework: Implications for practice
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Book Reviews

Jürgen Rudolph
420-425
Book review. Popenici, Stefan (2023). Artificial intelligence and learning futures. Critical narratives of technology and imagination in higher education. Routledge.
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Jürgen Rudolph
426-430
Book review. Rajaram, Kumaran (Ed., 2023). Learning intelligence: Innovative and digital transformative learning strategies. Cultural and social engineering perspectives. Springer.
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