LEOTECH: Journal of Learning Education and Technology

Artificial Intelligence in Intelligent Tutoring Systems for Education Literature Review and Bibliometric Analysis Using R-Biblioshiny

Raudhatul Haura — 2026-06-01

The rapid advancement of Artificial Intelligence (AI) has accelerated the integration of technology into digital learning, particularly through Intelligent Tutoring Systems (ITS) that are capable of adapting instructional content, feedback, and learning pathways to students’ individual needs. The growing volume of publications on AI-based ITS highlights the need for a systematic mapping of the literature to better understand research trends, thematic emphases, and future research directions. This study aims to analyze publication trends, identify influential authors, institutions, journals, and countries, map the conceptual structure of the research field, and uncover research gaps and potential avenues for future studies. A quantitative approach was employed using bibliometric analysis. Data were retrieved from the Scopus database through searches of titles, abstracts, and keywords, and were subsequently screened using the PRISMA flow diagram, resulting in 322 articles published between 2012 and 2026. Bibliometric analysis was conducted using the Bibliometrix package and Biblioshiny to examine publication patterns, citation performance, collaboration networks, and keyword and thematic relationships. The findings indicate a steady increase in publications, with dominant themes centered on AI, intelligent tutoring systems, and adaptive learning. However, studies focusing on pedagogical implementation and long-term learning outcomes remain relatively limited. These results point to significant opportunities for future research, particularly in empirical evaluation and pedagogical integration. Overall, this study provides a comprehensive overview of the development of AI-based ITS research and serves as a valuable reference for researchers and practitioners in designing learning systems that align with educational needs.

Analysis of Influencing Factors of the Use of E-Comic on Learning Platforms Digital Using Technology Acceptance Model (TAM)

Jumiati — 2026-06-01

This study examines factors influencing the acceptance of e-comic use on digital learning platforms using an extended Technology Acceptance Model (TAM). A quantitative survey was conducted involving 118 elementary school students, and the data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that perceived usefulness significantly influences attitude and behavioral intention to use e-comics. Perceived ease of use does not directly affect attitude or behavioral intention but significantly influences perceived usefulness. Accessibility and student support also play important roles in increasing technology acceptance. The structural model explains 52.2% of the variance in behavioral intention (R² = 0.522), indicating moderate explanatory power. These findings strengthen the application of TAM in the context of digital learning media and highlight the importance of perceived usefulness, accessibility, and system support in supporting the adoption of e-comics in primary education.

Practicality of Gamification-Based VPDLS Media and Its Association with Elementary School Students’ Digital Numeracy Achievement

Hasbiyah Srianah Amir — 2026-06-01

The development of digital learning media is essential in improving elementary school students’ digital numeracy skills. This study aims to analyze the practicality of gamification-based VPDLS media and examine its association with elementary school students’ digital numeracy achievement. A descriptive quantitative approach with comparative analysis was employed. The research involved 343 elementary school students from eight schools. Data were collected using a digital numeracy essay test and a media practicality questionnaire based on the Technology Acceptance Model. Instrument validity and reliability were analyzed using SmartPLS, while descriptive statistics and ANOVA were conducted using SPSS. The results showed that the VPDLS media demonstrated high practicality, with students perceiving it as easy to use, practical, and comfortable for learning. Students’ digital numeracy scores also showed relatively high achievement, with significant differences among schools. The ANOVA results confirmed that both media practicality and digital numeracy achievement varied significantly across learning contexts. These findings indicate that gamification-based VPDLS media has the potential to support students’ engagement in digital numeracy learning, although the results should be interpreted cautiously because the study employed a descriptive quantitative design. In addition, the high level of practicality contributes to students’ acceptance and consistent use of digital learning media. The results are expected to support teachers and educational practitioners in designing effective and user-friendly digital learning media. This study provides empirical evidence regarding the practicality and potential contribution of gamification-based VPDLS media in supporting digital numeracy learning at the elementary school level.

The Effectiveness of Learning Platforms on Students' 6C Skills of Elementary School Students

Lailatun Najmiah — 2026-06-01

This study examines the effectiveness of digital learning platforms in supporting the development of elementary school students’ 6C skills, including critical thinking, creativity, collaboration, communication, citizenship, and character. Using a quantitative descriptive approach, data were collected from 382 students through 6C skills tests and questionnaires measuring students’ perceptions of platform effectiveness. The data were analyzed using descriptive statistics, Pearson correlation, and one-way ANOVA to identify patterns and differences across schools. The results indicate a positive and significant relationship between the use of digital learning platforms and students’ 6C skills, although the correlation strength is relatively low and varies between schools. These findings indicate that digital platforms contribute modestly to the development of students’ 6C skills and that their effectiveness largely depends on pedagogical implementation and school readiness.

Augmented Reality Comic-Based Learning: Its Impact on Student Learning Independence, Digital Literacy, and Literacy Achievement in Elementary Education

Zahratun Nufus — 2026-06-01

The rapid advancement of digital technology in the Industry 4.0 era necessitates innovative instructional media capable of fostering independent learning, digital literacy, and literacy achievement among elementary school students. This study examines the effectiveness of Augmented Reality (AR)-based comic learning media in enhancing learning independence, digital literacy, and literacy achievement. A quantitative descriptive research design was employed, involving 78 fifth-grade students from two elementary schools in Cirebon City selected through total sampling. Data were collected using closed-ended questionnaires to measure learning independence and digital literacy, along with essay tests to assess literacy achievement. Instrument validity and reliability were evaluated using Partial Least Squares Structural Equation Modeling (PLS-SEM), while Multivariate Analysis of Variance (MANOVA) was applied to examine the simultaneous effects of school differences on the three dependent variables. The results indicate a significant multivariate effect of school context on the combined variables. Post hoc analysis reveals that school differences significantly influence literacy achievement, whereas differences in digital literacy and learning independence are not statistically significant. Correlation analysis demonstrates a strong association between digital literacy and learning independence, but no direct relationship with literacy achievement. These findings suggest that AR-based comics effectively enhance students’ literacy performance through immersive visualization and narrative engagement, while behavioral competencies such as learning independence and digital literacy require sustained implementation and pedagogical support. This study contributes an adaptable AR comic-based learning model suitable for elementary education, particularly in resource-limited schools, and provides empirical evidence of the integrated cognitive and behavioral impacts of immersive digital learning media.