Research and Practice in Technology Enhanced Learning (RPTEL) is:
• indexed for Scopus  [ CiteScore 2022 = 5.9 ]
• indexed for ESCI - Emerging Sources Citation Index  [ Impact Factor 2022 = 3.2 ]
• ranked Q1 in Scimago Journal Rank - Q1 in Media Technology


Call for papers for a special issue on “Revolutionizing learning: The continuing roles of learning companions beyond ChatGPT”
(Manuscript Submission Due Date ---- December 31, 2023)

Call for papers for a special issue on “Learning analytics and evidence-informed education”
(Manuscript Submission Due Date ---- January 15, 2024)

Research and Practice in Technology Enhanced Learning (RPTEL)
[Online ISSN: 1793-7078]

Research and Practice in Technology Enhanced Learning (RPTEL)
 is an open-access journal published by The Asia-Pacific Society for Computers in Education (APSCE) starting from 2011.

We target an uplifting positive experience for our authors and readers worldwide, supporting open access for readers and no publication fees for authors. We also aim for a swift and responsive process for publishing Scopus-indexed scholarly articles in our research community.

Aims and scope

Research and Practice in Technology Enhanced Learning (RPTEL) is a multidisciplinary refereed journal devoted to disseminating rigorous research on all aspects of the use of technology to enhance learning. RPTEL is the official journal of The Asia-Pacific Society for Computers in Education (APSCE). The journal seeks to be a catalyst for multidisciplinary dialogue amongst researchers and practitioners worldwide in the fields of learning and cognition, education, and technology, with a view to improving practice and achieving real-world impact in technology enhanced learning. The journal encourages research from theoretical perspectives, research reports of evidence-based practice as well as praxis research work that focuses on the interface between theory and practice and how each can support the other. In addition, the journal strongly encourages reports of research carried out within or involving countries in the Asia-Pacific region. The journal embraces all forms of technology that may be used to enhance learning opportunities; it is not restricted to information and communications technologies. All aspects of the technology, from design to construction to implementation and evaluation, are of interest. Research contexts addressed include learning that takes place in schools, universities or colleges, in business or government organizations, as well as in informal learning settings. Learning may take place at the individual, group, organizational or societal level. Analyses of learning may apply at multiple levels. A key focus of the journal is to seek improvement in our understanding of designing for learning in such a way that the learning designs translate successfully into practice. Hence, empirically grounded evaluations of learning are especially important. A complementary focus of the journal relates to the environmental, social, and cultural contexts within which learning design interacts with and translates into practice.

Vol. 18 (2023): RPTEL

Published: 28-02-2023

Developing pre-service teachers’ computational thinking through experiential learning: hybridisation of plugged and unplugged approaches

Xin Pei Voon, Su Luan Wong, Lung Hsiang Wong, Mas Nida Md. Khambari, Sharifah Intan Sharina Syed-Abdullah


The role of teacher support in the acquisition of digital skills associated with technology-based learning activities: the moderation of the educational level

Ramón Tirado-Morueta, Rosa García-Ruíz, Ángel Hernando-Gómez, Paloma Contreras-Pulido, José I. Aguaded-Gómez


How to measure disagreement as a premise for learning from controversy in a social media context

Nils Malzahn, Veronica Schwarze, Sabrina C. Eimler, Farbod Aprin, Sarah Moder, H. Ulrich Hoppe


An ontology for modelling user’ profiles and activities in gamified education

Paula T. Palomino, Armando M. Toda, Luiz Rodrigues, Wilk Oliveira, Lennart Nacke, Seiji Isotani


The level of perceived efficacy from teachers to access AI-based teaching applications

Chun-Mei Chou, Tsu-Chi Shen, Tsu-Chuan Shen, Chien-Hua Shen


Interest-Driven Creator Theory: case study of embodiment in an experimental school in Taiwan

Chee-Kit Looi, Su Luan Wong, Siu-Cheung Kong, Tak-Wai Chan, Ju-Ling Shih, Ben Chang, Ying-Tien Wu, Chen-Chung Liu, Charles Y. C. Yeh, Zhi-Hong Chen, Tzu-Chao Chien, Chih-Yueh Chou, Hui-Chun Hung, Hercy Cheng, Calvin C. Y. Liao


Commentaries on IDC Theory in practice

Wenli Chen, Kampei Hayashi, Mas Nida Md. Khambari, Kinshuk, Jon Mason, Lung-Hsiang Wong, Kui Xie


Replies to commentaries on IDC Theory in practice

Tak-Wai Chan, Chee-Kit Looi, Su Luan Wong, Siu-Cheung Kong, Ju-Ling Shih


Theoretical and practical assessments over SSH

Joana Cabral Costa, Tiago Roxo, Carolina Lopes, João B. F. Sequeiros, Tiago M. C. Simões, Pedro R. M. Inácio


Mathematics student personas for the design of technology-enhanced learning environments

Robert Weinhandl, Martin Mayerhofer, Tony Houghton, Zsolt Lavicza, Michael Eichmair, Markus Hohenwarter


Interaction support systems between teachers and visual content for effortless creation of program visualization

Koichi Yamashita, Miyu Suzuki, Yusuke Kito, Yusuke Suzuki, Satoru Kogure, Yasuhiro Noguchi, Raiya Yamamoto, Tatsuhiro Konishi, Yukihiro Itoh


In-store assortment training to the distribution manpower of dairy companies using gamification

Kazem Askarifar, Ali Akbar Safavi, Pegah Jahanbakhsh Tehrani, Mohamad Hosein Karami


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