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. 19 (2024): RPTEL

Published: 01-01-2024

How personal, technical, social environments affecting generation Z to utilise video-based sharing platform in learning process during crisis?

Dedi I. Inan, Achmad Nizar Hidayanto, Ratna Juita, Christopher Y. Hasian, Kevin Luvian, Leonardo, Samuel Ludwig Ian, Setyawan Pratama

003

How can an educational chatbot’s feedback influence human attention?

Francesca Sylvester, Nguyen-Thinh Le, Surjo R. Soekadar

007

Language learning apps for visually impaired users: a systematic review

Heydy Robles, Adriana Perez, Karen Villalba, M.C. Delgado-Cañas, Elkin Villanueva, Conor Keogh, Miguel Jimeno

012

A competency-based specialization course for smart city professionals

Theodor Panagiotakopoulos, Fotis Lazarinis, Omiros Iatrellis, Antonia Stefani, Achilles Kameas

013

Automated grading software tool with feedback process to support learning of hardware description languages

Andrés Francisco Corso Pinzón, Jhon J. Ramírez-Echeverry, Felipe Restrepo-Calle

015

The Digital Pedagogy Competence Scale (DiPeCoS): development and validation

Shraddha Rawat, Shreya Tiwari, Mayank Sharma, Nandini Chatterjee Singh

018

EXAIT: Educational eXplainable Artificial Intelligent Tools for personalized learning

Hiroaki Ogata, Brendan Flanagan, Kyosuke Takami, Yiling Dai, Ryosuke Nakamoto, Kensuke Takii

019

Evaluating the kit-build concept mapping process using sub-map scoring

Ridwan Rismanto, Aryo Pinandito, Banni Satria Andoko, Yusuke Hayashi, Tsukasa Hirashima

021

Online collaborative writing in an online EFL writing class

Burcu Ocak Kılınç, Hatice Gülru Yüksel

022

Classroom implementation of an auxiliary problem presentation system for mechanics adapted to learners’ errors

Nonoka Aikawa, Shintaro Maeda, Tomohiro Mogi, Kento Koike, Takahito Tomoto, Isao Imai, Tomoya Horiguchi, Tsukasa Hirashima

026

A human-in-the-loop system for labeling knowledge components in Japanese mathematics exercises

Brendan Flanagan, Zejie Tian, Taisei Yamauchi, Yiling Dai, Hiroaki Ogata

028

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