Rethinking computer-based examinations in higher education: psychological, technical, and pedagogical challenges from students’ learning experience and future directions

Effects of Challenge-Based Learning and Place-Based Learning on Polytechnic Computer Engineering Students' Retention in Computer Architecture

This study examined the effects of Challenge-Based Learning (CBL) and Place-Based Learning (PBL) on students’ retention of Computer Architecture concepts among Computer Engineering students at Waziri Umaru Federal Polytechnic, Birnin Kebbi, Nigeria. A quasi-experimental pre-test, post-test, and retention-test design was employed. The sample consisted of 41 students, with 20 assigned to the CBL group and 21 to the PBL group. Data were collected using the Computer Architecture Achievement Test (CAAT), a 30-item multiple-choice instrument validated by experts and found reliable through the test–retest method (r = 0.86). Mean and standard deviation were used to answer the research questions, while paired-sample and independent-sample t-tests were conducted at the 0.05 significance level. The findings showed that both instructional approaches effectively enhanced students’ retention of Computer Architecture concepts. No significant difference was found between the retention scores of students taught using CBL and those taught using PBL (t(35.72) = 0.15, p = .883). The study concludes that both learner-centered approaches are effective for promoting meaningful learning and long-term retention, and recommends their integration into Computer Engineering instruction.

The specifics of students’ typical cognitive difficulties when working with electronic educational resources

Introduction. The problem lies in the mismatch between the widespread adoption of electronic educational resources (EERs) and the insufficient understanding of the cognitive difficulties they pose. The article aims to identify and systematize students’ typical cognitive difficulties when interacting with EERs, particularly with educational hypertext. Materials and Methods. The research is grounded in cognitive load theory and the psychodidactic approach (integrating psychological, didactic, and subject-specific knowledge). The methods included a theoretical review of Russian and international literature, eye-tracking, and reading comprehension tests. Conducted in 2024–2025, the study involved a sample of 52 adolescents aged between 12 and 14 years (M = 13.6; SD = 0.7), of whom 42.3% (n = 22) were male. Results. A two-factor model of hypertext reading navigation was developed based on the intersection of the reading path (sequential vs. selective) and the use of hyperlinks (linear vs. nonlinear). The study identified three categories of typical difficulties students face when using EERs: 1) navigational-orientational (misunderstanding the nature of hypertext, the ‘lost in hyperspace’ phenomenon, overlooking relevant links); 2) cognitive-operational (linearization of hypertext, passive reading); and 3) content-semantic (comprehension deficits, inability to transfer knowledge). The paper describes typical navigation patterns observed among participants: predominantly sequential reading with excessive link activation, complete linearization (converting a nonlinear structure into a linear one), and selective nonlinear reading characterized by chaotic navigation. Optimal navigation models were outlined, combining a nonlinear path with conscious selectivity when following links. Conclusions. The primary challenges adolescents encounter when working with educational hypertexts stem from cognitive overload, particularly the feeling of being ‘lost in hyperspace’ and lacking the necessary skills for nonlinear digital environments. Overcoming these barriers requires systematic psychological and didactic support aimed at reducing cognitive load and optimizing navigation.

Pedagogical and Technological Accessibility Barriers faced by Undergraduate Students with Visual Impairments in Natural Sciences and Quantitative Reasoning Courses under the HEC Undergraduate Policy 2023

The implementation of Higher Education Commission (HEC) Undergraduate Policy 2023 has made Natural Sciences (NS) and Quantitative Reasoning (QR) a compulsory part of the undergraduate education in Pakistan. These courses are very visual, however, resulting in significant obstacles for students with a visual impairment (SWVIs). The purpose of this study was to explore the pedagogical and technological challenges that SWVIs encountered in their required General Education courses What is Science? and Exploring Quantitative Skills and Tools for Quantitative Reasoning. A quantitative descriptive survey design was used. The data were obtained from 122 visual impaired undergraduate students using multistage sampling technique from selected public and private universities of Lahore, Pakistan. The barriers to pedagogical, technological and institutional accessibility were measured using a 26 item researcher developed questionnaire. The internal consistency of the instrument was excellent (Cronbach’s α = .925). Descriptive statistics, independent samples t-tests and one way ANOVA were used to analyse the data. The results showed that the pedagogical, technological and institutional barriers were considerable. The most common pedagogical problems were the use of visual explanations in the classroom, which were unavailable for students with dyslexia and inaccessible for those with other disabilities; the most common technological problems were inaccessible scientific symbols and notations. The most highly rated institutional barrier was a lack of adaptation of laboratory activities. Significant differences were found based on degree program, type of visual impairment; but not across gender, age, or institution type. The study concludes that to achieve effective implementation of the HEC Undergraduate Policy, universities must increase the availability of accessible instructional practices, provide assistive technology, enhance faculty preparation, and adapt the assessment and laboratory procedures. The findings in this paper offer evidence-based recommendations to support equitable participation and academic success of students with visual impairments in compulsory science and quantitative reasoning education.

The Effect Of Using E-Books As A Learning Medium On Fouth-Grade Students’ Conceptual Understanding Of The Topic Changes In The State Of Matter

This study aims to analyze the effect of using e-books as a learning medium on fourth-grade students’ conceptual understanding of the topic of changes in the state of matter. The study employed a quantitative approach using a pre-experimental design, specifically a one-group pretest–posttest design. The study was conducted at Karangpawulang Elementary School, Cimalaka Subdistrict, Sumedang Regency, West Java, with 37 students as research subjects, consisting of 20 boys and 17 girls. Data collection techniques included tests (pretest and posttest), observation, questionnaires, and documentation. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon Signed-Rank test, N-Gain calculations, and effect size (Cohen’s d). The results showed that the students’ average scores increased from 74.19 on the pretest to 90.41 on the posttest. The percentage of students meeting learning standards also increased from 45.95% to 100% after instruction using e-books. The results of the normality test indicated that the pretest and posttest data were not normally distributed (p < 0.05); therefore, hypothesis testing was conducted using the Wilcoxon Signed-Rank test. Furthermore, an N-Gain value of 0.701 classified as high and an effect size (Cohen’s d) of 1.424 classified as large were obtained, indicating that the use of e-books has a strong effect on improving students’ conceptual understanding. Thus, e-books have been proven effective in enhancing students’ conceptual understanding of the topic of changes in the state of matter and can serve as an alternative digital learning medium in elementary schools.

of Experiential-Learning Method on Academic

An Examination of How Problem-Based Learning Influences The Mathematical Literacy Capabilities of Middle School Students, Analyzed Through The Lens of Learning Preferences

Mathematical literacy is an essential competency that enables students to apply mathematical knowledge and reasoning to solve problems encountered in everyday life. However, students' mathematical literacy skills remain relatively low, indicating the need for instructional approaches that promote meaningful learning. This study aimed to examine the effectiveness of the Problem Based Learning (PBL) model in improving students' mathematical literacy skills, to determine the effect of learning styles on mathematical literacy skills, and to investigate the interaction between the PBL model and learning styles. This study employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The participants were seventh-grade students of SMPN 1 Bontolempangan selected through cluster random sampling. The experimental group consisted of 34 students who were taught using the Problem Based Learning (PBL) model, while the control group consisted of 33 students who received conventional instruction. Data were analyzed using a two-way analysis of variance (Two-Way ANOVA) at a significance level of 0.05. The findings revealed that the Problem Based Learning (PBL) model had a significant positive effect on students' mathematical literacy skills (p < 0.001). In contrast, learning styles did not have a statistically significant effect on students' mathematical literacy skills (p = 0.649). Furthermore, no significant interaction was found between the learning model and learning styles in influencing students' mathematical literacy skills (p = 0.308). In conclusion, the Problem Based Learning (PBL) model is more effective than conventional instruction in improving students' mathematical literacy skills. However, students' learning styles do not significantly influence mathematical literacy achievement, nor do they moderate the effectiveness of the learning model.