Noor Azean Atan

The rapid integration of artificial intelligence (AI) into higher education has begun to transform service‐learning (SL) by creating new opportunities for experiential, data‐informed and socially responsive pedagogy. However, the nature of AI integration in SL and its implications for learning and community engagement remain unclear. Guided by the PRISMA protocol, this systematic mapping review synthesised 26 peer‐reviewed studies screened and managed using EPPI Reviewer. The findings show that direct service and onsite delivery emerged as the dominant configurations, while AI was used most frequently for data analysis and interpretation, content generation and co‐creation and adaptive support and personalisation. Across SL phases, AI integration clustered around preparation and action, with considerably less attention to reflection. Reported outcomes centred primarily on knowledge application, transferable skills, civic orientation and personal development, whereas beneficiary outcomes appeared in only two studies. Alongside these outcomes, the studies identified concerns involving output unreliability, over‐reliance, AI readiness, ethical safeguards, contextual fit and access. Fewer than half used a recognisable theory or established framework, and none tested or refined theory. Overall, the review identifies an emerging field in which technological experimentation has advanced faster than evidence concerning AI‐specific contribution, community value, sustained pedagogical integration and theoretical explanation. Context and implications: Rationale for this study: Artificial intelligence is increasingly being incorporated into service‐learning (SL) across higher education, but the emerging literature provides a fragmented account of how this integration is taking place. Existing studies span different service configurations, AI functions, phases of the SL process and disciplinary settings, making it difficult to understand the direction in which the field is developing. This study systematically maps this evidence to clarify how AI is being integrated into SL, what outcomes and concerns have been reported and how theory has informed this emerging area of research. Why the new findings matter: The findings matter because they challenge the assumption that greater use of AI necessarily transforms the fundamental character of SL. Despite growing technological integration, direct and onsite community engagement continues to anchor much of the experience, while AI is concentrated in particular functions and phases of the SL process. The findings also expose important weaknesses in the emerging evidence base, particularly the limited attention to reflection, community beneficiaries, AI‐specific contributions and theoretical explanation. By bringing these issues together, the review clarifies where AI is genuinely extending SL and where technological adoption is advancing without equivalent pedagogical or conceptual development. Implications for researchers and educational institutions: The findings point to a future research agenda centred on sustained AI integration across the SL process, clearer evidence of AI‐specific effects, stronger assessment of community outcomes, and deeper theoretical explanation. Researchers should examine how particular AI functions interact with different SL phases and whether their contribution extends beyond outcomes already associated with conventional SL. For educational institutions, the findings highlight the importance of integrating AI in ways that preserve human judgement, meaningful community engagement and reciprocal value while addressing readiness, ethical safeguards and access.

As quantum technologies advance, there is growing international interest in integrating quantum concepts into secondary education. However, most K-12 quantum education studies rely on self-reported data or informal assessments lacking documented validity. This study aimed to address this gap by developing and validating the Quantum Literacy Test (QLt), a standardized instrument designed to objectively assess upper-secondary students’ understanding of foundational quantum concepts, practices, and perspectives. Grounded in the computational thinking (CT) framework, the QLt was piloted with 819 senior secondary school students in Nigeria and underwent a multi-phase validation process, including expert review, factor analysis, item-response modeling, differential item functioning analysis, and concurrent validity. The QLt demonstrated high internal consistency (α = 0.87) and structural validity. Strong concurrent validity was observed with the Computational Thinking Test (r = 0.65), and moderate validity was observed with a Spatial Ability Test (r = 0.32). However, machine learning models explained less than 40% of QLt score variance, suggesting the domain-specific nature of quantum literacy. We recommend future research to expand the QLt across diverse cultural contexts and to increase item coverage of quantum practices and perspectives. The QLt offers a valuable tool for evaluating curriculum effectiveness and monitoring equity in quantum education, thereby contributing to a more inclusive quantum-ready workforce.

Hybrid SL is becoming more accepted in contemporary higher learning. The Malaysian Education Blueprint 20152025 is dedicated to the ‎initial activities aimed at improving the educational experiences of students, which would align with the described phenomenon. It is a ‎strategy that adapts learning experiences to the needs of individual students and incorporates learning enhancements through experiential and ‎community-based learning, as well as the use of technology, to gain the necessary skills in the modern era. The academic appropriately ‎conducts a research inquiry into the role of the technology integration principles in the student learning programs of hybrid SL in enhancing ‎the overall abilities of the students significantly. The research target in the future would be hybrid SL models that entail additional ‎community involvement among students, as well as show enhanced generic skills growth and more pleasurable learning experiences among ‎the students‎.

In globalization, possessing intercultural communicative competence (ICC) is essential for individuals’ success. However, students face motivational barriers in online intercultural learning. Thus, this study aims to explore the effectiveness of integrating gamification with self-determination theory (SDT) to enhance the intrinsic motivation, ultimately aiding in the development of intercultural communication competence among Chinese vocational college students enrolled in online English intercultural learning. Employing a mixed-methods approach involving pre-post questionnaires and interviews, the study engaged 38 vocational college students from the automobile and rail transit faculty in a four-week online English intercultural learning module enriched with gamified elements such as points, badges, leaderboards, levels, and quests. The findings indicate that gamified learning effectively fulfills students’ needs for competence and autonomy, partially addressing their needs for relatedness and consequently fostering an upsurge in intrinsic motivation. Additionally, improvements were observed in knowledge, attitude, and skill, with marginal changes noted in awareness. It is concluded that gamified learning approaches based on SDT can positively contribute to the development of intrinsic motivation and intercultural communication competence. These findings hold practical implications for educational institutions and researchers to cultivate intrinsic motivation and ICC through online gamified learning.

The COVID-19 pandemic prompted a global shift towards online learning, necessitated by restrictions on physical interaction. Consequently, Multimedia Creative Courses incorporating Service Learning were transformed into Extreme e-Service Learning (Xe-SL), conducted entirely online. In the realm of online e-Service Learning, ensuring student engagement and knowledge retention are crucial to successful course completion. While behavioural engagement can be easily observed, assessing cognitive engagement presents a challenge. Cognitive engagement involves the learner's psychological investment in the learning process, their willingness to comprehend the material, and their drive to attain the highest levels of understanding.This study explores the cognitive engagement of students in Extreme e-Service Learning (Xe-SL), an online learning approach implemented during the COVID-19 pandemic. A case study was conducted involving 27 undergraduate students undertaking a Multimedia Creative project within Xe-SL. Thematic analysis of collected reflections revealed distinct patterns of cognitive engagement across different phases. Prior to Xe-SL, students demonstrated cognitive engagement through understanding concepts, problem solving, critical thinking, self-reflection, and self-improvement. During Xe-SL, cognitive engagement was evident in the acquisition of new skills and tools, overcoming challenges, reflection, and recognizing the impact and benefits of their work. Post-Xe-SL, students exhibited increased skills and knowledge, engaged in teaching and mentorship, fostered collaboration and teamwork, applied problem-solving skills, and retained and applied their knowledge.These findings provide insights into the cognitive engagement processes within Xe-SL and offer practical guidance for designing effective online learning activities. Furthermore, the study highlights the enduring impact of Xe-SL on students' skills, collaboration abilities, problem-solving proficiency, and knowledge application. This research contributes to the understanding of effective online pedagogy and underscores the benefits of Xe-SL. Educators, instructional designers, and policymakers can leverage these findings to enhance student engagement and promote meaningful learning experiences in online service learning environments.

The integration of computational thinking with gamification elements has emerged as a promising approach to enhancing students' programming skills in computer programming education. However, the current state of learning computer programming with computational thinking remains unclear and confusing, leading to a lack of understanding and a decrease in performance among students. Therefore, this study aims to address this issue by investigating the integration of computational thinking in learning computer programming with gamification elements to foster students' programming skills. This research assesses the effects of these learning activities on students' programming skills and performance. Using a quasiexperimental design, the study focuses on designing computer programming learning activities based on computational thinking strategies with gamification elements. The research methodology includes expert validation, pre-activity and postactivity assessments, as well as pre-tests and post-tests. The expert validation process yielded positive feedback, indicating a good understanding of the learning activities. The pre-activity and post-activity assessments demonstrated a significant improvement in students' programming skills, with post-activity scores being higher than pre-activity scores, as confirmed by paired sample t-test analysis. Furthermore, the pre-test and post-test results showed a significant difference, indicating that the learning activities had a significant impact on students' performance. This research study provides valuable insights into the integration of computational thinking and gamification in learning computer programming. The findings support the effectiveness of this approach in fostering students' programming skills and improving the performance of the learning experience.

Artificial Intelligence (AI) has rapidly emerged as a transformative force in education, offering innovative solutions to enhance learning and teaching processes. This technology is revolutionising traditional educational methods by enabling more efficient, accessible, and engaging learning environments. This study aims to evaluate the impact of AI on Fiqh education at Sekolah Indonesia Johor Bahru (SIJB), reflecting the technological advancements of the Fourth Industrial Revolution. The research employs a quantitative quasi-experimental design, involving 73 students, to assess the effectiveness of AI tools in enhancing Fiqh learning outcomes. Pre-test and post-test data were analysed using the Wilcoxon Signed-Rank Test to measure the effect of AI-based interventions on student performance. The results indicate positive effects of AI-based learning methods on students in Fiqh education. Additionally, a four-point Likert scale questionnaire was used to assess students' perceptions of the ease of use of AI tools, their understanding, and the impact of these tools on learning. The study concludes that the integration of AI tools in Fiqh education at Sekolah Indonesia Johor Bahru significantly enhances students' knowledge and learning outcomes. The implications of these findings suggest that AI can be effectively integrated into Fiqh learning to foster a more engaging and efficient learning environment, ultimately improving student performance and understanding.

The ability to read and count is essential to be mastered by every student to foster future academic and professional success. However, students with dyslexia have limited ability to read and count. Using learning apps can help children with dyslexia develop reading and counting skills. User interface design is an essential aspect of application development. The research aims to develop a user interface design for learning applications for dyslexic children. User interface design development methods use design thinking approaches that have levels of empathy, define, ideate, prototype, and test. The development of user interface design of learning applications also involves gamification and multi-sensory to help improve students’ understanding of dyslexia when using applications. Evaluation of user interface design using the System Usability Scale (SUS) method yields a total average value of 82. This shows that the user interface design of learning applications for students with dyslexia is acceptable and suitable for users.

During the COVID-19 pandemic, music lessons greatly impact teachers and students, especially the constraints of applying proper tools in online music lessons including delivering lessons, classroom interactions, and conducting assessments to ensure students’ learning goals attain a desired end. This research study aimed to examine the effect of blending synchronous and asynchronous music lessons based on visualization strategy towards students’ music performance skill. This research applies a quasi-experimental design where obtaining validation from teachers and experts on the learning activities through blended learning based on visualization strategy, Wilcoxon Signed Rank Test and Spearman Correlation for measuring the effectiveness of learning activities for music lesson based on blended learning approach towards student’s musical performance skill and achievement, and a quantitative design supported with quantitative data where descriptive statistics are used to examine the perception of student’s on learning activities based on blended learning using synchronous and asynchronous towards their performance skill. This study was conducted based on an experiment whereby students participated during their music lesson via synchronous and asynchronous with the support of visual media. Digital platform with learning activities was used to conduct the synchronous and asynchronous lessons, and student’s performance skill were measured in relation to learning effectiveness. Six weeks of planning evaluation variables were tested involved rubric scores according to students’ pre-activity and post-activity in addition to test the interrelationship of students’ achievement grading system during pre-test and post-test conducted. A questionnaire with items of 30 student’s perception on the learning activities based on blended learning using synchronous and asynchronous with visualization strategy towards music performance skill were brought forward after the completion of 5 weeks program. Using visualization strategy positively impacts students’ understanding and enhances their skill in music performance and music theory achievement. Nevertheless, there was no correlation between students’ music performance skill and music theory achievement in promoting students’ music performance skill. Based on the students’ perception, they were able to improve in music performance skill substantially developed from viewing visualized materials, understanding the concept of music performance skill, and implementing on their musical instruments. Teachers’ perceptions should be considered to provide expectations towards students’ motivation and accomplishment.