Journal of Advanced Research in Education

An Assessment of the Impact of AI-Based Interventions on Student Engagement and Motivation in Both Online and Traditional Classroom Settings: A Case of Nsamizi Training Institute for Social Development, Mpigi District, Uganda

2026-10-22T10:00:50+00:00

This investigation delineates the influence of Artificial Intelligence-driven instrumentation on student engagement and motivation in both online and traditional classrooms at Nsamizi Training Institute for Social Development. Using a mixed-methods approach that incorporates student surveys, learning analytics, focus groups, and interviews, the research notably suggests that such instrumentation may exert a substantial influence upon the augmentation of engagement and motivation through the provision of personalized learning experiences, real-time evaluative feedback, and interactive simulations. A primary emphasis of the findings posits the critical importance of judicious implementation, comprehensive educator training, and sustained ancillary support for the maximal realization of Artificial Intelligence’s inherent advantages. The collected data concurrently indicate that AI demonstrably enhances learning outcomes, elevates student satisfaction, and facilitates the establishment of inclusive, efficacious learning environments. Consequently, the recommendations prioritize the advancement of personalized learning modalities, instantaneous feedback mechanisms, immersive interactive simulations, and robust educator preparation, all of which are instrumental in ensuring the efficacious integration of AI within pedagogical frameworks.

Assessing the Listening Process of Hospitality Management Students: Implications for Industry Readiness

2026-10-22T10:05:44+00:00

Listening, recognized as the most critical communication competency for service quality, remains unfamiliar as a discrete, multi-stage domain in the hospitality education sector. In this respect, this paper sought to ascertain the level of listening process achievement of BSHM students at a private college in the Philippines. The research was facilitated by the use of a questionnaire with 50 items designed with reference to the five stages of listening developed by DeVito. The data collected from the research were analyzed with the help of the Jamovi package. It was established that there was a generally High level of listening among students (M = 3.59, SD = 0.58; α = .98). In addition, female students had higher scores in receiving, understanding, and responding (p < .05; small effects), but, most importantly, academic performance could be regarded as a predicator of the level of listening (η²p = .04–.06).

Assessment-First in Early Childhood Science Education: An Exploratory Practice of an Integrated “Intelligent Assessment-Intelligent Teaching-Intelligent Learning” Closed-Loop Model in a Kindergarten Junior Class

2026-10-22T10:09:19+00:00

China’s current reform of educational evaluation has drawn renewed attention to a persistent problem in early childhood science education: teaching, learning, and assessment have long functioned as separate processes. The signs are ordinary enough: activities planned from experience, inquiry that stays near the surface, judgment reserved for the end. Our study asks whether the order can be reversed—whether assessment, moved to the front, can pull teaching and learning together. The model we propose rests on two bodies of research, one on children’s preconceptions and one on deep learning. Intelligent assessment, intelligent teaching, and intelligent learning are joined in a data-driven loop that spirals upward; diagnosis opens the process and keeps informing it. We implemented the model in four steps over two months with 22 children in a junior class (ages 3–4), under the science theme “The Big Tree and Its Friends.” Digital tools supported the elicitation interviews, learning analytics, and process documentation throughout. The pre- and post-intervention evidence is encouraging. Recognition of concealed tree structures rose from 22.7% to 88.0%, and the proportion of children able to explain, in scientific terms, what plants need to grow rose from 9.1% to 90.9%, with visible gains in the quality of inquiry as well. These results suggest that moving assessment to the front of instruction can turn evaluation from a terminal verdict into navigational guidance at the very start of learning, while also helping teachers grow into data-informed, research-oriented practitioners and drawing families into closer cooperation with the kindergarten. For grassroots settings, the study offers a workable route for putting evaluation reform into practice.