This article investigates the extent of academic procrastination among secondary school students in the Kingdom of Saudi Arabia who utilize sustainable digital learning materials, specifically e-books, compared to those who rely on printed books in a traditional face-to-face learning environment. A sample of 336 first-year secondary school students was randomly recruited and divided into two experimental groups based on their preference for either electronic or printed textbooks. An online survey was employed to assess academic procrastination. The findings indicate no statistically significant differences in the impact of textbook formats (electronic versus printed) on academic procrastination among secondary school students. This study emphasizes the importance of employing e-books instead of printed books as sustainable digital learning resources, thereby contributing to sustainable education and the preservation of natural resources. Furthermore, this research could serve as part of a broader series of studies investigating the effects of integrating sustainable digital resources into education on students’ psychological development, study habits, and educational outcomes.

Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers’ education have been explored. The current study focuses on stimulating pre-service teachers’ design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers’ education, discusses implications for educational practices, and recommends further research in this area.

This article investigates how avatars in the metaverse can be used for peer evaluation in a sustainable educational setting. The goal is to find the best alternative modes of assessment (one-to-many/many-to-one) to evaluate the design of a sustainable educational environment. The research also explores how learners’ avatars influence the development of tolerance and respect for others within the metaverse. The study involved 36 female graduates from King Faisal University’s College of Education. A quasi-experimental design with two experimental groups was employed to assess performance. Through a product quality card and applying a tolerance (IPTS) scale for data collection. The preliminary findings indicate that the avatars within the (one-to-many) group demonstrated better performance and showed an increase in tolerance values after the intervention, compared to their counterparts (many-to-one) as an alternative mode of assessment, in the development of a sustainable Edu-Metaverse environment. The research validated that avatars enhance positive attitudes and behaviors, thereby providing insights for developing more effective educational interventions and contributing to enhancing the user experience and implementation of sustainable educational initiatives through a metaverse.

This article examines the influence of teacher/peer e-scaffolding in a mobile learning environment on students’ design skills and the technology fatigue associated with a 3D virtual learning environment. The sample consisted of 32 postgraduate students who were divided into two groups according to their e-scaffolding source (teacher/peer). The findings showed that peer e-scaffolding outperformed teacher e-scaffolding in the mobile learning environment in terms of students’ development of design skills. The findings also showed that students became moderately fatigued after designing the 3D virtual environments in both experimental groups. This study can act as a guide for teachers and instructional designers by helping them to select the most suitable e-scaffolding source when teaching 3D virtual environment design skills. This may result in better and easier skill development.