The increasing reliance on Massive Open Online Courses (MOOCs) has transformed the landscape of education, particularly during the COVID-19 pandemic, where e-learning became essential. However, the effectiveness of MOOCs in enhancing student academic performance and engagement remains a key challenge, compounded by high dropout rates and low retention. This study presents a systematic literature review (SLR) conducted over a five-year period (2019–2024) to identify factors affecting student academic performance and engagement prediction in MOOCs, utilizing Deep Learning (DL) methods. The review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, systematically analyzing articles from five major academic databases: ScienceDirect, SpringerLink, Scopus, Taylor & Francis, and Wiley Online. A total of 70 articles were selected for in-depth analysis, focusing on key predictors of student performance and engagement, including demographic data, behavioral patterns, learning activities, and clickstream data. The review highlights the capabilities of DL techniques in predicting student outcomes, such as retention, dropout, and engagement, offering valuable insights for educators and policymakers aiming to improve MOOC-based learning environments. By conducting SLR using PRISMA model, we identified research findings and gaps by proposing a conceptual framework for developing future personalized and adaptive e-learning environment for the inclusive MOOC based hard of hearing and low vision learners. This paper concludes by discussing implications for future personalized and adaptive e-learning environments and the necessity of comprehensive teacher training programs to navigate these evolving educational technologies.

In this paper, a quasi-experimental research was conducted to investigate the effects of smartphone application on Chinese language reading skills and sought students' perception on the use of smartphone applications regarding motivation, interest, and confidence. Quantitative data were collected from oral pre and post-test, and a 4-point Likert scale questionnaire. Mann-Whitney U test was used to analyse whether there was a significant difference on the gain score between the control group (traditional method) and experimental groups (Integration of smartphone application). A total of 53 students participated in this study; the main results show that higher scores on tests after four consecutive weeks of intervention. Besides, from the findings, students were easier, and more prefer to learn the skills of reading with the use of smartphone applications in teaching and learning process if compared to traditional method. Furthermore, integration of smartphone application can leverage motivation and interest, but not confidence. Finally, the researchers discuss the implications of this study on the perspective of the potential of mobile learning.

The rise of online education has highlighted the crucial need to comprehend student participation in virtual learning environments. With the evolution of online learning platforms, understanding the impact of technological components, especially interactive avatars, on student engagement has become imperative. This study aims to investigate the influence of avatars on student participation in virtual classrooms. Specifically, it seeks to understand the impact of avatars on student interactions, engagement, and involvement within online learning environments. Three primary research questions guide the inquiry: the impact of avatars on student participation, the extent of technology-mediated interaction's effect on engagement, and the nuanced ways in which avatars contribute to or hinder student involvement. The study conducts a comprehensive review of existing literature, delving into the design, integration, and influence of avatars in virtual learning environments. It critically assesses technological advancements, focusing on interactive avatars, and their implications for student engagement. The methodology involves an in-depth analysis of scholarly works, educational platforms, and user experiences to gather valuable insights. The study uncovers the multifaceted impact of avatars in virtual classrooms. Interactive avatars significantly enhance student engagement and participation, fostering interactions between students and teachers as well as among peers. The customization and interactivity of avatars create a more immersive learning experience, positively influencing student involvement. Future research endeavours could explore the integration of avatars with emerging technologies like augmented reality and artificial intelligence, enhancing the depth and scope of virtual classroom interactions. Continued research in this area is essential for refining virtual learning environments and ensuring optimal student participation in the digital educational landscape.

The purpose of this follow-up research is to explore factors that affecting students' performance in Biology based on lower order thinking skill (LOTS) and higher order thinking skill (HOTS) when Formulated Ideal Social Collaborative Mobile Learning Environment (FISCOMOLE) which is incorporated via iMLearning app was adopted in the lesson. This qualitative research study focused on ten students from one boarding school. Data were collected through student focus group interviews and then triangulate with observation on user behaviour by using the screen recorder app. Five specific main themes with sub-themes emerged from the interview data. It is professed that the integration should be accompanied with the presence of immediate instructions with appropriate facilitation by provocation, argumentation and guidance on interaction either by face to face or via online with teacher. Furthermore, its effect could be enhanced by visualisation through video or simulation.

Educational technology is a medium that has the potential to improve the effectiveness of teaching and learning. The rapid pace of change in educational technology such as mobile learning (m-learning) had given the prodigious impact towards the world of education. This paper explores and discusses on the definition of mobile learning with its suitable learning environment, affordances and potential of this approach with its limitations. The post-millennials or Generation Z had been labeled as ‘student of m-era’ in this paper. In addition, this article also reviewed critically on the previous studies that demonstrate on the favorable and adverse effect of mobile learning in teaching and learning, implies that this advent paradigm of pedagogy approach helps students in teaching and learning process in various ways predominantly if proper executions have been applied. Some practical strategies and methods of implementation of m-learning approach despite of its limitations and challenges were recommended in this paper as well. This review study can become a comprehensive guidance or reference for policy makers, educators, and researchers in the field who are curious about and intend to initiate or adopt m-learning.