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The authors constructed an automatic essay scoring (AES) model in a discussion forum where the result was compared with scores given by human evaluators. This research proposes essay scoring, which is conducted through two parameters, semantic and keyword similarities, using a SentenceTransformers pre-trained model that can construct the highest vector embedding. Combining these models is used to optimize the model with increasing accuracy.

The development of the model in the study is divided into seven stages: (1) data collection, (2) pre-processing data, (3) selected pre-trained SentenceTransformers model, (4) semantic similarity (sentence pair), (5) keyword similarity, (6) calculate final score and (7) evaluating model.

The multilingual paraphrase-multilingual-MiniLM-L12-v2 and distilbert-base-multilingual-cased-v1 models got the highest scores from comparisons of 11 pre-trained multilingual models of SentenceTransformers with Indonesian data (Dhini and Girsang, 2023). Both multilingual models were adopted in this study. A combination of two parameters is obtained by comparing the response of the keyword extraction responses with the rubric keywords. Based on the experimental results, proposing a combination can increase the evaluation results by 0.2.

This study uses discussion forum data from the general biology course in online learning at the open university for the 2020.2 and 2021.2 semesters. Forum discussion ratings are still manual. In this survey, the authors created a model that automatically calculates the value of discussion forums, which are essays based on the lecturer's answers moreover rubrics.

A recommendation algorithm is typically applied to speculate on users’ preferences based on their behavioral characteristics. The purpose of this paper is to provide a systematic review of recommendation systems by collecting related journal articles from the last five years (i.e. from 2014 to 2018). This paper aims to study the correlations between recommendation technologies and e-learning systems.

The paper reviews the relevant articles using five assessment aspects. A coding scheme was put forward that includes the following: the metrics for the e-learning system, the evaluation metrics for the recommendation algorithms, the recommendation filtering technology, the phases of the recommendation process and the learning outcomes of the system.

The research indicates that most e-learning systems will adopt the adaptive mechanism as a primary metric, and accuracy is a vital evaluation indicator for recommendation algorithms. In existing e-learning recommender systems, the most common recommendation filtering technology is hybrid filtering. The information collection phase is an important process recognized by most studies. Finally, the learning outcomes of the recommender system can be achieved through two key indicators: affections and correlations.

The recommendation technology works effectively in closing the gap between the information producer and the information consumer. This technology could help learners find the information they are interested in as well as send them a valuable message. The opportunities and challenges of the current study are discussed; the results of this study could provide a guideline for future research.

Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement and their attitudes towards flipped learning. Yemeni EFL students also face pronunciation problems and they lack technology-enhanced language learning. The flipped learning approach promotes active learning and increases students’ learning outcomes. This study aims to measure the achievement level and the attitudes of Yemeni EFL students towards flipped pronunciation classrooms. It also correlates between achievement and attitudes towards this new experience.

Using a correlational research design, quantitative and qualitative data were collected through a test, questionnaire and structured interview from an intact class of Yemeni EFL students at the College of Education in Socotra.

The one-sample t-test analysis shows that the respondents scored high in the achievement test. The analysis of both the questionnaire and the structured interview revealed that the students have a positive attitude towards the flipped pronunciation classroom. The correlation analysis indicated a high-level positive relationship between students’ achievement and their attitudes where r = 0.779 with p < 0.001, two-tailed.

The present study has some limitations regarding the sample size. This context-specific study recruited the available EFL class at the College of Education in Socotra, Hadhramout University. It would be more reliable should the study compared large groups of students so that the results can be generalized.

The study recommends using flipped learning to enhance pronunciation among EFL students.

This study contributes to the correlational studies in flipped learning.

The purpose of the case study is to investigate the perception of computer science learners at Krishna Kanta Handiqui State Open University (KKHSOU) regarding the use of gamification and to identify the challenges in implementing gamified teaching-learning processes in open and distance learning (ODL) institutions.

The case study was carried out by observing the views of the learners on the use of gamification in distance learning and studying the participation level of computer science learners before and after the gamification environment was added to a specific topic through the learning management system (LMS). The pre-game and post-game effects on learners' participation against various factors using t-tests were also investigated in this study.

The study reveals that gamification had a positive and highly significant influence on the learners' participation and engagement in the e-content provided via the LMS. The post-gamification mean score (5.62) was higher than the pre-gamification mean score (2.36), and the overall paired t-test (5.301) value was significant at the 1% level of significance. Some of the challenges faced during the study were communication with the learner, lack of technical skills of the learner, duration of study, etc.

This study will help in understanding the perception and effect of gamification on computer science learners in ODL mode in India. The study succeeded in demonstrating that the use of gamified elements results in increased learner participation.

The purpose of the article is (1) to find out whether students instructed with Computer-Assisted Simulation Learning Games (CASLGs) will improve in their scholarly learning outcomes and (2) to ascertain if the biological construct of sex will affect students scholarly learning outcomes.

The study was experimental. The study sample comprised 120 students from four schools. The study instrument was the Scholarly Learning Outcomes Test (SLOT), drawn from the school syllabus. The study lasted six weeks. Before the experimentation, the students were pre-tested using the Scholarly Learning Outcomes Test (SLOT. After which, students were posttested to ascertain students' scholarly learning outcomes. The statistical mean was employed to analyse data generated from the pretest and posttest to provide answers for the research questions, while analysis of covariance (ANCOVA) statistics was utilised to test the hypotheses.

The results show that CASLGs improved students' scholarly learning outcomes more than the face-to-face instructional approach and the biological construct of sex is of no effect on students' scholarly learning outcomes.

First, in performing the study, the regular instructors/teachers were utilized. The personalities of these instructors were not considered or scrutinized; this might have impacted the research outcomes.

Implications for future studies: One advantage is that it is part of a bigger initiative in which there are extra sources of data to study. This information or data from this study would help to throw further light on the predictors of student scholarly learning outcomes in the near future. One implication of this study rests on the confirmation that activity-based strategies such as CASLGs enhance students' scholarly learning outcomes.

This study is a product of the author’s doctoral thesis. It is the outcome of the investigation carried out by the author for the award of PhD; therefore, it is original. The study’s results are of immense value because they contributed to knowledge in the area of computer-based learning games.

Based on an experimental study on English for Specific Purposes (ESP) students, at the Business Department at the University of Bisha, the purpose of the study is to examine the effect of chatbot use on learning ESP in online classrooms during COVID-19 and find out how Dialogflow chabot can be a useful and interactive online platform to help ESP learners in learning vocabulary well.

The research paper is based on an experimental study of two groups, an experiential group and a controlled group. Two tests were carried out. Pre-tests and post-test of vocabulary knowledge were conducted for both groups to explore the usefulness of using the Dialogflow chatbot in learning ESP vocabulary. A designed chatbot content was prepared and included all the vocabulary details related to words' synonyms and a brief explanation of words’ meanings. An informal interview is another tool used in the study. The purpose of using the interview with the participants was to elicit more data from the participants about using the chatbot and about how and in what aspects chatbot using the conversational program was useful and productive.

The findings of the study explored that the use of chatbots plays a major role in enhancing and learning ESP vocabulary. That was clear as the results showed that the students who used the chatbot Dialogflow in the experimental group outperformed their counterparts in the control group.

The study displays an important pedagogical implication as the use of chatbots could be applied in several settings to improve language learning in general or learning ESP courses in particular. Chatbot creates an interesting environment to foster build good interactions where negotiation of meaning takes place clearly seems to be of great benefit to help learners advance in their L2 lexical development.

Examining and exploring whether the use of chatbots plays a major role in enhancing and learning ESP vocabulary in English as Foreign Language setting.