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IJIET 2024 Vol.14(12): 1679-1687
doi: 10.18178/ijiet.2024.14.12.2198

Enhancing Academic Achievement and Critical Thinking through e-Learning: Exploring Motivation, Creativity, Participation, and Gadget Utilization in Higher Education

Wagino Wagino1,*, Habibullah1, Ichsan Nasution1, M Giatman1, Rahmat Desman Koto1, Agariadne Dwinggo Samala1, Santiago Criollo-C2, and Ken C Polin3
1. Faculty of Engineering, Universitas Negeri Padang, West Sumatra, Indonesia
2. Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito, Ecuador
3. Faculty of Engineering, Queensland University of Technology, Brisbane, Australia
Email: wagino@ft.unp.ac.id (W.W.); habibullah@ft.unp.ac.id (H.); ichsannst@ft.unp.ac.id (I.N.); giatman@ft.unp.ac.id (M.G.); rahmatdkoto@student.unp.ac.id (R.D.K.); agariadne@ft.unp.ac.id (A.D.S.); luis.criollo@udla.edu.ec (S.C.-C.); k.polin@hdr.qut.edu.au (K.P.)
*Corresponding author

Manuscript received July 22, 2024; revised August 19, 2024; accepted August 30, 2024; published December 11, 2024

Abstract—The development of information technology has changed the world of education, including the application of elearning in universities. This study explores how e-learning can improve the academic achievement and critical thinking skills of automotive engineering students who rely on gadgets. Using the Partial Least Squares Structural Equation Modeling (PLS‒ SEM) method on data collected through purposive sampling, this study analyzed verbal communication, motivation, creativity, learner interaction with content, gadget use intensity, peer collaborative engagement, academic achievement, and critical thinking. The results showed that verbal communication and learner interaction with content significantly increased motivation and creativity, while excessive gadget use intensity had a negative impact. The indirect effect of learner interaction with content on academic achievement through motivation showed a P-coefficient of 0.027. In contrast, the impact of verbal communication on academic achievement through motivation showed a P-coefficient of 0.014. These findings emphasize the importance of a holistic approach in designing e-learning programs that support verbal communication, active participation, and balanced use of gadgets to improve education quality. Educational institutions are advised to develop effective e-learning programs and explore other factors, such as educational access, that affect learning outcomes in e-learning.

Keywords—e-learning, academic achievement, critical thinking, motivation, educational access

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Cite: Wagino Wagino, Habibullah, Ichsan Nasution, M Giatman, Rahmat Desman Koto, Agariadne Dwinggo Samala, Santiago Criollo-C, and Ken C Polin, "Enhancing Academic Achievement and Critical Thinking through e-Learning: Exploring Motivation, Creativity, Participation, and Gadget Utilization in Higher Education," International Journal of Information and Education Technology vol. 14, no. 12, pp. 1679-1687, 2024.


Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Jon-Chao Hong
  • Managing Editor: Ms. Nancy Y. Liu
  • E-mail: editor@ijiet.org
  • Abstracting/ Indexing: Scopus (CiteScore 2023: 2.8), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • Article Processing Charge: 800 USD

 

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