Journal of e-Learning and Knowledge Society

Second Cover

Managing Editor — 2026-04-04

An intelligent system for guiding the use of dynamic concept maps in the zone of proximal development

Sergio Miranda — 2025-12-31

With reference to the theory of the Zone of Proximal Development, the aim of this paper is to describe an intelligent tutoring model capable of learning and reproducing intervention rules to make learning experiences based on the use of dynamic concept maps more effective. The work starts from DCMapp, a software application for the creation and navigation of dynamic concept maps. DCMapp allows to build maps, draw nodes and arcs, upload multimedia contents and manage the dynamic visualization of concepts. The use of DCMapp has been shown to improve study times and student learning outcomes. The paper proposes the integration of an intelligent tutoring system based on Vygotsky’s theory of the Zone of Proximal Development. This system suggests actions to students to maintain learning within their Zone of Proximal Development, avoiding boredom and confusion. It is trained through the observation of a human tutor and uses artificial neural networks to predict future actions. The goal is to ensure effective and personalized learning, adapting the difficulty of the activities to the cognitive and emotional abilities of the learners.

Gamifying Cultural Heritage: the digitization journey of Genoa University Museum System (SMA-UniGe)

Lara La Tessa — 2025-12-31

Gotcha! Enhancing Argumentation as a Basis for Critical Thinking via Generative AI-Supported Learning in Higher Education

Francesca Crudele — 2026-03-30

Generative AI introduces complexity by offering potential support for human skills development, while also generating noise and false information in a postdigital context. Grounded in a Vygotskian perspective, this study explores the combined use of argument mapping (AM) and ChatGPT as mediational tools for developing argumentative skills as a proxy for critical thinking in higher education. These tools are conceptualized as socio-technical assemblages providing double stimulation within students’ Zone of Proximal Development (ZPD), addressing how multimodal texts and AI mediate comprehension of information (CoI) and critical thinking (CT). Adopting a case study approach with a quasi-experimental design, the research involved 17 female undergraduate students from the University of Padua, divided into three groups: G1 working with analog texts, G2 with multimodal texts, and a control group interacting only with ChatGPT (G3). Chatbot interactions were analyzed to explore its potential to support reflection and personal information re-elaboration. Results indicate improvements in comprehension and critical thinking, especially in the multimodal group (G2). G1 achieved weaker outcomes, possibly due to limited external stimulation. G3 outperformed G1 but showed stable yet comparatively lower results in advanced argumentative reworking despite a positive median. Overall, AM seems to support text comprehension and meaning reconstruction, while multimodality fosters the integration of multiple perspectives. Generative AI can further support critical engagement and understanding of AI systems when embedded in a structured pedagogical design rather than used “in the wild”.

Effects of interaction between teacher and e-Learning system in high school education

Nešad Krnjić — 2026-03-31

The interaction between teachers and e-learning systems plays a crucial role in the effectiveness and quality of online and blended education in secondary schools. This paper examines how teachers influence the use of e-learning platforms through their digital competencies, experience in creating educational materials, and perceptions of the usefulness of information and communication technologies, as well as how e-learning systems shape teaching practices and instructional strategies. The research is based on a quantitative study conducted among secondary school teachers, using a structured survey questionnaire and statistical methods including factor analysis and multiple regression analysis. The findings indicate that teachers’ actual and perceived IT knowledge and their experience in developing digital educational materials significantly affect the intensity and scope of e-learning system usage. The results further highlight the need for systematic professional development of teachers to enhance effective interaction with e-learning systems. The study provides empirically grounded insights that can support the design of teaching strategies and institutional policies aimed at improving the quality of e-teaching in secondary education.

Attitude of Russian pre-service teachers in different training fields towards Artificial Intelligence

Albina Drozdikova-Zaripova — 2026-04-04

In recent years, artificial intelligence (AI) has been rapidly developing, and the issues concerning the use and implementation of AI in education and science are becoming increasingly relevant. Meanwhile, the effectiveness of introduction of digital technologies, including AI, into education largely depends on digital competence, the level of knowledge in this area, as well as the attitude of educators towards these technologies. In this regard the aim of the study was to identify the peculiarities of the attitude of students–pre-service teachers in different training fields towards artificial intelligence and their experience of its use in education. The study involved 249 bachelor students in Teacher education of Kazan (Volga Region) Federal University. The study showed that, in general, students show interest in the use of digital tools for both educational and personal purposes. In teaching practice, about 40% of students have experience in using AI at the stage of planning and constructing lessons. Students from different training fields identify the benefits of using AI in different areas of education and set different goals for the use of AI in lessons design. At the same time, pre-service teachers critically assess the possibilities of AI and more than 80% of them point out possible risks in the use of AI in education. About 60% of the respondents agree on the need to adapt to changes brought on by AI. The results of the study can be used in designing the students’ curricula and planning their learning process using digital tools, including AI.