Journal of e-Learning and Knowledge Society
http://www.je-lks.org/ojs/index.php/Je-LKS_EN
<h1 class="page-header" style="font-family: Raleway; margin-top: -50px;">Bibliometrics</h1> <p style="font-size: 18px; margin-top: -20px;"><strong>Italian ANVUR Ranking<br></strong>A-Class for Sector 10, 11-D1 and 11-D2</p> <p style="font-size: 18px; margin-bottom: -0px;"><strong>Publish-or-Perish (reference date: August 1st, 2025)<br></strong>- <strong>Scopus</strong> H-Index: <strong>28<br></strong>- <strong>Google Scholar</strong> H-Index: <strong>42<br><br></strong><strong>Scopus (from 2009; reference year: 2024; reference date: May 5th, 2025)<br></strong>- Citescore (2024): <strong>2.4</strong><br>- CiteScore <span style="text-decoration: underline;">Rankings (2024) </span><br> -> <strong>Education:</strong> <strong>Q2</strong>, <strong>55th percentile</strong> (#728 out of 1620);<br> -> <strong>Computer Science Applications:</strong> <strong>Q3, 39th percentile</strong> (#576 out of 947);</p> <p style="font-size: 18px; margin-bottom: -45px;"><strong>Clarivate Web of Science (from 2015; reference date: December 31th, 2024)<br></strong>- Journal Citation Indicator: 0.41<strong><br></strong>- Category Rank: Q3, #506 out of 756 (Education and Educational Research)</p> <p style="font-size: 18px; margin-bottom: -45px;"> </p>SIe-L - The Italian e-Learning Associationen-USJournal of e-Learning and Knowledge Society1826-6223<p>The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.<br>The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS. <br>The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.<br>The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.<br>The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.</p> <p>The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.</p> <p>For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code</p>Assessing Digital Competence in Indonesian students: demographic and Internet usage factors through the Rasch Model
http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135991
<p class="JELKS-Abstracttext">In today’s rapidly evolving digital landscape, technological advancements continue to reshape human lifestyles, making robust digital competence (DC) essential in an interconnected world. This study addresses existing gaps in the literature by evaluating the digital competence of Indonesian students and examining the influence of parental educational backgrounds and daily internet usage frequency. Utilizing convenience sampling and online questionnaires, data were collected from 251 students and analyzed using the Rasch Model with Winsteps software version 5.7.3.0. The findings reveal gender-based differences in digital skills, indicating the need for tailored educational strategies. Additionally, students with less educated parents tend to prioritize personal data protection, while those with highly educated parents display broader digital competencies. Although high internet usage is associated with enhanced digital competence, it also carries risks to mental health, such as increased internalizing symptoms and cognitive distortions. This study contributes to ongoing discussions on improving student digital competence and underscores the importance of balanced internet usage strategies.</p>Wibowo Heru PrasetiyoBeti Indah SariRizky Novia SaputriNoor Banu Mahadir NaiduTriyanto TriyantoJagad Aditya Dewantara
Copyright (c) 2025 Italian e-Learning Association (SIe-L)
https://creativecommons.org/licenses/by-nc-sa/4.0
2025-08-312025-08-3121211710.20368/1971-8829/1135991Academic performance in AI Era: salient factors in higher education
http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1136015
<p class="p1">This research integrates teacher AI competence (TAC), student learning agility (SLA), and student engagement (SE), as factors affecting student academic performance (SAP). We employed a survey methodology in which the instrument’s validation was conducted through content and face validity, as well as a content validity index and measurement model in SmartPLS. A total of 380 lecturers from three universities participated as respondents in this survey study. Partial least squares structural equation modeling (PLS-SEM) procedures were employed for the primary data analysis of the study. The findings informed the validity and reliability of the model, highlighting the important roles of SLA and SA in relation to SAP. In addition, TAC was also correlated with SAP and SLA, while it has no relationship with SA.</p>Robi HendraRasyono RasyonoAkhmad HabibiLalu Nurul YaqinSarah AlmahariTurki Mesfer AlqahtaniHansen Arif Wijaya
Copyright (c) 2025 Italian e-Learning Association (SIe-L)
https://creativecommons.org/licenses/by-nc-sa/4.0
2025-08-312025-08-31212183010.20368/1971-8829/1136015Assessing the Usability of Federated Access to T4EU Online Courses in Higher Education Mobility Programs
http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1136104
<p>Facilitating access to online courses in higher education mobility programs is essential for creating a more interconnected educational ecosystem within the European Education Area. Federated e-infrastructures have emerged as effective solutions to enhance the interoperability, accessibility, and scalability of academic services under a standardized trust model. However, assessing their usability for end-users is critical. This study aims to identify and adapt an instrument for measuring the usability of federated access to a Moodle ecosystem implemented by the Transform4Europe alliance for students participating in mobility programs. The paper outlines the process of adapting and validating a questionnaire based on Nielsen’s Usability Attributes model to meet the unique characteristics of this context. An iterative, multi-method approach was employed, incorporating feedback from students and usability experts for content validation. The resulting instrument was administered to 145 students at the University of Trieste during lectures. Exploratory factor analysis confirmed the tool’s reliability and validity while highlighting the need for refinements, including revising two items with low factor loadings, methodological adjustments in questionnaire administration, and increased sample size for more robust results. Although further validation of the final instrument is recommended, the results obtained in this study provide a significant starting point for advancing usability assessment practices in federated learning environments aimed at enhancing the student mobility experience.</p>Federica ManciniRiccardo FattoriniMichele Bava
Copyright (c) 2025 Italian e-Learning Association (SIe-L)
https://creativecommons.org/licenses/by-nc-sa/4.0
2025-08-312025-08-31212314310.20368/1971-8829/1136104