NURUL ASHIKIN IZHAR

Dr Nurul Ashikin Izhar, PhD is a researcher with expertise in quantitative and qualitative research methods. With years of experience in the field, she has developed a strong skillset in research design, data collection, analysis, and reporting.

She has worked on various research projects, including market research, user research, and academic research, integrating both quantitative and qualitative approaches to provide comprehensive insights. Additionally, she is a certified UX researcher, which enables the combination of research skills with an understanding of user behavior. This certification has allowed her to conduct user interviews, usability testing, and surveys to identify user needs, pain points, and opportunities for improvement.

She has published several papers in academic journals and has presented research findings at various conferences and events. Her passion for studying human behavior and using research insights to inform business decisions and improve user experien

EDUCATION

B.Sc (hons) Plant Biology, Universiti Sains Malaysia, Malaysia
M.Ed Biology Education, Universiti Pendidikan Sultan Idris, Malaysia
PhD Educational Technology, Universiti Sains Malaysia, Malaysia

RESEARCH, TEACHING, or OTHER INTERESTS

Education

Scopus Publications

The effect of Aquaexplorers module implementation on special education teachers' self-confidence: A mixed-methods analysis
N. A. Samsudin, M. Supermaniam, N. A. Izhar, F. Q. Rozaimi
British Journal of Special Education, 2025
Although aquatic activities are commonly used in special education classes in Penang, Malaysia, there are no specific modules and training that can be used as guidance for the special education teachers conducting these activities. This drawback has contributed to teachers' low self‐confidence when conducting their teaching and learning sessions, which can affect their students' level of comprehension and progress in their lessons. Therefore, this study focuses on the Aquaexplorers module to discover its effect on the self‐confidence of special education teachers in Penang. A mixed‐methods approach is used with 120 special education teachers on the implementation of the Aquaexplorers module. A pre‐post test consisting of a questionnaire was given before and after the course to investigate the effect of module implementation on the participants' self‐confidence in conducting water activities. A semi‐structured interview was performed to acquire supportive qualitative data, analysed using NVivo. Results of a paired t‐test showed that there is a significant difference (p < 0.05) between the pre‐ and post‐test in participants' levels of self‐confidence, and results from the analysis of the interview data using NVivo supported the quantitative findings, leading to our rejection of the null hypothesis.
EDUCATORS’ PERSPECTIVES ON DEEPSEEK IN ELT: A QUALITATIVE CASE STUDY OF PEDAGOGICAL POTENTIALS AND PITFALLS IN CHINESE HIGHER EDUCATION
Mengjia Zhu, Nurul Ashikin Izhar, Claudia Racquel Xervaser
Journal of Information Technology Education Research, 2025
Aim/Purpose: This study aimed to investigate the perspectives of English Language Teaching (ELT) educators on DeepSeek, emphasizing its pedagogical value, practical challenges, and instructional potential in higher education. Background: The integration of artificial intelligence (AI) in ELT is reshaping instructional practices globally, particularly in response to rapid technological advancements and shifts toward digital and student-centered learning. In China, these transformations have been accelerated by national education reforms, globalization, and the COVID-19 pandemic, prompting a reconfiguration of teaching approaches through online, blended, and AI-supported modalities. AI tools, including writing assistants and speech recognition systems, have begun to enhance learner autonomy, engagement, and performance by providing real-time, personalized feedback. Among these tools, DeepSeek has emerged as a promising platform that combines advanced information retrieval and generative capabilities, supporting lesson planning, content development, and academic writing. This paper explores how ELT educators in higher education perceive and apply DeepSeek in their teaching, with a focus on its pedagogical benefits, practical challenges, and instructional potential. Methodology: This study examined a qualitative approach to ELT educators’ perspectives on the benefits, challenges, and instructional potential of integrating DeepSeek into higher education in China. Using purposive sampling, data were collected through open-ended questionnaires from 12 ELT educators at a public Chinese university where DeepSeek has been implemented across academic and administrative functions. Thematic analysis was conducted to examine patterns in participants’ responses across three phases of implementation involving before, during, and after classroom use, to provide an in-depth understanding of DeepSeek’s pedagogical impact. Contribution: This study is one of the few to explore the integration of DeepSeek into ELT in higher education. Unlike more widely studied AI tools, DeepSeek was selected for its emerging use in Chinese educational settings and its distinct instructional features, including structured content generation and multimodal support. By focusing on this specific tool, the study expands the scope of AI in education research and offers new empirical insights into its pedagogical value, implementation challenges, and potential to support personalized and learner-centered teaching. Findings: Findings indicate that DeepSeek offered consistent pedagogical support across three instructional phases (before class, during class, and after class). The most pronounced impact was observed in the before-class phase, where it significantly enhanced lesson preparation efficiency and pedagogical innovation through structured content generation, procedural design, and instructional resource enrichment. During class, DeepSeek supported content diversification, real-time pedagogical adjustments, and student engagement. After class, DeepSeek supported feedback provision, learner autonomy, and extended learning, though its influence was comparatively limited. Overall, the integration of DeepSeek contributed to improved instructional coherence and fostered a shift toward more learner-centered pedagogical practices. Recommendations for Practitioners: This study recommends that practitioners who integrate DeepSeek ensure comprehensive educator training to utilize the tool’s features and functionalities effectively. Additionally, they should focus on maintaining a balance between AI-driven support and traditional pedagogical methods to preserve the human elements of teaching, such as empathy and critical thinking. Practitioners should also consider ethical implications, such as data privacy and potential biases in AI models, and ensure that DeepSeek is used as a complementary resource rather than a replacement for educator expertise. Recommendation for Researchers: Researchers need to understand the evolving role of AI tools such as DeepSeek in enhancing ELT practices and exploring their long-term impact on student outcomes. Future studies should investigate the scalability of AI integration across diverse educational settings and examine how AI tools can be further refined to address emerging pedagogical challenges. Additionally, research should focus on evaluating the ethical concerns associated with AI in education, including data privacy, algorithmic bias, and the implications for educator-student relationships. Researchers are also encouraged to explore the balance between AI and human interaction in fostering a more effective and holistic learning environment. Impact on Society: AI technology-based learning, using DeepSeek, could enhance students’ learning outcomes and assist educators in developing content, leading to a more efficient and effective higher education system. The proper integration of DeepSeek into traditional teaching methods can promote its use and maximize its potential for enhancing learning experiences. Future Research: Additional research should be conducted to explore and measure the impact of DeepSeek on student motivation, engagement, and academic performance. Further studies should investigate its use across different disciplines and educational contexts to evaluate its effectiveness in diverse learning environments.
UNLOCKING AI POTENTIAL: EFFORT EXPECTANCY, SATISFACTION, AND USAGE IN RESEARCH
Nurul Ashikin Izhar, Wendy Ven Ye Teh, Anita Adnan
Journal of Information Technology Education Innovations in Practice, 2025
Aim/Purpose: This study investigates the key factors influencing the adoption and use of artificial intelligence (AI) applications among researchers, focusing on effort expectancy, satisfaction, perceived ease of use, and perceived usefulness, which shaped attitudes and drove AI adoption as a research assistant. Background: AI tools have rapidly become game-changers in academic research, transforming tasks such as literature retrieval, writing, editing, and data analysis. Despite their potential, barriers like high effort expectancy, inconsistent user satisfaction, and ethical concerns regarding over-reliance and plagiarism continue to hinder widespread adoption. A pressing gap exists in understanding how AI impacts the efficiency and integrity of academic research workflows. Methodology: A quantitative approach using structural equation modeling (SEM) was employed. Data was collected from 120 active researchers who use AI tools for academic tasks, including literature reviews, writing support, and data visualization. Contribution: This study contributes to the understanding of how key factors, such as effort expectancy and satisfaction, affect AI adoption in academic research. It emphasizes the importance of reducing cognitive load and improving user satisfaction to promote widespread AI adoption. It also underscores the importance of intuitive AI design and institutional support in shaping researchers’ engagement with AI tools, which could enhance productivity and research outcomes. Findings: The findings reveal that effort expectancy, satisfaction, perceived ease of use, and perceived usefulness significantly influence attitude and actual use of AI tools, with attitude serving as a key mediator. The model demonstrated moderate to high explanatory power (R² = 0.409 to 0.459) and predictive relevance (Q² = 0.171 to 0.409), highlighting the substantial role of effort expectancy and satisfaction in shaping perceived ease of use and usefulness. These findings emphasize the importance of reducing cognitive load and improving user satisfaction to encourage the adoption of AI tools in research. Recommendations for Practitioners: Institutions and AI developers should focus on reducing the learning curve of AI tools by enhancing their intuitiveness and providing targeted training and technical support. Ethical AI use should also be promoted to address concerns about over-reliance and plagiarism. Institutions should foster a culture that normalizes AI integration in research practices. Recommendation for Researchers: Researchers should be informed of the long-term effects of AI adoption on research quality and integrity and how institutional support can foster positive attitudes toward AI tools in academic research. Impact on Society: The broader adoption of AI tools in academic research could enhance productivity and efficiency, leading to more breakthroughs in various fields and benefiting society by accelerating research and innovation. Additionally, AI can democratize access to research resources, particularly for underfunded institutions and early-career researchers, by enabling broader participation in cutting-edge research and fostering equity and diversity in academic contributions. Future Research: Future studies should focus on the role of user experience in AI adoption, particularly how different user groups interact with AI tools. Longitudinal studies could provide insights into how attitudes toward AI change as users become more familiar with the tools.
Saudi Secondary Teachers’ Perceptions of Using Madrasati Platform: A Conceptual Framework and a Pilot Study
and Sultan Saad Alawgdani
International Journal of Information and Education Technology, 2025
The Madrasati platform was launched by the Saudi Ministry of Education as an official tool for distance learning in public and certain private schools, to improve the quality of education through a robust learning management system. However, its adoption among secondary teachers remains low, highlighting the need for improvements to facilitate widespread use. However, the factors influencing teachers’ intentions to use the Madrasati platform have yet to be explored. This paper proposes a conceptual framework grounded in the Unified Theory of Technology Acceptance (UTAUT) model, with additional variables—such as system quality, service quality, and information quality—integrated as sub-factors under the Declan and McLean model to strengthen the model’s predictive capacity. To ensure the validity of the model, a pilot study and content validity evaluation were conducted. The validation process included multiple stages of quantitative testing, such as content validity (n = 3 experts), correlation matrix analysis, Cronbach’s alpha for all constructs (>0.70), exploratory factor analysis for all items (>50) to confirm the scale’s factor structure and model validation. The results of this research are expected to provide valuable insights for administrators and stakeholders, helping them better understand the needs of teachers and devise strategies to encourage continued use of the Madrasati platform in enhancing teaching practices, ultimately contributing to the improvement of educational quality. This study has successfully developed a comprehensive and reliable framework for future investigations into learning management systems.
Contextualizing Factors Influencing Tutors’ Adoption of Online Tutoring Based on Technology Acceptance Model
Nurul Ashikin Izhar, Ainul Syahirah, Kaushalya Tinakaran, Lee Ping Chong
Turkish Online Journal of Distance Education, 2025
Online education has experienced substantial growth, driven by technological advancements and expanded internet accessibility. Many private academic institutions have transitioned to online platforms, offering diverse educational services tailored to meet varying student needs. Despite this shift, research on online education has largely concentrated on higher education, leaving a gap in understanding its impact within school-level settings. This study addresses this gap by focusing on online private tutoring (OPT) by examining the factors influencing the tutors’ intention in adopting it. Specifically, this study investigates how tutors’ technological skills and communication self-efficacy impact their perceived usefulness and ease of use of online education platforms, drawing upon the Technology Acceptance Model (TAM). The study hypothesizes that tutors’ technological skills and communication self-efficacy are associated with their perceived usefulness and ease of use of OPT, respectively, and further influencing their intention to adopt OPT for teaching and learning. Data were collected from a survey of 150 tutors engaged in OPT, with analyses conducted using SPSS version 25 and SmartPLS 4.0. Results indicated that, while all factors were moderate in influence, technological skills did not significantly impact perceived usefulness. Communication self-efficacy showed a moderate effect on perceived usefulness, while perceived ease of use had a strong impact, suggesting that ease of use leads tutors to view OPT as beneficial for instruction. Both technological skills and communication self-efficacy moderately influenced perceived ease of use. The model demonstrated moderate predictive power in assessing the adoption of OPT among tutors. These findings contribute to contextualizing TAM within online education, offering empirical insights into the factors that influence tutors’ adoption of digital teaching and learning strategy. This study provides valuable implications for policymakers and educational leaders aiming to enhance online learning experiences, supporting the continued adaptation of TAM for educational contexts.
Evaluating Mobile Application as Assistive Technology to Improve Students with Learning Disabilities for Communication, Personal Care and Physical Function
Rozniza Zaharudin, Nurul Ashikin Izhar, Deekha Lai Hwa
International Journal of Learning Teaching and Educational Research, 2024
This study addresses the challenges faced by Malaysian students with learning disabilities, emphasizing the critical role of assistive technology (AT), particularly Augmentative and Alternative Communication (AAC) within mobile applications. Focusing on the Smart-App, the research explores its efficacy in supporting students in learning and establishing routines for activities of daily living (ADLs). Four preschool students aged five to six attending a specialized institution, with the use of direct observation and an adapted checklist methodology to assess their personal care, physical function, and communication aspects. Smart-App's shows significant impact on communication, enhancing two-way communication through visual schedules and AAC features. In personal care, the app facilitated ADLs, such as handwashing and tooth brushing, emphasizing a sequential click-through approach. Additionally, the oral hygiene module served as an effective pedagogical tool. In terms of physical function, Smart-App contributed to toilet training and identified challenges in specific physical activities. The study contributes substantively to the discourse on AT in education, underscoring the potential of Smart-App as a valuable tool for enhancing ADLs and fostering independence among students with learning disabilities.
Municipal solid waste (MSW) recycling practices: Case studies in Putrajaya Malaysia and Kitakyushu Japan
N. Yusof, A. Haraguchi, N. A. Izhar, A. Kamari
Aip Conference Proceedings, 2024
Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation N. Yusof, A. Haraguchi, N. A. Izhar, A. Kamari; Municipal solid waste (MSW) recycling practices: Case studies in Putrajaya Malaysia and Kitakyushu Japan. AIP Conf. Proc. 21 March 2024; 2750 (1): 090005. https://doi.org/10.1063/5.0148759 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAIP Publishing PortfolioAIP Conference Proceedings Search Advanced Search |Citation Search
A Bibliometric Analysis of 21st Century Learning Using Scopus Database
Nurul Ashikin Izhar, Nor Asniza Ishak, Siti Mastura Baharudin
International Journal of Learning Teaching and Educational Research, 2023
The concept of 21st century learning aims to prepare people to live and work in a more advanced environment. Hence, the objective of this paper is to explore the extent of publications on the topic of 21st century learning and COVID-19 in the Scopus database. Keywords used for analysis were TITLE-ABS-KEY-((‘21stcentury*’) AND (education* OR learning*) AND (covid*)) with the analysis based on (i) document and source types, (ii) citation trend, (iii) topic of discussion, and (iv) regional distribution. Four steps of research protocol were adopted: (i) topic, scope and eligibility, (ii) identification, (iii) screening. A total of 105 documents were then used for further analysis. ‘Article’ and ‘Journal’ under the ‘Document’ and ‘Resources’ Type registered the most citations and were assumed to be of most interest, while the Citation Trend showed an increasing number of citations of these publications. E-learning was the most frequently discussed topic, and the United States was the region most actively conducting research in this area. The high number of annual citations suggests that this area is a promising one for research. Although the most frequently referenced publications were about students' development of 21st century skills, there is still a gap in the field for educators. Further research would speed up the development of the educators’ skills and promote the use of 21st century skills.
Exploring the Augmented and Alternative Communication (AAC) for Promoting Independence in Daily Skills of Students with Learning Disabilities
Rozniza Zaharudin, Nurul Ashikin Izhar, Deekha Lai Hwa
International Journal of Learning Teaching and Educational Research, 2023
Augmented and alternative communication (AAC) mobile apps are increasingly being used to support students with learning disabilities in developing their communication and daily skills. Mobile AAC apps offer portability, user-friendliness and customisation that enables students with learning disabilities to communicate by using symbols, pictures and words for clear expression. This study investigated the experiences of two teachers with AAC mobile apps in promoting daily skills among students with learning disabilities. Semi-structured interviews were conducted with the teachers, exploring their perspectives on the effectiveness of specific AAC mobile app features. The interview questions were adapted from the Mobile Application Rating Scale (MARs). The findings revealed that AAC mobile apps featuring these features were particularly effective in assisting students with learning disabilities in developing their daily skills. The teachers highlighted the benefits of AAC mobile apps in enhancing communication, promoting independence and facilitating the acquisition of essential daily skills. This study contributes valuable insights into the practical application of AAC mobile apps in educational settings and emphasise the significance of customisable features to cater for the individual needs of students with learning disabilities. Additionally, the study highlights the need for further research to explore the long-term impact of AAC mobile apps on the communication and daily skills development of students with learning disabilities. The findings of this study have the potential to inform the development and implementation of innovative AAC mobile app-based interventions for students with learning disabilities to help these students to achieve their full potential and become independent.
Establishment of encapsulation-dehydration technique for in vitro fragmented explants of Rosa hybrida L. cv. Helmut Schmidt
Safiah Mubbarakh, Nurul Izhar, Arulvilee Rajasegar, Sreeramanan Subramaniam
Emirates Journal of Food and Agriculture, 2014
This study was carried out to evaluate the encapsulation-dehydration technique on IFEs of Rosa hybrida L. cv. Helmut Schmidt. The survival of IFEs was first assessed based on the effects of four sucrose concentrations (0, 0.25, 0.5 and 0.75 M) at different durations (0, 24 and 48 hours). The IFEs were then encapsulated and osmoprotected on shaker at 110 rpm with various sucrose concentrations (0, 0.1, 0.5 and 0.75 M). Subsequently, encapsulated IFEs were dehydrated under laminar air flow during three different time periods (0, 3 and 6 hours) on oven sterilized 50 g silica gel. The encapsulated IFEs were plunged into liquid nitrogen for a minimum duration of 24 hour. Encapsulated IFEs were thawed at 40ºC for 90 seconds and cultured on full-strength MS medium supplemented with 3% sucrose for a week in dark, a week in semi-light and an additional 1 week under full light exposure. IFEs were then evaluated for survival by 2,3,5-Triphenyltetrazolium Chloride assay at 490 nm. The best conditions for the encapsulation-dehydration of IFEs of Rosa hybrida L. cv. Helmut Schmidt was obtained when IFEs were precultured in 0.25 M sucrose for 24 hours, osmoprotected in 0.75 M sucrose and dehydrated for 3 hours. Histological analysis showed cryopreserved IFEs with intensely stained nucleus but with severely damaged membranes.

RECENT SCHOLAR PUBLICATIONS

Mapping the Landscape of Artificial Intelligence (AI)-Powered Assessment: A Bibliometric Analysis of Scopus and Web of Science (WoS)
NA Izhar, Y Al-Dheleai
2026.0
Validation of a Game-Based Chemistry Learning Module (KimCraft): Expert Review and Preliminary Findings
Z Hashim, NA Izhar, AHD Hussaini, MS Ahmad
2026.0
Bridging Gaps with Technology: A Systematic Review of Digital Scaffolding in ESL Classrooms
AD Abdullah, NA Izhar, MA Samsudin
2026.0
The effect of Aquaexplorers module implementation on special education teachers' self‐confidence: A mixed‐methods analysis
NA Samsudin, M Supermaniam, NA Izhar, FQ Rozaimi
British Journal of Special Education 52 (4), 539-550 , 2025
2025.0
Citations: 1
Educators’ Perspectives on DeepSeek in ELT: A Qualitative Case Study of Pedagogical Potentials and Pitfalls in Chinese Higher Education
M Zhu, NA Izhar, CR Xervaser
Journal of Information Technology Education: Research 24, 032 , 2025
2025.0
Unlocking AI Potential: Effort Expectancy, Satisfaction, and Usage in Research
NA Izhar, WVY Teh, A Adnan
Journal of Information Technology Education: Innovations in Practice 24 (5 … , 2025
2025.0
Citations: 10
CONTEXTUALIZING FACTORS INFLUENCING TUTORS’ADOPTION OF ONLINE TUTORING BASED ON TECHNOLOGY ACCEPTANCE MODEL
NA Izhar, A Syahirah, K Tinakaran, LP Chong
Turkish Online Journal of Distance Education 26 (4), 149-171 , 2025
2025.0
Evaluating mobile application as assistive technology to improve students with learning disabilities for communication, personal care and physical function
R Zaharudin, NA Izhar, DL Hwa
International Journal of Learning, Teaching and Educational Research 23 (8 … , 2024
2024.0
Citations: 6
Exploring the augmented and alternative communication (AAC) for promoting independence in daily skills of students with learning disabilities
R Zaharudin, NA Izhar, DL Hwa
International Journal of Learning, Teaching and Educational Research 22 (11 … , 2023
2023.0
Citations: 3
Municipal solid waste (MSW) recycling practices: Case studies in Putrajaya Malaysia and Kitakyushu Japan
N Yusof, A Haraguchi, NA Izhar, A Kamari
AIP Conference Proceedings 2750 (1), 090005 , 2023
2023.0
Citations: 1
A Bibliometric Analysis of 21st Century Learning Using Scopus Database
NA Izhar, NA Ishak, SM Baharudin
International Journal of Learning, Teaching and Educational Research 22 (3 … , 2023
2023.0
Citations: 22
THE STUDENT TEACHERS’ INTELLECTUAL QUALITY IN MALAYSIA PUBLIC UNIVERSITIES
NA Ishak, SM Baharudin, NA Izhar
International Journal of Education, Islamic Studies and Social Sciences … , 2022
2022.0
Assessing students’ municipal solid waste recycling behavior in Putrajaya Malaysia
NA Izhar, N Yusof, H Akira, A Kamari
Malaysian Journal of Social Sciences and Humanities (MJSSH) 7 (9), e001716 … , 2022
2022.0
Citations: 5
Barriers Faced by Teachers in Acclimatizing to Online Teaching
NA Izhar, YM Al-dheleai, R Zaharudin, SN Kew
Proceedings 82 (1), 11 , 2022
2022.0
Citations: 3
Teaching in the Time of Covid-19: The Challenges Faced By Teachers in Initiating Online Class Sessions
NA Izhar, YM Al-dheleai, KS Na
International Journal of Academic Research in Business and Social Sciences … , 2021
2021.0
Citations: 75
Education continuation strategies during COVID-19 in Malaysia
NA Izhar, YM Al-Dheleai, NA Ishak
International Journal of Academic Research in Business and Social Sciences … , 2021
2021.0
Citations: 39
Establishment of encapsulation-dehydration technique for in vitro fragmented explants of Rosa hybrida L. cv. Helmut Schmidt
SA Mubbarakh, NA Izhar, A Rajasegar, S Subramaniam
Emirates Journal of Food and Agriculture 26 (6), 565 , 2014
2014.0
Citations: 11
Integrating Design Thinking and Blended Learning in Science Education: Development and Expert Validation of the Inno-BlenDT Module
MS Ahmad, NA Izhar, Z Hashim
6 Pengintegrasian STEM Melalui Penggunaan Teknologi
NA Izhar, NA Ishak
Kaedah Pengintegrasian STEM dalam Pengajaran dan Pembelajaran , 0

MOST CITED SCHOLAR PUBLICATIONS

Teaching in the Time of Covid-19: The Challenges Faced By Teachers in Initiating Online Class Sessions
NA Izhar, YM Al-dheleai, KS Na
International Journal of Academic Research in Business and Social Sciences … , 2021
2021.0
Citations: 75
Education continuation strategies during COVID-19 in Malaysia
NA Izhar, YM Al-Dheleai, NA Ishak
International Journal of Academic Research in Business and Social Sciences … , 2021
2021.0
Citations: 39
A Bibliometric Analysis of 21st Century Learning Using Scopus Database
NA Izhar, NA Ishak, SM Baharudin
International Journal of Learning, Teaching and Educational Research 22 (3 … , 2023
2023.0
Citations: 22
Establishment of encapsulation-dehydration technique for in vitro fragmented explants of Rosa hybrida L. cv. Helmut Schmidt
SA Mubbarakh, NA Izhar, A Rajasegar, S Subramaniam
Emirates Journal of Food and Agriculture 26 (6), 565 , 2014
2014.0
Citations: 11
Unlocking AI Potential: Effort Expectancy, Satisfaction, and Usage in Research
NA Izhar, WVY Teh, A Adnan
Journal of Information Technology Education: Innovations in Practice 24 (5 … , 2025
2025.0
Citations: 10
Evaluating mobile application as assistive technology to improve students with learning disabilities for communication, personal care and physical function
R Zaharudin, NA Izhar, DL Hwa
International Journal of Learning, Teaching and Educational Research 23 (8 … , 2024
2024.0
Citations: 6
Assessing students’ municipal solid waste recycling behavior in Putrajaya Malaysia
NA Izhar, N Yusof, H Akira, A Kamari
Malaysian Journal of Social Sciences and Humanities (MJSSH) 7 (9), e001716 … , 2022
2022.0
Citations: 5
Exploring the augmented and alternative communication (AAC) for promoting independence in daily skills of students with learning disabilities
R Zaharudin, NA Izhar, DL Hwa
International Journal of Learning, Teaching and Educational Research 22 (11 … , 2023
2023.0
Citations: 3
Barriers Faced by Teachers in Acclimatizing to Online Teaching
NA Izhar, YM Al-dheleai, R Zaharudin, SN Kew
Proceedings 82 (1), 11 , 2022
2022.0
Citations: 3
The effect of Aquaexplorers module implementation on special education teachers' self‐confidence: A mixed‐methods analysis
NA Samsudin, M Supermaniam, NA Izhar, FQ Rozaimi
British Journal of Special Education 52 (4), 539-550 , 2025
2025.0
Citations: 1
Municipal solid waste (MSW) recycling practices: Case studies in Putrajaya Malaysia and Kitakyushu Japan
N Yusof, A Haraguchi, NA Izhar, A Kamari
AIP Conference Proceedings 2750 (1), 090005 , 2023
2023.0
Citations: 1
Mapping the Landscape of Artificial Intelligence (AI)-Powered Assessment: A Bibliometric Analysis of Scopus and Web of Science (WoS)
NA Izhar, Y Al-Dheleai
2026.0
Validation of a Game-Based Chemistry Learning Module (KimCraft): Expert Review and Preliminary Findings
Z Hashim, NA Izhar, AHD Hussaini, MS Ahmad
2026.0
Bridging Gaps with Technology: A Systematic Review of Digital Scaffolding in ESL Classrooms
AD Abdullah, NA Izhar, MA Samsudin
2026.0
Educators’ Perspectives on DeepSeek in ELT: A Qualitative Case Study of Pedagogical Potentials and Pitfalls in Chinese Higher Education
M Zhu, NA Izhar, CR Xervaser
Journal of Information Technology Education: Research 24, 032 , 2025
2025.0
CONTEXTUALIZING FACTORS INFLUENCING TUTORS’ADOPTION OF ONLINE TUTORING BASED ON TECHNOLOGY ACCEPTANCE MODEL
NA Izhar, A Syahirah, K Tinakaran, LP Chong
Turkish Online Journal of Distance Education 26 (4), 149-171 , 2025
2025.0
THE STUDENT TEACHERS’ INTELLECTUAL QUALITY IN MALAYSIA PUBLIC UNIVERSITIES
NA Ishak, SM Baharudin, NA Izhar
International Journal of Education, Islamic Studies and Social Sciences … , 2022
2022.0
Integrating Design Thinking and Blended Learning in Science Education: Development and Expert Validation of the Inno-BlenDT Module
MS Ahmad, NA Izhar, Z Hashim
6 Pengintegrasian STEM Melalui Penggunaan Teknologi
NA Izhar, NA Ishak
Kaedah Pengintegrasian STEM dalam Pengajaran dan Pembelajaran , 0