https://mojet.net/index.php/mojet <p>Malaysian Online Journal of Educational Technology (MOJET) is an online international electronic publication addressing the current issues in the field of education &amp; educational technology. MOJET serves as a forum of researchers, staff and students to raise issues across disciplinary boundaries and facilitate exchange of views in the field of educational technology.</p> <p><strong>Publication Frequency:</strong> Quarterly / every three months / 4 issues per year (January, April, July, October). Possible articles should be reviewed anonymously by members of an editorial board.</p> <p>The reviewing process usually takes 4 to 6 months.</p> <p><strong><span style="color: #000000;">Publication Fee:</span> </strong>There is no publication fee for the manuscripts published in MOJET. As the publication language of the journal is in English, the authors of the manuscripts that have accepted to publish must have proofreading after all editorial, and peer review processes have been completed.</p> <p><span class="VIiyi" lang="en">If the articles are accepted in accordance with a quality publication policy, the companies that are accepted as proofreading service will be notified to the authors.</span></p> <p>MOJET utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.</p> Bilge Publishing en-US Malaysian Online Journal of Educational Technology 2289-2990 https://mojet.net/index.php/mojet/article/view/601 <p>This study investigates the metaphors used by primary school students (aged 7–8) to describe Artificial Intelligence (AI), aiming to clarify their conceptual understanding of the subject. The metaphor analysis method was employed to explore how students conceptualize AI and to uncover the underlying cognitive structures influencing their perceptions. A phenomenological approach was adopted to understand students’ experiences and perceptions of AI. A total of 240 primary school students from Yozgat, Turkey, participated in the study during the 2024–2025 academic year. Students were asked to create a metaphor for AI and to visually represent it. The data were analyzed using content analysis. The findings revealed six key conceptual categories: education and knowledge, social and communicative roles, technological and mechanical structure, entertainment and ease of life, unusual/creative, and emotional/future-oriented metaphors. The most frequently occurring metaphors fell under the categories of education and knowledge and social and communicative roles, followed by technological and mechanical structure. The remaining categories were less commonly represented.These results suggest that primary school students primarily view AI as a tool for learning and social interaction, placing less emphasis on its technological or emotional dimensions.</p> Kevser Hava Aslıhan Aslan Ziya Aslan Copyright (c) 2025 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2025-07-31 2025-07-31 13 3 63 76 10.52380/mojet.2025.13.3.601 https://mojet.net/index.php/mojet/article/view/580 <p>In this study, we developed an online problem-based learning (PBL) module for the Impulsive Force subtopic of Physics Form Four and studied its perceived usability among Physics trainee teachers. The research design of this study is developmental research and a quantitative study using a survey approach. The module was developed according to five phases of the ADDIE instructional design model; analysis, design, development, implementation and evaluation. The module had a high agreement percentage among three appointed experts for face validity (98%) and content validity (95%). The sample of this study were selected among Physics trainee teachers of Universiti Pendidikan Sultan Idris using a simple random sampling technique. The perceived usability level of the developed module among trainee teachers were determined using a usability questionnaire. The collected data were analyzed by calculating the frequency, mean (M) and standard deviation (SD) values. The findings indicated that trainee teachers has a high perceived usability level for each aspect; usefulness (M = 3.76; SD = 0.32), ease of use (M = 3.72; SD = 0.35) and satisfaction (M = 3.79; SD = 0.30) for the developed module. Overall, the module also has a high perceived usability level among trainee teachers (M = 3.76; SD = 0.32). Thus, the developed online PBL module is suitable as a learning aid for the Impulsive Force subtopic for Physics Form Four.</p> Anis Nazihah Mat Daud Azrill Roy Abdul Gani S. Sarwanto Copyright (c) 2025 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2025-07-31 2025-07-31 13 3 77 87 10.52380/mojet.2025.13.3.580