AU eJournal of Interdisciplinary Research (ISSN: 2408-1906) 2024-06-30T06:06:29+00:00 AU eJIR Editor Open Journal Systems <h3><strong>Aims &amp; Scope</strong></h3> <p><strong>Online ISSN</strong> 2408-1906</p> <p>Welcome to AU eJIR an online scholarly journal of interdisciplinary research published by the Graduate School of Business and Advanced Technology Management (GSBATM). Assumption University eJournal of Interdisciplinary Research (AU eJIR) is a biannual journal available on online which focuses on current critical and creative research. This journal seeks to promote original research and cultivate fruitful dialogues among academics, researchers, and graduate students.</p> <p>The scope of AU eJIR: Interdisciplinary research papers submitted in the following areas will be given priority:</p> <p>[1] Computer Sciences</p> <p>[2] Information Technology </p> <p>[3] Digital Learning</p> <p>[4] Teaching and Technology</p> <p>[5] Digital Economy</p> <p>[6] Business and Management</p> <p>On the basis of its originality, importance, interdisciplinary interest, timeliness, accessibility, elegance, and unforeseen conclusions.</p> <p>The AU eJournal of Interdisciplinary Research publishes works by professors, practitioners, and students focusing primarily - but not exclusively. In a departure from standard academic journals, and in keeping with its role as a forum to further the discussion of compelling regional and global issues, the <strong><em>AU eJournal of Interdisciplinary Research </em></strong>also includes a book review section.</p> <p><a href="">Read More</a></p> VOCATIONAL STUDENTS’ SATISFACTION OF THE SYNCHRONOUS ONLINE LEARNING IN LAO LANGUAGE COURSE 2024-06-18T12:34:36+00:00 Shiqi Dao Satha Phongsatha <div> <p class="eJIRAbstractContent"><strong><span lang="EN-US">Purpose</span></strong><span lang="EN-US">: As the backdrop of this reaseach is online teaching via asynchronous online learning, this research examined the factors and effects of intrinsic motivation (IML), perceived interactivity (PI), attitude (AT), and perceived ease of use (PEU) on satisfaction with learning among students of Laotian language courses in vocational colleges. <strong>Design Data and Methodology: </strong>Employing a questionnaire survey, data were collected from 57 students majoring in Laotian language at a vocational and technical college in Yunnan Province</span><span lang="EN-US">—</span><span lang="EN-US"> 16 males and 41 females. Multiple linear regression analysis was conducted to analyze the data. </span><strong><span lang="EN-US">Results:</span></strong><span lang="EN-US"> The study revealed that student satisfaction was influenced by factors such as intrinsic motivation (IML), perceived interactivity (PI), and perceived ease of use (PEU). Specifically, perceived interactivity (PI) exerted the greatest influence on student satisfaction, explaining 65.9% of the variance (β=.659, p&lt;.001), which was statistically significant. However, attitude (AT) did not significantly impact student satisfaction (β = -.543, p&lt;.001). </span><strong><span lang="EN-US">Conclusion:</span></strong><span lang="EN-US"> In conclusion, integrating students' perceived ease of use into the teaching process during online Laotian language instruction via asynchronous online learning could enhance student satisfaction. Such an online teaching mode could facilitate positive interactions between students and teachers as well as among students themselves.</span></p> </div> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Shiqi Dao DETERMINANTS OF LEARNERS’ PERCEIVED LEARNING ON ENGLISH VOCABULARY LEARNING APPLICATION 2024-06-18T12:17:17+00:00 Fengyi Shi Satha Phongsatha <p><strong>Purpose:</strong> In the digital information age, English vocabulary learning application, as a mobile learning method, has been widely welcomed by learners. But most products of the same type are very similar in the market. Therefore, how to find the factors that affect learners' perceived learning, and based on these factors, provide learners with more diversified services that match their needs, break the status quo of product homogeneity, is a problem worth thinking and studying at present<strong>. Research Design Data and Methodology:</strong> This study takes learners as the core, constructivism theory as the basis and questionnaire survey as a research instrument to study learners' perceived learning on English vocabulary learning application. Through an extensive review of previous relevant literature, four factors of motivation, dialogue, course design and layout design that may influence perceived learning were selected. 150 University students matching the population requirements were picked as sample on an online questionnaire platform, 150 questionnaires were returned, and all valid data were used to test hypotheses. <strong>Results:</strong> The results show that motivation, dialogue, course design and layout design all have significant influence on perceived learning. <strong>Conclusion:</strong> All of the four factors influenced the students’ perceived learning. The motivation was shown to have the most influence and the teachers and application developer should consider how the students’ motivation can be improved to enhance their experience of the learning and application.</p> <p><strong>Keywords: </strong>Perceived learning, Student’s Motivation, Students’ dialogue, Course Design</p> <p><strong>JEL Classification Code: A22, I23, L86</strong></p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Fengyi Shi, Satha Phongsatha THE PRINCIPAL TRANSFORMATIONAL LEADERSHIP STYLES AND THEIR EFFECTS ON TEACHERS' MOTIVATION 2024-06-25T03:25:22+00:00 Phyu Thet Wai Thanawan Phongsatha <p><strong>Purpose:</strong> The purpose of this paper is to identify the factors of principal transformational leadership styles effect on the level of teachers’ motivation in Private Institutes at Yangon Region. The research objectives were to examine the levels of principal transformational leadership style including idealized influence, inspirational motivation, intellectual stimulation and individualized consideration, teachers’ motivation and identify the factors of principal transformational leadership styles effect on the level of teachers’ motivation. The survey questionnaire was applied for data collection with 36 teachers from 3 private institutes participated as the respondents. Multiple Linear Regression was applied for data analysis. The results revealed that a transformational leadership has statistically significant influence on teachers’ motivation. The individualized influence was the strongest influence which was accounted for 39.3% of the variance in the teacher’s motivation and it was statistically significant at p &lt;.001 with the Beta value of .701. In conclusion, this study recommends that principals should focus on individualized consideration factor that enhance the level of teachers’ motivation to increase effectiveness of private institutions at Yangon Region, Myanmar.</p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Phyu Thet Wai, Thanawan Phongsatha A MOBILE APPLICATION DESIGN FOR RETAIL FUEL ORDERING 2024-06-22T03:02:34+00:00 Sunat Bumrungskulpong Poonphon Suesaowaluk <p style="font-weight: 400;"><strong>Propose:</strong> The design of mobile application to enhance fuel ordering process is a crucial step in optimizing user expectation and satisfaction in a relationship with user interface and user experience. This research aims to identify practices in mobile application design, explore design solutions, evaluate their impact on user experience and propose a design solution for a mobile application design to be used in retail fuel ordering process in Thailand. <strong>Research </strong><strong>design</strong><strong>, data and methodology:</strong> A designed-based approach with multi-phase process is adapted to propose a design solution in collaboration with color theory, user interface and user experience. By leveraging analysis of practical problems in fuel ordering pain points, system solution will be developed to enhance overall user experience. Then, the proposed solution will be tested and evaluated through a collaboration of a group of diverse users. Finally, the outcome of this designed-based research is reflected and documented for further reference. <strong>Results:</strong> Mobile application design prototype that can fulfill user requirements, improve user efficiency, and gain user acceptance. <strong>Conclusions:</strong> The mobile application with user-centric employment of color theory, user interface and user experience has a constructive impact on users through enhancing human interaction and simplifying tasks.</p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Sunat Bumrungskulpond, Poonphon Suesaowaluk SCHOOL CLIMATE INFLUENCING JOB SATISFACTION OF TEACHERS IN PRIVATE PRIMARY SCHOOLS IN CHANMYATHAZI TOWNSHIP, MANDALAY, MYANMAR 2024-06-25T03:23:09+00:00 Darle Ko Ko <p><strong>Abstract:</strong> This study aims to identify the influence of the school climate on teachers’ job satisfaction in private primary schools in Chanmyathazi township, Mandalay, Myanmar. The research objectives were to determine the school climate (condition of facilities, academic climate, colleague support and principal leadership), to examine the teachers’ job satisfaction and to identify the influence of the school climate on teachers’ job satisfaction. The research employs a quantitative research approach to achieve its objectives. To collect data for the study, the purposive sampling was applied and 45 participants who were both full-time and part-time teachers from the selected schools in the research. All of the participants provided responses, resulting in a 100% response rate. The research instruments were taken from the previous researches. The Multiple Linear Regression was applied for data analysis. The result revealed that there was an influence between school climate and teachers’ job satisfaction with the p value of &lt;.001 and R-squared was .567 or 56.7%. The academic climate was the most influential component towards teachers’ job satisfaction with the Beta value of .704 or 70.4% at p&lt;.001. The study would recommend the private primary schools to analyze upon the perspectives that enhance school climate to ensure teachers’ job satisfaction. </p> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Darle Ko Ko THE INFLUENCE OF SCHOOL WORKING CONDITIONS ON TEACHERS’ JOB SATISFACTION AT A PRIVATE SCHOOL IN SHAN STATE, MYANMAR 2024-06-25T03:18:12+00:00 Tin Lei Win <table width="95%"> <tbody> <tr> <td width="659"> <p><strong>Purpose:</strong> The purpose of this paper is to identify the factors of school working conditions influence teachers’ job satisfaction at a Private school in Shan State, Myanmar and also to examine there is a significant relationship between school working conditions including leadership condition, teacher cooperation, self-efficacy and student discipline and teachers’ job satisfaction at a Private school in Shan State, Myanmar. This study utilizes a quantitative research method to collect data and a total of 60 of full-time teachers from a bilingual private school, in Shan State, Myanmar during the academic year 2024-2025 were surveyed for this study. Multiple Linear Regression was applied for data analysis. The result revealed that specific school working conditions factor has statistically significant influence on teachers’ job satisfaction in a private school at Shan State, Myanmar. Self-efficacy emerged as the strongest influence, accounting for a significant portion of the variance in teachers’ job satisfaction with a Beta value of 0.437(p&lt; 0.001). Additionally, student discipline also had a significant impact on job satisfaction, with a Beta value of 0.2904 (p=0.016). In conclusion, this study recommends that school leaders and principals should prioritize interventions aimed at improving self-efficacy among teachers and fostering a well-disciplined student environment to enhance teachers’ job satisfaction. This approach can lead to more positive outcomes for the school community in Shan State, Myanmar.</p> </td> </tr> </tbody> </table> 2024-06-30T00:00:00+00:00 Copyright (c) 2024 Tin Lei Win