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Mediating Effect of Internet of Toys on the Correlation between Teacher Training in Information and Communication Technology and Cooperative Learning Implementation

Viah Geverola
Psychology and Education: A Multidisciplinary Journal · 2026-08-12 · DOI 10.70838/pemj.610410
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Token#9243 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0x329ea7c8c3bd45e2c3d0414985a3f209ea13259c754f24b06b95df657c16c92d · block 12112718
Minted2026-10-02 15:15 UTC
Hash on chain0xe72138f934d6c23ce6ade110e4455e1dccab68397ef89958244f74482203eda1
SHA-256 of the record0xe72138f934d6c23ce6ade110e4455e1dccab68397ef89958244f74482203eda1
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HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Viah Geverola 0x770b5B29…D02C16 900,000 900,000

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{"abstract":"Implementation of cooperative learning remains poor. Utilizing a predictive research design and analyzing 250 samples using mediation analysis, this study investigated the relationship between Teacher Training in ICT, the Internet of Toys (IoToys) usage, and Cooperative Learning Implementation. Pearson correlation analysis indicated that both teacher training in ICT (r = .569, p = .002) and IoToys usage (r = .671, p = .000) share moderately high, statistically significant positive correlations with cooperative learning. Path modeling demonstrated that when controlling for IoToys usage, the direct effect of teacher training on cooperative learning becomes non-significant (β = -0.019, p = .448), while the indirect effect through IoToys is strongly significant (β = .562, p = .000), confirming that the Internet of Toys acts as a total mediator. These findings validate Bandura’s Social Cognitive Theory, proving that abstract technical training does not automatically translate into interactive classroom behaviors unless it is operationalized through smart, tangible environmental tools. It is concluded that school resource reallocation toward interactive IoToys is required to optimize ICT training frameworks. Future research should replicate this study across diverse regional locales to confirm these structural patterns and validate the generalizability of these claims.","abstract_source":"original","authors":["Viah Geverola"],"date":"2026-08-12","doi":"10.70838/pemj.610410","id":9243,"issue":4,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"7647d986676e3734d4a618a6203223fd3522dbf93cdeb9cbd7c09a559730de0f","schema":"scimatic-article/1","title":"Mediating Effect of Internet of Toys on the Correlation between Teacher Training in Information and Communication Technology and Cooperative Learning Implementation","volume":61}

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c290000000000000000000000000000000000000000000000000000000000000241b"},"latest"]}'

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