Special Issue "New Technology Challenges in Education for New Learning Ecosystem"
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".
Deadline for manuscript submissions: 30 September 2023 | Viewed by 5730
Special Issue Editors
Interests: educational technology; gamification; extended reality
Interests: intervention; learning strategies; learning disabilities
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
The restrictions caused by the pandemic, such as the lockdowns, have generated an unquestionable impulse to make use of digital technologies in teaching and learning processes, which has led to the development of different educational methods. There are a series of didactic strategies and methodologies that have been combined with different technologies in order to take advantage of their academic potential. Thus, the emergence of new technologies (extended reality, artificial intelligence, etc.) in education favors their use in teaching–learning processes from a disruptive perspective, either through the use of unprecedented viewpoints (e.g., adaptive learning or self-regulated learning, among others) or the reformulation of known pedagogical approaches (e.g., collaborative learning or project-based learning).
In this context, it is necessary to deepen our understanding of the impact of technology-use on both the student (e.g., motivation, engagement, attitudes, emotion) and the learning process (e.g., acquisition of knowledge, learning process, academic results). However, analyzing the specific impact that technologies have on learning is complex, as this depends to a large extent on how these technologies are used and for what purpose, and in combination with all the other elements that configure the learning ecosystem.
The learning ecosystem refers to the environment or the organized system in which the process of learning occurs, and considers the group of people who interact with the content, the technology, and the strategies used.
The objective of this Special Issue is to collect those works based on research, whether quantitative, qualitative or mixed, that provide evidence of the formative impact of the use of emerging pedagogies at the conceptual and attitudinal level, as well as in terms of skills, competencies, participation, motivation, attitudes, emotion, and satisfaction, etc. Reviews will also be accepted as long as they formulate theoretical or methodological proposals that contribute to new knowledge in the field of study. Specifically, topics covered and welcome for submission include the following:
Strategies of learning
- Adaptive learning
- Self-regulated learning
- Context-based Learning
- Flipped classroom
- Learning analytics
- Personal learning environments
Technologies in Learning
- Smart-classroom
- Design thinking
- Mobile learning: Extended reality
- Smart tutoring
- Gamification and serious games
- Computer-supported collaborative learning
Dr. Lourdes Villalustre
Dr. Marisol Cueli
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- learning ecosystem
- strategies of learning
- technology
Planned Papers
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: A game for teachers’ professional development on learning design principles for the development of students' self-regulated learning skills
Authors: Flavio Manganello; Marcello Passarelli; Donatella Persico; Francesca Pozzi
Affiliation: National Research Council of Italy, Institute for Educational Technology
Abstract: This contribution concerns a hybrid game (tangible plus digital) developed in order to train teachers on how to design learning activities that foster the development of their students’ self-regulated learning skills. The game was experimented with in the context of an international training activity involving 15 teachers from 3 European Countries: Belgium, Spain and Italy. The data collected concern the game usability, perceived usefulness and effectiveness. The game structure is content-independent, thus, in a different context, the same game mechanics can be used to teach different contents. In addition, as the game is hybrid, it can be played online, face to face, or in hybrid mode.
Title: Research practices in the area of digital technologies for educational purposes in doctoral dissertations in Portugal
Authors: Fernando Albuquerque Costa; Elisabete Cruz
Affiliation: Instituto de Educação da Universidade de Lisboa
Abstract: The use of technologies for educational purposes has been commonplace since school became the main source of transmission of knowledge. Recognising the important role that scientific research can play both for educational policies and for practical teaching, in terms of justifying, guiding and assessing the use of technologies in school, or in other training facilities, this study enabled the current research taking place this specific field to be analysed, through doctoral dissertations in Portugal. Who the authors of these dissertations are, what they researched and in what university contexts they were carried out are the questions that guide the study. To answer these questions, a total of 380 doctoral dissertations were analysed through research carried out using the National Registry of Theses and Dissertations and the repositories of Portuguese universities. The main products of the analysis are the identification of the main trends in the scientific research problems being studied in this specific field of Education in Portugal up to the year 2022 and a description of the respective universities where the research takes place.
Title: IMPACT OF DIGITAL CONTEXTS ON UNIVERSITY STUDENTS TRAINING
Authors: Violeta Cebrián-Robles; Francisco José Ruiz-Rey; Manuela Raposo-Rivas; Manuel Cebrian-de-la-Serna
Affiliation: 1. Universidad de Extremadura
2. Universidad de Málaga
3. Universidade de Vigo
4. Universidad Internacional de Andalucía
Abstract: The rise of the Internet as the main source of information search has provided important advances, as well as generating problems, especially in the educational field: data security and identity theft, dishonest practices and academic plagiarism, addiction to technology, etc. Issues and topics to be taken into account in the digital competence of teachers in initial training, given that it is they who will be responsible for the education of the youngest students, and they will have to be role models for their students. Currently, the digital transformation of universities is palpable, particularly in the Faculties of Education where important benefits have been enabled in educational management, such as in the collaborative production of students' work in digital format. In addition, with the ensuing Covid19 pandemic, many institutions have accelerated their digital transformation plans, although during this period we had the opportunity to verify the levels at which we found ourselves in terms of infrastructure and digital competence, detecting serious problems in external practices and online assessments, among others. Within the latter, there was a clear fear on the part of teachers regarding the security of the authorship of the work presented, perhaps due to the insecurity of their technological mastery in front of their students. This study analyses a problem derived from digital contexts, such as plagiarism, in the production of academic work by university students of Education. It uses a validated online questionnaire that takes into account the digital context that surrounded the training of these students during and after the Covid19 pandemic. The questionnaire asks what dishonest practices they committed during the pandemic, to what extent the pandemic encouraged these practices, what knowledge and skills they have to avoid plagiarism, and whether they consider that after the pandemic this knowledge and skills have increased. From a descriptive and correlational factor analysis, 324 responses from students at three Spanish universities were analysed. The confirmatory factor analysis reports four factors: the digital context of the pandemic as an opportunity for plagiarism, the response of the educational community to plagiarism during the pandemic, the unconscious inappropriate use of sources and the intentional impersonation of authorship. It is concluded that the digital context of the pandemic provided an opportunity for university students to engage in academic plagiarism, consciously or unconsciously, with clear distinctions according to gender and the reference degree.
Keywords: digital education; university students; plagiarism; dishonest practices; Teacher training.
