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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (30 November 2023) | Viewed by 31152

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Special Issue Editors

Dr. Katerina Tzafilkou

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Guest Editor

SMILE Lab, University of Macedonia, 54636 Thessaloniki, Greece
Interests: achievement emotions; affective computing; game-based learning; teacher education; technology-enhanced learning; distance education

Prof. Dr. Anastasios A. Economides

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Guest Editor

SMILE Lab, University of Macedonia, 54636 Thessaloniki, Greece
Interests: adaptive mobile personalized and collaborative teaching and learning; digital skills and competences; open educations, MOOCs, and OERs; user experience of smart Internet of Things applications
Special Issues, Collections and Topics in MDPI journals

Dr. Maria Perifanou

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Guest Editor

SMILE Lab, University of Macedonia, 54636 Thessaloniki, Greece
Interests: collaborative teaching and learning; digital skills and competences; open educations, MOOCs, and OERs

Special Issue Information

Dear Colleagues,

We are pleased to invite you to contribute to this Special Issue about recent advances in technology-enhanced teaching and learning.

Technology integration in education can create constructive environments that actively engage students in learning activities. Recent technological advances in tools and communications have significantly leveraged the adoption of technological practices in all academic subjects and at all levels (K-12, primary, secondary, higher, and adult education). However, technology-enhanced education incorporates both emerging technologies and pedagogical aspects. Although many technological trends have emerged in distance, blended, and traditional education (MOOCs, VR/AR, AI/intelligent agents, use of social media, etc.) their effects on different pedagogical dimensions have not been fully investigated.

Overall, the efficient application of combined learning theories (e.g., constructivism and connectivism) through new technological approaches, as well as the exploration of their effects on cognitive, affective, and learning processes, have motivated the research community to conduct further study into all aspects of technology integration in education.

This Special Issue of Education Sciences aims to reflect contemporary research trends in the field of technology-enhanced education, aligning technological and pedagogical considerations. The topics of this Special Issue will relate to the use of technology in education at all academic levels, including the following areas:

Pedagogical approaches in technology-enhanced education;
Advances in distance and blended education (tools and pedagogies);
Affective, motivational, and cognitive aspects of teaching and learning in technology-enhanced education contexts;
The effectiveness of online means (e.g., video, text,) on students’ engagement, cognitive skills, and academic achievement;
Mobile learning, gamification in learning, game-based learning, and AR/VR/XR-supported game-based learning (tools and pedagogies);
The role of social media in teaching and learning; online learning communities;
AI technologies in education;
Adaptive and personalized learning, interactive learning, intelligent tutoring systems, and MOOCs characteristics;
Teachers’/students’ digital skills and perspectives of technology-enhanced education;
Learner modeling and learning analytics;
Teachers training on integrating digital technology in teaching practice;
Students and teachers’ digital skills readiness during COVID-19;
Online teaching and learning during COVID-19.

Dr. Katerina Tzafilkou
Prof. Dr. Anastasios A. Economides
Dr. Maria Perifanou
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 1800 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

technology-enhanced education
technology-enhanced learning (TEL)
technology in education
technology and pedagogy
ICT in education
educational technology
learning theories
game-based learning
MOOCs, learning analytics

Published Papers (13 papers)

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Research

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18 pages, 1765 KiB

Open AccessArticle

Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction: A Mixed Methods Study

by Dimitrios E. Tzimas and Stavros N. Demetriadis

Educ. Sci. 2024, 14(1), 92; https://doi.org/10.3390/educsci14010092 - 15 Jan 2024

Cited by 1 | Viewed by 1258

Abstract

Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and less on learning. Our work uses specific analytics for student guidance to evaluate an instructional design that focuses on LA agency between teachers and students. The research goal is to investigate whether the minimal and strong guidance provided by the LA learning approach has the same impact on student outcomes. The research questions are as follows “Does the LA-based minimal and strong guidance learning approach have the same impact on student performance and SRL skills? What are the students’ learning perceptions and satisfaction under LA-based guidance?” A mixed methods study was conducted at a university in which LA-based strong guidance was applied to the experimental group and minimal guidance was given to the control group. When strong guidance was applied, the results indicated increased final grades and SRL skills (metacognitive activities, time management, persistence, and help seeking). Furthermore, student satisfaction was high with LA-based guidance. Future research could adapt our study to nonformal education to provide nuanced insights into student outcomes and teachers’ perceptions. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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12 pages, 463 KiB

Open AccessArticle

Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

by Erin Ingram, Trish Wonch Hill, Dena Harshbarger and Jenny Keshwani

Educ. Sci. 2024, 14(1), 65; https://doi.org/10.3390/educsci14010065 - 06 Jan 2024

Viewed by 981

Abstract

School gardens and outdoor learning spaces are increasingly available to support authentic, student-centered exploration in the areas of science, technology, engineering, and mathematics (STEM). Integrating technology tools into school garden spaces in alignment with modern agricultural practices can support inquiry-based learning in which students engage in science practices such as collecting and analyzing data. However, educators currently lack the necessary knowledge, skills, and instructional support to enact technology-rich, garden-based STEM learning experiences. The Garden TOOLS program was designed to support teachers in leveraging technology to support inquiry-based teaching (IBT) in outdoor learning spaces. In this paper, we examine the impact of combining Garden TOOLS professional development workshops with lesson plan implementation in a practicum setting on elementary pre-service teachers’ (PSTs) science teaching self-efficacy. We administered the STEBI-B pre- and post-intervention and assessed change in the STEBI-B subscales, personal science teaching efficacy (PSTE), and science teaching outcome expectancy (STOE). Participants included thirty-nine elementary PSTs enrolled in a 300-level science methods course in the rural Midwest. Garden TOOLS professional development workshop participants saw a statistically significant increase from pre- to post-workshop in their PSTE. Participants who also implemented the Garden TOOLS lesson showed both an increase in PSTE and STOE. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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14 pages, 579 KiB

Open AccessArticle

Teachers’ Self-Efficacy and Attitudes towards the Use of Information Technology in Classrooms

by Otilia Clipa, Clapona-Simona Delibas and Liliana Mâță

Educ. Sci. 2023, 13(10), 1001; https://doi.org/10.3390/educsci13101001 - 01 Oct 2023

Viewed by 3701

Abstract

This research aims to measure the level of integration of ICT in teaching, learning, and assessment practices during the COVID-19 pandemic. We propose measuring teachers’ attitude, self-efficacy, and skills in using technology because the quality of education during the pandemic was influenced by these factors. An online questionnaire was distributed amongst 189 teachers from all levels of education, from kindergarten to high school, and the sample was described using the means, distribution, and number of years of experience in education. The statistical analyses employed for the quantitative data included correlational study and mediation analysis. We found a correlation between gender, environment, barrier level and teachers’ attitude, self-efficacy, and skills. Also, the teachers’ attitude mediates the association between ICT skills and ICT integration in the educational process. The results reveal high positive scores in terms of ICT integration in teaching practices, teachers’ attitude, self-efficacy, and ICT skills. The novelty of this research is that this is the first time a questionnaire based on attitude, self-efficacy, ICT skills, and ICT integration in the classroom has been applied in the northern Moldavian region of Romania, and the results underline the educational implications for in-service teacher training. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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27 pages, 7530 KiB

Open AccessArticle

Context-Based Support to Enhance Developers’ Learning of Software Security

by Shao-Fang Wen

Educ. Sci. 2023, 13(7), 631; https://doi.org/10.3390/educsci13070631 - 21 Jun 2023

Viewed by 1007

Abstract

Software security is an ongoing problem, largely due to a lack of security knowledge among software developers from diverse backgrounds. To counter this, security experts are attempting to offer a broad range of knowledge resources to enlighten developers about increasing cybersecurity threats. Unfortunately, the abundance of knowledge resources does not seem to have much of an impact on reducing the issue of software security. The ineffective teaching and learning approaches for software security have created difficulties for developers in learning security knowledge. This research employs a four-cycle of Design Science Research Methodology (DSRM) to integrate necessary elements in the development of a context-based learning system for security education and learning. The final artifact is an ontology-based web application that facilitates a contextualized learning process by providing security knowledge through contextual software cases. Through evaluation in pedagogical and software development environments, it is proven to contribute a viable solution to the problem domain. While these results are positive, the innovative context-based artifact benefits not only the domain of software engineering but also other educational fields, such as information security and computer security. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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13 pages, 823 KiB

Open AccessArticle

Impacts of Technology in Learning: Mobile Typing Applications for Writing and Accomplishing Academic Tasks among Arabic-Speaking Undergraduate Students

by Merfat Ayesh Alsubaie

Educ. Sci. 2022, 12(12), 891; https://doi.org/10.3390/educsci12120891 - 05 Dec 2022

Cited by 1 | Viewed by 1875

Abstract

In recent years, especially during and after the COVID-19 pandemic, the use of mobile applications (apps) has become common in all areas of life for carrying out tasks, facilitating communication, and completing work. Education has been one of the most prominent areas that has presented a strong trend for using mobile apps. For instance, a huge number of Arabic-speaking undergraduate students in Saudi Arabia have been using mobile typing apps to accomplish their academic tasks and for other educational purposes. This phenomenon has influenced the academic writing skills of undergraduate students. In this study, we identify the relationship between academic tasks, academic writing skills, and the use of mobile typing apps among Arabic-speaking undergraduate students by analyzing which skills were affected by typing via mobile apps. A total of 276 Arabic-speaking undergraduate students in Saudi Arabia participated in this study. By applying structural equation modeling to analyze the quantitative data, results revealed that use of mobile typing apps had the strongest effect on the academic writing skills of clarity and cohesiveness. Meanwhile, using mobile typing apps to accomplish academic tasks had less impact on accuracy and vocabulary. Several pedagogical and technical implications are presented at the end of the study. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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15 pages, 276 KiB

Open AccessArticle

STEM Distance Teaching: Investigating STEM Teachers’ Attitudes, Barriers, and Training Needs

by Katerina Tzafilkou, Maria Perifanou and Anastasios A. Economides

Educ. Sci. 2022, 12(11), 790; https://doi.org/10.3390/educsci12110790 - 05 Nov 2022

Cited by 4 | Viewed by 2280

Abstract

The aim of this study was to investigate STEM teachers’ attitude towards STEM Distance Teaching (DT), as well as their perceived barriers and training needs. A mixed survey was conducted on 158 STEM teachers in secondary education who taught their courses fully online due to COVID-19. The results revealed that STEM teachers perceive STEM DT quite positively, but their attitude can be affected by several factors, such as the efficiency of the schools’ digital infrastructure, as well as their gender, age, and STEM teaching subject. The qualitative thematic analysis identified several barriers to efficiently applying STEM DT, including the (i) lack of students’ interaction and engagement, (ii) inefficiency of digital infrastructure, (iii) lack of students’ and teachers’ digital skills, (iv) lack of space/equipment, and (v) increased teaching workload. The generated themes of training needs highlighted the need for targeted and adjusted training to every STEM discipline, as well as training on DT tools and pedagogies. Finally, the results indicated the STEM teachers’ need for psychological support and consulting. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

13 pages, 433 KiB

Open AccessArticle

Open Lesson as a Means of Teachers’ Learning

by Mustafa Abdulbakioglu, Anar Kolushpayeva, Nuri Balta, Nursultan Japashov and Christine L. Bae

Educ. Sci. 2022, 12(10), 692; https://doi.org/10.3390/educsci12100692 - 10 Oct 2022

Cited by 2 | Viewed by 1396

Abstract

Open lesson (OL), similar to the Japanese lesson study in many aspects, is a professional development model regularly used in schools in the Commonwealth of Independent States Countries. The purpose of this study was to examine teachers’ and students’ attitudes and beliefs about OL practices and activities, using both quantitative and qualitative methods. The sample consisted of 72 instructors and 239 university students in Kazakhstan. MANOVA results from teacher data and student data indicated weak positive attitudes and beliefs about OL. Moreover, no differences were found between the gender, discipline, nationality, and teaching experience of teachers, while students learning social sciences showed stronger positive attitudes and beliefs about the effect of OL on learning when compared to students learning natural sciences. Slightly positive attitudes and beliefs of participants imply that OL implementations in schools should be reconsidered. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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16 pages, 1172 KiB

Open AccessArticle

A Qualitative Analysis of the Educational Value of Commercial Video Games

by Salvador Reyes-de-Cózar, Carlos Ramírez-Moreno and Jose María Barroso-Tristán

Educ. Sci. 2022, 12(9), 584; https://doi.org/10.3390/educsci12090584 - 27 Aug 2022

Cited by 4 | Viewed by 4046

Abstract

Video games have evolved from a mere object of consumption to a cultural artifact of our time. Each cultural milieu is connected to the dominant technologies of its time, and video games today present narratives that allow for meaningful dialogues between the younger generations and the themes or content they find interesting. The main objective of this research was to highlight the value of commercial video games with an ideal potential for transmitting pedagogical and curricular content in educational contexts. The scientific methodology used in this study followed a mixed approach divided into three stages (qualitative–qualitative–quantitative). The wide variety of themes and settings found among the 75 top-rated games on the Steam digital distribution platform sheds light on the interests of young people, representing a broad and rich range that highlights their interest in topics that are close and relevant to them. Video games can no longer be ignored, as they represent one of our most widespread cultural values. Their narratives connect directly with the way our young people think, feel, and dialogue. Therefore, embracing video games, both culturally and educationally, is a leap forward with an eye to progress. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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18 pages, 5690 KiB

Open AccessArticle

Digital Brick: Enhancing the Student Experience Using Blockchain, Open Badges and Recommendations

by Luca Mainetti, Roberto Paiano, Matteo Pedone, Marco Quarta and Elton Dervishi

Educ. Sci. 2022, 12(8), 567; https://doi.org/10.3390/educsci12080567 - 19 Aug 2022

Cited by 5 | Viewed by 1737

Abstract

The main purpose of this work is to describe the process of design and implementation of a novel e-Learning platform, named Digital Brick, intended to enhance the students’ experience in obtaining formal certifications of their competencies. The research method we followed starts form a deep study of the state of the art that showed us the need to invest more research effort on delivering open and flexible online environments to enable students in finding and passing courses with final formal certifications of learning. To reach this goal, we (i) designed a complete system architecture around a standard (SCORM compliant) learning management system in order the approach should be reusable as much as possible. We (ii) introduced specific modules to separate responsibilities on the definition and issuing of formal certifications using digital badges according to the IMS Open Badges standard. We (iii) exploited blockchain technology to make the sharing of badges among actors more secure, transparent and open. Finally, we (iv) introduced a new recommendation algorithm based on machine learning techniques to give advice to students about study materials and learning paths. We spent a significant part of our effort carrying out both a functional and quantitative validation of our proposal. The obtained results are presented through a laboratory case study that involves all the components of the architecture, and the outcomes are discussed providing numerical performance indicators. In conclusion, the resulting platform introduces digital badges and blockchain as tools to share recognized achievements among earners and issuers, and machine learning algorithms to provide students with recommendations on the learning material, learning objects, courses and learning paths more suitable for their learning styles. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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16 pages, 612 KiB

Open AccessArticle

The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education

by Verónica Sevillano-Monje, Ángela Martín-Gutiérrez and Carlos Hervás-Gómez

Educ. Sci. 2022, 12(4), 248; https://doi.org/10.3390/educsci12040248 - 30 Mar 2022

Cited by 13 | Viewed by 3568

Abstract

Because of the changes in society, the educational scope must implement teaching–learning methodologies that help students to develop the competences that will be necessary in their academic–professional journey. This study presents a teaching innovation experience that is based on the flipped classroom methodology, which was carried out with 136 students (academic year: 2019–2020) in the subject of “Theory and History of Physical Education, Physical Activity and Sport” of the degree of Physical Activity and Sport Sciences of the University of Seville. The methodology of the study combines qualitative and quantitative approaches (mixed methods) through a pre-experimental design. The results show that there were significant differences in the acquisition of knowledge after the application of the methodology, which had a significant impact on the students’ competence levels. Moreover, the students presented high levels of satisfaction in different areas. This allows for the conclusion that it is important for this methodology to continue in later courses, given its contribution to the competences that are related to the formal aspects and that are linked to research and organisation. Recommendations for practice are presented at the end of this article. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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Review

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21 pages, 1758 KiB

Open AccessReview

Survey of Personalized Learning Software Systems: A Taxonomy of Environments, Learning Content, and User Models

by Heba Ismail, Nada Hussein, Saad Harous and Ashraf Khalil

Educ. Sci. 2023, 13(7), 741; https://doi.org/10.3390/educsci13070741 - 20 Jul 2023

Cited by 3 | Viewed by 1866

Abstract

This paper presents a comprehensive systematic review of personalized learning software systems. All the systems under review are designed to aid educational stakeholders by personalizing one or more facets of the learning process. This is achieved by exploring and analyzing the common architectural attributes among personalized learning software systems. A literature-driven taxonomy is recognized and built to categorize and analyze the reviewed literature. Relevant papers are filtered to produce a final set of full systems to be reviewed and analyzed. In this meta-review, a set of 72 selected personalized learning software systems have been reviewed and categorized based on the proposed personalized learning taxonomy. The proposed taxonomy outlines the three main architectural components of any personalized learning software system: learning environment, learner model, and content. It further defines the different realizations and attributions of each component. Surveyed systems have been analyzed under the proposed taxonomy according to their architectural components, usage, strengths, and weaknesses. Then, the role of these systems in the development of the field of personalized learning systems is discussed. This review sheds light on the field’s current challenges that need to be resolved in the upcoming years. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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14 pages, 271 KiB

Open AccessReview

Saturation in Qualitative Educational Technology Research

by Wajeeh Daher

Educ. Sci. 2023, 13(2), 98; https://doi.org/10.3390/educsci13020098 - 17 Jan 2023

Cited by 12 | Viewed by 4785

Abstract

Saturation is a key construct used by qualitative research theorists as a way to verify the rigor and validity of a study. This study intends to examine how saturation is used within qualitative educational technology studies that addressed saturation. We selected journals which (a) follow a peer review process; (b) are considered influential in their fields and of high quality, as reflected in being in Q1 (first quartile) or Q2 (second quartile) in Scopus; and (c) publish qualitative research. The number of journals selected for this study was 20, and we selected 3 articles from each. The methodology in the chosen articles was interview-based, and the articles were published in the journal in the 5 recent years 2018–2022 (i.e., a 5-year review period). The research results indicated that 20 out of 60 of the participating studies paid attention to the definition of saturation, 25 out of 60 participating studies paid attention to ‘why saturation was sought’, and 26 out of 60 participating studies paid attention to ‘when saturation was sought’. All the participating studies paid attention to ‘how was saturation assessed’. The most-mentioned expression to indicate the achievement of saturation was the emergence of new information, themes, categories, and codes, where most of the participating studies used expressions related to this aspect. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

Other

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13 pages, 1288 KiB

Open AccessStudy Protocol

Technology-Enabled Visualization of Team Typologies at a Multi-Institutional IPE Event

by Claudia Jayne Brahler and Betsy Donahoe-Fillmore

Educ. Sci. 2023, 13(10), 981; https://doi.org/10.3390/educsci13100981 - 26 Sep 2023

Viewed by 622

Abstract

Background: Preventable medical errors caused by ineffective teamwork are substantial contributors in the majority of patient harm events. Nonetheless, the interprofessional education (IPE) research to date has not reported on within-group interactions and discourse to determine if students in IPE teams are practicing effective teamwork at IPE events. Purpose: The overall objective of this mixed methods study was to develop IPE team typologies based on a multi-institutional IPE event in order to characterize and provide actionable knowledge for improving IPE teamwork. Methods: A total of 127 students and 18 faculty, representing eight pre-professional programs and three universities, participated in this study. The IPE teams were videotaped during their case-solving work. These recorded sessions were analyzed using a mixed methods design that included event-based scoring for cognitive level and team behaviors and development of IPE team typologies using a constant comparative analysis (open, axial, and selective coding) of 14 IPE teams during the process of developing care plans for novel patient cases. Team typologies were cross-validated with the current literature. Discussion: Four IPE team typologies emerged: Facilitated, Cohesion, Consensual Validation, and Silo Mentality (listed in rank order from most to least effective). Only the Facilitated team type demonstrated effective teamworking behaviors. Decreasing team effectiveness was met with a dose-dependent, concomitant decrease in average cognitive level and beneficial team behaviors. Conclusions: The results of this study provide the knowledge required to implement recommendations for targeted interventions to improve IPE teamwork. Effective teamwork is crucial to optimal patient care; therefore, future research should critically analyze and seek to improve IPE teamwork in order to prepare a practice-ready next generation of healthcare professionals. Full article

(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)

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