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Special Issue "Digital Innovation in Education"

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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: 30 June 2023 | Viewed by 14337

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Special Issue Editors

Prof. Dr. Rosabel Roig-Vila

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Guest Editor

Department of General Didactic and Specific Didactic, University of Alicante, 03690 Alicante, Spain
Interests: educative technology; active methodologies; research in university and non-university teaching; inclusive education
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Miguel Cazorla

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Guest Editor

University Institute for Computer Research, University of Alicante, P.O. Box 99, 03080 Alicante, Spain
Interests: computer vision; social robotics; mapping; machine learning; visual scene understanding
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Víctor González-Calatayud

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Guest Editor

Department of Didactics and School Organization, Espinardo Campus, University of Murcia, 30100 Murcia, Spain
Interests: digital competence; risks related to the use of technologies; educational innovation; digital entrepreneurship; university teaching; secondary school teaching

Special Issue Information

Dear Colleagues,

The future of education requires a systematic analysis and reflection from the scientific community, especially in the current context marked by the global pandemic, which continues to affect society. Based on the contributions of the respective authors participating in this Special Issue, we aim to strengthen the knowledge for guiding the future of education in the 21st century. The aim is to delimit, through research and innovation, new educational scenarios in which the digital component is integrated in a significant way.

This Special Issue aims to bring together papers that contribute to the evolution and improvement of today's society based on education and digital technology. We are at a historic turning point. We must take advantage of this moment of reflection to define what kind of education we want for the future and how digital technology will be incorporated into it.

This Special Issue focuses on new proposals, methodologies, resources, research, innovations, reviews, etc., on education and digital technology. We welcome contributions from different disciplines (Arts and Humanities, Sciences, Health Sciences, Social and Legal Sciences, Engineering and Architecture), teaching modalities (face-to-face, remote and a mix of both) and educational levels (university and non-university).

The aim of this Special Issue is to increase the knowledge of new perspectives, approaches, evidence, advances, achievements, opportunities and proposals that contribute to improving teaching–learning processes in a future new society, which is taking shape day by day. There are numerous topics that can be explored, provided that they focus on quality research and innovation. In this Special Issue, original research articles and reviews are welcome. Research areas may include (but not limited to) the following:

Intelligent tutoring systems.
Automatic evaluation systems.
Intelligent agents.
Representation and modelling of learning activities or educational objects.
Artificial Intelligence techniques applied to education in face-to-face and remote contexts.
Active methodologies in hybrid and virtual learning environments.
Digital competences of students and university teaching staff.
Ubiquitous learning in today's society.
Disruptive educational experiences in digital contexts.
Digital resources and attention to the diversity of university students.
Empirical research on experiences and good teaching practices based on digital technology.
Innovation and research in hybrid and remote university teaching.
Digital transformation and face-to-face teaching.
Digital media and assessment tools.
Digital technology and Sustainable Development Goals (SDGs).

We look forward to receiving your contributions.

Prof. Dr. Rosabel Roig-Vila
Prof. Dr. Miguel Angel Cazorla Quevedo
Prof. Dr. Víctor González-Calatayud
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

digital technology
artificial intelligence
ubiquitous learning
disruptive teaching
digital transformation

Published Papers (12 papers)

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Research

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Open AccessArticle

Using Escape Rooms as Evaluation Tool in Active Learning Contexts

and

Educ. Sci. 2023, 13(6), 535; https://doi.org/10.3390/educsci13060535 - 24 May 2023

Viewed by 353

Abstract

The adoption of the active learning paradigm presents a series of challenges and uncertainties. However, its adoption may result in better academic results and a more engaging attitude towards learning. In this sense, this paper presents a case scenario in which such a change of paradigm has been deployed, where escape rooms have been introduced as an assessment tool in an active learning context. The way to move through those escape rooms is by taking a series of questionnaires based on the knowledge acquired, such that failing a test keeps the group in the same position and passing it makes them move according to the grades obtained. Surveys and comments offered by students show they were more motivated and engaged after this task, and an improvement in academic performance has been detected. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Open AccessArticle

Effectiveness of Digital Storytelling in Teaching Economics

and

Educ. Sci. 2023, 13(5), 504; https://doi.org/10.3390/educsci13050504 - 16 May 2023

Viewed by 434

Abstract

Digital storytelling is one of the teaching methods that aims to improve motivation of students, critical thinking and learning outcomes. The results of previous research show the successful use of this method in education, but its use in some subjects is still questionable. The aim of the pedagogical experiment, which was conducted in 2021 at six business academies in the Czech Republic, was to discover whether or not digital storytelling contributes to better study results in business subjects taught at high school. A total number of 856 students were randomly divided into two independent groups. In the experimental group, the digital storytelling method was used in the process of teaching. The students in the control group were taught with the standard teaching method—the teacher’s explanation with the support of the presentation. By comparing the results from the pre-tests and post-tests of the experimental and control groups, the findings reveal that the students from the experimental group reached higher mean values in the post-test than the students from the control group did. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Open AccessArticle

Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework

María Rubio-Gragera

Julio Cabero-Almenara

and

Antonio Palacios-Rodríguez

Educ. Sci. 2023, 13(4), 336; https://doi.org/10.3390/educsci13040336 - 24 Mar 2023

Viewed by 761

Abstract

The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received little attention to date, teachers from Official Language Schools, which are a part of the Special Regime Education system of Andalucía, a southern region of Spain, which provides foreign language education. Specifically, we aim to assess their level of digital proficiency in relation to their experience and use of information and communication technology (ICT) in the classroom. We also analyze how the March 2020 lockdown impacted their confidence levels in utilizing ICT in their teaching practices. One hundred and four teachers took part in the study and answered the DigCompEdu check-in questionnaire. The findings indicate that teachers’ overall self-assessment of their digital competence is low, with particular attention needed in the least developed areas, which is the facilitation of digital proficiency to students. Additionally, there are noteworthy differences in the variables of ICT experience and confidence. For example, the amount of time spent utilizing ICT in teaching does not necessarily correlate with teaching proficiency. Based on these results, we discuss potential strategies for enhancing digital competence in this educational group and propose some curriculum content for teacher training in digital competence. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

Open AccessArticle

Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0

David Ernesto Salinas-Navarro

Claudia Lizette Garay-Rondero

and

Iván Andrés Arana-Solares

Educ. Sci. 2023, 13(1), 63; https://doi.org/10.3390/educsci13010063 - 08 Jan 2023

Viewed by 1033

Abstract

Novel digital technologies have transformed societies, organizations, and individuals in diverse aspects of daily life, elevating their competency requirements in order to successfully develop, integrate, and generate value. To remain relevant Higher education should provide students with digitally enhanced learning experiences to build their necessary competencies. To progress in this direction, this work proposes a method that can be used to develop digitally enabled experiential learning spaces (DeELS) in engineering education so as to incorporate digital technologies into engineering problem-solving and decision-making activities, as an innovative approach to Education 4.0. Two implementation cases exemplify the digital transformation of these learning spaces in the Lean Thinking Learning Space (LTLS) for undergraduate engineering courses. The exemplification shows how students, through designing, creating and integrating digital/smart kanban systems, execute their learning activities in a DeELS. The results suggest that the students were able to satisfactorily achieve their learning outcomes through the learning experiences. Moreover, new instances of learning experiences for digital transformation were identified within the LTLS. However, future work is required regarding new instances of digital transformation learning experiences in order to make any further inferences or generalizations regarding DeELS and their contribution to competency development. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Open AccessArticle

The Research of Educational Innovation: Perspective and Strategies

Bartolomé Rubia-Avi

Educ. Sci. 2023, 13(1), 26; https://doi.org/10.3390/educsci13010026 - 27 Dec 2022

Cited by 1 | Viewed by 1372

Abstract

Innovation processes in the Spanish and international educational models have evolved, especially over the last 40 years. Technological expansion and development have been integrated, albeit belatedly, into the field of education. There have been changes to the educational model: school practices have been modified so that, while not entailing a completely generalized impact, significant advances have been introduced. This has led to a change in the spaces, times and ways in which these practices are implemented, thus paving the way for a complete shift in the model. Yet this has not led to a systematic and organised reflection on the processes of change, nor on how to approach evaluation and research in education. This paper aims to provide some ideas about the correct targets of these transformations, and it does so by presenting several examples. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Open AccessArticle

Use of Mobile Phones in Classrooms and Digitalisation of Educational Centres in Barcelona

Katia Pozos-Pérez

Gustavo Herrera-Urizar

Pablo Rivera-Vargas

and

Cristina Alonso-Cano

Educ. Sci. 2023, 13(1), 21; https://doi.org/10.3390/educsci13010021 - 25 Dec 2022

Viewed by 1026

Abstract

In the wake of the COVID-19 pandemic, multiple educational contexts experienced a sudden and accelerated digital transformation. However, this is not a new phenomenon. For years, public and private initiatives have been designed and tested in Spain. In this regard, the role and use of cell phones in the classroom has been a key and, at the same time, controversial aspect. In Barcelona (Catalonia), for example, recent educational policies have promoted the pedagogical use of cell phones. Within this framework, this article analyses whether these initiatives to promote the use of mobile phones are effectively transferred and implemented in the classroom. Using qualitative research, based on co-design, case studies and content analysis, we examined the reality of three educational centres in Barcelona. In these three contexts, field observations, interviews with management teams and ICT coordinators, and discussion groups with teachers were conducted. The information generated was grouped into five main categories of analysis. As a result, it was observed that the mobile phone has been losing prominence in the classroom. Schools tend to prohibit the use of cell phones and prefer computers to give priority to the control of technological tools in order to use the Internet safely. Mobile phones, in this sense, are only used at certain times when there is a pedagogical objective, although there is still a need for more pedagogical and digital training for teachers. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Open AccessArticle

Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students

José Miguel Gutiérrez-Pequeño

Rocío Anguita-Martínez

and

Yasna P. Pradena-García

Educ. Sci. 2023, 13(1), 20; https://doi.org/10.3390/educsci13010020 - 25 Dec 2022

Viewed by 955

Abstract

Social media labs, as spaces for experimentation, have recently become one of the main mechanisms for innovation. The role of universities, with degrees focused on subjects linked to social innovation, can be a fundamental factor in social development. It is essential to transform traditional centres into spaces for dialogue, into creative ecosystems, simultaneously dedicated to reflection and debate, research and production, training, and socialisation. Within this framework, we carried out ethnographic research on the implementation of a social media laboratory developed with social education students during the last two academic years at the faculty of education in Palencia. The results provide evidence of the development by university students in some skills related to creativity, reflection, and debate, as well as various digital skills. In line with the existing literature, we show how the social media laboratory enables the acquisition of knowledge situated in the social reality of the environment that is of great use to future social educators, as well as some of its limitations in these processes of experimentation and social innovation. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Open AccessArticle

Educational Innovation, Open Educational Resources, and Gender in Latin American Universities

Virginia Rodés Paragarino

and

Adriana Gewerc

Educ. Sci. 2023, 13(1), 19; https://doi.org/10.3390/educsci13010019 - 24 Dec 2022

Viewed by 974

Abstract

This article analyses the professional identities of nine women academics from different universities and Latin American countries in their relationship with open education (OE) and the production of open educational resources (OERs) for teaching, as a significant key to understand the meaning of being an academic today in a social and economic context such as the Latin American one, and the perspectives this contributes to educational innovation. It arises from the need to deepen research on systemic structures of empowerment for open-access creation and publication, where gender is critical, considering the imbalances that are evident in other fields of educational technology, and specifically in the use of OERs. A qualitative methodology based on grounded theory was implemented, together with the biographical method and digital ethnography, with in-depth interviews with nine women academics from different areas of knowledge from Venezuela, Costa Rica, and Uruguay. The results offer an insight into their professional identities and how this is configured in relation to education, open educational resources, and educational innovation in university teaching. Participation in the open education movement provides a space for empowerment and mobilisation, which contributes to a transformative identity, as an emerging habitus, that underpins educational innovation in this field. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

Open AccessArticle

Visibility of Scientific Production and Digital Identity of Researchers through Digital Technologies

Basantes-Andrade Andrea

Naranjo-Toro Miguel

Guerra-Reyes Frank

Carrascal Ramiro

and

Benavides-Piedra Andrés

Educ. Sci. 2022, 12(12), 926; https://doi.org/10.3390/educsci12120926 - 15 Dec 2022

Viewed by 1188

Abstract

The research process does not end with the publication of the results; on the contrary, it has to continue even further, when results are disseminated and scientific disclosure on the Web begins. The purpose of this article is to promote visibility of the scientific production and digital identity of the faculty and researchers at the Universidad Técnica del Norte (Ibarra-Ecuador). By implementing a quantitative documentary, descriptive, and quasi-experimental comparative approach, it was possible to determine the importance of scientific visibility, the most suitable digital platforms for this task (ORCID, Google Scholar, Academia, ResearchGate, ResearcherID (WoS), Author ID (Scopus), Sciprofiles, Mendeley, Facebook, Twitter, LinkedIn and Impactstory), and the level of knowledge that professors have of these platforms. With the results, a pilot training-course was planned and implemented for researchers and university professors of the Faculty of Education Science and Technology, with the purpose of registering their author profiles and incorporating their scientific production onto the platforms with the greatest impact and visibility. The results from the two stages (pre-test and post-test) of the pilot course show a significant difference regarding the creation and management of the research profiles; therefore, this strategy puts forward an alternative way to make research and digital/identity visible in the academic, scientific and social community. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Review

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Open AccessReview

Use of Digital Resources in Higher Education during COVID-19: A Literature Review

Miriam Lorente Rodríguez

and

Cristina Pulido-Montes

Educ. Sci. 2022, 12(9), 612; https://doi.org/10.3390/educsci12090612 - 09 Sep 2022

Cited by 2 | Viewed by 1923

Abstract

The sudden transition from face-to-face education to remote education under the international-level restrictions imposed as a result of the COVID-19 pandemic—a transition made in the spirit of achieving and developing accessible education—involved the application of methodologically diverse resources and strategies. The objective of this article is to investigate the digital resources that have been applied in higher education institutions, paying special attention to the type and frequency of use of resources. A literature review was carried out on a total of 44 articles. The main results show that the primary resources applied in higher education institutions were videoconferencing tools, educational videos, and virtual platforms. Most higher education institutions made use of free and open access resources. Our primary conclusions posit our observation that the use of digital resources for teaching in an emergency context has not enabled reflection on their use. Such reflection would equip institutions for the optimization of these resources toward their efficient pedagogical application in teaching–learning processes. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Other

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Open AccessSystematic Review

A Systematic Review on the Role of ICT and CLIL in Compulsory Education

Tania Martínez-Soto

and

Paz Prendes-Espinosa

Educ. Sci. 2023, 13(1), 73; https://doi.org/10.3390/educsci13010073 - 10 Jan 2023

Cited by 2 | Viewed by 1538

Abstract

The ubiquity of digital technologies for teaching at large is a reality that can be observed at diverse educational stages and in numerous fields, including the teaching of foreign languages, which is the field of study of this research. In view of this situation, this work is intended to determine the role of ICT in foreign language teaching that follows a CLIL method. It was decided to conduct a systematic review based on PRISMA model and adding information obtained from the analysis of fugitive literature. The literature review was carried out on a total of 22 articles. The main inclusion criteria were a temporal selection from January 2017 to February 2022, the inclusion of the terms CLIL/AICLE and ICT/TIC in the title, abstract or keywords of the articles, and the focus on primary and secondary education. The main results show an increasing tendency of this topic, notably in English research. Most relevant conclusions of the systematic review evidence a positive relationship between ICT and CLIL to improve the learning of a foreign language, although some negative aspects are also highlighted as there is still a lack of resources and teacher training. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Open AccessSystematic Review

Sustainability in Digital Education: A Systematic Review of Innovative Proposals

Alién García-Hernández

Ana García-Valcárcel Muñoz-Repiso

Sonia Casillas-Martín

and

Marcos Cabezas-González

Educ. Sci. 2023, 13(1), 33; https://doi.org/10.3390/educsci13010033 - 29 Dec 2022

Cited by 1 | Viewed by 1419

Abstract

In the last decade, the extensive use of new Information and Communication Technologies (ICT) in education in recent years has changed the nature of the teaching–learning environment. However, the adequate use of ICT is necessary for promoting educational practices that contribute to sustainable development. The systematization of the research in this area is presented as an opportunity to provide a contribution to the already existing theories and practices related to the use of ICT and the development of the Sustainable Development Goals (SDGs). The aim of this study is to conduct a systematic review of articles that address innovative approaches to sustainability in digital education. The PRISMA 2020 guidelines were used to review the literature of articles published in the last decade in the Web of Science (WoS) and Scopus databases. The results presented are based on the research questions that will guide the search and analysis of the information. They are divided into theoretical and practical research, giving relevance to the relationship between educational innovation with ICT and sustainability. The main variables that are taken into account in contributing to the SDGs through the use of ICT in educational practice are also presented. A critical discussion on this topic is elaborated, which will help to support a solid theoretical framework. Last, a conclusion on the effectiveness of digital education and its contribution to a sustainable development are provided. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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