Special Issue "Applications of Emerging Educational Technologies in Digital Pedagogies"

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

Deadline for manuscript submissions: closed (1 August 2023) | Viewed by 1918

Special Issue Editors

School of Educational Studies and Leadership, University of Canterbury (UC), Christchurch 8140, New Zealand
Interests: educational technology; mobile learning; emerging educational technologies; digital pedagogies; integration of digital technologies in schools
College of Education, University of Saskatchewan, Saskatoon, SK S7N 5A2, Canada
Interests: mobile learning; makerspaces; technology-enhanced learning; socio-materialism/new materialism; social constructionism; language revitalization
Special Issues, Collections and Topics in MDPI journals
Department of Curriculum Studies, College of Education, University of Saskatchewan, Saskatoon, SK S7N 0X1, Canada
Interests: educational technology; immersive learning; media arts; instructional design; scholarship of teaching and learning (SoTL); environmental and sustainability education (ESE)

Special Issue Information

Dear Colleagues,

We are pleased to invite you to submit your research to this Special Issue of Education Sciences, entitled “Applications of Emerging Educational Technologies in Digital Pedagogies”.

Emerging technologies have afforded new ways to engage and support learning. With rapid advancements in technologies, such as extended reality (XR), artificial intelligence (AI) and the Internet of Things (IoT), alongside the rise of more sophisticated digital platforms, such as mobile technology and social media, learning has been transformed by educators embracing these new technologies and associated approaches to teaching and learning. These new approaches (such as design thinking, agile and lean techniques, and crowdsourcing) have also been adopted to help implement new ways of teaching and learning where the roles of the learner are reframed and learning are becoming increasingly student-driven. The integration of digital technology has also started to be reframed where critical digital and multimedia literacies are needed to help support learners better engage and navigate an increasingly digital society. Learning is moving away from digital technology being simply consumed by students to an environment where learners are supported in developing and designing digital outcomes for themselves and for others.

Underpinning the integration of new technology and approaches, new pedagogies are needed to support the creative and effective integration of technology into learning. This Special Issue aims to explore the plethora of new applications and approaches driven by educational technology exploring effective digital pedagogies from a variety of philosophical perspectives. We are seeking original research articles and literature reviews that explore the innovative programs, practices, methods and projects designed to integrate digital technology across the full spectrum of education (preschool, K12, higher education, formal and informal learning) are welcome.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Immersive technology used to support teaching and learning, incl eXtended Reality (AR, VR, MR),
  • IOT and AI in education
  • Web 2.0, Web 3.0, and Social Media
  • Emerging practices in mobile, online, blended learning
  • Innovative approaches to incorporate digital technology, incl Design Thinking, Agile, Lean, Crowdsourcing, STEAM
  • Design-Based Research into digital pedagogies
  • Affordance analysis and design principles
  • Digital literacies incl, digital citizenship and computational thinking
  • New and emerging learning theories and pedagogies
  • Philosophical and theoretical perspectives on educational technology

We look forward to receiving your contributions.

Dr. Kathryn MacCallum
Dr. Marguerite Koole
Dr. Paula MacDowell
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.


  • digital pedagogies
  • emerging technology
  • education technology
  • technology-enhanced learning
  • immersive learning
  • design-based research

Published Papers (1 paper)

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Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education
Educ. Sci. 2023, 13(6), 618; https://doi.org/10.3390/educsci13060618 - 16 Jun 2023
Cited by 1 | Viewed by 953
This study aims to evaluate the impact of using augmented reality, gamification, and serious games in computer science education. The study presents the development process of an educational mobile application, describes an experiment that was conducted and involved 117 higher education students, and [...] Read more.
This study aims to evaluate the impact of using augmented reality, gamification, and serious games in computer science education. The study presents the development process of an educational mobile application, describes an experiment that was conducted and involved 117 higher education students, and analyzes the results of a 49-item paper-based questionnaire. In total, 8 research questions were explored. The results of the study revealed that several educational benefits can be yielded when integrating such applications in teaching and learning activities and actively involving students in the design and development process. In particular, the application was assessed as an effective learning tool that could enrich and improve the educational process and create interactive, inclusive, and student-centered learning environments. Its use led mostly to positive effects and experiences while maintaining the negative ones to a minimum and most students expressed positive emotions. Students were able to learn in a more enjoyable and interesting manner, and their motivation, engagement, self-efficacy, and immersion were greatly increased. Students’ innate need for autonomy, competence, and relatedness was satisfactorily met and both their intrinsic and extrinsic learning motivations were triggered. They felt a sense of belonging and cultivated their social skills. The potential of the application to improve students’ knowledge acquisition and academic achievements was also observed. The application also enabled students to improve their computational thinking and critical thinking skills. Therefore, the potential of combining augmented reality, gamification, and serious games to enhance students’ cognitive and social–emotional development was highlighted. Full article
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