Effectiveness and Sustainable Application on Educational Technology

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

Deadline for manuscript submissions: closed (31 August 2023) | Viewed by 1774

Special Issue Editors

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Faculty of Education, Beijing Normal University, Beijing 100875, China
Interests: behavioral addiction; digital learning; higher education; mental health and wellbeing; vocational education
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Special Issue Information

Dear Colleagues,

Educational technologies are considered to provide learners with the opportunity to receive high quality education, and if utilized well, these technologies will allow learners to learn in a virtual environment anywhere, anytime, and without the constraints of time and space, creating a meaningful learning experience for them. In addition, when applied effectively, educational technology will enable learner-centered approaches to learning, including the provision of adaptive learning methods, active learning strategies, AI learning partners, virtual learning communities, and more—all of which are the promise of education in the 21st century. Therefore, in the past two decades, the development and application of educational technology has received attention from governments, academic organizations, educational scholars, front-line teachers, and parents around the world, resulting in educational technology being a popular research topic. With the continuous development of educational technology, the expansion of educational technology theories, and the outbreak of COVID-19 in early 2020, the adoption of educational technology to promote school closures in response to epidemic prevention policies has catalyzed the importance of issues with educational technology. The results of studies related to this topic will help to answer more unanswered questions about the theoretical and practical applications of contemporary educational technology. Therefore, a Special Issue on the topic of “Effectiveness and Sustainable Application on Educational Technology” is being proposed. Everyone is welcome to contribute.

This Special Issue welcomes original research papers and review articles that cover but that are not limited to the following areas:

  1. Educational applications of metaverse technology;
  2. Evaluation of the effectiveness of educational technology;
  3. Barriers to the use of educational technology and strategies to address them;
  4. Acceptance and sustainable application of educational technology;
  5. Software on educational games;
  6. Systematic reviews and meta-analyses on educational technology;
  7. Educational artificial intelligence;
  8. Human–computer interaction.

Dr. Jian-Hong Ye
Prof. Dr. Yung-Wei Hao
Dr. Yu-Feng Wu
Dr. Savvas A. Chatzichristofis
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.


  • education technology
  • educational artificial intelligence
  • software for educational games
  • sustainability
  • effectiveness evaluation
  • user behavior
  • metaverse
  • emerging technologies
  • digital learning
  • VR/AR/MR

Published Papers (1 paper)

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19 pages, 2393 KiB  
Rotation of 3D Anatomy Models Is Associated with Underperformance of Students with Low Visual-Spatial Abilities: A Two-Center Randomized Crossover Trial
by Bo S. van Leeuwen, Anna E. D. Dollé, Johannes C. M. Vernooij, Beerend P. Hierck and Daniela C. F. Salvatori
Educ. Sci. 2023, 13(10), 992; https://doi.org/10.3390/educsci13100992 - 28 Sep 2023
Viewed by 1342
Virtual 3D models can be an animal-free alternative to cadaveric dissection to learn spatial anatomy. The aim of this study was to investigate if the learning outcome differs when studying 3D models with a 360° rotatable interactive monoscopic 3-dimensional (iM3D) or an interactive [...] Read more.
Virtual 3D models can be an animal-free alternative to cadaveric dissection to learn spatial anatomy. The aim of this study was to investigate if the learning outcome differs when studying 3D models with a 360° rotatable interactive monoscopic 3-dimensional (iM3D) or an interactive monoscopic 2-dimensional (iM2D) visualization, and whether the level of visual-spatial ability (VSA) influences learning outcome. A two-center randomized crossover trial was conducted during the Laboratory Animals Science Course (March 2021–March 2022). Participants studied a 3D rat model using iM3D and iM2D. VSA was assessed by a 24-item mental rotation test and learning outcome by two knowledge tests. Data from 69 out of 111 recruited participants were analyzed using linear regression. Participants with low VSA performed significantly worse compared to participants with medium or high VSA when using iM3D, but equally well when using iM2D. When VSA level was disregarded, participants performed equally well with both visualizations. Rotation in iM3D requires the student to construct a mental 3D image from multiple views. This presumably increases cognitive load, especially for students with low VSA who might become cognitively overloaded. Future research could focus on adapting the visualization technique to students’ personal needs and abilities. Full article
(This article belongs to the Special Issue Effectiveness and Sustainable Application on Educational Technology)
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