Accessibility and Inclusion in Education: Enabling Digital Technologies

A special issue of Information (ISSN 2078-2489). This special issue belongs to the section "Artificial Intelligence".

Deadline for manuscript submissions: 30 June 2024 | Viewed by 1643

Special Issue Editors


E-Mail Website
Guest Editor
Department of Education, Cultural Heritage and Tourism, University of Macerata, 62100 Macerata, Italy
Interests: human-centered design; design for all; human–machine interaction; adaptive user interfaces; emotion- and context-aware interfaces; virtual and augmented reality; extended reality for education; human-centered manufacturing; ICT for inclusive education
Special Issues, Collections and Topics in MDPI journals

E-Mail Website
Guest Editor
Department of Education, Cultural Heritage and Tourism, University of Macerata, 62100 Macerata, Italy
Interests: ICT for inclusive education; extended reality for special education; affective computing for special education; special education; disabilities; specific learning disorders; inclusive education

E-Mail Website
Guest Editor
Department of Education, Cultural Heritage and Tourism, University of Macerata, 62100 Macerata, Italy
Interests: special education; disabilities; specific learning disorders; special needs; inclusive education; inclusive didactics; ICT for inclusive education; extended reality for special education; affective computing for special education

Special Issue Information

Dear Colleagues,

Technology has considerable but largely unused potential to support inclusive education: it can provide multiple means of presenting, representing, and expressing learning and to overcome barriers that several learners (e.g., people with special education needs, specific learning disorders or disability) would otherwise experience by participating in the curriculum. It also has the potential to increase enjoyment and motivation. This special issue focuses on novel education strategies and enabling technologies to avoid students’ isolation and improve inclusive teaching-learning practices both in formal and informal educational contexts. Topics of interest include but are not limited to the followers: Design of inclusive interactive systems for formal and informal educational setting; Technologies to support individualized educational planning and Life Project; Innovative use of technology in the classroom, from primary to higher education; Computer and web-based software, and mobile applications for distance education and blended education; Extended reality and metaverse for education; Affective computing in educational contexts.

Dr. Silvia Ceccacci
Dr. Catia Giaconi
Dr. Noemi Del Bianco
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Information 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 1600 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

  • human-computer interaction
  • special education
  • inclusive teaching
  • extended reality
  • affective computing

Published Papers (1 paper)

Order results
Result details
Select all
Export citation of selected articles as:

Research

11 pages, 3014 KiB  
Article
An Ecosystem for the Provision of Digital Accessibility for People with Special Needs
by Galina Bogdanova, Todor Todorov, Nikolay Noev, Negoslav Sabev, Neda Chehlarova, Mirena Todorova-Ekmekci and Aleksandar Krastev
Information 2024, 15(6), 315; https://doi.org/10.3390/info15060315 - 28 May 2024
Viewed by 193
Abstract
Digital technologies occupy an important place in today’s developing world. They are also strongly related to new trends in educational technologies. In this context, the digital accessibility of this new environment for people with various special needs is of particular concern. A novel [...] Read more.
Digital technologies occupy an important place in today’s developing world. They are also strongly related to new trends in educational technologies. In this context, the digital accessibility of this new environment for people with various special needs is of particular concern. A novel tool for assessment of the technological ecosystem, designed to provide digital accessibility to people with special needs, is described in the paper. The overall structure and the initial test of the system are discussed in the paper. The conceptual framework of the ecosystem and its ontological model are described. Special attention is paid to the accessibility of digital learning and e-learning for people with special needs from a robotic perspective. Full article
Show Figures

Figure 1

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: Exploring Moodle Resources and Activities for Enhanced Teaching Analytics
Authors: Ricardo Queirós; Carla M. A. Pinto; Mário Cruz; Daniela Mascarenhas
Affiliation: Polytechnic of Porto
Abstract: This paper presents a study examining the use of Moodle resources and activities across diverse courses. The primary objective was to gain insights into the ways these tools are employed and the difficulties found, tailored to the nature of each course. Through this distinct approach, we aimed to uncover patterns of usage and shed light on context-specific challenges faced by educators. The findings contribute to a deeper understanding of e-learning tool dynamics within varying educational contexts. The study also holds potential implications for the advancement of teaching analytics. By examining the different approaches that educators adopt in response to the prescribed resources and activities, this research can offer insights into the practical use of the learning management system (LMS) and provide a valuable resource for refining the design of the LMS optimizing the user experience for both instructors and students.

Title: The Position of Technical Competence in Establishing Digital Data Security Awareness
Authors: Stamatis Papadakis
Affiliation: University of Crete, Department of Preschool Education
Abstract: This research aimed to investigate the explanatory and predictive relationships between digital literacy components and digital data security. The study was carried out with 322 students enrolled in the education faculties of 8 randomly selected universities. In the research, the attitudes, cognitive and social variables of digital literacy were exogenous. A mediation model has been established in which the technical variable is the mediator, and the digital data security awareness is endogenous. According to the analysis results of the mediation model, the technical variable fully mediates between the attitude, cognitive and social variables, and the awareness of digital data security. These results show that developing digital literacy skills and if these skills are supported with technical knowledge can contribute to developing digital data security awareness. As a result, digital literacy skills will only have the expected effect on creating digital data security awareness with the technical information tool variable. According to our mediation model, the technical competence to be developed with the support of digital literacy skills and the creation of digital data security awareness can guide researchers and instructors working in the field.

Title: Comparison of Machine Learning Approaches for Predicting Student's Dropout from Multiple Online Educational Entities.
Authors: Cristóbal Romero
Affiliation: University of Cordoba
Abstract: Predicting student dropout is a very important task in education, mainly in online educational environments. Traditionally, each educational entity such an institution, faculty, department, enterprise, etc. create and use its own prediction model starting from its own data. However, that approach is not always feasible or advisable and may depend on the availability of data, local infrastructure, and resources. In those cases, there exist different machine learning approaches for sharing of data and/or prediction models between different educational entities, using a classical centralized machine learning approach or other more advanced approaches such as Transfer Learning or Federated Learning. Our case study addresses the challenge of comparing different existing approaches for generating prediction dropout models using data from multiple homo-geneous educational entities of different sizes. We have used data from three different LMS Moodle servers representing different-sized educational entities. We carried out experiments to test the performance of the different machine learning approaches for the problem of predicting student dropout with multiple educational entities involved, having used a deep learning algo-rithm as a predictive method. Our preliminary findings provide useful information on the benefits and drawbacks of each approach, as well as suggestions for enhancing the performance when there are multiple institutions. In our case, the repurposed transfer learning, the stacked transfer learning and the centralized approaches obtained similar or better results than the locally trained models for most of all entities.

Back to TopTop