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The Use of Digital Technology for Sustainable Teaching and Learning

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 1 April 2024 | Viewed by 25744

Special Issue Editors

Faculty of Education, University of Macau, Taipa, Macau SAR, China
Interests: digital game-based learning; informal language learning; incidental language learning; extramural language learning; computer-assisted language learning
Special Issues, Collections and Topics in MDPI journals
College of Education, Zhejiang University, No. 866, Yuhangtang Road, Hangzhou 310058, China
Interests: advanced learning technologies; cross-cultural education and language learning; mobile assisted learning; open and distance learning
School of Foreign Languages, Hunan University, Lushan South Rd., Yuelu District, Changsha 410082, China
Interests: computer assisted language learning; digital game-based language learning; mobile assisted language learning; psycholinguistics

Special Issue Information

Dear Colleagues,

Sustainable teaching and learning refer to practices in which teachers equip students with the skills and strategies for engaging in lifelong independent learning that is not defined to the walls of a classroom or dependent on a knowledgeable sage. Teachers that promote sustainable learning practices have ensured students’ engagement in experiential project-based learning tasks that require research, critical thinking, and collaboration. These teachers have the understanding that students should leave their classrooms appreciating that both formal and informal education is continuously being reshaped by emerging digital technologies. Students should realize that these technologies provide affordances for independent and autonomous learning practices that were not available to previous generations and have gained an understanding of how to use them to their advantages. There is a need for research that can underscore how technologies can be harnessed by students as an aid for skill attainment to become lifelong learners. Thus, we aim for this special issue to highlight how the use of digital technology can ensure sustainable teaching and learning practices in a time when an influx of uncertainties is upon us.

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

  • Learning models, theories, and pedagogical practices in designing and implementing digital technology for sustainable teaching and learning
  • Learning how to learn with digital tools
  • Learning in the workplace, community, or the home with digital technology
  • Technology use for skill attainment
  • Technology and open-ended problem-based learning
  • Multimodal learning
  • Educational ecologies and technology
  • Emerging technologies for sustainable learning
  • Experiential learning through technology
  • Overcoming learning environment constraints with technology
  • Sustaining pedagogical practices of digital technology in the post-Covid-19 era
  • Teachers’ and learners’ perceptions of sustainable digital environments
  • State-of-the-art technologies for sustainable formal and informal teaching and learning practices
  • Assessment of digital technology-supported sustainable teaching and learning

We look forward to receiving your contributions.

Dr. Barry Lee Reynolds
Prof. Dr. Rustam Shadiev
Prof. Dr. Rui Li
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. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • informal learning
  • computer-assisted learning
  • digital contexts
  • self-paced learning
  • refugees and migrants
  • vlogs
  • workplace
  • longitudinal learning
  • digital learning
  • sustainable teaching and learning
  • 21st century skills
  • post-COVID-19 era
  • learning perceptions
  • sustainable digital environments

Published Papers (12 papers)

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15 pages, 1991 KiB  
Article
Cultural Heritage for Sustainable Education Amidst Digitalisation
by Yianna Orphanidou, Leonidas Efthymiou and George Panayiotou
Sustainability 2024, 16(4), 1540; https://doi.org/10.3390/su16041540 - 11 Feb 2024
Viewed by 803
Abstract
The integration of cultural heritage in education facilitates critical thinking, experiential learning, cross-cultural collaborative learning and ultimately, quality learning experiences. This process is further enhanced by the increasing adoption of digital technology, which makes education more accessible. However, some countries in the European [...] Read more.
The integration of cultural heritage in education facilitates critical thinking, experiential learning, cross-cultural collaborative learning and ultimately, quality learning experiences. This process is further enhanced by the increasing adoption of digital technology, which makes education more accessible. However, some countries in the European Union have low digital literacy and a high student dropout rate. Also, the use of cultural heritage in education is declining as young learners are becoming increasingly unaware of their cultural identity. Within this framework, a study of mixed methods (questionnaires and interviews) was conducted in three European countries to examine digital and cultural heritage competencies among young learners. The results of the paper reveal how digital cultural heritage increases learners’ resilience by promoting competences for digital transformation, which in turn enhances learning and engagement with cultural heritage. Drawing on our findings, the paper proposes a new innovative hybrid model within the framework of sustainable education (SE). Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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23 pages, 344 KiB  
Article
Constructing Sustainable Learning Ecology to Overcome Burnout of Teachers: Perspective of Organizational Identity and Locus of Control
by Zehra Altinay and Batuhan Bicentürk
Sustainability 2023, 15(24), 16930; https://doi.org/10.3390/su152416930 - 18 Dec 2023
Viewed by 769
Abstract
This study examined how organizational identity, locus of control, and their interrelationships affect teacher burnout. Utilizing a quantitative survey, data were collected from 105 teachers. The Maslach Burnout Inventory measured three burnout dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Locus of control was [...] Read more.
This study examined how organizational identity, locus of control, and their interrelationships affect teacher burnout. Utilizing a quantitative survey, data were collected from 105 teachers. The Maslach Burnout Inventory measured three burnout dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Locus of control was assessed via Rotter’s scale. Organizational identity was measured through the Multiple Organizational Identification Scale, assessing personal self-esteem, emotional professional identity, evaluative identification, self-classification, and team factors. PLS-SEM analysis found that external locus of control had a significant positive association with emotional exhaustion. Emotional professional identity showed robust negative relationships with depersonalization and exhaustion. Differences emerged between novice and senior teachers—identity and self-esteem were more relevant for novices, while team factors were more impactful for experienced teachers. Variations also occurred across genders, with identity and self-esteem more salient for females and team dynamics more influential for males. The study highlights the complex interplay between individual, relational, and organizational factors in shaping teacher burnout. An external locus of control may exacerbate exhaustion, while emotional professional identity seems to provide resilience. Support initiatives should account for teachers’ evolving developmental needs and gender variations in burnout experiences. Fostering internal control beliefs, strong professional identity, and tailored support based on career stage and gender can potentially buffer against burnout. This study contributes insights to guide targeted efforts to promote teacher well-being, effectiveness, and retention. Learning in the workplace instead of paying more time for education services can be considered as overcoming burnout, redesigning and implementing digital teaching for sustainable teaching and learning for both teachers and students in order to construct a better learning ecology. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
18 pages, 1709 KiB  
Article
Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices
by Ching-Yun Hsu and Ting-Ting Wu
Sustainability 2023, 15(24), 16867; https://doi.org/10.3390/su152416867 - 15 Dec 2023
Viewed by 1163
Abstract
It is very important to adopt innovative digital technologies in educational systems to overcome the challenges in modern learning environments, especially in the post-COVID-19 era. The fourth Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider [...] Read more.
It is very important to adopt innovative digital technologies in educational systems to overcome the challenges in modern learning environments, especially in the post-COVID-19 era. The fourth Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st-century skills such as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China’s Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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18 pages, 1092 KiB  
Article
Presence and Flow as Moderators in XR-Based Sustainability Education
by Miriam Mulders and Kristian Heinrich Träg
Sustainability 2023, 15(23), 16496; https://doi.org/10.3390/su152316496 - 01 Dec 2023
Viewed by 1035
Abstract
Virtual reality (VR) and augmented reality (AR) are emerging technologies with a variety of potential benefits for sustainability education. Here, learning processes such as flow and presence seem to determine the learning experience. Therefore, this paper presents the results of a mixed-methods study [...] Read more.
Virtual reality (VR) and augmented reality (AR) are emerging technologies with a variety of potential benefits for sustainability education. Here, learning processes such as flow and presence seem to determine the learning experience. Therefore, this paper presents the results of a mixed-methods study investigating a VR- and AR-based learning application on biodiversity developed by greenpeace. A total of 156 students tested the application addressing the Amazon rainforest and rated its efficacy in terms of effects on knowledge, interest, and attitude. Pre- and post-questionnaires as well as focus groups were used to uncover within-subject effects. The study results revealed that flow and presence had a moderating effect on knowledge and that this effect is strongest in learners with little prior knowledge. Presence also showed a moderating effect on one of three attitude measures. In general, the learning application was able to increase knowledge and improve attitude in this sample. The focus groups also revealed that the students engaged with environmental topics even after the experience. They also formed ideas for more environmentally friendly behavioral change. Moreover, the students described the application as impressive, captivating, and realistic. It can be concluded that presence and flow are crucial processes for learning with VR and AR technologies. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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19 pages, 699 KiB  
Article
Teachers’ Acceptance of Online Teaching and Emotional Labor in the EFL Context
by Renzhong Peng, Qiqin Hu and Bochra Kouider
Sustainability 2023, 15(18), 13893; https://doi.org/10.3390/su151813893 - 19 Sep 2023
Cited by 2 | Viewed by 900
Abstract
The recent growth and sustainability in online education have led to a greater demand for language teachers to accept online teaching and a heightened focus on language teachers’ emotions in an online setting. Based on the Technology Acceptance Model (TAM), this study attempted [...] Read more.
The recent growth and sustainability in online education have led to a greater demand for language teachers to accept online teaching and a heightened focus on language teachers’ emotions in an online setting. Based on the Technology Acceptance Model (TAM), this study attempted to investigate the relationship between English as a Foreign Language (EFL) teachers’ acceptance of online teaching and their emotional labor in online teaching. A questionnaire was distributed to 338 EFL teachers working at 19 middle schools and 24 high schools in China, and 10 teachers were interviewed. Following a series of analyses of the data, a structural relationship model integrating acceptance of online teaching and online teaching emotional labor strategies was developed and tested. The results indicate that EFL teachers’ acceptance of online teaching significantly predicts three emotional labor strategies in online teaching. Specifically, EFL teachers’ acceptance of online teaching positively influences deep acting and expression of naturally felt emotions, while negatively affecting surface acting. The obtained results address important theoretical, methodological, and practical gaps by examining the interplay between acceptance of online teaching and emotional labor in the context of online language education, a dimension that previous studies have largely overlooked. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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21 pages, 743 KiB  
Article
A Study on Technology Use for Sustainable Graduate Education Internationalization at Home: Chinese Teachers’ Experiences and Perspectives
by Qian Xu and Azzeddine Boudouaia
Sustainability 2023, 15(13), 10621; https://doi.org/10.3390/su151310621 - 05 Jul 2023
Cited by 3 | Viewed by 1100
Abstract
Diverse innovative strategies for achieving sustainable internationalization have emerged as a consequence of the continuing development of education and technology. Several academic institutions in China have made the pursuit of international recognition a central policy objective in an effort to achieve global prominence [...] Read more.
Diverse innovative strategies for achieving sustainable internationalization have emerged as a consequence of the continuing development of education and technology. Several academic institutions in China have made the pursuit of international recognition a central policy objective in an effort to achieve global prominence in the coming decades. This study aimed to explore the use of technology in promoting the sustainable internationalization of graduate education in China using teachers’ experiences and perspectives. In this regard, an assessment was conducted of the teachers’ experiences and perspectives on the aspects involved in the use of technology-based education for sustainable internationalization as well as the effect of these aspects on the internationalization of graduate education. The sample consisted of 806 teachers from different universities in China. A questionnaire was used to collect the data. The data analysis was carried out using SPSS 22, JASP and SmartPLS 4. The results showed that Chinese teachers had satisfactory experiences regarding the use of technology in internationalizing graduate education. Furthermore, teachers were highly satisfied with using technology to support collaborative online international learning, research cooperation, intercultural competence development and virtual mobility. The results also revealed that teachers were less likely to be satisfied with using technology to support open exchange programs and the internationalization of the curriculum. In addition, the results demonstrated that collaborative online international learning, research cooperation and intercultural competence development had a direct effect on the internationalization of graduate education. Based on the findings, it was concluded that the situation regarding graduate education in China is acceptable, while at the same time, support and more effort from the government and teachers are required. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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11 pages, 525 KiB  
Article
Exploring Undergraduate Students’ Digital Multitasking in Class: An Empirical Study in China
by Qikai Wang, Fei Sun, Xiaochen Wang and Yang Gao
Sustainability 2023, 15(13), 10184; https://doi.org/10.3390/su151310184 - 27 Jun 2023
Viewed by 964
Abstract
UN’s 2030 Agenda for Sustainable Development highlights the crucial role of education in securing a promising future for humanity, especially in today’s digital era. However, the prevalence of smartphones has fostered an increase in students’ usage and subsequent digital multitasking tendencies, posing a [...] Read more.
UN’s 2030 Agenda for Sustainable Development highlights the crucial role of education in securing a promising future for humanity, especially in today’s digital era. However, the prevalence of smartphones has fostered an increase in students’ usage and subsequent digital multitasking tendencies, posing a significant threat to education process, especially in higher education. To gain further insights into this phenomenon, this exploratory descriptive study surveyed 519 students from China university to investigate the magnitude of students’ digital multitasking, motivation behind digital multitasking, and beliefs about reducing phone use. The study found that, (1) despite many respondents reporting the existence of phone limits, no possible reduction in phone use frequency was observed; (2) digital multitasking was positively correlated with mobile phone dependence and non-study motivation; (3) while a majority (86.71%) students expressed their intent to reduce digital multitasking, they were mostly hesitant to follow the moderate or strict rules on phone use; (4) no clear consensus was established (49.90% vs. 50.10%) regarding whether schools should pose more restrictions to encourage such reduction. Our research provides further insights into students’ digital multitasking to improve learning quality and sustainable education. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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15 pages, 1552 KiB  
Article
A Bibliometric Analysis of Augmented Reality in Language Learning
by Wenhe Min and Zhonggen Yu
Sustainability 2023, 15(9), 7235; https://doi.org/10.3390/su15097235 - 26 Apr 2023
Cited by 4 | Viewed by 1948
Abstract
As an emerging technology, augmented reality has been increasingly entering the educational field. Previous studies of AR are strongly associated with scientific education but lack the mention of language learning. This study aimed to analyze the use of AR tools in language learning [...] Read more.
As an emerging technology, augmented reality has been increasingly entering the educational field. Previous studies of AR are strongly associated with scientific education but lack the mention of language learning. This study aimed to analyze the use of AR tools in language learning contexts using the bibliometric tools VOSviewer and CitNetExplorer using both qualitative and quantitative research methods. This study analyzed the top ten authors, sources, countries, and organizations using VOSviewer and established citation networks using CitNetExplorer. The study found that both teachers and students showed a positive attitude toward AR tools in language learning. Games, 3D images, and videos are the main ways to instantiate virtual elements into the real world, and the most widely used tool in AR-assisted learning was HP Reveal. Moreover, the study also found that AR tools could enhance language learning by presenting an immersive learning context, increasing motivation, providing interaction, and reducing anxiety. Future research will contribute to how AR tools influence students’ learning performance and teachers’ teaching activities. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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15 pages, 2973 KiB  
Article
A Bibliometric Analysis of Trending Mobile Teaching and Learning Research from the Social Sciences
by Chun Wai Fan, Jiayi Lin and Barry Lee Reynolds
Sustainability 2023, 15(7), 6143; https://doi.org/10.3390/su15076143 - 03 Apr 2023
Cited by 5 | Viewed by 1513
Abstract
With the development of computer and information technology, mobile teaching has enjoyed pride of place among teaching mediums in the past two decades. To visually explore the mobile learning hotspots and trends present in international journals, this study adopted two science mapping tools [...] Read more.
With the development of computer and information technology, mobile teaching has enjoyed pride of place among teaching mediums in the past two decades. To visually explore the mobile learning hotspots and trends present in international journals, this study adopted two science mapping tools (CiteSpace and VOSviewer) to first detect and then visualise emerging trends (i.e., hotspots) in the mobile learning literature. A total of 528 mobile learning articles published between 2003 and 2021 that appeared in 21 international educational technology journals indexed in the SSCI database were retrieved for bibliometric analysis. The results show (1) there was a remarkable increase in academic output in this field starting in 2008 that topped out in 2021; (2) co-authorship with academics from diverse countries/regions and institutions was evident; (3) three trending foci in the literature include defining mobile learning, designing learning systems, and exploring mobile learning effectiveness; and (4) the high-frequency co-cited publications focus on the effectiveness of mobile devices via different research methods. This study provides scholars with an accessible summary of the current trends in mobile learning, identifies the active researchers in this field, and reports on which outlets are most relevant for research produced on this topic. In addition, the findings have direct implications for the education and private sectors. Mobile devices are not widely adopted in classroom settings and are often considered a learning tool more suited for out-of-class assignments or practice. Therefore, it is necessary for information technology educators to invest in actively initiating the integration of mobile technology into the classroom. Those in the technology industry should aim to develop mobile devices and relevant educational applications/software that can be utilised not only within the confines of the classroom but also to bridge in-class and out-of-class learning. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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23 pages, 2469 KiB  
Article
Applications of Reciprocal Teaching in Flipped Classroom to Facilitate High Level of Cognition for Sustainable Learning Practices
by Wu-Yuin Hwang, Tsu-Hsien Wu and Rustam Shadiev
Sustainability 2023, 15(7), 5848; https://doi.org/10.3390/su15075848 - 28 Mar 2023
Cited by 2 | Viewed by 1548
Abstract
In traditional engineering education, students usually have little training on project implementation. Therefore, students have few chances to cultivate and develop their high-level cognitive abilities for the sake of achieving sustainable learning practices. We carried out two consecutive studies to overcome this issue. [...] Read more.
In traditional engineering education, students usually have little training on project implementation. Therefore, students have few chances to cultivate and develop their high-level cognitive abilities for the sake of achieving sustainable learning practices. We carried out two consecutive studies to overcome this issue. In both studies, we incorporated a flipped classroom approach into the project-based engineering education curriculum. Twelve junior graduate students majoring in electrical engineering participated in Study 1, and ten junior graduate students participated in Study 2. They all took the Signal Processing of Power Quality Disturbances class and practiced their skills in a computer lab, using LabView software. After we found from the results of Study 1 that the learning activities placed a heavier load on students and their advanced cognitive skills were not developed well, the reciprocal teaching method was introduced to students in Study 2. We assumed that the reciprocal teaching method could improve these outcomes, as well as achieve sustainable learning practices. The results demonstrated that students’ load in Study 2 was reduced, and their high-level cognitive skills improved compared to those in Study 1. Based on these results, we conclude that the reciprocal teaching method can be incorporated into the flipped classroom during project-based engineering education, as it helps prevent students from becoming overloaded, facilitates cognitive abilities from basic to high, and ensures sustainable learning practices. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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18 pages, 1107 KiB  
Article
A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools
by Yi Xie, Azzeddine Boudouaia, Jinfen Xu, Abdo Hasan AL-Qadri, Asma Khattala, Yan Li and Ya Min Aung
Sustainability 2023, 15(5), 4307; https://doi.org/10.3390/su15054307 - 28 Feb 2023
Cited by 7 | Viewed by 1566
Abstract
This study aimed to investigate the factors that affect the continuance intention to use technology among English teachers in China, mainly by examining the direct effects of help seeking, interest, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use [...] Read more.
This study aimed to investigate the factors that affect the continuance intention to use technology among English teachers in China, mainly by examining the direct effects of help seeking, interest, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on continuance intention (CI), and the indirect effects the above factors have on continuance intention through self-efficacy. The study sample comprised 459 English language teachers from junior secondary schools in different regions in Western China. A questionnaire that involved the above variables was used, and it was validated using exploratory factor analysis and confirmatory factor analysis. The results revealed significant direct effects of help seeking, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on the continuance intention to use technology. However, the results showed that interest did not have a direct effect on the continuance intention to use technology. The findings also demonstrated that growth mindset, interest, effort regulation, help seeking, and perceived usefulness did not indirectly affect the continuance intention to use technology through self-efficacy. Nevertheless, the findings indicated that facilitating conditions and perceived ease of use did have an indirect effect on the continuance intention to use technology through self-efficacy. In light of these findings, some suggestions and recommendations were presented. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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19 pages, 2797 KiB  
Systematic Review
A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education
by Xinjie Deng and Zhonggen Yu
Sustainability 2023, 15(4), 2940; https://doi.org/10.3390/su15042940 - 06 Feb 2023
Cited by 22 | Viewed by 9636
Abstract
The development of artificial intelligence in recent years has promoted the use of chatbot technology in sustainable education. Many studies examined the effect of chatbots on learning outcomes. However, scant studies summarized the effectiveness of chatbots in education. The aim of the study [...] Read more.
The development of artificial intelligence in recent years has promoted the use of chatbot technology in sustainable education. Many studies examined the effect of chatbots on learning outcomes. However, scant studies summarized the effectiveness of chatbots in education. The aim of the study is to investigate the effect of chatbot-assisted learning on various components and how different moderator variables influenced the effectiveness. This study, through a meta-analysis, reviewed 32 empirical studies with 2201 participants published between 2010 and 2022. The results showed that chatbot technology exerted a medium-to-high effect on overall learning outcomes regardless of moderator variables, i.e., intervention duration, chatbot roles, and learning content. In terms of learning components, chatbots could significantly improve explicit reasoning, learning achievement, knowledge retention, and learning interest despite negative findings in critical thinking, learning engagement, and motivation. Future research could expand chatbot research by including different learning components. Full article
(This article belongs to the Special Issue The Use of Digital Technology for Sustainable Teaching and Learning)
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