Applied Sciences

Editorial

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6 pages, 212 KiB

Open AccessEditorial

Information Communication Technology (ICT) and Education

by Igor Balaban, Bart Rienties and Philip H. Winne

Appl. Sci. 2023, 13(22), 12318; https://doi.org/10.3390/app132212318 - 14 Nov 2023

Cited by 1 | Viewed by 4031

Abstract

COVID-19 has accelerated the shift to blended or fully online learning environments, enforcing educational institutions to embrace technology and offer their students an online or at least blended learning experience [...] Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

Research

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18 pages, 902 KiB

Open AccessArticle

Pedagogical and Technical Analyses of Massive Open Online Courses on Artificial Intelligence

by Emilio José Delgado Algarra, César Bernal Bravo, María Belén Morales Cevallos and Eloy López Meneses

Appl. Sci. 2024, 14(3), 1051; https://doi.org/10.3390/app14031051 - 26 Jan 2024

Cited by 1 | Viewed by 1266

Abstract

MOOCs (massive open online courses) are popular distance courses for which anyone can sign up online with no limits on the number of participants. Moreover, artificial intelligence is a combination of algorithms for the development of human and rational capabilities by machines. This [...] Read more.

MOOCs (massive open online courses) are popular distance courses for which anyone can sign up online with no limits on the number of participants. Moreover, artificial intelligence is a combination of algorithms for the development of human and rational capabilities by machines. This article presents a quantitative study with a sample of 734 MOOCs on artificial intelligence from three important platforms. Through exploratory and factor analyses, and with the support of a category system, it is concluded that, there are similarities in terms of access to content, ease of navigation, design, toolbars, consistency, visible hypertexts, browsing support and links, help in content searching, and course development with regard to the technical dimension. Regarding the pedagogical dimension, xMOOCs represent the most extensive international trend, and unidirectional resources predominate. In relation to the content dimension, MOOCs that include content on the emerging and current uses of artificial intelligence in learning and training are remarkable, including three main trends in MOOCs on artificial intelligence: machine learning and education, ethics of AI, and human learning and inclusivity. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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18 pages, 773 KiB

Open AccessArticle

Estimation of Interaction Time for Students with Vision and Motor Problems when Using Computers and E-Learning Technology

by Concepción Batanero-Ochaíta, Luis Fernández-Sanz, Luis Felipe Rivera-Galicia, María José Rueda-Bernao and Inés López-Baldominos

Appl. Sci. 2023, 13(19), 10978; https://doi.org/10.3390/app131910978 - 5 Oct 2023

Cited by 2 | Viewed by 1318

Abstract

Students with disabilities can attend online education using virtual learning platforms and assistive technology adapted to their personal needs. However, access is not enough to avoid difficulties as they tend to require more time for interaction with learning resources. Analysis of the literature [...] Read more.

Students with disabilities can attend online education using virtual learning platforms and assistive technology adapted to their personal needs. However, access is not enough to avoid difficulties as they tend to require more time for interaction with learning resources. Analysis of the literature suggests that there is relevant interest among researchers in exploring the interaction time required by students with disabilities. The aim of this paper is to explore the average time required by students with disabilities for interaction with questionnaires, the most typical e-learning resource, in comparison to students without disabilities. This is especially relevant for computer and telecommunication engineering students since all of their teaching activities are computer-related. The average time required for interaction is estimated through empirical testing with 60 students filling out a questionnaire while attending two courses on digital technology in a total of four editions. The sample included students with three types of disability as well as non-disabled students as a control group, with ages ranging from 22 to 58. Results showed time ratios of 2.92, 1.88, and 1.58 times, respectively, for blind, partially sighted, and reduced motor capability students, compared to students without disabilities. Although the results are robust, the small sample of the reduced motor capability students and the variability of capabilities for this group recommend further research with additional samples for this type of disability. It is also recommended to continue experimentation with additional types of e-learning resources. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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18 pages, 2167 KiB

Open AccessArticle

A Case Study of SW · AI Education for Multicultural Students in Jeju, Korea: Changes in Perception of SW · AI

by Eunsun Choi, Jinsu Kim and Namje Park

Appl. Sci. 2023, 13(17), 9844; https://doi.org/10.3390/app13179844 - 31 Aug 2023

Cited by 1 | Viewed by 2519

Abstract

The ratio of students with a multicultural background relative to the total number of students in South Korea is consistently going up due to the increasing number of multicultural students and decreasing school age population. Yet, the low level of digitalization in multicultural [...] Read more.

The ratio of students with a multicultural background relative to the total number of students in South Korea is consistently going up due to the increasing number of multicultural students and decreasing school age population. Yet, the low level of digitalization in multicultural households requires an effort to address digital divide. This paper, accordingly, held an SW (software) and AI (artificial intelligence) camp on four occasions to 314 multicultural students living in Jeju and observed how the perception of participating students changed on SW and AI. The education camp was organized after analyzing the limitations of existing multicultural education and computer education as well as their issues. To validate effects of the education, a paired sample t-test before and after education and an independent sample t-test were carried out to make an analysis by education period and analyze education effect by background variables. Furthermore, text network analysis on short answers was made for an in-depth analysis of research results. It shows the research participants’ awareness of SW · AI changing for the positive post-camp in most sub-elements. However, self-efficacy of jobs related to SW · AI, which was one of the sub-elements, was lower post-camp than in pre-camp in a few cases. Since the average score of this particular element is noticeably lower than other average scores and research participants were not evenly distributed by grade, further improvement is warranted in follow-up research. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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31 pages, 2306 KiB

Open AccessArticle

An Analysis of the Demonstration of Five-Year-Long Creative ICT Education Based on a Hyper-Blended Practical Model in the Era of Intelligent Information Technologies

by Eunsun Choi, Jinsu Kim and Namje Park

Appl. Sci. 2023, 13(17), 9718; https://doi.org/10.3390/app13179718 - 28 Aug 2023

Cited by 4 | Viewed by 1838

Abstract

In anticipation of the advanced information and communication technology (ICT) era’s profound impact on society and industry, the demand for strong technological comprehension and creativity is evident. Addressing this societal need, we have developed a hyper-blended educational model and program. It focuses on [...] Read more.

In anticipation of the advanced information and communication technology (ICT) era’s profound impact on society and industry, the demand for strong technological comprehension and creativity is evident. Addressing this societal need, we have developed a hyper-blended educational model and program. It focuses on cultivating creative thinking and ICT understanding, tailored for elementary/middle school students, educators, administrators, and the public. Our program employs innovative pedagogical methods, encompassing subjects such as artificial intelligence (AI) ethics, blockchain, and cloud computing, providing forward-looking perspectives. With techniques such as Havruta dialogue and quantum learning, we promote engaging, convergent thinking. We blend artistic expression, physical activities, and technical education to encourage administrators’ creativity within educational settings. Over 2017–2021, involving 9596 participants, we observed consistently high satisfaction scores of around 4 on a 1–5 scale, with statistical significance. This underscores our program’s success in fostering creative thinking and ICT understanding across diverse domains. In conclusion, our study addresses the vital need for creativity and tech comprehension in an intricate technological landscape. Our hyper blended practical model (HPBM) serves diverse training groups, equipping them for future challenges. These findings guide future educational pursuits, emphasizing a seamless integration of creativity and tech understanding. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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15 pages, 531 KiB

Open AccessArticle

Source Code Analysis in Programming Education: Evaluating Learning Content with Self-Organizing Maps

by Marko Jevtić, Saša Mladenović and Andrina Granić

Appl. Sci. 2023, 13(9), 5719; https://doi.org/10.3390/app13095719 - 5 May 2023

Cited by 1 | Viewed by 1739

Abstract

Due to the everchanging and evergrowing nature of programming technologies, the gap between the programming industry’s needs and the educational capabilities of both formal and informal educational environments has never been wider. However, the need to learn computer programming has never been greater, [...] Read more.

Due to the everchanging and evergrowing nature of programming technologies, the gap between the programming industry’s needs and the educational capabilities of both formal and informal educational environments has never been wider. However, the need to learn computer programming has never been greater, regardless of the motivation behind it. The number of programming concepts to be taught is increasing over time, while the amount of time available for education and training usually remains the same. The objective of this research was to analyze the source codes used in many educational systems to teach fundamental programming concepts to learners, regardless of their prior experience in programming. A total of 25 repositories containing 3882 Python modules were collected for the analysis. Through self-organization of the collected content, we obtained very compelling results about code structure, distribution, and differences. Based on those results, we concluded that Self-Organizing Maps are a powerful tool for both content and knowledge management, because they can highlight problems in the curriculum’s density as well as transparently indicate which programming concepts it has successfully observed and learned to recognize. Based on the level of transparency exhibited by Self-Organizing Maps, it is safe to say that they could be used in future research to enhance both human and machine learning of computer programming. By achieving this level of transparency, such an Artificial Intelligence system would be able to assist in overall computer programming education by communicating what should be taught, what needs to be learned, and what is known. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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17 pages, 1903 KiB

Open AccessArticle

Learning with Interactive Knowledge Representations

by Bert Bredeweg, Marco Kragten, Joanna Holt, Patricia Kruit, Tom van Eijck, Monique Pijls, Anders Bouwer, Malou Sprinkhuizen, Emile Jaspar and Muriel de Boer

Appl. Sci. 2023, 13(9), 5256; https://doi.org/10.3390/app13095256 - 23 Apr 2023

Cited by 9 | Viewed by 2445

Abstract

Computers are promising tools for providing educational experiences that meet individual learning needs. However, delivering this promise in practice is challenging, particularly when automated feedback is essential and the learning extends beyond using traditional methods such as writing and solving mathematics problems. We [...] Read more.

Computers are promising tools for providing educational experiences that meet individual learning needs. However, delivering this promise in practice is challenging, particularly when automated feedback is essential and the learning extends beyond using traditional methods such as writing and solving mathematics problems. We hypothesize that interactive knowledge representations can be deployed to address this challenge. Knowledge representations differ markedly from concept maps. Where the latter uses nodes (concepts) and arcs (links between concepts), a knowledge representation is based on an ontology that facilitates automated reasoning. By adjusting this reasoning towards interacting with learners for the benefit of learning, a new class of educational instruments emerges. In this contribution, we present three projects that use an interactive knowledge representation as their foundation. DynaLearn supports learners in acquiring system thinking skills. Minds-On helps learners to deepen their understanding of phenomena while performing experiments. Interactive Concept Cartoons engage learners in a science-based discussion about controversial topics. Each of these approaches has been developed iteratively in collaboration with teachers and tested in real classrooms, resulting in a suite of lessons available online. Evaluation studies involving pre-/post-tests and action-log data show that learners are easily capable of working with these educational instruments and that the instruments thus enable a semi-automated approach to constructive learning. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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19 pages, 1464 KiB

Open AccessArticle

Scaling-Up Social Learning in Small Groups with Robot Supported Collaborative Learning (RSCL): Effects of Learners’ Prior Experience in the Case Study of Planning Poker with the Robot NAO

by Ilona Buchem

Appl. Sci. 2023, 13(7), 4106; https://doi.org/10.3390/app13074106 - 23 Mar 2023

Cited by 10 | Viewed by 2109

Abstract

The COVID-19 pandemic accelerated the shift to online learning in higher education, making the need to rethink pedagogical approaches to on-campus education stronger than ever before. While online learning offers a wide range of benefits for both teachers and students, social, face-to-face interaction [...] Read more.

The COVID-19 pandemic accelerated the shift to online learning in higher education, making the need to rethink pedagogical approaches to on-campus education stronger than ever before. While online learning offers a wide range of benefits for both teachers and students, social, face-to-face interaction provides a strong rationale for in-person education. This paper proposes a novel approach to enhancing in-person social learning experiences through robot-supported collaborative learning facilitated by a social robot NAO in the case study “Planning poker with NAO”, which is a collaborative game-based activity facilitated by the robot. The case study was designed to provide a scalable social learning experience in small groups of students. The evaluation results from a study with 46 university students who played Planning poker with NAO explore different quality aspects of the learning experience. The results indicate that students valued both the social learning experience and the robotic facilitator. The analysis revealed some significant differences among students with and without prior experience in interacting with NAO, suggesting directions for future research related to novelty and familiarisation effects as well as to scaling up of social learning in small groups by applying social robots. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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18 pages, 1635 KiB

Open AccessArticle

Recognition of the Perceived Benefits of Smartphones and Tablets and Their Influence on the Quality of Learning Outcomes by Students in Lower Secondary Biology Classes

by Vida Lang and Andrej Šorgo

Appl. Sci. 2023, 13(6), 3379; https://doi.org/10.3390/app13063379 - 7 Mar 2023

Cited by 4 | Viewed by 2561

Abstract

After the appearance of the first smartphones in 2007 and shortly thereafter, tablets became not only useful communication tools, but also objects that function as life organisation units. However, although they are ubiquitous, their actual and potential role in biology education has not [...] Read more.

After the appearance of the first smartphones in 2007 and shortly thereafter, tablets became not only useful communication tools, but also objects that function as life organisation units. However, although they are ubiquitous, their actual and potential role in biology education has not been sufficiently explored. The objectives of the survey were to investigate the recent use of smartphones in the last two grades of Slovenian comprehensive school by 14- to 15-year-old students, their satisfaction with them for educational purposes, and the perceived impact on the quality of schoolwork in biology classes. Based on the responses of 313 lower secondary school students, we can conclude that by the end of compulsory education, almost all of them have used smartphones and tablets for educational purposes to some extent, even if the reported use in different school subjects is low. Based on structural equation modelling, which examines the influence of the constructs of support, perceived usability, perceived ease of use, attitudes, and perceived pedagogical impact on the quality of smartphone-based schoolwork, it can be concluded that only perceived pedagogical impacts and perceived usability impacted quality, leading to the conclusion that additional efforts should be made to explore their full potential and the gaps that should be addressed through formal education. Leaving students to their own devices is the worst solution, resulting in a permanent lack of skills, such as the ability to select and interpret information provided through the media. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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22 pages, 1147 KiB

Open AccessArticle

The Extended Information Systems Success Measurement Model: e-Learning Perspective

by Teodora Vuckovic, Darko Stefanovic, Danijela Ciric Lalic, Rogério Dionisio, Ângela Oliveira and Djordje Przulj

Appl. Sci. 2023, 13(5), 3258; https://doi.org/10.3390/app13053258 - 3 Mar 2023

Cited by 5 | Viewed by 3322

Abstract

This study investigated the crucial factors for measuring the success of the information system used in the e-learning process, considering the transformations in the work environment. This study was motivated by the changes caused by COVID-19 witnessed after the shift to fully online [...] Read more.

This study investigated the crucial factors for measuring the success of the information system used in the e-learning process, considering the transformations in the work environment. This study was motivated by the changes caused by COVID-19 witnessed after the shift to fully online learning environments supported by e-learning systems, i.e., learning emphasized with information systems. Empirical research was conducted on a sample comprising teaching staff from two European universities: the University of Novi Sad, Faculty of Technical Sciences in Serbia and the Polytechnic Institute of Castelo Branco in Portugal. By synthesizing knowledge from review of the prior literature, supported by the findings of this study, the authors propose an Extended Information System Success Measurement Model—EISSMM. EISSMM underlines the importance of workforce agility, which includes the factors of proactivity, adaptability, and resistance to change, in the information system performance measurement model. The results of our research provide more extensive evidence and findings for scholars and practitioners that could support measuring information system success primarily in e-learning and other various contextual settings, highlighting the importance of people’s responses to work environment changes. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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18 pages, 444 KiB

Open AccessArticle

Supporting Learning Analytics Adoption: Evaluating the Learning Analytics Capability Model in a Real-World Setting

by Justian Knobbout, Esther van der Stappen, Johan Versendaal and Rogier van de Wetering

Appl. Sci. 2023, 13(5), 3236; https://doi.org/10.3390/app13053236 - 3 Mar 2023

Cited by 3 | Viewed by 2114

Abstract

Although learning analytics benefit learning, its uptake by higher educational institutions remains low. Adopting learning analytics is a complex undertaking, and higher educational institutions lack insight into how to build organizational capabilities to successfully adopt learning analytics at scale. This paper describes the [...] Read more.

Although learning analytics benefit learning, its uptake by higher educational institutions remains low. Adopting learning analytics is a complex undertaking, and higher educational institutions lack insight into how to build organizational capabilities to successfully adopt learning analytics at scale. This paper describes the ex-post evaluation of a capability model for learning analytics via a mixed-method approach. The model intends to help practitioners such as program managers, policymakers, and senior management by providing them a comprehensive overview of necessary capabilities and their operationalization. Qualitative data were collected during pluralistic walk-throughs with 26 participants at five educational institutions and a group discussion with seven learning analytics experts. Quantitative data about the model’s perceived usefulness and ease-of-use was collected via a survey (n = 23). The study’s outcomes show that the model helps practitioners to plan learning analytics adoption at their higher educational institutions. The study also shows the applicability of pluralistic walk-throughs as a method for ex-post evaluation of Design Science Research artefacts. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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19 pages, 1711 KiB

Open AccessArticle

Key Quality Factors in Digital Competence Assessment: A Validation Study from Teachers’ Perspective

by Lourdes Guàrdia, Marcelo Maina, Federica Mancini and Montserrat Martinez Melo

Appl. Sci. 2023, 13(4), 2450; https://doi.org/10.3390/app13042450 - 14 Feb 2023

Cited by 2 | Viewed by 2289

Abstract

The progressive shift from a transmissive to a competence-based approach emphasises the need to design new models and tools for competence assessment. In order to address this need, this study, firstly, introduces the assessment model for digital competence in primary and secondary schools [...] Read more.

The progressive shift from a transmissive to a competence-based approach emphasises the need to design new models and tools for competence assessment. In order to address this need, this study, firstly, introduces the assessment model for digital competence in primary and secondary schools developed within the H2020 CRISS project. The Competence Assessment Model (CAM) (1) embraces the integration pedagogy approach in which competences are embedded within the curriculum and (2) provides competence assessment scenarios (CAS). Secondly, the study presents the results of the evaluation of its quality from the teachers’ perspective through an instrument designed on the basis of nine competence assessment quality criteria. The CAM was tested in a large-scale pilot study conducted in 535 primary and secondary schools across Europe. The outcomes show that the CAM mainly fulfills two out of the nine quality criteria: meaningfulness and authenticity. However, the exploratory factor analysis also reveals that all these quality criteria can be summarized into four key quality factors that more accurately describe how CAM is experienced in school teaching. Out of these, the most relevant is the (1) efficiency over time, student monitoring, support and evaluation. The three secondary factors identified are (2) fairness and cognitive complexity, (3) meaningfulness and authenticity and (4) reproducibility and transparency. The study provides a conceptual and methodological approach for the evaluation of Digital Competence in the school context. Most of all, it helps highlight four factors that, according to teaching staff, describe the quality of the proposed model when applied to daily teaching practices. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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16 pages, 2813 KiB

Open AccessArticle

A Case Study to Explore a UDL Evaluation Framework Based on MOOCs

by Francisco Iniesto, Covadonga Rodrigo and Garron Hillaire

Appl. Sci. 2023, 13(1), 476; https://doi.org/10.3390/app13010476 - 29 Dec 2022

Cited by 7 | Viewed by 2074

Abstract

In this paper, we focus on 23 undergraduate students’ application of a universal design for learning (UDL) evaluation framework for assessing a massive open online course (MOOC) in the context of a usability and accessibility university course. Using a mixed-methods approach, we first [...] Read more.

In this paper, we focus on 23 undergraduate students’ application of a universal design for learning (UDL) evaluation framework for assessing a massive open online course (MOOC) in the context of a usability and accessibility university course. Using a mixed-methods approach, we first report the extent to which untrained raters agree when evaluating their course with the framework and then examine their feedback on using UDL for assessment purposes. Our results indicate user feedback provides great value for both the future development of accessible MOOCs and identifies opportunities to improve the evaluation framework. For that purpose, we suggest an iterative process comprised of refining the framework while working with students and which could help students to internalise UDL principles and guidelines to become expert learners and evaluators. The complexities and redundancies that surfaced in our research, as reported in this paper, illustrate that there is variability in the perception of both the course design and the interpretation of the framework. Results indicate that UDL cannot be applied as a list of simple checkpoints, but also provide insights into aspects of the framework that can be improved to make the framework itself more accessible to students. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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Review

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23 pages, 492 KiB

Open AccessReview

Automatic Essay Evaluation Technologies in Chinese Writing—A Systematic Literature Review

by Hongwu Yang, Yanshan He, Xiaolong Bu, Hongwen Xu and Weitong Guo

Appl. Sci. 2023, 13(19), 10737; https://doi.org/10.3390/app131910737 - 27 Sep 2023

Cited by 8 | Viewed by 2292

Abstract

Automatic essay evaluation, an essential application of natural language processing (NLP) technology in education, has been increasingly employed in writing instruction and language proficiency assessment. Because automatic Chinese Essay Evaluation (ACEE) has made some breakthroughs due to the rapid development of upstream Chinese [...] Read more.

Automatic essay evaluation, an essential application of natural language processing (NLP) technology in education, has been increasingly employed in writing instruction and language proficiency assessment. Because automatic Chinese Essay Evaluation (ACEE) has made some breakthroughs due to the rapid development of upstream Chinese NLP technology, many evaluation tools have been applied in teaching practice and high-risk evaluation processes. However, the development of ACEE is still in its early stages, with many technical bottlenecks and challenges. This paper systematically explores the current research status of corpus construction, feature engineering, and scoring models in ACEE through literature to provide a technical perspective for stakeholders in the ACEE research field. Literature research has shown that constructing the ACEE public corpus is insufficient and lacks an effective platform to promote the development of ACEE research. Various shallow and deep features can be extracted using statistical and NLP techniques in ACEE. However, there are still substantial limitations in extracting grammatical errors and features related to syntax and traditional Chinese Literary style. For the construction of scoring models, existing studies have shown that traditional machine learning and deep learning methods each have advantages in different corpora and feature selections. The deep learning model, which exhibits strong adaptability and multi-task joint learning potential, has broader development space regarding model scalability. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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22 pages, 347 KiB

Open AccessReview

ICT Skills in the Deployment of 21st Century Skills: A (Cognitive) Developmental Perspective through Early Childhood

by Anke Maria Weber and Samuel Greiff

Appl. Sci. 2023, 13(7), 4615; https://doi.org/10.3390/app13074615 - 5 Apr 2023

Cited by 9 | Viewed by 15742

Abstract

ICT technologies are an integral part of today’s digitized society. Therefore, it is important that children acquire ICT skills as part of 21st century skills education to prepare them for later life. Drawing on the literature, seven 21st century skills can profit from [...] Read more.

ICT technologies are an integral part of today’s digitized society. Therefore, it is important that children acquire ICT skills as part of 21st century skills education to prepare them for later life. Drawing on the literature, seven 21st century skills can profit from the addition of ICT skills, i.e., technical, information, communication, collaboration, critical thinking, creative, and problem-solving skills. While many efforts have been made to integrate ICT skills as part of 21st century skills education into primary and secondary school curricula, the implementation of these skills in early childhood education and care remains a challenge due to developmental concerns. This paper aims to uncover developmental antecedents for ICT 21st century skills in early childhood, mainly addressing children’s cognitive development, and propose ways to implement these skills in child-friendly ways. Drawing on the literature on developmental psychology, seven cognitive developmental antecedents were identified: inductive, deductive, abductive, causal, and scientific reasoning, executive functions, and computational thinking. Moreover, five additional developmental antecedents were identified: fine motor skills, language development, self-regulation, social-emotional development, and creativity. On the backdrop of these antecedents, ways of implementing ICT skills as part of 21st century skills education in early childhood classrooms are proposed that include digital games and learning apps, collaborative play or problem-solving activities with toy robots. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

18 pages, 1478 KiB

Open AccessReview

Learning Activities with Plants and Technology: A Systematic Literature Review

by Alejandro Leo-Ramírez, Jose Alvarez, Marina Pérez, Wolfgang Greller and Bernardo Tabuenca

Appl. Sci. 2023, 13(6), 3377; https://doi.org/10.3390/app13063377 - 7 Mar 2023

Cited by 5 | Viewed by 3143

Abstract

The increase in remote work and study modalities in recent years has changed our indoor physical spaces. Key variables such as air quality, temperature, or well-being in general have acquired special relevance when designing workspaces. In this context, plants can play an active [...] Read more.

The increase in remote work and study modalities in recent years has changed our indoor physical spaces. Key variables such as air quality, temperature, or well-being in general have acquired special relevance when designing workspaces. In this context, plants can play an active role in moderating these variables and providing well-being to the people who live in these spaces. UNESCO, when framing its 2030 agenda, highlighted the importance of promoting environmental awareness at the educational level (Sustainable Development Goals 3, 4, and 11). The scientific literature shows that the potential of plants is not sufficiently well addressed in educational contexts. Therefore, this review explores activities in which plants are used as a deliberate object of attention in learning contexts. The results show what learning activities have been carried out, what kind of plants have been used in the activities, and what technologies have supported those activities. The results provide a clear vision of the potential of plants to naturalize indoor learning spaces and to promote environmental awareness. This work aims to provide cues for further research on green education towards a sustainable society. Full article

(This article belongs to the Special Issue Information and Communication Technology (ICT) in Education)

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