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Digitalization of Education: Technology Enhanced Learning
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Digitalization of Education: Technology Enhanced Learning

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

Deadline for manuscript submissions: closed (15 September 2022) | Viewed by 28268

Special Issue Editors

Prof. Dr. Juan Carlos Bustamante

E-Mail Website
Guest Editor
Department of Psychology and Sociology, Universidad de Zaragoza, 50009 Zaragoza, Spain
Interests: neuroeducation; neuroscience; E-learning; educational technology
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Carlos Peñarrubia-Lozano

E-Mail Website
Guest Editor
Department of Musical, Plastic and Corporal Expression, University of Zaragoza, 50009 Zaragoza, Spain
Interests: physical education; e-learning; educational technology

Special Issue Information

Dear Colleagues,

The process of change, further exacerbated by the COVID-19 pandemic, has created a new scenario in which the digitalization of education changed its idiosyncrasy, obtaining a preponderant position in the educative context that could establish new laws, policies, educator and student profiles, and new academic demands. Digital and technological tools and resources, and related methodologies and constructs, should be considered support. From this perspective, this Special Issue aims to provide an opportunity for researchers, academics and educators to share up-to-date empirical evidence obtained from original and innovative studies, pertaining to technology-related educational interventions and developed in different educational levels and contexts (pre-school, primary, secondary, and university settings, among others), that could show effects on the teaching–learning process due to their impact on basic and complex neuro-psychological processes, affective–motivational processes, academic performance, and learning.

The objective of this Special Issue is to compile cutting-edge research on the link between technology and the impact on education and learning to provide education professionals and students with validated possibilities to improve the quality of education through digital and technological tools. Specifically, this Special Issue invites theoretical and empirical studies on the following themes, (although other relevant topics will also be considered):

  • COVID-19 and digitalization of education.
  • E-learning and associated methodologies.
  • Computational Thinking (CT) and education.
  • Educational Robotics (ER) and education.
  • Augmented Reality (AR) and education.
  • Virtual Reality (VR) and education.
  • Videogames and education.
  • Gamification, technology and education.
  • Neuroeducation and technology.
  • Big data and education.

Prof. Dr. Juan Carlos Bustamante
Prof. Dr. Carlos Peñarrubia-Lozano
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

  • digitalization
  • technology
  • education
  • learning

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Published Papers (7 papers)

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Research

20 pages, 12552 KiB  
Article
Research Status, Hotspots, and Evolutionary Trends of Global Digital Education via Knowledge Graph Analysis
by Duo Yang, Jincheng Zhou, Dingpu Shi, Qingna Pan, Dan Wang, Xiaohong Chen and Jiu Liu
Sustainability 2022, 14(22), 15157; https://doi.org/10.3390/su142215157 - 16 Nov 2022
Cited by 11 | Viewed by 4054
Abstract
With the rapid development of emerging technologies such as big data, artificial intelligence, and blockchain and their wide application in education, digital education has received widespread attention in the international education field. The outbreak of COVID-19 in December 2019 further catalyzed the digitalization [...] Read more.
With the rapid development of emerging technologies such as big data, artificial intelligence, and blockchain and their wide application in education, digital education has received widespread attention in the international education field. The outbreak of COVID-19 in December 2019 further catalyzed the digitalization process in various industries, including education, and forced the education system to carry out digital reform and innovation. Digital education transformation has become a new hotspot of great interest in countries around the world and a major direction for education reform practices. Therefore, to better understand the status of global digital education research, this study uses CiteSpace (6.1.R2) visual analysis software to visualize and quantitatively analyze the literature on digital education research in the social science citation index (SSCI). First, the basic information of digital education was analyzed in terms of annual publication volume, authors, countries, and research institutions. Secondly, the main fields, basic contents, and research hotspots of digital education research were analyzed by keyword co-occurrence analysis mapping and keyword time zone mapping. Finally, the research frontiers and development trends of digital education between 2000 and 6 September 2022 were analyzed by cocitation clustering and citations. The results show that, based on the changes in annual publication volume, we can divide the development pulse of the digital education research field into three stages: the budding stage (2000–2006), the slow development stage (2007–2017), and the rapid development stage (6 September 2018–2022); there are 26 core authors in this field of research, among which Selwyn N has the highest number of publications; the USA, England, Spain, Australia, and Germany have the highest number of publications; Open Univ is the institution with the most publications; digital education’s research hotspots are mainly focused on interdisciplinary field practice research and adaptive education research based on big data support. The research frontiers are mainly related to five areas: interdisciplinary development, educational equity, digital education practice, digital education evaluation, and digital education governance. This paper systematically analyzes the latest developments in global digital education research, and objectively predicts that human–computer interdisciplinary teaching models and smart education may become a future development trend of digital education. The findings of this study are useful to readers for understanding the full picture of digital education research so that researchers can conduct more in-depth and targeted research to promote better development of digital education. Full article
(This article belongs to the Special Issue Digitalization of Education: Technology Enhanced Learning)
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28 pages, 1579 KiB  
Article
Development and Validation of an E-Learning Education Model in the COVID-19 Pandemic: A Case Study in Secondary Education
by Mónica Martínez-Gómez, Eliseo Bustamante and César Berna-Escriche
Sustainability 2022, 14(20), 13261; https://doi.org/10.3390/su142013261 - 15 Oct 2022
Cited by 5 | Viewed by 2557
Abstract
E-learning was crucial during the global lockdown. In this way, this article aims to propose and validate a holistic framework in which all the E-learning services are needed to ensure their effective implementation and use. To this end, an original 3S-T model, to [...] Read more.
E-learning was crucial during the global lockdown. In this way, this article aims to propose and validate a holistic framework in which all the E-learning services are needed to ensure their effective implementation and use. To this end, an original 3S-T model, to measure E-learning success based on self-student assessment, was developed. This innovative model, which reinforces the existing theoretical framework of models, identifies a wide array of success predictors and relates them to various measures that help to reach success, including learning and academic achievements. The validation of the 3S-T model was carried out using the partial least squares structural regression equations modeling technique (PLS-SEM). In this analysis, four major constructors were identified as determinants of E-learning service performance, namely, the surrounding conditions, system characteristics, tutor’s development and student’s own performance. Although each of them is composed of several subcategories, finally, 15 indicators that estimate the fulfillment of these factors were defined and evaluated. The present study is strongly connected to the fourth goal of the Agenda established by the United Nations, which seeks Quality Education to ensure the sustainable development of countries. Full article
(This article belongs to the Special Issue Digitalization of Education: Technology Enhanced Learning)
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28 pages, 1091 KiB  
Article
Teachers’ Turnover Intentions in View of Implementing a Flexible Learning System: An Extended Theory of Planned Behavior
by Felix Costan, Gamaliel Gonzales, Roselyn Gonzales, Lislee Valle, Jacquiline Dela Cruz, Gerly Alcantara, Ryan Mahilum, Maria Diana Lauro, Nadine May Atibing, Angelo Burdeos, Kafferine Yamagishi and Lanndon Ocampo
Sustainability 2022, 14(20), 13009; https://doi.org/10.3390/su142013009 - 11 Oct 2022
Cited by 4 | Viewed by 4359
Abstract
Recent reports associate teachers’ turnover intentions as a response to disruptions and transition of the teaching-learning process (e.g., flexible learning) due to the COVID-19 pandemic. This study explores the antecedents of teachers’ intention to teach in a flexible learning system (FLS) and their [...] Read more.
Recent reports associate teachers’ turnover intentions as a response to disruptions and transition of the teaching-learning process (e.g., flexible learning) due to the COVID-19 pandemic. This study explores the antecedents of teachers’ intention to teach in a flexible learning system (FLS) and their turnover intentions via an extended theory of planned behavior (TPB). Using a cross-sectional survey, 417 valid responses were analyzed to model this phenomenon, with self-efficacy and digital nativity as antecedent variables and job satisfaction and organizational commitment as predictors of teachers’ attitudes. We also examined whether the intention to teach in FLS is moderated by age. Results from Partial Least Squares-Structural Equation Modeling (PLS-SEM) generate insights from the 12 hypothesized paths of the proposed model. We uncover salient findings such as (1) the extended TPB model explains 61% of the overall variations of intention to teach in FLS, (2) attitude is positively explained by job satisfaction and organizational commitment, (3) digital nativity and self-efficacy positively influence the attitude, subjective norm, and perceived behavioral control in the context of teaching in FLS, with perceived behavioral control as the strongest predictor of teaching intention, (4) the negative relationship between intention to teach in FLS and turnover intention of teachers, and (5) age has no moderating effect on the teachers’ intention to teach in FLS. Some practical insights and future research works are outlined in light of these findings. Full article
(This article belongs to the Special Issue Digitalization of Education: Technology Enhanced Learning)
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19 pages, 330 KiB  
Article
Qualitative Analyses of e-Learning Implementation and Hybrid Teaching during the COVID-19 Pandemic at Spanish Universities
by Juan Carlos Bustamante, Manuel Segura-Berges, Manuel Lizalde-Gil and Carlos Peñarrubia-Lozano
Sustainability 2022, 14(19), 12003; https://doi.org/10.3390/su141912003 - 22 Sep 2022
Cited by 10 | Viewed by 2764
Abstract
During the COVID-19 pandemic over the academic year 2020–2021, many universities and faculties had to deal with hybrid teaching by combining face-to-face and virtual teaching approaches. The main objective herein considered was to analyze the perceptions of students and teachers from Spanish universities [...] Read more.
During the COVID-19 pandemic over the academic year 2020–2021, many universities and faculties had to deal with hybrid teaching by combining face-to-face and virtual teaching approaches. The main objective herein considered was to analyze the perceptions of students and teachers from Spanish universities regarding how e-learning has actually been adopted before, during, and after the COVID-19 lockdown. We also wished to know their opinions about the usefulness and applicability of the e-learning and hybrid teaching methodologies regarding their impacts on the teaching–learning process in the university context. A thematic analysis was performed using three discussion groups (two made up of four teachers each, and another comprising five teachers with university management posts). Seventy-nine open questionnaires completed by students were also analyzed. The participants were from eight different Spanish universities: six public and two private. The obtained results revealed a preference for face-to-face teaching over virtual teaching, and the advantages offered by closer interpersonal relationships were stressed. However, the participants also indicated the potential of the e-learning and hybrid teaching methodologies, which they believed complemented one another and reinforced learning personalization. Thus, a specific need for training in the e-learning methodology and hybrid teaching format was apparent. Full article
(This article belongs to the Special Issue Digitalization of Education: Technology Enhanced Learning)
14 pages, 608 KiB  
Article
Students’ Affective Learning Outcomes and Academic Performance in the Blended Environment at University: Comparative Study
by Aleksandra Kobicheva, Elena Tokareva and Tatiana Baranova
Sustainability 2022, 14(18), 11341; https://doi.org/10.3390/su141811341 - 9 Sep 2022
Cited by 4 | Viewed by 5863
Abstract
This study examines how the gender of students and their level of education (undergraduate or postgraduate students) influence affective learning outcomes in a mixed environment. The research model is based on four key indicators: satisfaction, perception of experience (perceived usefulness, ease of use, [...] Read more.
This study examines how the gender of students and their level of education (undergraduate or postgraduate students) influence affective learning outcomes in a mixed environment. The research model is based on four key indicators: satisfaction, perception of experience (perceived usefulness, ease of use, and perceived behavioral control), perception of benefits (general learning effectiveness, knowledge sharing and increasing, study skills improvement, and sense of progress), and academic performance. Moderating factors, including gender and education level, were used to define the distinctions in the measured results. The study was conducted in the fall semester of 2021. The target samples were students of undergraduate and postgraduate levels studying during the semester in the blended environment. A total of 513 students from Peter the Great Polytechnic University took part in the research. The online questionnaire was conducted to define the affective learning outcomes of students in the blended environment and the influence of affective outcome factors on academic performance. The Likert-type five-point scale was used to determine all the variables. For our statistical analysis, we used SPSS 24.0 and SmartPLS 3.0 programs. Two tests were implemented to determine the differences between gender and education level in relation to students’ affective learning outcomes. Finally, our study revealed how distinctive aspects of affective learning outcomes impact academic learning outcomes in a blended format using linear regression analysis. According to the results obtained, the results between males and females were similar and academic performance results were mostly predicted by satisfaction level. A difference was revealed between undergraduate students’ results and postgraduate students’ results. Perceived benefit has a greater effect on academic performance for postgraduate students, while satisfaction level has a greater effect on academic performance results for undergraduate students than for postgraduate students. Full article
(This article belongs to the Special Issue Digitalization of Education: Technology Enhanced Learning)
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16 pages, 2014 KiB  
Article
Understanding Chinese EFL Learners’ Acceptance of Gamified Vocabulary Learning Apps: An Integration of Self-Determination Theory and Technology Acceptance Model
by Yang Chen and Shuang Zhao
Sustainability 2022, 14(18), 11288; https://doi.org/10.3390/su141811288 - 8 Sep 2022
Cited by 21 | Viewed by 4606
Abstract
Implementing the idea of gamification in mobile-assisted language learning has recently been gaining increasing attention from academia and industry. However, few studies have investigated students’ motivation to use and their acceptance of popular gamified English vocabulary learning apps. This study proposes a theoretical [...] Read more.
Implementing the idea of gamification in mobile-assisted language learning has recently been gaining increasing attention from academia and industry. However, few studies have investigated students’ motivation to use and their acceptance of popular gamified English vocabulary learning apps. This study proposes a theoretical framework combining the self-determination theory and the technology acceptance model, and examines it with survey data collected from 272 Chinese college students. The findings of the descriptive statistical and structural equation modeling analysis include: (1) students generally choose these apps out of autonomous motivations instead of controlled motivations; (2) autonomous motivation positively affects both perceived usefulness and ease of use, whereas controlled motivation only shows positive effects on the former; (3) controlled motivation does not affect the autonomous motivation to adopt these apps; and (4) consistent with the TAM frameworks, perceived usefulness and ease of use positively affect behavioral intention and actual behavior in terms of the frequency and duration of use in the gamified English vocabulary learning context. This study is expected to not only provide a solid theoretical explanation about the impact of motivation on the degree of acceptance of learning technologies in the language education context among specific student groups, but also offers practical insights on how to maximize the potential benefits of gamification and mobile learning in foreign language education Full article
(This article belongs to the Special Issue Digitalization of Education: Technology Enhanced Learning)
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22 pages, 2531 KiB  
Article
Individual Differences in Digital Game-Based Supply Chains Management Learning: Evidence from Higher Vocational Education in Taiwan
by Ya-Cing Jhan, Pin Luarn and Hong-Wen Lin
Sustainability 2022, 14(8), 4614; https://doi.org/10.3390/su14084614 - 12 Apr 2022
Cited by 6 | Viewed by 2431
Abstract
This study aims to investigate the differences in the learning path and value between students of different genders and educational backgrounds in digital game-based learning in Taiwan’s higher vocational education. A game-based digital Supply Chains Learning System was used to explore the value [...] Read more.
This study aims to investigate the differences in the learning path and value between students of different genders and educational backgrounds in digital game-based learning in Taiwan’s higher vocational education. A game-based digital Supply Chains Learning System was used to explore the value network based on “system attributes—learning consequences—target value” from the perspective of the student. To investigate the research question, this study conducted a cross-analysis of differences in gender and education background. Findings from the study revealed that irrespective of gender and educational background in higher vocational education in Taiwan, students developed distinctively different learning paths, values, and emphasis from specific system attributes. These findings will not only enable trainers and educators to learn more about the differences in learning by individuals but will also serve as useful guidelines for the improvement of the teaching strategy used by digital games developers. Full article
(This article belongs to the Special Issue Digitalization of Education: Technology Enhanced Learning)
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