Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
6.8
3.3
Journals
Sustainability
Special Issues
Sustainable E-learning and Education with Intelligence—2nd Edition
sustainability-logo
Submit to Sustainability Review for Sustainability Propose a Special Issue

Journal Menu

► Journal Menu

Journal Browser

► Journal Browser
share announcement

Sustainable E-learning and Education with Intelligence—2nd Edition

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

Deadline for manuscript submissions: closed (30 September 2024) | Viewed by 9304

Special Issue Editor

Prof. Dr. Hao-Chiang Koong Lin

E-Mail Website
Guest Editor
Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan
Interests: affective computing; artificial intelligence; digital learning; educational technology; metaverse; digital arts
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education provides the best channel of inheritance for mankind's sustainable cultivation of talents. In recent years, extensive research  on educational technology has been conducted. Coupled with the COVID-19 period, distance learning and e-Learning have become important trends, and various platforms, applications, autonomous learning, and guidance strategies have become significant topics of interest. In addition, the application of artificial intelligence in education and learning has also received extensive attention from the research community, with the purpose of applying smart technology in order to enhance learning outcomes. Therefore, this Special Issue will address the following topics (not limited):

  • E-Learning
  • Education Technology
  • Human Resources and Training
  • Distance Learning
  • Artificial Intelligence
  • AI in Education
  • Intelligence Tutoring System
  • Affective Computing and Analysis
  • Emotions in Learning
  • Self-paced Learning (Self-regulated and Self-directed Learning)

Prof. Dr. Hao-Chiang Koong Lin
Guest Editor

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

  • e-learning
  • education technology
  • human resources and training
  • distance learning
  • artificial intelligence
  • AI in education
  • intelligence tutoring system
  • affective computing and analysis
  • emotions in learning
  • self-paced learning (self-regulated and self-directed learning)

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (5 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

20 pages, 828 KiB  
Article
AI-Powered E-Learning for Lifelong Learners: Impact on Performance and Knowledge Application
by Hyun Yong Ahn
Sustainability 2024, 16(20), 9066; https://doi.org/10.3390/su16209066 - 19 Oct 2024
Viewed by 2723
Abstract
The widespread integration of artificial intelligence (AI) technologies, such as generative AI tools like ChatGPT, in education and workplaces requires a clear understanding of the factors that influence their adoption and effectiveness. This study explores how the ease of using AI tools, the [...] Read more.
The widespread integration of artificial intelligence (AI) technologies, such as generative AI tools like ChatGPT, in education and workplaces requires a clear understanding of the factors that influence their adoption and effectiveness. This study explores how the ease of using AI tools, the ability to apply knowledge gained from them, and users’ confidence in learning with AI impact individuals’ performance and frequency of use. We also examine how these factors affect academic success and job performance among adults engaged in lifelong learning. Using data from 300 participants analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM), we found that, when AI tools are easy to use, individuals experience greater benefits and are more likely to use them regularly. Applying knowledge from AI tools enhances both personal performance and usage frequency. Additionally, having confidence in one’s ability to learn with AI leads to significant improvements in personal outcomes and an increased use of AI tools. These findings highlight the importance of designing user-friendly AI technologies, promoting the practical application of AI-generated knowledge, and building users’ confidence to maximize the benefits of AI. Educators, policymakers, and AI developers can use these insights to develop strategies that enhance academic and job performance through effective AI integration. Future research should consider other influencing factors and employ longitudinal studies to further validate these findings. Full article
(This article belongs to the Special Issue Sustainable E-learning and Education with Intelligence—2nd Edition)
►▼ Show Figures

Figure 1

13 pages, 846 KiB  
Article
Evaluating Students’ Acceptance Intention of Augmented Reality in Automation Systems Using the Technology Acceptance Model
by Wen-Jye Shyr, Bo-Lin Wei and Yu-Chuan Liang
Sustainability 2024, 16(5), 2015; https://doi.org/10.3390/su16052015 - 29 Feb 2024
Cited by 2 | Viewed by 1509
Abstract
This study aims to evaluate the factors influencing the acceptance of augmented reality among students within an automation system. The researchers of this study adopted the technology acceptance model (TAM) and gathered data to examine the path relationships among key variables: perceived usefulness, [...] Read more.
This study aims to evaluate the factors influencing the acceptance of augmented reality among students within an automation system. The researchers of this study adopted the technology acceptance model (TAM) and gathered data to examine the path relationships among key variables: perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention to use, all of which impact system acceptance. A survey was administered to students to gauge their perspectives on integrating augmented reality into the automation system. The study sample consisted of 41 students enrolled in the automation system course where augmented reality was utilized in teaching. Utilizing the partial least square approach, the hypothesis model was analyzed. The results revealed a lack of significant correlation between perceived ease of use and perceived usefulness in relation to augmented reality usage. However, perceived ease of use positively influences students’ behavioral intention to use, while perceived usefulness significantly affects behavioral intention to use through augmented reality. Notably, perceived usefulness exhibits a significant relationship with both behavioral intention to use and attitude toward use in the context of augmented reality usage. Moreover, perceived ease of use positively affects attitude toward use for students within the context of automation systems with augmented reality. Furthermore, no significant relationships were observed between attitude toward use and behavioral intention to use, nor between perceived ease of use and perceived usefulness regarding augmented reality usage. This study offers valuable insights for educators in the field of engineering and technology who are engaged in training and sustainability development programs. Full article
(This article belongs to the Special Issue Sustainable E-learning and Education with Intelligence—2nd Edition)
►▼ Show Figures

Figure 1

14 pages, 2839 KiB  
Article
Validation and Adaptation of Questionnaires on Interest, Effort, Progression and Learning Support in Chilean Adolescents
by Hanrriette Carrasco-Venturelli, Javier Cachón-Zagalaz, Amador J. Lara-Sánchez and José Luis Ubago-Jiménez
Sustainability 2024, 16(5), 1809; https://doi.org/10.3390/su16051809 - 22 Feb 2024
Viewed by 1036
Abstract
In order to understand interest, effort and progress in learning as dispositional and contextual variables in the field of education, the activities and strategies that encourage student motivation have been continuously sought, given that they have a fundamental role in sustainability to promote [...] Read more.
In order to understand interest, effort and progress in learning as dispositional and contextual variables in the field of education, the activities and strategies that encourage student motivation have been continuously sought, given that they have a fundamental role in sustainability to promote the improvement of their citizenship skills and the achievement of SDGs 3 (health and well-being) and 4 (quality education) set by the UN. The objective of this study is to validate and adapt the Interest, Effort and Progress in Learning (IEPA) and contextual Student Assistance (AYES) questionnaires in the Chilean adolescent population and thus support the sustainable development SDGs. For this purpose, they were applied to a sample in two phases, first with 339 schoolchildren, and secondly, replicated with 3172 students. For their analysis, a data matrix was constructed with distribution and dispersion tests (mean, standard deviation, skewness, kurtosis and range) using the IBM SPSS.27 statistical program. Subsequently, the dimensionality of the scale was studied by applying an exploratory factor analysis with the FACTOR program, version 11, updated in 2021. Finally, a confirmatory factor analysis was performed with the M-PLUS.7.3 program. It is concluded that the instruments provide a method that is valid, reliable, simple to apply and adapted to adolescents, allowing the evaluation of three dispositional variables in students: interest, effort and progression in learning. These data indicate that they have adequate psychometric properties, which allows for a valid and reliable evaluation to contribute to the sustainability of permanent improvement in education. Full article
(This article belongs to the Special Issue Sustainable E-learning and Education with Intelligence—2nd Edition)
►▼ Show Figures

Figure 1

21 pages, 2324 KiB  
Article
Enterprise Implementation of Educational Technology: Exploring Employee Learning Behavior in E-Learning Environments
by Ching-Yeh Tsai and Der-Chiang Li
Sustainability 2024, 16(4), 1679; https://doi.org/10.3390/su16041679 - 19 Feb 2024
Viewed by 1710
Abstract
In the rapidly evolving landscape of information technology and with the ubiquitousness of the internet, corporations are increasingly focused on harnessing educational technology to boost their competitive prowess. A pivotal question emerges: Can they implement this technology effectively and sustainably to enhance the [...] Read more.
In the rapidly evolving landscape of information technology and with the ubiquitousness of the internet, corporations are increasingly focused on harnessing educational technology to boost their competitive prowess. A pivotal question emerges: Can they implement this technology effectively and sustainably to enhance the learning capabilities of their workforce and facilitate their accumulation of knowledge and skills? This concern remains a central focus in the corporate sphere. From educational psychology, goal orientation theory offers an explanatory framework for understanding learner (employee) behavior variations following learning interventions. This research is grounded in the e-learning environment fostered by educational technology within corporations. It explores and hypothesizes the impact of employee achievement motivations—including learning, proving, and avoiding goal orientations—on self-regulated learning (encompassing cognitive, motivational, and behavioral adjustments). Additionally, this study examines how employees’ self-regulated learning and learning satisfaction with the learning process influence learning effectiveness (learning outcomes) assessments. Our empirical survey targeted 380 employees from 26 companies participating in corporate educational technology learning (e-learning), with our research hypotheses tested through PLS structural equation modeling. The analysis indicates that employees’ learning and proving goal orientations indirectly positively affect their learning outcomes by mediating self-regulated learning and learning satisfaction. Conversely, employees’ avoidance goal orientation indirectly negatively impacts their learning outcomes by mediating their self-regulated learning and learning satisfaction. Finally, the researchers offer recommendations for management and future research directions. Full article
(This article belongs to the Special Issue Sustainable E-learning and Education with Intelligence—2nd Edition)
►▼ Show Figures

Figure 1

14 pages, 2988 KiB  
Article
Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools
by Carlos Martínez-Hernández and Francisco Javier Robles-Moral
Sustainability 2023, 15(24), 16624; https://doi.org/10.3390/su152416624 - 7 Dec 2023
Viewed by 972
Abstract
Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes [...] Read more.
Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes in Spain. This study is based on environmental, sustainability, and global citizenship literacies—the guarantors of sustainability education. A mirror class methodology was implemented with the objective of evaluating the effectiveness of sustainability learning and the influence of students’ personal factors. A quasi-experimental methodology was followed through a didactic and statistical analysis of student reports and a validated questionnaire. The findings reveal a 2.9/4 global didactic evaluation, one that is higher in didactic tasks and lower in comparative ones, and a statistically significant learning acquisition of +0.8. The results suggest that the study of local landscapes captures interest and mirror classes bring distant realities closer, thus achieving a successful eco-social education and didactic transfer. Full article
(This article belongs to the Special Issue Sustainable E-learning and Education with Intelligence—2nd Edition)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-5
Back to TopTop