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The Application of Digital Technology in Education

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A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Computing and Artificial Intelligence".

Deadline for manuscript submissions: 30 June 2025 | Viewed by 25461

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Prof. Dr. Linda Daniela

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Faculty of Education, Psychology and Art, University of Latvia, LV-1586 Riga, Latvia
Interests: virtual education; smart education; educational technologies for learning; educational robotics
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The rapid advancement of digital technology is reshaping the educational landscape, prompting an urgent need for a new focus on technology-enhanced education. Despite the proliferation of technological tools and solutions in classrooms, there remains a critical gap in pedagogical theories that support technology-enhanced learning environments. This emerging trend underscores the necessity to search for pedagogical solutions, innovative teaching approaches, and new ideas for learning design, as a discipline, to explore and develop what is now being called "smart pedagogy". It is driven by increasing demands from the business and technology sectors, which influence educational stakeholders who are already overwhelmed with technology but lacking theoretical and practical guidance.

This Special Issue aims to initiate conversations on integrating various digital technologies—including digital content, robotics, and smart educational solutions—within existing learning theories. The aim is to seek to address how these innovations can be leveraged to lessen the marginalization of diverse groups, such as individuals with special educational needs or those hindered by socioeconomic, gender, or cultural barriers.

Furthermore, pedagogy must expand its theoretical base to include and adapt teaching and learning principles within this new context of the technology-enhanced learning space. This involves gaining insights into the evolving roles of educators, effective teaching methods, and the research and evaluation of knowledge acquisition, especially as learners take a more active role in shaping their educational experiences. Ultimately, this Special Issue will collate and summarize new ideas and findings, making the concepts of technology-enhanced education accessible and practical for educators worldwide. Additionally, authors who will explore critical questions about the most effective ways to teach, support, and develop necessary competencies in both students and teachers will be invited.

The Special Issue on the integration of digital technologies within educational settings can cover a broad range of topics. Here are some possible themes and areas of focus that could be explored:

Theoretical Foundations of Smart Pedagogy: Discussions on developing and refining theoretical models that underpin the integration of digital technologies in educational practices.
Innovative Teaching Methods with Technology: Articles on new teaching methodologies that incorporate digital tools, such as flipped classrooms, blended learning, and gamification.
Technology-Enhanced Learning Environments: Explorations of how physical and virtual learning spaces can be optimized with technology to enhance student engagement and learning outcomes.
Adaptive Learning Technologies: Examination of systems that adjust the educational content based on individual learner's progress and needs.
Digital Equity and Inclusion: Research on how technology can be used to reduce barriers for marginalized groups, ensuring equitable access to educational resources.
Pedagogical Analytics: Insights into how data from educational technologies can be used for pedagogical decisions, improving teaching strategies and learning experiences.
Role of Robotics in Education: Analysis of how robotics can be integrated into curricula and the impact on student learning and engagement.
Professional Development for Educators: Strategies and programs to prepare teachers for effectively integrating technology in their teaching practices.
Evaluation and Assessment in Digital Learning: New approaches and tools for assessing student performance and learning in technology-enhanced environments.
Learner Autonomy in Digital Education: Studies on how digital education supports or hinders learner autonomy and self-directed learning.
Impact of AI on Education: Discussion on the implications of artificial intelligence in educational settings, including personalized learning and AI tutors.
Ethical Considerations in Educational Technology: Critical examination of the ethical issues arising from the use of technology in education, including privacy concerns and the digital divide.
Integrating Digital Content: Best practices for designing and using digital content across various subjects and educational levels.
Technology and Special Education: Innovative uses of technology to support students with special educational needs, including assistive technologies and inclusive educational practices.
Global Perspectives on Technology-Enhanced Education: Comparative studies of how different countries are adopting and adapting digital technologies in education.

These topics not only cover a range of practical and theoretical challenges but also invite diverse contributions that can help frame a more inclusive and effective educational future.

Prof. Dr. Linda Daniela
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.

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Keywords

digital technology
technology-enhanced learning
digital learning solutions
smart pedagogy

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Published Papers (11 papers)

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Research

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18 pages, 4830 KiB

Open AccessArticle

Integrating Digital Twins of Engineering Labs into Multi-User Virtual Reality Environments

by Nicolás Norambuena, Julio Ortega, Felipe Muñoz-La Rivera, Mario Covarrubias, José Luis Valín Rivera, Emanuel Ramírez and Cristóbal Ignacio Galleguillos Ketterer

Appl. Sci. 2025, 15(7), 3819; https://doi.org/10.3390/app15073819 - 31 Mar 2025

Viewed by 420

Abstract

This study presents a multi-user virtual reality (VR) tool designed to enhance hands-on learning in engineering education through real-time sensorized digital twins. The motivation stems from the limitations of traditional laboratory settings, such as time constraints and restricted access to physical equipment, which can hinder practical learning. The developed environment allows multiple students, wearing VR headsets, to interact simultaneously with a real-time synchronized virtual model of an engine, replicating its physical counterpart at the Mechanical Engineering Laboratory of the Pontificia Universidad Católica de Valparaíso, Chile. This novel integration of VR and digital twin technology offers students a unique opportunity to observe engine behavior in operation within a safe, controlled virtual space. By bridging theoretical knowledge with practical experience, this approach deepens understanding of complex mechanical concepts while fostering the development of key technical skills. Additionally, the use of real-time data visualization and digital twins provides a safer, more interactive, and efficient alternative to traditional laboratory practices, overcoming constraints like time limitations and equipment availability. This innovative method introduces students to Industry 4.0 principles, encouraging data-driven analysis and informed decision making. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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18 pages, 1629 KiB

Open AccessArticle

Exploring Feedback Design Perceptions and Relationships with Scores in the Online Component of an EAP-Blended Course

by Anna Moni, María-Jesús Martínez-Argüelles and Enric Serradell-López

Appl. Sci. 2024, 14(24), 11554; https://doi.org/10.3390/app142411554 - 11 Dec 2024

Viewed by 816

Abstract

This quantitative study investigates the perceptions of learners and faculty regarding the help provided by the feedback process, which aligns with and integrates Brooks et al.’s Matrix of Feedback for Learning in the asynchronous online component of a blended course and the relationship between student perceptions and scores. The feedback process, integrated into 12 weekly learning modules in Blackboard Learn (LMS) in alignment with Quality Matters (QM) standards for higher online education, seeks to facilitate feedback uptake and support student learning. Results from the test analysis of student (N = 135) and faculty (N = 10) surveys indicated that positive learner perceptions of feedback, corroborated by institutional course evaluations, aligned with faculty perceptions, suggesting a shared understanding of feedback’s role in learning. Interestingly, these findings suggested that feedback was perceived as beneficial independently of academic performance, potentially showing a trend of growth in students’ academic mindset, where feedback becomes a critical component of their learning experience. Additionally, this study points out that the Matrix of Feedback for Learning could be applied across different disciplinary contexts. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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27 pages, 26378 KiB

Open AccessArticle

Developing a Cloud and IoT-Integrated Remote Laboratory to Enhance Education 4.0: An Approach for FPGA-Based Motor Control

by Héctor A. Guerrero-Osuna, Fabián García-Vázquez, Salvador Ibarra-Delgado, Marcela E. Mata-Romero, Jesús Antonio Nava-Pintor, Gerardo Ornelas-Vargas, Rodrigo Castañeda-Miranda, Víktor I. Rodríguez-Abdalá and Luis Octavio Solís-Sánchez

Appl. Sci. 2024, 14(22), 10115; https://doi.org/10.3390/app142210115 - 5 Nov 2024

Cited by 3 | Viewed by 1644

Abstract

Remote laboratories are essential in addressing access and quality challenges in technical education. They enable students from various locations to engage with real equipment, overcome geographic and economic constraints, and provide solutions during crises, such as pandemics, when in-person learning is limited. As a key element of Education 4.0, remote labs promote technical skill development, enhance engineering education, and support diverse learning approaches. This study presents a remote laboratory based on Field Programmable Gate Arrays (FPGAs), developed using a waterfall methodology integrating IoT and Cloud Computing technologies to facilitate close interaction between hardware and software. The lab focuses on controlling DC, servo, and stepper motors, allowing students to apply theoretical concepts such as digital signals, pulse-width modulation (PWM), and data representation in bits in a practical setting. The testing phase involved 50 robotics and mechatronics engineering students who participated in hands-on sessions for one month, followed by a structured survey evaluating their experience, interaction, and the educational relevance of the platform. The survey shows high student satisfaction, highlighting the platform’s strengths and identifying areas for improvement. The results also underscore the system’s potential to significantly enhance the educational experience in remote environments, aligning with the United Nations Sustainable Development Goals (SDGs). Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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29 pages, 12238 KiB

Open AccessArticle

Enhancing Assessment Practices with Moodle: A Comprehensive Study on Teachers’ Use of Different Question Types and the Impact of FastTest PlugIn

by Milagros Huerta-Gomez-Merodio and Maria-Victoria Requena-Garcia-Cruz

Appl. Sci. 2024, 14(21), 10074; https://doi.org/10.3390/app142110074 - 4 Nov 2024

Viewed by 1437

Abstract

This study investigates the evolution of online assessment practices through Moodle, a leading Learning Management System (LMS). It explores Moodle’s array of question types alongside the transformative impact of FastTest PlugIn (FTP) on educators’ assessment methods during and after the COVID-19 pandemic. This research examines the efficacy of various question types and import formats for large-scale question elaboration. Surveys have been conducted before and after developing courses to train educators on FTP. By analysing trends before and after adopting FTP, the study aims to gain insight into how educators from different universities and disciplines have adapted their assessment strategies among technological advancements. The introduction of FTP has significantly simplified question creation and integration within Moodle. The study also highlights differences in assessment practices between STEM and non-STEM disciplines. Surveys indicate that, following the FTP training course, the use of all question types has increased: Matching (35%), Missing Word (39%), and Cloze (22%). This work provides a comprehensive overview of current LMS trends and Moodle’s evolving role in educational technology. It emphasises the impact of technological advancements, such as FTP, on assessment practices and aims to offer actionable insights for enhancing online assessments. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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20 pages, 3283 KiB

Open AccessArticle

Challenge-Based Learning and Scrum as Enablers of 4.0 Technologies in Engineering Education

by Pablo A. Coelho, Federico Casanello, Naudy Leal, Katherine Brintrup, Luis Angulo, Ignacio Sanhueza, Felipe Flores, Juan Reyes and Eric Forcael

Appl. Sci. 2024, 14(21), 9746; https://doi.org/10.3390/app14219746 - 25 Oct 2024

Cited by 1 | Viewed by 1713

Abstract

Incorporating Industry 4.0 technologies in higher education is crucial for preparing future engineers in a digitalized industrial environment. A challenge-based educational model and the agile Scrum methodology were implemented to move in this direction, combined with the use of Industry 4.0 technologies. New physical and virtual laboratories were enabled with Industry 4.0 hardware/software equipment. The engineering academic programs at the second-largest university in Chile were modified, and all the academic staff involved were trained. Based on conducting challenges that Industry 4.0 technologies can address, this study presents the results of implementing a new educational model and students’ response to freely adopting new technology, such as artificial intelligence (AI), the Internet of Things (IoT), and collaborative robotics. The results showed a high rate of acceptance and use of 4.0 technologies by the students, so the proposed methodology could be extrapolated to other engineering programs worldwide. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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20 pages, 3490 KiB

Open AccessArticle

An Effective Concept for Teaching LabVIEW Programming to Engineering Students

by Bojan Gergič and Darko Hercog

Appl. Sci. 2024, 14(18), 8506; https://doi.org/10.3390/app14188506 - 21 Sep 2024

Cited by 1 | Viewed by 3944

Abstract

In today’s technology-driven era, the demand for engineers with strong programming skills continues to rise across diverse industries. LabVIEW software stands out as a key tool in engineering, supporting applications ranging from test and measurement systems to automation and control across different sectors, like manufacturing, aerospace, and automotive. Proficiency in LabVIEW therefore enables engineers to work on a wide range of projects and applications. This article presents two distinct pedagogical approaches to teaching LabVIEW programming at the university level. The introductory course is taught using traditional direct teaching methods, with an emphasis on face-to-face teaching and classroom lectures. In contrast, the advanced course uses a flipped classroom model, where students work independently on preparatory material before participating in laboratory exercises. The latter course concludes with a large project, which the student must complete within four hours. The article provides details on the teaching methods and content of the individual courses, as well as an explanation of the assessment process for the final project. The analysis of the final project results confirms that the students have acquired the knowledge necessary to create functional LabVIEW programs with the appropriate programming style. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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21 pages, 1114 KiB

Open AccessArticle

Factors Influencing University Students’ Continuance Intentions towards Self-Directed Learning Using Artificial Intelligence Tools: Insights from Structural Equation Modeling and Fuzzy-Set Qualitative Comparative Analysis

by Jinqiao Zhou and Hongfeng Zhang

Appl. Sci. 2024, 14(18), 8363; https://doi.org/10.3390/app14188363 - 17 Sep 2024

Cited by 1 | Viewed by 2667

Abstract

This study investigates the intricate causal mechanisms of university students’ sustained use of artificial intelligence (AI) tools for self-directed learning (SDL) within the theoretical framework of self-determination theory (SDT). Employing a convenience sampling strategy, 387 university students from China were included in the study. Methodologically, we employed structural equation modeling (SEM) for the measurement and causal analysis, and we employed fuzzy-set qualitative comparative analysis (fsQCA) for the configurational analysis. The research results emphasize several important insights. Perceived usefulness, intrinsic motivation, and satisfaction play important roles in encouraging university students’ continuance intentions. Satisfaction emerges as a pivotal mediator, bridging the connection between perceived usefulness, intrinsic motivation, and continuance intention. The system quality, the information quality, and social interaction have significant positive influences on perceived usefulness. Perceived autonomy and perceived competence display strong correlations with both intrinsic motivation and satisfaction. Moreover, the results from the fsQCA show five configurations, in which the key factors collectively shape students’ continuance intentions through complex interactions through various configurations. The findings reveal diverse configurations by which university students form continuance intentions towards using AI tools for SDL, providing detailed insights into the profound and indirect impacts on forming continuance intention behaviors. This enriches and advances the current theoretical understanding. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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19 pages, 3267 KiB

Open AccessArticle

“The Park of Emotions”: A Serious Game for the Development of Emotional Intelligence in Children

by Chara Papoutsi, Athanasios Drigas, Charalabos Skianis, Constantine Skordoulis and Marios Pappas

Appl. Sci. 2024, 14(14), 6067; https://doi.org/10.3390/app14146067 - 11 Jul 2024

Cited by 1 | Viewed by 2354

Abstract

The potential of digital games to enhance learning in various areas of child development has attracted increasing interest in children’s emotional well-being and social–emotional difficulties. The present serious game named “The Park of Emotions” was based on the nine-level pyramid model of emotional intelligence, had conceptual relevance to the questions of a new emotional intelligence scale, and served as an intervention tool. The aim was to experimentally evaluate to what extent the serious game “The Park of Emotions” improved children’s emotional intelligence through the improvised scale measuring the emotional intelligence of children aged 9–12. The study was conducted on a group of 436 children aged 9–10 years, 4th grade. To assess the impact of the program, an analysis of variance (ANOVA) was conducted on the experimental group and the control group at the pre-test stage, as well as an analysis of covariance (ANCOVA post-test). The results for the post-intervention ANCOVA confirmed the existence of significant differences between the groups, as participants in the experimental group had significantly higher scores compared to participants in the control group on the total score and individual subscales. Furthermore, ANCOVA results confirmed that the intervention had a similar positive effect for both sexes. Consequently, this study experimentally validates an effective intervention tool, highlighting the importance of implementing digital games aimed at improving emotional intelligence and emotional skills throughout childhood and preadolescence. “The Park of Emotions” could be considered a useful serious game that affects personal, emotional, and social factors. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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22 pages, 3197 KiB

Open AccessArticle

Little Learners Go 360: Evaluating the Impact of 360° Videos on Kindergarten Students’ Understanding of Wild Animals

by Emmanuel Fokides and Christina Vlachopoulou

Appl. Sci. 2024, 14(14), 5996; https://doi.org/10.3390/app14145996 - 9 Jul 2024

Viewed by 863

Abstract

In recent years, 360° videos have gained the attention of researchers investigating their educational potential. Given the ongoing debate about their impact on learning, particularly with young students, where existing research is minimal, a comprehensive study was conducted to evaluate their effectiveness relative to other media forms. The study followed a within-subjects design and involved 44 kindergarten students learning about wild animals over nine sessions. The 360° videos were compared to printed materials and conventional videos. Evaluation tests were used for measuring knowledge acquisition, while questionnaires were used for collecting data related to students’ motivation, enjoyment/positive feelings, immersion, and ease of use. The findings suggest that, compared to printed materials, 360° videos enhance knowledge acquisition. However, this advantage does not extend to comparisons with conventional videos. Similarly, while enjoyment and motivation were higher for 360° videos compared to printed materials, they did not surpass those associated with conventional videos. Despite their potential, 360° videos were deemed the least easy to use, likely due to the employment of low-cost HMDs. Immersion emerged as the only factor where 360° videos excelled, demonstrating a notable influence on learning outcomes. The implications of the study are also discussed. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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Review

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16 pages, 997 KiB

Open AccessReview

Key Barriers to Personalized Learning in Times of Artificial Intelligence: A Literature Review

by Gina Paola Barrera Castro, Andrés Chiappe, María Soledad Ramírez-Montoya and Carolina Alcántar Nieblas

Appl. Sci. 2025, 15(6), 3103; https://doi.org/10.3390/app15063103 - 13 Mar 2025

Viewed by 3120

Abstract

Personalized learning (PL) has emerged as a promising approach to address diverse educational needs, with artificial intelligence (AI) playing an increasingly pivotal role in its implementation. This systematic literature review examines the landscape of PL across various educational contexts, focusing on the use of AI and associated challenges. Using the PRISMA guidelines, 68 empirical studies published between 2018 and 2024 were analyzed, revealing correlations between academic levels, learning modalities, technologies, and implementation barriers. Key findings include (a) predominant use of AI in higher education PL implementations, (b) preference for blended learning in secondary and elementary education, (c) shift from technological to pedagogical barriers across educational levels, and (d) persistent psychological barriers across all contexts. This review provides valuable insights for educators, policymakers, and researchers, offering a comprehensive understanding of the current state and future directions of AI-driven personalized learning. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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Other

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35 pages, 2094 KiB

Open AccessSystematic Review

The Integration of AI and Metaverse in Education: A Systematic Literature Review

by Khalid Almeman, Faycel EL Ayeb, Mouhebeddine Berrima, Brahim Issaoui and Hamdy Morsy

Appl. Sci. 2025, 15(2), 863; https://doi.org/10.3390/app15020863 - 16 Jan 2025

Cited by 5 | Viewed by 4500

Abstract

The use of the metaverse in educational environments has grown significantly in recent years, particularly following the shift of major tech companies towards virtual worlds and immersive technologies. Virtual reality and augmented reality technologies are employed to construct immersive learning environments. The metaverse is generally understood as a vast digital ecosystem or virtual space, facilitating the transition of individuals from physical to virtual environments, and is applicable to educational domains where practical experiments are challenging or fraught with risks, such as space exploration, chemical experimentation, and flight simulation training. In addition, the integration of artificial intelligence with the metaverse within educational contexts has significantly enriched the learning environment, giving rise to AI-driven teaching systems tailored to each student’s individual pace and learning modalities. As a result, a number of research articles have been conducted to explore the applications of the metaverse and artificial intelligence in education. This paper provides a systematic literature review following the PRISMA methodology to analyze and investigate the significance and impact of the metaverse in education, with a specific focus on the integration of AI with the metaverse. We address inquiries regarding the applications, challenges, academic disciplines, and effects of integrating AI and the metaverse in education that have not yet been explored in most research articles. Additionally, we study the AI techniques used in the metaverse in education and their roles. The review affirms that the integration of the metaverse in education, with the utilization of AI applications, will enrich education by improving students’ understanding and comprehension across diverse academic disciplines. Full article

(This article belongs to the Special Issue The Application of Digital Technology in Education)

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