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Applied Sciences
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Challenges and Trends in Technology-Enhanced Learning
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Challenges and Trends in Technology-Enhanced Learning

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

Deadline for manuscript submissions: 20 December 2025 | Viewed by 2182

Special Issue Editors

Dr. Valentina Terzieva

E-Mail Website
Guest Editor
Institute of Information and Communication Technologies, Bulgarian Academy of Sciences, 1113 Sofia, Bulgaria
Interests: e-learning; application of technologies in education; personalized education; educational games; big data; learning analytics
Dr. Elena Paunova-Hubenova

E-Mail Website
Guest Editor
Institute of Information and Communication Technologies, Bulgarian Academy of Sciences, Acad. G. Bonchev St., Bl. 2, 1113 Sofia, Bulgaria
Interests: STEM education; ICT in teaching; game-based learning; learning analytics
Prof. Dr. Boyan Bontchev

E-Mail Website
Guest Editor
Department of Software Technologies, Faculty of Mathematics and Informatics, Sofia University “St Kliment Ohridski”, 1164 Sofia, Bulgaria
Interests: information technologies; serious video games; technology-enhanced learning; software architectures and applications

Special Issue Information

Dear Colleagues,

The advancement of information and communication technologies and the recent emergence of intelligent technologies have increased their adoption in education and significantly changed teaching methods. Learning and teaching start integrating various digital devices and instruments. The current research innovations in intelligent educational systems and tools, artificial intelligence, educational video games, gamification, virtual and augmented reality, and learning analytics enable engaging, interactive, and practical-oriented teaching, thus benefiting both students and instructors. Furthermore, the growing application of contemporary STEM/STEAM teaching methods motivates students to develop essential skills and competencies for the 21st century. However, while technology has the potential to enhance educational experiences and increase learning performance dramatically, ICT tools should be applied appropriately, considering the teaching approach and goals, and for a reasonable time to ensure compliance with the recommendations for the maximum permissible screen time suitable for adolescents. Therefore, thorough research is needed to discover current challenges, trends, and future applications of technologies in educational settings.

We are interested in articles investigating the various applications, challenges, and future directions of technologies in education and their impact. Potential topics include, but are not limited to, the following:

  • Digitalization in education;
  • Intelligent educational systems and tools;
  • Intelligent tutoring;
  • Artificial intelligence in education;
  • Applications of large language models in education;
  • Applications of generative AI for personalized teaching;
  • Personalization and adaptation in technology-based learning;
  • Tools for the automatic generation of educational resources;
  • Technology-based assessment in education;
  • Technologies and tools for STEM/STEAM education;
  • Learning analytics and educational data mining;
  • Machine learning in education;
  • Cybersecurity aspects in educational settings;
  • Digital educational games;
  • Gamification in education;
  • Virtual and augmented reality in education;
  • Methods for the optimization of the educational process;
  • Advanced technologies applied for inclusive education;
  • Innovative technologies and tools for smart education;
  • Technology-enhanced teaching methods;
  • Quantitative assessment approaches for teaching method effectiveness;
  • Methods and algorithms for the modeling and optimization of processes in education;
  • Criteria and characteristics for the assessment of educational methods.

Dr. Valentina Terzieva
Dr. Elena Paunova-Hubenova
Prof. Dr. Boyan Paskalev Bontchev
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. Applied Sciences 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

  • intelligent education
  • technology-based teaching
  • e-learning
  • technologies for education
  • STEM education
  • educational games
  • gamification
  • educational methods

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Published Papers (3 papers)

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Research

25 pages, 1319 KiB  
Article
Beyond Performance: Explaining and Ensuring Fairness in Student Academic Performance Prediction with Machine Learning
by Kadir Kesgin, Salih Kiraz, Selahattin Kosunalp and Bozhana Stoycheva
Appl. Sci. 2025, 15(15), 8409; https://doi.org/10.3390/app15158409 - 29 Jul 2025
Viewed by 550
Abstract
This study addresses fairness in machine learning for student academic performance prediction using the UCI Student Performance dataset. We comparatively evaluate logistic regression, Random Forest, and XGBoost, integrating the Synthetic Minority Oversampling Technique (SMOTE) to address class imbalance and 5-fold cross-validation for robust [...] Read more.
This study addresses fairness in machine learning for student academic performance prediction using the UCI Student Performance dataset. We comparatively evaluate logistic regression, Random Forest, and XGBoost, integrating the Synthetic Minority Oversampling Technique (SMOTE) to address class imbalance and 5-fold cross-validation for robust model training. A comprehensive fairness analysis is conducted, considering sensitive attributes such as gender, school type, and socioeconomic factors, including parental education (Medu and Fedu), cohabitation status (Pstatus), and family size (famsize). Using the AIF360 library, we compute the demographic parity difference (DP) and Equalized Odds Difference (EO) to assess model biases across diverse subgroups. Our results demonstrate that XGBoost achieves high predictive performance (accuracy: 0.789; F1 score: 0.803) while maintaining low bias for socioeconomic attributes, offering a balanced approach to fairness and performance. A sensitivity analysis of bias mitigation strategies further enhances the study, advancing equitable artificial intelligence in education by incorporating socially relevant factors. Full article
(This article belongs to the Special Issue Challenges and Trends in Technology-Enhanced Learning)
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23 pages, 1946 KiB  
Article
3D Heritage Artefacts in Education—Enhancing Attractiveness of Computer Graphics Curriculum
by Kamil Żyła, Jacek Kęsik and Anna Liliana Dakowicz
Appl. Sci. 2025, 15(14), 8069; https://doi.org/10.3390/app15148069 - 20 Jul 2025
Viewed by 437
Abstract
Lublin University of Technology has been offering computer science studies for over 25 years. From the beginning, computer graphics have played a crucial role in the studies program. The Lab3D international efforts aimed at cultural heritage 3D digitization allowed for enriching the regular [...] Read more.
Lublin University of Technology has been offering computer science studies for over 25 years. From the beginning, computer graphics have played a crucial role in the studies program. The Lab3D international efforts aimed at cultural heritage 3D digitization allowed for enriching the regular introductory course of computer graphics with elements of digitized real-life heritage, without disturbing the regular didactic process, nor the scope of the course learning outcomes. Such an activity was aimed at increasing the students’ engagement in learning and fits into the contemporary trend of including real-life cases in the course of teaching. The article presents the curriculum (including the changes introduced) together with an extensive analysis of the effect of such changes on students’ achievements. In total, 3042 grades of 1522 students from the years 2018–2024 underwent statistical analysis in order to support answering placed hypotheses related to keeping the effects positive or neutral. Luckily, students’ achievements did not worsen, and in fact significantly improved. To the authors’ knowledge, such an analysis in relation to computer graphics courses has never been published before. Full article
(This article belongs to the Special Issue Challenges and Trends in Technology-Enhanced Learning)
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20 pages, 719 KiB  
Article
Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
by Noëlle Fabre-Mitjans, Gregorio Jiménez-Valverde, Gerard Guimerà-Ballesta and Genina Calafell-Subirà
Appl. Sci. 2025, 15(11), 5961; https://doi.org/10.3390/app15115961 - 26 May 2025
Cited by 1 | Viewed by 807
Abstract
Integrating technology-enhanced gamification into teacher education can significantly foster motivation and reshape perceptions toward science learning. This mixed-methods case study explores how a 14-week course for preservice early childhood teachers, supported by the digital gamification platform FantasyClass and enriched with a cohesive narrative [...] Read more.
Integrating technology-enhanced gamification into teacher education can significantly foster motivation and reshape perceptions toward science learning. This mixed-methods case study explores how a 14-week course for preservice early childhood teachers, supported by the digital gamification platform FantasyClass and enriched with a cohesive narrative structure, impacted students’ motivation and attitudes towards science. The course featured structural gamification elements—such as experience points, digital collectibles, and team-based challenges—combined with immersive storytelling that contextualized scientific tasks within a fantasy adventure. Quantitative data from pre- and post-intervention surveys revealed statistically significant improvements in attitudes toward science and perceived teaching competence. Thematic analysis of qualitative feedback highlighted enhanced engagement, enjoyment, and relevance of science learning. These findings suggest that intelligent integration of gamified technologies and narrative design in science teacher initial training can address motivational barriers and foster positive emotional engagement. While context-specific, this study offers insights into how digital gamified learning environments can support the development of positive attitudes towards science among future early childhood educators. Full article
(This article belongs to the Special Issue Challenges and Trends in Technology-Enhanced Learning)
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