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Technology Enhanced and Mobile Learning: Innovations and Applications

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

Deadline for manuscript submissions: 10 August 2025 | Viewed by 4212

Special Issue Editors


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Guest Editor
Department of Applied Computing, Faculty of Electrical Engineering and Computing, University of Zagreb, Unska 3, HR-10000 Zagreb, Croatia
Interests: adaptive learning; educational technology; computer aided instruction; learning management systems; computer science education; educational robots
Special Issues, Collections and Topics in MDPI journals

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Guest Editor
National Institute of Education, Singapore, Singapore
Interests: computational thinking; computing education; ICT in education

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Guest Editor
Faculty of Informatics and Digital Technologies, University of Rijeka, 10, 51000 Rijeka, Croatia
Interests: recommender systems; computer-supported collaborative learning; TEL; game-based learning

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Guest Editor
Faculty of Electrical Engineering and Computing, University of Zagreb, 10000 Zagreb, Croatia
Interests: technology-enhanced learning; STEM education; engineering education; learning analytics; educational robotics

Special Issue Information

Dear Colleagues,

The integration of mobile technologies into educational settings in recent years has revolutionised the way we perceive and engage in learning. Due to the ubiquitousness of mobile devices like smartphones and tablet computers, their powerful computing capabilities, internet connectivity, and the ability to display different content (simple text to advanced multimedia), AR and VR materials are facilitating a new era in education, changing where, when, and (most importantly) how we learn.

In the last two decades, the focus of mobile learning has been on accessing learning content from mobile devices, hardware capabilities, and the ubiquitous learning concept. However, the goals of modern m-learning have shifted to exploring different collaboration possibilities; enhancing interest, motivation, and engagement through gamification and personalisation; and investigating various ways of using XR and AI in education.

This Special Issue aims to publish papers on emerging technologies in technology-enhanced learning and mobile learning fields. Topics of interest include but are not limited to the following:

  • Technology Enhanced Learning;
  • Mobile Learning Technologies;
  • Seamless and Blended Learning;
  • Collaborative Learning;
  • Computational Thinking;
  • Personalization and Adaptive Learning;
  • Game-based Learning;
  • Gamification in Education;
  • Mixed Reality and Metaverse in Education;
  • Virtual and Augmented Learning Environments;
  • Immersive Learning;
  • AI in Education;
  • Artificial Companions in Education;
  • Chatbots in Education;
  • Intelligent Tutors and Mentors;
  • Educational Robots, Robot Companions, and Toys;
  • Enhancing Grading and Feedback;
  • Learning Analytics;
  • Security and Privacy Issues.

Dr. Tomislav Jagušt
Dr. Peter Seow Sen Kee
Dr. Martina Holenko Dlab
Dr. Ana Sović Kržić
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

  • technology enhanced learning
  • mobile learning
  • seamless learning
  • blended learning
  • educational technology
  • learning sciences
  • collaborative learning
  • computational thinking
  • personalization
  • adaptive learning
  • gamification
  • game-based learning
  • mixed reality
  • metaverse in education
  • immersive learning
  • AI in education

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Published Papers (4 papers)

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Research

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17 pages, 1326 KiB  
Article
Navigating the Human–Robot Interface—Exploring Human Interactions and Perceptions with Social and Telepresence Robots
by Eva Mårell-Olsson, Suna Bensch, Thomas Hellström, Hannah Alm, Amanda Hyllbrant, Mimmi Leonardson and Sanna Westberg
Appl. Sci. 2025, 15(3), 1127; https://doi.org/10.3390/app15031127 - 23 Jan 2025
Viewed by 893
Abstract
This study investigates user experiences of interactions with two types of robots: Pepper, a social humanoid robot, and Double 3, a self-driving telepresence robot. Conducted in a controlled setting with a specific participant group, this research aims to understand how the design and [...] Read more.
This study investigates user experiences of interactions with two types of robots: Pepper, a social humanoid robot, and Double 3, a self-driving telepresence robot. Conducted in a controlled setting with a specific participant group, this research aims to understand how the design and functionality of these robots influence user perception, interaction patterns, and emotional responses. The findings reveal diverse participant reactions, highlighting the importance of adaptability, effective communication, autonomy, and perceived credibility in robot design. Participants showed mixed responses to human-like emotional displays and expressed a desire for robots capable of more nuanced and reliable behaviors. Trust in robots was influenced by their perceived functionality and reliability. Despite limitations in sample size, the study provides insights into the ethical and social considerations of integrating AI in public and professional spaces, offering guidance for enhancing user-centered designs and expanding applications for social and telepresence robots in society. Full article
(This article belongs to the Special Issue Technology Enhanced and Mobile Learning: Innovations and Applications)
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20 pages, 846 KiB  
Article
Combining CS Unplugged and L2T2L to Bridge the Computing Illiteracy Gap of the Elderly Population: A Case Study
by José Alfredo Díaz-León, Olatz Arbelaitz, Mikel Larrañaga and Ana Arruarte
Appl. Sci. 2025, 15(2), 919; https://doi.org/10.3390/app15020919 - 17 Jan 2025
Viewed by 614
Abstract
In the era where digital technologies are becoming increasingly prevalent, it is anticipated that a majority of the global population will have at least a basic understanding of informatics. However, empirical evidence suggests that a significant portion of the global population remains digitally [...] Read more.
In the era where digital technologies are becoming increasingly prevalent, it is anticipated that a majority of the global population will have at least a basic understanding of informatics. However, empirical evidence suggests that a significant portion of the global population remains digitally illiterate. This phenomenon is particularly pronounced in the case of the senior adult population. In light of the aforementioned challenges, this work integrates Computer Science Unplugged exercises, based on games and recreational activities without the use of computers, and L2T2L, a learning-by-teaching methodology whereby university students learn and then, in turn, teach that learning to other populations in a cascading manner. A case study was conducted in Lima, Peru, with the participation of 140 volunteers from centres for the elderly. Thirty-five students and one teacher from the Universidad Científica del Sur were responsible for initiating the transfer of knowledge from the university to the senior citizens, with the assistance of twelve individuals responsible for their care. The results demonstrate that the participants attained a commendable level of comprehension when attempting to complete all of the assigned tasks. Furthermore, the efficacy of L2T2L is evident in its adaptability and suitability for scenarios beyond those for which it was originally designed. Full article
(This article belongs to the Special Issue Technology Enhanced and Mobile Learning: Innovations and Applications)
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18 pages, 2700 KiB  
Article
Evaluating the Effectiveness of an Online Gamified Traffic Safety Education Platform for Adolescent Motorcyclists in Pakistan
by Imran Nawaz, Ariane Cuenen, Geert Wets, Roeland Paul, Tufail Ahmed and Davy Janssens
Appl. Sci. 2024, 14(19), 8590; https://doi.org/10.3390/app14198590 - 24 Sep 2024
Cited by 1 | Viewed by 1416
Abstract
This study explores the potential of online traffic safety education for adolescent motorcyclists in Pakistan. An e-learning platform, “Route 2 School” (R2S), was developed focusing on traffic knowledge, situation awareness, risk detection, and risk management. Male students (14–18 years) who commute to school [...] Read more.
This study explores the potential of online traffic safety education for adolescent motorcyclists in Pakistan. An e-learning platform, “Route 2 School” (R2S), was developed focusing on traffic knowledge, situation awareness, risk detection, and risk management. Male students (14–18 years) who commute to school by motorcycle were divided into an experimental group (EG) and a control group (CG), both completing pre- and post-measurement questionnaires. The EG showed significant improvement in knowledge, risk detection, and risk management compared to the CG, but not in situation awareness. Participants reported increased traffic safety awareness and suggested adding more interactive elements. The R2S platform’s scores revealed better performance in risk detection and risk management modules than situation awareness. Time spent on modules varied, with situation awareness requiring the most time. Adolescents expressed satisfaction with the platform, acknowledging its role in increasing traffic awareness. This study provides initial insights into the effectiveness of online traffic safety education in Pakistan, highlighting the potential to address the lack of comprehensive traffic safety education in schools. Further research and stakeholder engagement are recommended to integrate such platforms into formal education, potentially reducing traffic-related injuries among adolescent motorcyclists in developing countries. Full article
(This article belongs to the Special Issue Technology Enhanced and Mobile Learning: Innovations and Applications)
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Review

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14 pages, 828 KiB  
Review
Are Serious Games an Effective Teaching Tool in Anatomy Education? A Systematic Review
by Tariq Al Habsi, Hashim Alibrahim, Adhari Al Zaabi, Sreenivasulu Reddy Mogali, Tan Jun Wen, Mickael Joseph, Eiman Al-Ajmi and Srinivasa Rao Sirasanagandla
Appl. Sci. 2025, 15(5), 2474; https://doi.org/10.3390/app15052474 - 25 Feb 2025
Viewed by 688
Abstract
Background: Human anatomy is a crucial component of medical curricula, requiring innovative methods to enhance students’ learning outcomes. Recently, various technology-based methods have emerged to address the limitations of traditional anatomy teaching methods. Among these, serious games have emerged as a promising tool [...] Read more.
Background: Human anatomy is a crucial component of medical curricula, requiring innovative methods to enhance students’ learning outcomes. Recently, various technology-based methods have emerged to address the limitations of traditional anatomy teaching methods. Among these, serious games have emerged as a promising tool demonstrating effectiveness in achieving various learning outcomes. This systematic review aims to evaluate the effectiveness of serious games in anatomy education and identify gaps in literature. Methods: Following PRISMA guidelines, a comprehensive search of databases including PubMed, Scopus, and Google Scholar was performed. Of 900 records identified, 24 records were eligible for the full text review. Of these, 14 studies were included eventually for detailed analysis. Study quality was assessed using the Newcastle–Ottawa Scale. Results: The results showed that the key learning domains assessed were knowledge acquisition, engagement, perception, and skills development. Most studies reported positive outcomes in terms of students’ performance and satisfaction. Despite these findings, variations in study design, sample size, and assessment methods were noted, limiting the generalizability of results. Conclusions: Serious games represent a novel supplement to anatomy education, fostering improved learning outcomes and engagement. However, future work should focus on well-crafted randomized controlled trials to effectively evaluate the impact of using serious games in anatomy teaching with combined qualitative and quantitative evaluation approaches. Full article
(This article belongs to the Special Issue Technology Enhanced and Mobile Learning: Innovations and Applications)
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