Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Technology-Mediated Active Learning Methods
share announcement

Technology-Mediated Active Learning Methods

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 November 2024) | Viewed by 14169

Special Issue Editor

Dr. Enrique Sánchez-Rivas

E-Mail Website
Guest Editor
Faculty of Education, University of Málaga, Blvr. Louis Pasteur, 25, 29010 Málaga, Spain
Interests: educational technology; active methods; pedagogical innovation
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

I am delighted to introduce a forthcoming Special Issue titled "Technology-Mediated Active Learning Methods" in the esteemed journal Education Sciences (ISSN 2227-7102), for which I serve as Guest Editor. In an era where digital technologies are deeply integrated into every aspect of our lives, it is crucial to explore how these advancements are transforming traditional pedagogical strategies into active, engaging, and efficient learning experiences. This Special Issue aims to delve into the synergy between active learning methodologies and technological mediation, shedding light on the profound impact of technology on education.

Our goal is to investigate and document the latest developments, challenges, and opportunities at the intersection of active learning and technology. We are particularly interested in contributions that explore how collaborative learning, educational gamification, project-based learning, story-based learning, and flipped learning can be enhanced, transformed, or newly conceptualized through the use of advanced technological tools. This Special Issue seeks to provide a comprehensive overview of current practices, empirical research findings, and theoretical discussions that demonstrate the potential of technology to facilitate more engaging, interactive, and effective learning environments.

We invite submissions that cover, but are not limited to, the following themes:

  • The integration of technology in facilitating collaborative learning environments;
  • Innovations in educational gamification and their impact on student engagement and learning outcomes;
  • The best practices and challenges in implementing project-based learning through digital platforms;
  • The role of technology in enhancing story-based learning experiences;
  • The effectiveness of flipped learning models supported by online resources and interactive tools.

This Special Issue represents an excellent opportunity for scholars, educators, and practitioners to contribute to a significant area of research that has the potential to reshape educational paradigms. We look forward to receiving your contributions and to advancing our understanding of technology-mediated active learning methods together.

Dr. Enrique Sánchez-Rivas
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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly 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 1800 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

  • collaborative learning
  • educational gamification
  • project-based learning
  • educational technology
  • active pedagogy
  • flipped learning
  • pedagogical innovation
  • digital tools
  • story-based learning
  • universal design for learning
  • computational thinking
  • thinking based 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.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

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

Published Papers (6 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

Jump to: Other

28 pages, 1738 KiB  
Article
Educational Transformation Through Emerging Technologies: Critical Review of Scientific Impact on Learning
by Andrés F. Mena-Guacas, Luis López-Catalán, César Bernal-Bravo and Cristóbal Ballesteros-Regaña
Educ. Sci. 2025, 15(3), 368; https://doi.org/10.3390/educsci15030368 - 16 Mar 2025
Viewed by 2814
Abstract
Educational transformation is increasingly influenced by emerging technologies, which offer unique opportunities to redefine learning. This study aims to critically analyze the scientific production related to the use of emerging technologies in the educational field, focusing on their impact on the teaching–learning process. [...] Read more.
Educational transformation is increasingly influenced by emerging technologies, which offer unique opportunities to redefine learning. This study aims to critically analyze the scientific production related to the use of emerging technologies in the educational field, focusing on their impact on the teaching–learning process. A systematic review of the scientific literature was carried out, analyzing a total of 1567 articles from 2000 to 2024. The results reveal that, although there is a growing interest in the integration of technologies such as artificial intelligence and augmented reality, concerns also emerge about their implementation and effectiveness. In addition, research trends are identified that suggest a multidimensional approach to the use of these technologies, highlighting the importance of teacher training and the educational context in which they are applied. The conclusions indicate that, to maximize the positive impact of these technologies, an informed pedagogical approach that considers the advantages and challenges they entail is essential. This analysis provides a foundation for future studies and guidance for educators and policy makers in effectively incorporating emerging technologies into the educational environment. Full article
(This article belongs to the Special Issue Technology-Mediated Active Learning Methods)
►▼ Show Figures

Figure 1

13 pages, 458 KiB  
Article
The Role of Artificial Intelligence in Project-Based Learning: Teacher Perceptions and Pedagogical Implications
by Sergio Ruiz Viruel, Enrique Sánchez Rivas and Julio Ruiz Palmero
Educ. Sci. 2025, 15(2), 150; https://doi.org/10.3390/educsci15020150 - 26 Jan 2025
Cited by 1 | Viewed by 4154
Abstract
This study is based on the development of a design focused on underlining what artificial intelligence can achieve to bring value to learning quality especially when implementing active methodologies, such as project-based learning (PBL). This study analyzed the perceptions of AI-integrated PBL versus [...] Read more.
This study is based on the development of a design focused on underlining what artificial intelligence can achieve to bring value to learning quality especially when implementing active methodologies, such as project-based learning (PBL). This study analyzed the perceptions of AI-integrated PBL versus non-AI-integrated PBL among teachers in primary, secondary, and higher education. Conducted with a sample of teachers (n = 300), this study investigated perceived effectiveness, the AI-powered personalization of learning, and motivation. A Student’s t-test, as well as normality, homogeneity of variance, and Cohen’s d tests, revealed that AI-enhanced PBL is rated significantly higher than regular PBL without AI, with a Cohen’s d effect size of 1.30, signifying a large impact. These findings underpin the development of an optimized AI-driven PBL model, particularly within both the prototype production and evaluation phases, providing greater autonomy, responsive feedback, and adaptive personalization, all towards advancing a more effective AI-supported pedagogical model of teaching. Full article
(This article belongs to the Special Issue Technology-Mediated Active Learning Methods)
►▼ Show Figures

Figure 1

17 pages, 855 KiB  
Article
Impact of Feedback in Flipped Learning on the Development of Soft Skills of University Students
by Ricardo Sanchez-Gil-Machín, Salvador Baena Morales, Nuria Molina-García and Alberto Ferriz-Valero
Educ. Sci. 2025, 15(1), 63; https://doi.org/10.3390/educsci15010063 - 9 Jan 2025
Viewed by 1064
Abstract
This study investigates the impact of flipped learning (FL) with and without teacher feedback on resilience and perceived professional competence among university students. This quasi-experimental study, conducted over three academic years, involved 255 s-year students (mean age = 20.47 ± 2.63; 60.4% female) [...] Read more.
This study investigates the impact of flipped learning (FL) with and without teacher feedback on resilience and perceived professional competence among university students. This quasi-experimental study, conducted over three academic years, involved 255 s-year students (mean age = 20.47 ± 2.63; 60.4% female) enrolled in a Primary Education Teaching degree program at a Spanish public university. Participants were divided into two treatment groups: Feedback FL and Non-feedback FL. Validated scales—the Brief Resilience Scale (BRS) and the Perceived Competence Scale for Students (PCNS)—were used for pre- and post-intervention assessments. Both groups demonstrated significant improvements in resilience and perceived competence, with no statistically significant differences between the Feedback FL and Non-feedback FL groups. Data analysis included Mann–Whitney U tests for inter-group comparisons, Wilcoxon tests for intra-group comparisons, and 2 × 2 repeated measures ANOVA, which revealed no interaction effects (Time × Treatment) for either variable. These results suggest that FL alone fosters the development of transversal skills such as resilience and perceived competence, regardless of teacher feedback. The findings highlight the effectiveness of active learning models like FL in higher education for promoting essential competencies. Future research should address additional soft skills and employ larger, more diverse samples to further explore the role of feedback and innovative methodologies in enhancing FL’s impact. Full article
(This article belongs to the Special Issue Technology-Mediated Active Learning Methods)
►▼ Show Figures

Figure 1

19 pages, 2885 KiB  
Article
Creative Writing: Story-Based Learning in Public and Private High School for Exploration of Written Text
by Nali Borrego Ramírez, Marcia L. Ruiz Cansino, Cipatli Anaya Campos, Daniel D. Borrego Gómez and Luis H. Garza Vázquez
Educ. Sci. 2024, 14(12), 1392; https://doi.org/10.3390/educsci14121392 - 19 Dec 2024
Viewed by 1745
Abstract
Case study to investigate whether creative writing through story-based learning in public and private secondary schools can account for performance in readability, purpose, word/sentence relationships, vocabulary diversity, correct use of punctuation marks and proper use of spelling rules. The exclusion criteria, applied only [...] Read more.
Case study to investigate whether creative writing through story-based learning in public and private secondary schools can account for performance in readability, purpose, word/sentence relationships, vocabulary diversity, correct use of punctuation marks and proper use of spelling rules. The exclusion criteria, applied only to public and private secondary school students, first, second and third periods. The sampling is convenient as the participants were selected from accessible educational institutions. This is a cross-sectional study of descriptive qualitative cut in which the coding of linguistic patterns and dominant themes is used. When triangulated with statistical results it was found that despite the variability in the results there was a production of original narratives, which corroborates the theories about the relationship between creativity and divergent thinking. It is confirmed that ABH is an active methodology based on the emotional link with creative writing from which components of the structure and creation of the narrative are derived, and it was found that most of the students are in a zone of proximal development, i.e., they are ready to learn with the help of a tutor or more advanced partner. Full article
(This article belongs to the Special Issue Technology-Mediated Active Learning Methods)
►▼ Show Figures

Figure 1

12 pages, 717 KiB  
Article
Effectiveness of Problem-Based Learning in the Unplugged Computational Thinking of University Students
by Natalia Moreno-Palma, Francisco-Javier Hinojo-Lucena, José-María Romero-Rodríguez and María-Pilar Cáceres-Reche
Educ. Sci. 2024, 14(7), 693; https://doi.org/10.3390/educsci14070693 - 25 Jun 2024
Cited by 3 | Viewed by 2089
Abstract
Computational thinking is recognized as a critical competency in contemporary education, preparing individuals to tackle complex challenges in a digitally pervasive world. In this quasi-experimental design study with pretest and post-test measures, the possibility of developing computational thinking from the field of didactics [...] Read more.
Computational thinking is recognized as a critical competency in contemporary education, preparing individuals to tackle complex challenges in a digitally pervasive world. In this quasi-experimental design study with pretest and post-test measures, the possibility of developing computational thinking from the field of didactics of mathematics in higher education students was investigated. This was performed via a problem-based learning (PBL) methodology using problem solving in the experimental group or, alternatively, focused on the analysis of solved problems in the control group. After the intervention, the control group experienced a statistically significant improvement in the scores obtained in the post-test measure. Thus, PBL and problem solving did not lead to an improvement in the students’ computational thinking, whereas the analysis of solved problems approach did. Therefore, the results suggested the potential benefits of this latter methodology for teaching computational thinking. Full article
(This article belongs to the Special Issue Technology-Mediated Active Learning Methods)
►▼ Show Figures

Figure 1

Other

Jump to: Research

27 pages, 2662 KiB  
Systematic Review
Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-Analysis
by Jhon Alé and María Luisa Arancibia
Educ. Sci. 2025, 15(2), 197; https://doi.org/10.3390/educsci15020197 - 7 Feb 2025
Cited by 1 | Viewed by 1354
Abstract
To contribute to the design of better teaching strategies mediated by emerging technologies, the aim of this systematic review and meta-analysis was to estimate the effect sizes of the attention, relevance, confidence, and satisfaction (ARCS) motivational model with technologies such as AI and [...] Read more.
To contribute to the design of better teaching strategies mediated by emerging technologies, the aim of this systematic review and meta-analysis was to estimate the effect sizes of the attention, relevance, confidence, and satisfaction (ARCS) motivational model with technologies such as AI and XR regarding academic performance and student motivation. From a sample of 2656 studies obtained from WoS, Scopus, ERIC, and APAPsycNet, 32 primary studies with quasi-experimental designs were selected, where the ARCS model and some types of emerging technology were used. To estimate the possible risks of bias and overestimation, preliminary tests with funnel plots were used. The effect sizes were calculated with Cohen’s d using random-effects models. Moderations were also examined using fixed-effects models and heterogeneity tests. The results showed a moderate effect on academic performance (ES: 0.596, 95% CI: 0.443–0.748) and a strong effect on motivation (ES: 0.886, 95% CI: 0.640–1.133), both with low bias. According to the moderator analysis on academic performance, no significant differences were found between face-to-face and virtual teaching. Furthermore, the greatest effects on academic performance were observed when using AI and XR in subjects like the natural sciences and arts and when combining the motivational model with strategies such as gamification and project-based learning. Finally, gamification and game-based learning proved to be an effective strategy to increase motivation. Full article
(This article belongs to the Special Issue Technology-Mediated Active Learning Methods)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-6
Back to TopTop