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Education Sciences
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Learning Design for the Digital Age: Leveraging Technology for Engagement...
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Learning Design for the Digital Age: Leveraging Technology for Engagement and Use

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 1 August 2025 | Viewed by 8854

Special Issue Editors

Dr. Ana Pedro

E-Mail Website
Guest Editor
Institute of Education, University of Lisbon, 1648-013 Lisboa, Portugal
Interests: teachers’ acceptance and use of technology; teachers’ professional development and digital competences; 21st-century skills; research methods in education
Prof. Dr. Nuno Dorotea

E-Mail Website
Guest Editor
Institute of Education, University of Lisbon, 1648-013 Lisboa, Portugal
Interests: artificial intelligence in education; digital formative assessment; ICT in educational context; educational programming and robotics; computer science education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education Sciences is announcing a Special Issue entitled “Learning Design for the Digital Age: Leveraging Technology for Engagement and Use”. This Special Issue seeks to investigate the intersection between two crucial topics in education: learning design for the digital age and the acceptance and use of technology in educational settings. With the rapid evolution of technology, there is a growing need to understand how educators can effectively design learning experiences that leverage digital tools to enhance engagement. With the rapid and constant development of Artificial Intelligence, which has led to various social adaptations, it is also vital to explore the consequent changes in conceptions, the design of pedagogical activities and educational practices. Additionally, exploring the factors that influence the acceptance and application of technology in education is essential for ensuring its successful implementation and adoption. This Special Issue aims to conduct a comprehensive analysis of these intertwined subjects, examining methodologies, best practices, challenges, and implications for educational practice in the digital era.

Dr. Ana Pedro
Prof. Dr. Nuno Dorotea
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 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

  • learning design
  • technology integration
  • technology acceptance
  • use of technology

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Published Papers (6 papers)

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Research

26 pages, 1014 KiB  
Article
ChatGPT or Human Mentors? Student Perceptions of Technology Acceptance and Use and the Future of Mentorship in Higher Education
by Jimin Lee and Alena G. Esposito
Educ. Sci. 2025, 15(6), 746; https://doi.org/10.3390/educsci15060746 - 13 Jun 2025
Viewed by 605
Abstract
GAI technologies are increasingly recognized as mentor-like resources in higher education. While these tools offer academic guidance and personalized feedback, little is known about how students perceive and evaluate AI-generated mentorship. This study investigated how Prior ChatGPT Use, primary mentor identity, mentorship effectiveness, [...] Read more.
GAI technologies are increasingly recognized as mentor-like resources in higher education. While these tools offer academic guidance and personalized feedback, little is known about how students perceive and evaluate AI-generated mentorship. This study investigated how Prior ChatGPT Use, primary mentor identity, mentorship effectiveness, and technology acceptance predict students’ response identification and evaluations of AI- versus human-generated responses. College students (N = 127) completed a survey in which they identified the source of masked responses across different domains and rated each response on helpfulness, caring, and likelihood to reach out again. Binary logistic regression models revealed that Prior ChatGPT Use predicted greater accuracy in identifying AI-generated responses, while mentor identity did not. Multiple linear regression analyses showed that students’ evaluations were influenced by perceived response sources more than actual sources. Participants who viewed human mentorship as effective were less likely to seek support from AI-perceived responses, while those who found ChatGPT useful rated AI-perceived responses more favorably. Technology acceptance factors were positively correlated with ratings of AI-perceived responses. These findings suggest that students’ pre-existing biases shape engagement with AI more than content itself, highlighting the importance of perception and the need to promote AI literacy when integrating ChatGPT as a mentorship tool. Full article
(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)
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35 pages, 4949 KiB  
Article
Bidirectional Teaching Reform in Theoretical Mechanics: Integrating Engineering Thinking and Personalized Assignments
by Yue Jia and Chun Li
Educ. Sci. 2025, 15(5), 574; https://doi.org/10.3390/educsci15050574 - 4 May 2025
Viewed by 710
Abstract
Traditional theoretical mechanics courses often emphasize the rote learning of principles over practical applications. This focus can diminish student engagement and leave graduates ill prepared for applying concepts to real engineering problems. To address these challenges, this study introduces a bidirectional teaching reform [...] Read more.
Traditional theoretical mechanics courses often emphasize the rote learning of principles over practical applications. This focus can diminish student engagement and leave graduates ill prepared for applying concepts to real engineering problems. To address these challenges, this study introduces a bidirectional teaching reform that integrates a front-end focus on cultivating engineering thinking with a back-end focus on personalized assignment design. In the front-end reform, active learning methods, including case-based and project-based learning (PBL) within a structured BOPPPS lesson framework, are used to connect theoretical content with real-world engineering scenarios, thereby strengthening problem-solving skills and engagement among students. The back-end reform introduces personalized and collaborative assignments tailored to the interests and abilities of students, such as individualized problem sets, programming-based exercises, and team projects that encourage innovation and a deeper exploration of mechanics concepts. By addressing both in-class instruction and post-class work, these two reforms complement each other, providing a cohesive learning experience from initial concept acquisition to practical application. Implemented together in a second-year undergraduate mechanics course, this integrated approach was observed to increase student motivation, improve students’ ability to apply theory in practice, and enhance overall teaching effectiveness while fostering stronger collaborative skills. This bidirectional reform provides an effective model for modernizing theoretical mechanics education and prepares students to meet contemporary engineering needs by bridging the longstanding gap between theoretical knowledge and practical application. Full article
(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)
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28 pages, 1460 KiB  
Article
Bridging the Gap: A Debate on Sustainability Aspects of Digital Media in Education
by Pia Spangenberger and Heinrich Söbke
Educ. Sci. 2025, 15(2), 241; https://doi.org/10.3390/educsci15020241 - 14 Feb 2025
Viewed by 927
Abstract
While there has been some progress in addressing ethical questions within current digital media integration frameworks, such as the TPACK model, insufficient research exists regarding the meaningful integration of digital media into education while considering its impact on sustainability in terms of its [...] Read more.
While there has been some progress in addressing ethical questions within current digital media integration frameworks, such as the TPACK model, insufficient research exists regarding the meaningful integration of digital media into education while considering its impact on sustainability in terms of its ecological, economic, and social dimensions. Hence, this article aims to bridge these two critical research streams and examines the current debate on how these sustainability aspects have been considered in the complex debate on efficient digital media integration in the context of education. Besides potentially significant differences regarding digital sufficiency and the life cycle assessment of digital media, there may be further ecological, economic, and social dimensions of media in education specific to the context of sustainable development. By discussing the impact of digital media on the three dimensions of sustainability using three examples (virtual field trips, smartboards, and large language models), we further categorize our findings from the early stages of a systematic literature review (SLR) into a taxonomy on the consideration of sustainability regarding digital media in education. Initially aiming at an SLR involving the screening of 2099 articles to provide deeper insights into how technology integration frameworks consider all three pillars of sustainable development, none of the articles completely met our inclusion criteria. Instead, we found research on certain sustainability aspects of digital media in education, such as learning objectives, life cycle assessment, and pedagogical approaches, combined with various interpretations of the term sustainability. Based on our findings, we developed a taxonomy on sustainability regarding digital media in education, and argue in favor of a comprehensive view and meaningful measurability of the sustainability dimensions when integrating digital media into education. For the promotion of sustainability regarding digital media in education, we suggest the development of an assessment framework for guiding the practical application of digital media in line with the dimensions of sustainability. Full article
(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)
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16 pages, 1098 KiB  
Article
Establishing Students’ Satisfaction with a Learning Management System Using a Modified DeLone and McLean Model: A South African Sample Perspective
by Sibongile Simelane-Mnisi and Johnny Mafika Mthimunye
Educ. Sci. 2025, 15(2), 130; https://doi.org/10.3390/educsci15020130 - 23 Jan 2025
Viewed by 1397
Abstract
Students’ use of LMSs in higher education institutions can be severely hampered by several factors that could lower their satisfaction. Good LMS service quality will increase student LMS satisfaction. Student LMS dissatisfaction will increase if the expectations are not fulfilled. The purpose of [...] Read more.
Students’ use of LMSs in higher education institutions can be severely hampered by several factors that could lower their satisfaction. Good LMS service quality will increase student LMS satisfaction. Student LMS dissatisfaction will increase if the expectations are not fulfilled. The purpose of this study was to establish the factors influencing students’ satisfaction with IMFUNDO, the pseudonym for the LMS used at the University of Technology. This study was motivated by the literature that recommended further research on students’ LMS satisfaction. The quantitative method was used to attain the objective of testing the variables affecting students’ LMS satisfaction and validating the scientific model and hypotheses. The participants comprised 595 students from the Faculty of Science at the University of Technology in South Africa, who were selected using stratified random sampling. Data were gathered through student LMS satisfaction surveys. Data were analyzed using SPSS and AMOS version 29 software inferential statistics for validating CFA and SEM. The results revealed that the alpha values for the entire questionnaire were 0.96. The results showed that the chi-square (χ2) was statistically significant [χ2 = 743,52, df = 160, p < 0.0001]. The goodness of fit was TLI = 0.930, the CFI was 0.941, the RMSEA was 0.078, and all indicators were statistically significant (p < 0.0001). Using the conceptual framework that was grounded on the modified DeLone and McLean model was beneficial for the students at the University of Technology in South Africa. A mixed-method approach should be utilized to support the statistical findings with the participants’ opinions on this phenomenon. Full article
(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)
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17 pages, 302 KiB  
Article
The Past, Present, and Future of Clickers: A Review
by J. Bryan Henderson and Elijah L. Chambers
Educ. Sci. 2024, 14(12), 1345; https://doi.org/10.3390/educsci14121345 - 9 Dec 2024
Cited by 1 | Viewed by 1252
Abstract
Classroom response technologies commonly called “clickers” have been a popular tool for teaching in many disciplines, even required by some courses. Despite this excitement and corresponding investment in clicker technology, scholars disagree on the value of clickers. To help support teachers who utilize [...] Read more.
Classroom response technologies commonly called “clickers” have been a popular tool for teaching in many disciplines, even required by some courses. Despite this excitement and corresponding investment in clicker technology, scholars disagree on the value of clickers. To help support teachers who utilize or are interested in using clickers, we explore the past, present, and future of clickers in education. This manuscript provides a literature review of how clickers are used, the benefits and challenges, and suggestions on the implementation of clicker technologies. Utilizing five research databases and a wide range of search terms, two general trends for clicker use became apparent: traditional classrooms that use clickers to enhance them and classrooms integrating clickers with more novel pedagogical approaches. After separating the papers into groups based on the trend they follow, the benefits and challenges were identified and recorded. In turn, we summarize what research has to say regarding both teachers and students for each of these primary outcomes. Building off clicker research both past and present, this review then looks toward the future by providing suggestions for overcoming the challenges faced by students and teachers when using clickers. Furthermore, we recommend important directions to consider for future research on clickers, including the need for more empirical studies of how different uses of clickers can benefit different learners in increasingly equitable ways. Full article
(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)
21 pages, 652 KiB  
Article
Massive Open Online Courses in Higher Education Institutions: The Pedagogical Model of the Instituto Superior Técnico
by Bárbara Azevedo, Ana Pedro and Nuno Dorotea
Educ. Sci. 2024, 14(11), 1215; https://doi.org/10.3390/educsci14111215 - 4 Nov 2024
Cited by 1 | Viewed by 2414
Abstract
In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher [...] Read more.
In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher education. A descriptive approach was applied, selecting three MOOC as the empirical field, combining quantitative data from participation logs and qualitative feedback from student surveys. The key characteristics, the challenges, and the effectiveness of educational resources were evaluated, particularly concerning student interaction and perceptions of course quality. The pedagogical analysis highlighted both successful strategies and areas for improvement. The findings offer valuable insights into the influence of MOOC on students and the institution, contributing to the broader understanding of Portugal’s educational landscape. This study also proposes a framework for enhancing MOOC strategies in higher education globally, considering the potential of technological innovations in the 21st century. Full article
(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)
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