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Education Sciences
Special Issues
New Media and Technology in Education
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New Media and Technology in Education

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

Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 4665

Special Issue Editor

Dr. Yu-Chun Kuo

E-Mail Website
Guest Editor
Department of Critical Literacy, Technology & Multilingual Education, Rowan University, Glassboro, NJ 08028, USA
Interests: technology integration into teaching and learning; technology self-efficacy; online learning; game-based learning; mobile learning
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We are pleased to invite you to contribute to this Special Issue regarding new media and technology in education. With the advancement of new media and technology, the focus in education has been how to effectively integrate Information and Communication Technologies (ICTs) into teaching and learning. The use of various emerging types of media and digital technology tools plays an important role in enhancing students’ learning experiences and outcomes in K-16 education, and it is important to explore how these tools continue to create a significant influence in education.

This Special Issue focuses on investigating the innovative use and application of various emerging media and digital technology tools (e.g., web-based applications, digital games, mobile technologies, wearable devices, virtual reality, augmented reality, artificial intelligence, learning analytics, etc.) or devices in different educational contexts (e.g., face-to-face, hybrid/blended, online learning, STEM/STEAM, etc.) in K-16 education.

Topics of interest include, but are not limited to, the following:

  • Design and development of the effective use of emerging media and technology tools in teaching and learning;
  • Assessment/evaluation in technology-supported environments;
  • Use of emerging technologies among pre- and in-service teachers;
  • Benefits, challenges, and/or trends and issues related to the application of emerging technologies in teaching or learning contexts;
  • Students’ learning experiences with the use of emerging technologies.

Dr. Yu-Chun Kuo
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

  • emerging technologies
  • digital tools
  • instructional technology
  • learning technologies
  • design and development
  • assessment/evaluation
  • mobile devices
  • wearable devices
  • innovative approaches

Published Papers (2 papers)

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Research

30 pages, 769 KiB  
Article
Ensuring Academic Integrity and Trust in Online Learning Environments: A Longitudinal Study of an AI-Centered Proctoring System in Tertiary Educational Institutions
by Christos A. Fidas, Marios Belk, Argyris Constantinides, David Portugal, Pedro Martins, Anna Maria Pietron, Andreas Pitsillides and Nikolaos Avouris
Educ. Sci. 2023, 13(6), 566; https://doi.org/10.3390/educsci13060566 - 31 May 2023
Cited by 6 | Viewed by 2410
Abstract
The credibility of online examinations in Higher Education is hardened by numerous factors and use-case scenarios. This paper reports on a longitudinal study, that spanned over eighteen months, in which various stakeholders from three European Higher Education Institutions (HEIs) participated, aiming to identify [...] Read more.
The credibility of online examinations in Higher Education is hardened by numerous factors and use-case scenarios. This paper reports on a longitudinal study, that spanned over eighteen months, in which various stakeholders from three European Higher Education Institutions (HEIs) participated, aiming to identify core threat scenarios experienced during online examinations, and to, accordingly, propose threat models, data metrics and countermeasure features that HEI learning management systems can embrace to address the identified threat scenarios. We also report on a feasibility study of an open-source intelligent and continuous student identity management system, namely TRUSTID, which implements the identified data metrics and countermeasures. A user evaluation with HEI students (n = 133) revealed that the TRUSTID system is resilient and effective against impersonation attacks, based on intelligent face and voice identification mechanisms, and scored well in usability and user experience. Aspects concerning the preservation of privacy in storing, retrieving and processing sensitive personal data are also discussed. Full article
(This article belongs to the Special Issue New Media and Technology in Education)
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16 pages, 4767 KiB  
Article
Addiction to New Technologies and Cyberbullying in the Costa Rican Context
by Raquel Lozano-Blasco, Alberto Quilez-Robres, Roxana Rodriguez-Araya and Raquel Casanovas-López
Educ. Sci. 2022, 12(12), 876; https://doi.org/10.3390/educsci12120876 - 30 Nov 2022
Cited by 2 | Viewed by 1544
Abstract
Addiction to new technologies (Internet, smartphone and video games) as well as cyber-aggression presents a growing incidence at a global level. Correlational research is proposed with a sample of n = 127 Costa Rican adolescents, with a mean age of 16.32 years, comprising [...] Read more.
Addiction to new technologies (Internet, smartphone and video games) as well as cyber-aggression presents a growing incidence at a global level. Correlational research is proposed with a sample of n = 127 Costa Rican adolescents, with a mean age of 16.32 years, comprising 67 men and 60 women. The objective was to determine the prevalence of Internet, smartphone and video game addiction and its close relationship with cyberbullying (cyber-victim role, cyberbully role and mixed role) in the Costa Rican context. The results show a high rate of abusive use (connection time) of the Internet and “smartphones”, and the correlation study, multiple regressions, backward elimination method and network analysis show how the behavior of cyberbullies is moderately mediated by “Lack of control of Smartphone” and to a large extent by “Avoidance and social problem video games”, while that of victims is moderately mediated by “Avoidance and social problem video games”, and is slightly mediated for “Lack of control of Smartphone” and for “Lack of control of Internet”. In addition, there is a strong relationship between holding both the role of cyber-victim and cyberbully, developing feelings of revenge and lack of empathy. The practical implications, and the relevance of the socio-demographic and social explanatory variables of both phenomena are discussed. It is concluded that there is evidence of an explanatory and close relationship between the phenomena of cybervictimization, cyber-aggression and addiction to the Internet, smartphone and video games. Full article
(This article belongs to the Special Issue New Media and Technology in Education)
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