Special Issue "The Academic Approach to Education"

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

Deadline for manuscript submissions: closed (31 January 2020).

Special Issue Editor

Dr. Radek Kratochvil
Website
Guest Editor
Czech Institute of Academic Education, Department of Economics and Management, Prague, Czech Republic
Interests: artificial intelligence in economics; business economics; Management of Transport and Telecommunications
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

The Czech Institute of Academic Education in cooperation with Czech Technical Univerzity in Prague holds international academic conferences in Europe (Austria, Germany, Hungary, Czech Republic, etc.). International conferences have been organized for more than 6 years. Each year, several hundred academics attend the conferences. The topics of our conferences are education, teaching, learning, and e-Learning. Academic conferences are designed for scientists, educators, and PhD students.

Selected articles from our conferences in 2019 will be published in this Special Issue of "The Academic Approach to Education". Papers dealing with distance education, higher education, effective teaching pedagogies, educational management, education practice trends and issues, learning styles and learning outcomes, educational technology, indigenous education, academic research projects, research on technology in education, research centres, links between education and research, Erasmus and exchange experiences in universities, students and teaching staff exchange programmes, educational games and software, accessibility to disabled users, and wireless applications are welcome. All papers will go through strict double-blind peer-review.

The Czech Institute of Academic Education is a non-profit organization established in 2012 that provides educational services and expert advice. The organization has been organizing international academic conferences since 2012. Its main aim is the dissemination of science.

Dr. Radek Kratochvil
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 papers will be 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. Education Sciences is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Please refer to https://www.mdpi.com/journal/education/apc for Article Processing Charge (APC). 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

  • Distance education
  • Higher education
  • Effective teaching pedagogies
  • Educational management
  • Education practice trends and issues, learning styles and learning outcomes, educational technology
  • Indigenous education
  • Academic research projects
  • Research on technology in education
  • Research centers, links between education and research
  • Erasmus and exchange experiences in universities
  • Students and teaching staff Exchange programmes
  • Educational games and software
  • Accessibility to disabled users
  • Wireless applications

Published Papers (3 papers)

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Research

Open AccessArticle
Towards a Training Framework for Improved Assistive Mobile App Acceptance and Use Rates by Blind and Visually Impaired People
Educ. Sci. 2020, 10(3), 58; https://doi.org/10.3390/educsci10030058 - 04 Mar 2020
Cited by 1
Abstract
The development of mobile apps, which are either suitably adapted or especially designed for use by sensory-deprived people, have contributed significantly to the continuously increasing adoption of digital assistive technologies by people with disabilities. Throughout the design of two assistive navigation mobile apps [...] Read more.
The development of mobile apps, which are either suitably adapted or especially designed for use by sensory-deprived people, have contributed significantly to the continuously increasing adoption of digital assistive technologies by people with disabilities. Throughout the design of two assistive navigation mobile apps for blind and visually impaired people (BVI), a set of everyday practices and psychological features of the BVIs with respect to the use of mobile technology was identified. Specifically, interviews with BVIs were held at the first stage of the design process. The analysis of the responses revealed that appropriate training of a BVI on how to use these apps plays significant role on the anticipated app adoption and use rate. This study presents the everyday practices and psychological features of the BVIs, as they were inferred from the analysis of the interviews. It is argued that these psychological features and practices must be considered in the development of training practices concerning the use of the proposed technology. Towards this direction, a framework for the adequate training of BVIs on the use of assistive mobile apps is presented. Consideration of this framework during the development of assistive mobile apps for BVIs could contribute towards higher adoption rates. Full article
(This article belongs to the Special Issue The Academic Approach to Education)
Open AccessArticle
An Entropy Analysis of Classroom Conditions Based on Mathematical Social Science
Educ. Sci. 2019, 9(4), 288; https://doi.org/10.3390/educsci9040288 - 06 Dec 2019
Abstract
In classroom management, it is well-known that students’ mental states are strongly related to classroom conditions. There are many ways to describe human behavior in mathematical modeling in sociology. In social science, a model to describe human behavior has been developed by an [...] Read more.
In classroom management, it is well-known that students’ mental states are strongly related to classroom conditions. There are many ways to describe human behavior in mathematical modeling in sociology. In social science, a model to describe human behavior has been developed by an analogy with the ferromagnetic spin model in statistical physics. Entropy, on the other hand, can express the order and/or disorder in many-body systems. The concept of entropy can be extended to continuous random variables in the information theory, which is called “differential entropy” and has been a powerful tool in many stochastic systems. Here, we show that classroom conditions can be expressed by the differential entropy, based on the model used in social science. To assess the applicability of this method to real classroom conditions, we investigated fluctuations in students’ minds with pictures and a questionnaire relating to school life, and then applied this to the present method, and calculated the differential entropy. The results correspond well with real classroom conditions, and suggest the usefulness of the present method. The significance of the present research is the proposal of a new method which has not yet been used in educational psychology. Full article
(This article belongs to the Special Issue The Academic Approach to Education)
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Open AccessArticle
People with Learning Disabilities and Smartphones: Testing the Usability of a Touch-Screen Interface
Educ. Sci. 2019, 9(4), 263; https://doi.org/10.3390/educsci9040263 - 27 Oct 2019
Cited by 5
Abstract
Mobile phone technology is becoming ubiquitous. However, a number of unique usability challenges are still unresolved, including small screen size, device orientation changes, and an array of interaction methods (tap, flick, pinch, etc.) These challenges may be particularly acute for people with learning [...] Read more.
Mobile phone technology is becoming ubiquitous. However, a number of unique usability challenges are still unresolved, including small screen size, device orientation changes, and an array of interaction methods (tap, flick, pinch, etc.) These challenges may be particularly acute for people with learning disabilities. This study examined the usability of touchscreen interactions, the difficulties, and possible solutions. An app was developed in which (12) participants accessed Google Maps and manipulated it to find various London Underground station locations. Text input (a password), tap, swipe, and pinch were required, and their usage was analysed. Many participants were successful in finding the required information. However, many difficulties arose, including misunderstandings of the labelling (a live ‘Welcome’ button was not tapped, whereas a short list of instructions was erroneously seen as a menu and so erroneously tapped to access each step in the process) and an over-sensitive zoom feature. Three categories of error were formulated from the findings: affordance, user, and functionality. Recommendations are offered, such as using more appropriate ‘signage’ for link buttons (affordance); manipulating the zoom feature using + and - buttons rather than a ‘pinch’, which requires two fingered dexterity (functionality); and more formal training and familiarity (user). Full article
(This article belongs to the Special Issue The Academic Approach to Education)
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