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Education Sciences
Special Issues
Use of Technologies for Teaching and Learning
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Use of Technologies for Teaching and Learning

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 December 2021) | Viewed by 5438

Special Issue Editors

Prof. Dr. Piret Luik

E-Mail Website
Guest Editor
Department of Computer Science, University of Tartu, 51009 Tartu, Estonia
Interests: MOOCs; motivation and beliefs; technology integration; TPACK; cyberbullying
Prof. Dr. Marina Lepp

E-Mail Website
Guest Editor
Institute of Computer Science, University of Tartu, 51009 Tartu, Estonia
Interests: automated and self-assessment tools; learners supporting technologies; MOOCs

Special Issue Information

Dear Colleagues,

We are pleased to invite you to contribute to this Special Issue about using technologies for teaching and learning. Although technologies are presently remarkably integrated into education due to the coronavirus pandemic, their use for teaching and learning remains a challenge. Although there is a great variety of available technologies today (e.g., augmented reality, virtual reality, tablets, smartphones, interactive whiteboards), the use of different technologies is still low. Some attribute low technological diversity in education to the pedagogical dimension of teachers’ preparation and beliefs. As some of these technologies have only been used for a short time, the impact on learning is still unclear.

This Special Issue aims to focus on how different technologies are used for teaching and learning, paying more attention to methodological ideas of using and less on particular tools and their technical aspects. This issue offers the possibility to share novel ideas and confirmed practice that demonstrates how technology can be used in teaching and learning and how using different technologies affects the teaching and learning process and learning outcomes.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • automated assessment
  • self-assessment tools
  • learning analytics
  • learners supporting technologies
  • personal response systems
  • adaptive technologies
  • educational games
  • augmented reality
  • virtual reality
  • virtual pedagogical agents
  • avatars in learning
  • web-conferencing systems
  • podcasts
  • tablets
  • smartphones
  • interactive whiteboards
  • robots
  • future classrooms

We look forward to receiving your contributions.

Prof. Dr. Piret Luik
Prof. Dr. Marina Lepp
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

  • computer-assisted learning
  • technology-enhanced learning
  • computer-mediated communication
  • personalized learning
  • game-based learning
  • mobile learning
  • makerspaces

Published Papers (2 papers)

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Research

9 pages, 5331 KiB  
Article
GESUS, an Interactive Computer Application for Teaching and Learning the Space Groups of Symmetry
by Adolfo Miras, Agustín Cota and Domingo Martín
Educ. Sci. 2022, 12(2), 85; https://doi.org/10.3390/educsci12020085 - 26 Jan 2022
Cited by 1 | Viewed by 2148
Abstract
This paper describes a digital application designed for learning Space Groups of Symmetry (SGS). It teaches how to recognize the operations performed by the symmetry elements, both point (or 2D) operators (proper and improper rotations, including mirroring, inversion, and other rotoinversions), and space [...] Read more.
This paper describes a digital application designed for learning Space Groups of Symmetry (SGS). It teaches how to recognize the operations performed by the symmetry elements, both point (or 2D) operators (proper and improper rotations, including mirroring, inversion, and other rotoinversions), and space (or 3D) operators (screw axes and glide planes), as well as their combinations with the translations of the lattice. The software applies a 3D space vision to identify the elements of symmetry compatible with the proposed structural models. The symbols of internationally accepted representation are used. The system, class, and space group of the crystal that agree with the proposed model are solved. Two settings are taken into account in the Monoclinic system. The application self-evaluates and assesses the knowledge acquired, allowing each exercise to be re-done until it is correctly completed with the appropriate recommendations. This application constitutes a useful and easy-to-use tool for SGS learning. It is aimed at beginner students of crystallography, with elementary knowledge about elements of symmetry, Bravais lattices, crystal classes, and wallpaper groups. Full article
(This article belongs to the Special Issue Use of Technologies for Teaching and Learning)
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16 pages, 258 KiB  
Article
Study Benefits of Smartphones: Perceptions of Female Emirati Pre-Service Teacher Undergraduates
by Nicolas Gromik and David Litz
Educ. Sci. 2021, 11(12), 817; https://doi.org/10.3390/educsci11120817 - 16 Dec 2021
Cited by 3 | Viewed by 2531
Abstract
Smartphones are becoming ubiquitous and can be very useful study tools. We explored female Emirati undergraduates’ perceptions of smartphone use in the classroom. Furthermore, we investigated the age at which participants received their first smartphones, the number of smartphones to which they had [...] Read more.
Smartphones are becoming ubiquitous and can be very useful study tools. We explored female Emirati undergraduates’ perceptions of smartphone use in the classroom. Furthermore, we investigated the age at which participants received their first smartphones, the number of smartphones to which they had access at the time of the study, and the influence of these aspects on the use of smartphones as a learning tool. An online survey of 189 participants revealed that the age of receiving their first smartphone, combined with the number of smartphones they owned or had access to at the time of the study, did not correlate with their perceptions of the usefulness of smartphones as a learning tool in a statistically significant manner. However, participants in their first year of study had fewer positive perceptions about the use of smartphones in the classroom than participants in subsequent study years. We surmise that this might be attributable, in part, to the further experiences older students have had or classes they have taken or to student teaching experiences in which they might have firsthand observed the benefits of phone use in the classroom as a learning tool. Full article
(This article belongs to the Special Issue Use of Technologies for Teaching and Learning)
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