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ICT-Based Modelling and Simulation for Education
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ICT-Based Modelling and Simulation for Education

A special issue of Information (ISSN 2078-2489). This special issue belongs to the section "Information Applications".

Deadline for manuscript submissions: 31 May 2026 | Viewed by 9391

Special Issue Editors

Dr. Rui Chibante

E-Mail Website
Guest Editor
Instituto Superior de Engenharia do Porto (ISEP), Instituto Politécnico do Porto, 4249-015 Porto, Portugal
Interests: pedagogical applications; electrical engineering education; power electronics; optimization
Dr. Kleopatra Nikolopoulou

E-Mail Website
Guest Editor
School of Education, National and Kapodistrian University of Athens, 10680 Athens, Greece
Interests: ICT in education; mobile education; mobile technologies; blended teaching and learning
Dr. Filipe T. Moreira

E-Mail Website
Guest Editor Assistant
Department of Multimedia Communication, Instituto Politécnico da Guarda, 6300-559 Guarda, Portugal
Interests: education; technologies for education; philosophy of technology

Special Issue Information

Dear Colleagues,

The rapid advancement of Information and Communication Technology (ICT) has revolutionized the field of education. The integration of ICT-based modelling and simulation in educational practices has opened up new avenues for enhanced learning experiences. This Special Issue aims to explore the innovative applications of ICT-based modelling and simulation at all levels of education and their impact on teaching and learning processes.

ICT-based modelling and simulation tools provide a dynamic, interactive, and visual learning environment that can significantly enhance students’ understanding of complex concepts. They allow learners to manipulate variables, observe outcomes, and gain a deeper understanding of the subject matter. These tools are currently being used across various disciplines, including science, engineering, mathematics, and social sciences, transforming traditional pedagogical methods into more engaging and effective learning experiences.

The topics for the Special Issue include (but are not limited to) the following:

  1. Theoretical Frameworks for ICT-Based Modelling and Simulation in Education: Exploration of theoretical underpinnings and pedagogical strategies for the integration of ICT-based modelling and simulation in education.
  2. Case Studies on ICT-Based Modelling and Simulation: Empirical studies showcasing the application and effectiveness of ICT-based modelling and simulation tools in various educational settings.
  3. Design and Development of ICT-Based Modelling and Simulation Tools: Papers focusing on the design, development, and evaluation of innovative ICT-based modelling and simulation tools for education.
  4. Teacher Training for ICT-Based Modelling and Simulation: Studies on professional development programs for educators to effectively integrate ICT-based modelling and simulation in their teaching practices.
  5. ICT-based modelling and simulation and Generative Artificial Intelligence (GAI): Papers focusing on how GAI can enhance ICT-based modelling and simulation (by making models more adaptive, improving their accuracy, automating processes, handling complex systems, and integrating real-time data) and discussing challenges related to data quality, transparency, computational demands, ethical concerns, and security.
  6. Challenges and Future Directions in ICT-Based Modelling and Simulation for Education: Papers discussing the challenges, opportunities, and future trends in the use of ICT-based modelling and simulation in education.

This Special Issue invites researchers, educators, and practitioners to share their insights, experiences, and research findings on the use of ICT-based modelling and simulation in education. We look forward to your valuable contributions to this exciting and rapidly evolving field.

Dr. Rui Chibante
Dr. Kleopatra Nikolopoulou
Guest Editors

Dr. Filipe T. Moreira
Guest Editor Assistant

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 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. Information 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

  • ICT in education
  • educational modelling
  • simulation-based learning
  • interactive learning environments
  • educational technology
  • pedagogical strategies
  • teacher training
  • future educational trends and GAI

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

Published Papers (5 papers)

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15 pages, 1443 KB  
Article
Education Strategy for the Net Generation
by Andrej Flogie, Boris Aberšek and Igor Pesek
Information 2025, 16(9), 756; https://doi.org/10.3390/info16090756 - 1 Sep 2025
Viewed by 574
Abstract
This paper addresses the urgent need to redefine education strategies for the Net Generation in the context of rapid technological and societal changes. First, the educational challenge is placed within a broader philosophical and cultural framework, focusing on the fluid and evolving nature [...] Read more.
This paper addresses the urgent need to redefine education strategies for the Net Generation in the context of rapid technological and societal changes. First, the educational challenge is placed within a broader philosophical and cultural framework, focusing on the fluid and evolving nature of knowledge and human experience. Building on the paradigm shift from Web 2.0 to Web 4.0 and the emergence of Education 5.0, this paper investigates the pedagogical implications of these developments. Through conceptual analysis supported by contemporary educational theory, this paper proposes a model of education that integrates personalized learning, real-time feedback, and collaborative, interdisciplinary environments. A special focus is placed on the role of educators as mentors, rather than mere transmitters of information, and on the ethical, social, and emotional dimensions of digital learning. This article highlights the importance of adjusting educational practices to real-life contexts and future challenges of young learners while ensuring that the humanistic essence of education is not lost. Full article
(This article belongs to the Special Issue ICT-Based Modelling and Simulation for Education)
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16 pages, 281 KB  
Article
Modeling Concrete and Virtual Manipulatives for Mathematics Teacher Training: A Case Study in ICT-Enhanced Pedagogies
by Angela Ogbugwa Ochogboju and Javier Díez-Palomar
Information 2025, 16(8), 698; https://doi.org/10.3390/info16080698 - 17 Aug 2025
Viewed by 1009
Abstract
This feature paper explores the comparative pedagogical roles of concrete and virtual manipulatives in preservice mathematics teacher education. Based on a design-based research (DBR) methodology, this study investigates the effects of tangible tools (e.g., base-ten blocks, fraction circles) and digital applications (e.g., GeoGebra [...] Read more.
This feature paper explores the comparative pedagogical roles of concrete and virtual manipulatives in preservice mathematics teacher education. Based on a design-based research (DBR) methodology, this study investigates the effects of tangible tools (e.g., base-ten blocks, fraction circles) and digital applications (e.g., GeoGebra Classic 6, Polypad) on preservice teachers’ problem solving, conceptual understanding, engagement, and instructional reasoning. Data were collected through surveys (n = 53), semi-structured interviews (n = 25), and classroom observations (n = 30) in a Spanish university’s teacher education program. Key findings show that both forms of manipulatives significantly enhance engagement and conceptual clarity, but are affected by logistical and digital access barriers. This paper further proposes a theoretically grounded model for simulating manipulatives through ICT-based environments, enabling scalable and adaptive mathematics teacher training. By linking constructivist learning theory, the Technologically Enhanced Learning Environment (TELE) framework, and simulation-based pedagogy, this model aims to replicate the cognitive, affective, and collaborative affordances of manipulatives in virtual contexts. Distinct from prior work, this study contributes an integrated theoretical and practical framework, contextualized through empirical classroom data, and presents a clear plan for real-world ICT-based implementation. The findings provide actionable insights for teacher educators, edtech developers, and policymakers seeking to expand equitable and engaging mathematics education through simulation and blended modalities. Full article
(This article belongs to the Special Issue ICT-Based Modelling and Simulation for Education)
26 pages, 949 KB  
Article
Understanding Determinants of Management Simulation Games Adoption in Higher Educational Institutions Using an Integrated Technology Acceptance Model/Technology–Organisation–Environment Model: Educator Perspective
by Mirjana Pejić Bach, Maja Meško, Ana Marija Stjepić, Sarwar Khawaja and Fayyaz Hussain Quershi
Information 2025, 16(1), 45; https://doi.org/10.3390/info16010045 - 13 Jan 2025
Cited by 4 | Viewed by 1840
Abstract
Background and Methods: A primary survey of a multi-national sample of higher institutional educators has been conducted to investigate the determinants of the adoption of management simulation games. The research model is developed based on the technology acceptance model (TAM) and technology–organisation–environment (TOE). [...] Read more.
Background and Methods: A primary survey of a multi-national sample of higher institutional educators has been conducted to investigate the determinants of the adoption of management simulation games. The research model is developed based on the technology acceptance model (TAM) and technology–organisation–environment (TOE). Structural equation modelling has been used to test the research model. The paper focuses on the use of management simulation games among educators in higher educational institutions (HEIs). Its purpose is to determine the factors influencing educators’ use of these games from both individual and institutional perspectives. The TAM captures the individual perspective, while the TOE framework addresses the institutional perspective. The structural equation model confirmed most of the TAM hypotheses. Results: However, the model does not support the hypotheses regarding the relationship between perceived ease of use and attitude toward usage or between perceived ease of use and perceived usefulness. The technological factors within the TOE framework did not significantly impact perceived usefulness, only perceived ease of use. Conclusion: The combined TAM-TOE model has demonstrated valid representativeness. Previous research on the usage of management simulation games has primarily focused on students, neglecting the broader perspective of educators in HEIs in business and economics within both the TAM and TOE frameworks. Full article
(This article belongs to the Special Issue ICT-Based Modelling and Simulation for Education)
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29 pages, 573 KB  
Systematic Review
Readiness to Practice for Biomedical Scientists and Screen-Based Simulated Learning Experiences: A Scoping Review
by Nicola Rouse and Bart Rienties
Information 2025, 16(9), 747; https://doi.org/10.3390/info16090747 - 28 Aug 2025
Viewed by 435
Abstract
(1) Aims: This review aims to investigate whether screen-based simulated learning experiences improve on traditional teaching strategies to bridge the theory–practice gap for biomedical scientists and enhance the readiness to practice of graduates. (2) Methods: This review adheres to the systematic–narrative hybrid literature [...] Read more.
(1) Aims: This review aims to investigate whether screen-based simulated learning experiences improve on traditional teaching strategies to bridge the theory–practice gap for biomedical scientists and enhance the readiness to practice of graduates. (2) Methods: This review adheres to the systematic–narrative hybrid literature review strategy with the scope of review defined according to Cochrane guidelines for systematic reviews. To identify the potentially relevant literature, the PUBMED, CINAHL, and Web of Science bibliographic databases were searched using the identified keywords from January 2020 to February 2025. Thematic analysis of the resultant literature was conducted in line with the Braun and Clarke framework. (3) Results: The original search and analysis of the online databases returned 45 papers. Collectively these sources explore global perspectives on biomedical science education, training, and professional practice. These include the identification of core competencies that may contribute to the theory–practice gap for biomedical scientists, as well as educational interventions that aim to address them. The poor quality of existing research on simulation-based learning, mostly from academic settings, makes it challenging to apply the findings to professional practice. This limitation is primarily due to an overreliance on self-reported data and perceived learning gains rather than direct, objective evaluations of competence. Future studies should focus on objective, validated outcome measures and longitudinal follow-up to assess real-world impacts and learning transfer. (4) Conclusions: Simulation-based learning experiences have the potential to address aspects of the theory–practice gap for biomedical scientists, but the current evidence base reflects a lack of understanding regarding specific targets and strategies for its design, evaluation, and integration in this context. There is a need for more robust evidence that evaluates their impacts on readiness to practice. This need is hindered by a lack of research directly investigating the impact of simulation-based teaching and training interventions in clinical settings. Full article
(This article belongs to the Special Issue ICT-Based Modelling and Simulation for Education)
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31 pages, 2141 KB  
Systematic Review
Predicting and Preventing School Dropout with Business Intelligence: Insights from a Systematic Review
by Diana-Margarita Córdova-Esparza, Juan Terven, Julio-Alejandro Romero-González, Karen-Edith Córdova-Esparza, Rocio-Edith López-Martínez, Teresa García-Ramírez and Ricardo Chaparro-Sánchez
Information 2025, 16(4), 326; https://doi.org/10.3390/info16040326 - 19 Apr 2025
Viewed by 4251
Abstract
School dropout in higher education remains a significant global challenge with profound socioeconomic consequences. To address this complex issue, educational institutions increasingly rely on business intelligence (BI) and related predictive analytics, such as machine learning and data mining techniques. This systematic review critically [...] Read more.
School dropout in higher education remains a significant global challenge with profound socioeconomic consequences. To address this complex issue, educational institutions increasingly rely on business intelligence (BI) and related predictive analytics, such as machine learning and data mining techniques. This systematic review critically examines the application of BI and predictive analytics for analyzing and preventing student dropout, synthesizing evidence from 230 studies published globally between 1996 and 2025. We collected literature from the Google Scholar and Scopus databases using a comprehensive search strategy, incorporating keywords such as “business intelligence”, “machine learning”, and “big data”. The results highlight a wide range of predictive tools and methodologies, notably data visualization platforms (e.g., Power BI) and algorithms like decision trees, Random Forest, and logistic regression, demonstrating effectiveness in identifying dropout patterns and at-risk students. Common predictive variables included personal, socioeconomic, academic, institutional, and engagement-related factors, reflecting dropout’s multifaceted nature. Critical challenges identified include data privacy regulations (e.g., GDPR and FERPA), limited data integration capabilities, interpretability of advanced models, ethical considerations, and educators’ capacity to leverage BI effectively. Despite these challenges, BI applications significantly enhance institutions’ ability to predict dropout accurately and implement timely, targeted interventions. This review emphasizes the need for ongoing research on integrating ethical AI-driven analytics and scaling BI solutions across diverse educational contexts to reduce dropout rates effectively and sustainably. Full article
(This article belongs to the Special Issue ICT-Based Modelling and Simulation for Education)
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