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Information
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Digital Systems in Higher Education
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Digital Systems in Higher Education

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

Deadline for manuscript submissions: 31 July 2026 | Viewed by 2180

Special Issue Editor

Dr. Iouliia Skliarova

E-Mail Website1 Website2
Guest Editor
Department of Electronics, Telecommunications and Informatics, IEETA, University of Aveiro, 3810-193 Aveiro, Portugal
Interests: reconfigurable computing; application-specific architectures; digital systems; object-oriented programming; combinatorial optimization; hardware description languages
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Digital systems, encompassing digital design techniques and digital signal processing, constitute an important topic of modern higher education in the areas of electrical, computer, and industrial automation engineering. These disciplines are foundational in equipping future engineers with the knowledge and skills to address complex technological challenges. As the demand for highly skilled engineers continues to grow, the effective education of digital systems has become increasingly essential.

This Special Issue of Information focuses on the integration of innovative teaching methodologies and tools in digital systems education, aiming to inspire novel approaches and share best practices.

We invite contributions that highlight advancements in curriculum design, pedagogical strategies, and practical training for digital systems. Topics of interest include, but are not limited to, FPGA-based education, reconfigurable computing, digital signal processing laboratories, simulation tools, and project-based learning in digital design. Submissions addressing the use of artificial intelligence (AI) to enhance learning experiences, as well as studies exploring interdisciplinary approaches, industry collaborations, and the impact of emerging technologies, are particularly encouraged.

Information (ISSN 2078-2489) is an open-access peer-reviewed journal indexed by Scopus, ESCI, Ei Compendex, and other leading databases, with an Impact Factor of 2.4. By contributing to this Special Issue, authors will have the opportunity to share insights with a global audience and foster innovation in the education of digital systems.

Dr. Iouliia Skliarova
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 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

  • digital systems education
  • emerging technologies in education
  • novel pedagogical methods
  • artificial intelligence in education
  • FPGA-based learning
  • digital signal processing
  • reconfigurable computing
  • project-based learning
  • simulation tools in education

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

Published Papers (2 papers)

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31 pages, 2118 KB  
Article
Leveraging Multimodal Information for Web Front-End Development Instruction: Analyzing Effects on Cognitive Behavior, Interaction, and Persistent Learning
by Ming Lu and Zhongyi Hu
Information 2025, 16(9), 734; https://doi.org/10.3390/info16090734 - 26 Aug 2025
Viewed by 975
Abstract
This study focuses on the mechanisms of behavior and cognition, providing a comprehensive analysis of the innovative path of multimodal learning theory in the teaching practice of the “Web Front-end Development” course. This study integrates different sensory modes, such as vision, hearing, and [...] Read more.
This study focuses on the mechanisms of behavior and cognition, providing a comprehensive analysis of the innovative path of multimodal learning theory in the teaching practice of the “Web Front-end Development” course. This study integrates different sensory modes, such as vision, hearing, and haptic feedback, with the core objective of exploring the specific impact of this multi-sensory integration form on students’ cognitive engagement status, classroom interaction styles, and long-term learning behavior. We employed a mixed-methods approach in this study. On the one hand, we conducted a quasi-experiment involving 120 undergraduate students. On the other hand, research methods such as behavioral coding, in-depth interviews, and longitudinal tracking were also employed. Results show that multimodal teaching significantly reduces cognitive load (a 34.9% reduction measured by NASA-TLX), increases the frequency of collaborative interactions (2.3 times per class), and extends voluntary practice time (8.5 h per week). Mechanistically, these effects are mediated by enhanced embodied cognition (strengthening motor-sensory memory), optimized cognitive load distribution (reducing extraneous mental effort), and the fulfillment of intrinsic motivational needs (autonomy, competence, relatedness) as framed by self-determination theory. This study fills in the gap between educational technology and behavioral science. We have developed a comprehensive framework that provides practical guidance for designing technology-enhanced learning environments. With such a framework, learners can not only master technical skills more smoothly but also maintain their enthusiasm for learning for a long time and continue to participate. Full article
(This article belongs to the Special Issue Digital Systems in Higher Education)
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15 pages, 632 KB  
Article
Architecture of an Efficient Environment Management Platform for Experiential Cybersecurity Education
by David Arnold, John Ford and Jafar Saniie
Information 2025, 16(7), 604; https://doi.org/10.3390/info16070604 - 14 Jul 2025
Viewed by 712
Abstract
Testbeds are widely used in experiential learning, providing practical assessments and bridging classroom material with real-world applications. However, manually managing and provisioning student lab environments consumes significant preparation time for instructors. The growing demand for advanced technical skills, such as network administration and [...] Read more.
Testbeds are widely used in experiential learning, providing practical assessments and bridging classroom material with real-world applications. However, manually managing and provisioning student lab environments consumes significant preparation time for instructors. The growing demand for advanced technical skills, such as network administration and cybersecurity, is leading to larger class sizes. This stresses testbed resources and necessitates continuous design updates. To address these challenges, we designed an efficient Environment Management Platform (EMP). The EMP is composed of a set of 4 Command Line Interface scripts and a Web Interface for secure administration and bulk user operations. Based on our testing, the EMP significantly reduces setup time for student virtualized lab environments. Through a cybersecurity learning environment case study, we found that setup is completed in 15 s for each student, a 12.8-fold reduction compared to manual provisioning. When considering a class of 20 students, the EMP realizes a substantial saving of 62 min in system configuration time. Additionally, the software-based management and provisioning process ensures the accurate realization of lab environments, eliminating the errors commonly associated with manual configuration. This platform is applicable to many educational domains that rely on virtual machines for experiential learning. Full article
(This article belongs to the Special Issue Digital Systems in Higher Education)
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