Cognitive Processes in Technology-Enhanced Learning: Integrating Technology with Human Cognitive Architecture
A special issue of Journal of Intelligence (ISSN 2079-3200).
Deadline for manuscript submissions: 31 May 2027 | Viewed by 89
Editor
Interests: cognitive load theory; multimedia learning; pedagogical agents; embodied cognition; generative AI in education; human-computer interaction
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
The advancement of technology in educational contexts has fundamentally transformed how humans acquire, process, and retain knowledge. Despite growing adoption of technology in educational environments, our understanding of the underlying cognitive processes that actively support and augment human intellectual capabilities requires further exploration. Understanding this relationship is essential for designing digital learning environments that enhance human intellectual capabilities.
This Special Issue invites contributions that examine the intersection of technology-enhanced learning and human cognition, with particular emphasis on cognitive processes such as working memory, attention, and knowledge construction. This issue directly aligns with the Journal of Intelligence’s mission by connecting educational technology research to fundamental questions about cognitive performance, individual differences, and intelligent behavior in designed environments.
We welcome submissions addressing themes including, but not limited to, the following:
Cognition
- Cognitive load, working memory, attention and engagement, knowledge construction, metacognition, self-regulation, and individual differences.
Technology
- Multimedia environments, immersive learning environments (VR/AR/XR, digital twins, simulations), AI-driven adaptive systems, adaptive learning technologies, and human–computer interaction.
Methods and Measurement
- Experimental and quasi-experimental designs, systematic reviews and meta-analyses, eye-tracking, physiological measures, learning analytics, self-report and subjective measures, and multimodal data.
We look forward to receiving your contributions.
Dr. Robert Otto Davis
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 250 words) can be sent to the Editorial Office for assessment.
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-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Intelligence 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 2600 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
- technology-enhanced learning
- multimedia learning
- immersive technologies
- working memory
- cognitive load
- meta-cognition
- individual differences
- human–computer interaction
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