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Social Sciences
Special Issues
Educational Technology for a Multimodal Society
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Educational Technology for a Multimodal Society

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (31 October 2025) | Viewed by 20946

Special Issue Editors

Prof. Dr. Julio Cabero Almenara

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Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: education technology
Prof. Dr. Carmen Llorente Cejudo

E-Mail Website
Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Antonio Palacios-Rodríguez

E-Mail Website
Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The rapid evolution of technology in the educational field has profoundly transformed the way we learn and teach in contemporary society. The emergence of a multimodal society, where information is presented through various media and platforms, poses new challenges and opportunities for educational technology. In this Special Issue, we will explore how educational technology can adapt and enhance quality learning, promoting inclusion, active participation, and educational equity and investigating the ethical and social implications of the integration of educational technology in a digital society:

  • Analyze the impact of the digital society on education and the role of technology in this context.
  • Explore innovative strategies and technological tools to improve teaching and learning.
  • Investigate the ethical and social implications of the integration of educational technology in a digital society.
  • Examine case studies and good practices that illustrate the effective application of technology in different educational contexts.
  • Identify future challenges and opportunities for research and practice in the field of educational technology.

Potential contributors:

  • Researchers in the field of educational technology with experience in the design and evaluation of digital tools for learning.
  • Education professionals who have successfully implemented educational technologies in multimodal environments and are willing to share their experiences and perspectives.
  • Academics that specialize in educational and media studies who can provide a critical understanding of the relationship between technology and education.
  • Experts in ethics and educational policy interested in examining the ethical dilemmas and political implications of educational technology.
  • Graduate students and young researchers who are carrying out research on the integration of technology in diverse and multimodal educational environments.

This Special Issue will also be offered to the participants of the XXVIII Edutec 2024 Congress (https://edutec24.es/) held on 20–22 November 2024. It is a key event in the field of education and technology, which could offer updated perspectives and innovative experiences in the use of educational technology in multimodal environments.

Prof. Dr. Julio Cabero Almenara
Prof. Dr. Carmen Llorente Cejudo
Dr. Antonio Palacios-Rodríguez
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 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-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social 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

  • education
  • educational technology
  • digital competence

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

Published Papers (11 papers)

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Research

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28 pages, 7412 KB  
Article
Augmented Reality for Multilingual Learning in Higher Education
by Lucía Amorós-Poveda, Olesea Caftanatov and Joan Antoni Pomata-García
Soc. Sci. 2026, 15(2), 62; https://doi.org/10.3390/socsci15020062 - 25 Jan 2026
Viewed by 144
Abstract
This study utilises mobile augmented reality (AR) to enhance our understanding of multiword expressions (MWEs) and emphasise that linguistic diversity is part of cultural heritage. The main objective was to implement and evaluate the impact of a multilingual AR resource (in Moldovan, English, [...] Read more.
This study utilises mobile augmented reality (AR) to enhance our understanding of multiword expressions (MWEs) and emphasise that linguistic diversity is part of cultural heritage. The main objective was to implement and evaluate the impact of a multilingual AR resource (in Moldovan, English, Russian, and Spanish) in educational settings and to identify a corpus of MWEs located in Spain. The research was conducted by applying a marker-based AR system in five academic subjects involving N = 220 undergraduate students enrolled in education degrees. Data were collected through two surveys, using both qualitative and quantitative methods that combined descriptive statistics with content analysis. Large Language Models (LLMs) were used to assist with data coding, complemented by iterative human validation. The findings revealed that the application was highly positively received, with 94% of participants acknowledging its usefulness and 83% expressing satisfaction. Furthermore, this study identified a teaching–learning procedure to enhance linguistic diversity in classrooms. Overall, the results suggest that mobile AR constitutes an effective and inclusive pedagogical tool that fosters active learning as a multimodal learning process and provides valuable localised MWE data to support future developments in corpus annotation. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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14 pages, 272 KB  
Article
Emotional Intelligence, Immediate Auditory Memory, and ICT in Primary Education: A Neuroeducational Approach
by Raquel Muñoz-Pradas, Alejandro Romero-Morales, Antonio Palacios-Rodríguez and Mª Victoria Fernández-Scagliusi
Soc. Sci. 2026, 15(2), 58; https://doi.org/10.3390/socsci15020058 - 23 Jan 2026
Viewed by 186
Abstract
This study examines the relationship between Emotional Intelligence (EI) and Immediate Auditory Memory (IAM) in primary-school students aged 10–12 years. Through a neuroeducational perspective, it explores how emotional competencies, particularly emotional meta-knowledge, interact with cognitive retention processes. Standardized instruments were administered to a [...] Read more.
This study examines the relationship between Emotional Intelligence (EI) and Immediate Auditory Memory (IAM) in primary-school students aged 10–12 years. Through a neuroeducational perspective, it explores how emotional competencies, particularly emotional meta-knowledge, interact with cognitive retention processes. Standardized instruments were administered to a sample of 175 students from schools in Southern Spain. The findings indicate a positive association between Emotional Clarity—a key subdimension of EI—and IAM, with Emotional Clarity emerging as a modest predictor of auditory retention. No notable associations were observed for Emotional Attention or Emotional Repair. These results suggest that the ability to understand one’s emotions may subtly facilitate the processing and retention of auditory information. From neuroscientific and technological viewpoints, the study highlights the potential benefits of integrating emotional education and digital tools in the classroom to enhance student well-being and cognitive development, while calling for cautious interpretation due to the multifaceted nature of these variables. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
15 pages, 276 KB  
Article
Levels of Academic Engagement and Social Media Addiction Among University Students: A Comparative Study
by Yosbanys Roque Herrera, Santiago Alonso García, Dennys Vladimir Tenelanda López and Juan Antonio López Núñez
Soc. Sci. 2026, 15(1), 49; https://doi.org/10.3390/socsci15010049 - 20 Jan 2026
Viewed by 401
Abstract
Social media is a valuable resource in many spheres of life in the 21st century; however, excessive, uncontrolled use is associated with various adverse health conditions. In this study, we used a quantitative approach, an observational design, and a comparative scope to compare [...] Read more.
Social media is a valuable resource in many spheres of life in the 21st century; however, excessive, uncontrolled use is associated with various adverse health conditions. In this study, we used a quantitative approach, an observational design, and a comparative scope to compare levels of academic commitment and social media addiction, and their respective dimensions, grouping participants according to various sociodemographic and educational criteria. A total of participants was 1200 students (65.3% female) with an average age of 21.4 years, from the Faculty of Health Sciences at the National University of Chimborazo, Ecuador, and data were collected using the Ultrecht Academic Commitment Scale and Social Media Addiction Questionnaire. When grouped by major, statistically significant differences were found only for dedication (p = 0.038), lack of control over social media use (p = 0.016), and excessive social media use (p = 0.002). When grouped by social media use, there were statistically significant differences in all the dependent variables, with p-values ranging from 0.000 to 0.011. Regarding the frequency of social media use, no significant differences were found in academic engagement (p ≥ 0.05), while the opposite was observed for social media use. A comparative analysis identified categories with significant differences. The results enabling an accurate diagnosis and the adoption of the most appropriate educational strategies; also serves as a theoretical and methodological basis for further research on the subject. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
22 pages, 1617 KB  
Article
Who Teaches Older Adults? Pedagogical and Digital Competence of Facilitators in Mexico and Spain
by Claudia Isabel Martínez-Alcalá, Julio Cabero-Almenara and Alejandra Rosales-Lagarde
Soc. Sci. 2026, 15(1), 47; https://doi.org/10.3390/socsci15010047 - 16 Jan 2026
Viewed by 371
Abstract
Digital inclusion has become an essential component in ensuring the autonomy, social participation, and well-being of older adults. However, their learning of digital skills depends to a large extent on the quality of support provided by the facilitator, whose age, training, and experience [...] Read more.
Digital inclusion has become an essential component in ensuring the autonomy, social participation, and well-being of older adults. However, their learning of digital skills depends to a large extent on the quality of support provided by the facilitator, whose age, training, and experience directly influence teaching processes and how older adults relate to technology. This study compares the digital competences, and ICT skills of 107 facilitators of digital literacy programs, classified into three groups: peer educators (PEERS), young students without gerontological training (YOS), and young gerontology specialists (YGS). A quantitative design was used. Statistical analyses included non-parametric tests (Kruskal–Wallis, Mann–Whitney, Kendall’s Tau) and parametric tests (ANOVA, t-tests), to examine associations between socio-demographic variables, the level of digital competence, and ICT skills for teachers (technological and pedagogical). The results show clear differences between profiles. YOS achieved the highest scores in digital competence, especially in problem-solving and tool handling. The YGS achieved a balanced profile, combining competent levels of digital skills with pedagogical strengths linked to their gerontological training. In contrast, PEERS recorded the lowest levels of digital competence, particularly in security and information management; nevertheless, their role remains relevant for fostering trust and closeness in training processes among people of the same age. It was also found that educational level is positively associated with digital competence in all three profiles, while age showed a negative relationship only among PEERS. The findings highlight the importance of creating targeted training courses focusing on digital, technological, and pedagogical skills to ensure effective, tailored teaching methods for older adults. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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13 pages, 293 KB  
Article
Academic Achievement in a Digital Age: Intersections of Support and Systems
by Wil Martens and Diu Thi Huong Pham
Soc. Sci. 2025, 14(9), 513; https://doi.org/10.3390/socsci14090513 - 26 Aug 2025
Cited by 1 | Viewed by 1166
Abstract
Unanticipated interplay among digital access, institutional prestige, and support systems shapes academic outcomes in higher education. Survey responses from 387 undergraduates in Taiwan and Vietnam—two markets that experienced 80–130 percent growth in mobile broadband penetration between 2015 and 2023—reveal that greater university resource [...] Read more.
Unanticipated interplay among digital access, institutional prestige, and support systems shapes academic outcomes in higher education. Survey responses from 387 undergraduates in Taiwan and Vietnam—two markets that experienced 80–130 percent growth in mobile broadband penetration between 2015 and 2023—reveal that greater university resource intensity is associated with higher course grades, whereas Reputation Capital and National Context factors unexpectedly correlate with lower performance. Moreover, while individual motivation robustly predicts achievement, a strong future orientation (long-term mindset) is linked to modest declines in grades, perhaps reflecting difficulties in balancing forward-looking goals with the demands of fast-paced, digitally mediated coursework. These counter-intuitive findings underscore the intricate dynamics of student success in technology-saturated learning environments and suggest that effective use of institutional resources and digital platforms requires targeted interventions—such as training in digital self-regulation and curricular designs that mitigate the downsides of prestige and pervasive connectivity—to optimize academic performance. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
16 pages, 493 KB  
Article
Techno-Pessimistic Shock and the Banning of Mobile Phones in Secondary Schools: The Case of Madrid
by Joaquín Paredes-Labra, Isabel Solana-Domínguez, Marco Ramos-Ramiro and Ada Freitas-Cortina
Soc. Sci. 2025, 14(7), 441; https://doi.org/10.3390/socsci14070441 - 18 Jul 2025
Cited by 1 | Viewed by 2466
Abstract
Over a three-year R&D project, the perception of mobile phone use in Spanish secondary schools shifted from initial tolerance to increasingly prohibitive policies. Drawing on the Actor–Network Theory, this study examines how mobile phones—alongside institutional discourses and school and family concerns—acted as dynamic [...] Read more.
Over a three-year R&D project, the perception of mobile phone use in Spanish secondary schools shifted from initial tolerance to increasingly prohibitive policies. Drawing on the Actor–Network Theory, this study examines how mobile phones—alongside institutional discourses and school and family concerns—acted as dynamic actants, shaping public and political responses. The research adopted a qualitative design combining policy and media document analysis, nine semi-structured interviews with key stakeholders, ten regional case studies, and twelve focus groups. The study concluded with a public multiplier event that engaged the broader educational community. The Madrid region, among the first to adopt a restrictive stance, contributed two school-based case studies and three focus groups with teachers, students, and families. Findings suggest that the turn toward prohibition was motivated less by pedagogical evidence than by cultural anxieties, consistent with what it conceptualizes as a techno-pessimistic shock. This shift mirrors the historical patterns of societal reaction to disruption and technological saturation. Rather than reinforcing binary framings of promotion versus prohibition, such moments invite critical reflection. The study argues for nuanced, evidence-based, and multilevel governance strategies to address the complex role of mobile technologies in education. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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23 pages, 1353 KB  
Article
Artificial Intelligence Adoption Amongst Digitally Proficient Trainee Teachers: A Structural Equation Modelling Approach
by María Belén Morales-Cevallos, Santiago Alonso-García, Alejandro Martínez-Menéndez and Juan José Victoria-Maldonado
Soc. Sci. 2025, 14(6), 355; https://doi.org/10.3390/socsci14060355 - 3 Jun 2025
Cited by 2 | Viewed by 3574
Abstract
The present study examines how pre-service teachers’ digital competence influences their acceptance and use of Artificial Intelligence (AI) in educational settings. Employing a quantitative approach via Structural Equation Modelling (SEM), the authors analyzed self-reported data from Early Childhood and Elementary Education students in [...] Read more.
The present study examines how pre-service teachers’ digital competence influences their acceptance and use of Artificial Intelligence (AI) in educational settings. Employing a quantitative approach via Structural Equation Modelling (SEM), the authors analyzed self-reported data from Early Childhood and Elementary Education students in Andalusian (Spain) universities. The findings indicate that professional engagement is associated with a critical assessment of AI, focusing on pedagogical and ethical considerations, whereas digital content creation skills promote a more positive and proactive attitude toward AI adoption. These results underscore the importance of teacher education programs that combine technical skills with critical thinking to foster responsible AI integration. This study acknowledges limitations, including its regional scope and cross-sectional design and recommends future longitudinal and comparative research to validate and expand these insights. By addressing these gaps, future studies could enhance our understanding of AI adoption in diverse educational contexts. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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17 pages, 265 KB  
Article
Adapting and Validating DigCompEdu for Early Childhood Education Students Through Expert Competence Coefficient
by Juan Silva-Quiroz, José González-Campos, José Garrido-Miranda, José Lázaro-Cantabrana and Roberto Canales-Reyes
Soc. Sci. 2025, 14(6), 345; https://doi.org/10.3390/socsci14060345 - 28 May 2025
Cited by 2 | Viewed by 1667
Abstract
Digital teaching competence (DTC) is key for the teaching profession at any educational level. In early childhood education, DTC poses an important challenge due to the particularities of integrating digital technologies into work with infants. This article proposes an adaptation of DigCompEdu for [...] Read more.
Digital teaching competence (DTC) is key for the teaching profession at any educational level. In early childhood education, DTC poses an important challenge due to the particularities of integrating digital technologies into work with infants. This article proposes an adaptation of DigCompEdu for early childhood education. The construction of this proposal was based on international collaboration, an in-depth literature review, and the expert mediation of the authors, resulting in the adaptation of DigCompEdu’s 22 competency descriptors to the field of initial teacher training in early childhood education. Expert competence coefficient K was applied to select 22 experts for the validation process to establish its pertinence, importance, and clarity, who positively evaluated the 22 descriptors of the proposal. The results consist of a DTC proposal in accordance with the DigCompEdu framework for early childhood education students validated by experts, as a starting point for future research for assessing or self-assessment of DTC, and as a guide to define strategies in initial teacher training. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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17 pages, 2109 KB  
Article
Using WhatsApp in Distance Education: Assessing the Impact on Academic Interaction and Influencing Factors
by Jose Miguel Romero-Saritama, Sandra Espinosa-Tapia and Antonio Palacios-Rodríguez
Soc. Sci. 2025, 14(3), 183; https://doi.org/10.3390/socsci14030183 - 18 Mar 2025
Cited by 3 | Viewed by 5526
Abstract
WhatsApp has gained relevance in distance higher education due to its accessibility and ease of use, making it a valuable tool for academic support. This study analyzes the use of WhatsApp in this context, considering sociodemographic variables and factors such as subject and [...] Read more.
WhatsApp has gained relevance in distance higher education due to its accessibility and ease of use, making it a valuable tool for academic support. This study analyzes the use of WhatsApp in this context, considering sociodemographic variables and factors such as subject and group size. The sample included 127 students from an Ecuadorian university, belonging to two subjects from different areas. With a multivariate quantitative approach, this study evaluated the dimensions of management, communication and interaction, learning, and the relevance and benefits of using WhatsApp. The data were analyzed using Mann–Whitney U and Kruskal–Wallis tests and a K-means clustering analysis. The results show a positive assessment of the use of WhatsApp (mean of 4.48/5), highlighting the academic benefits, especially its innovative and practical effect. Smaller groups presented a more favorable assessment, and women reported a greater inclination towards some key dimensions. The clustering analysis identified three groups of students with differentiated assessments. These findings suggest that WhatsApp, as a support tool in distance education, not only facilitates academic interaction, but also responds to the specific needs of students, its effectiveness being dependent on group size and other student characteristics. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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22 pages, 715 KB  
Article
Evaluating Medical Students’ Satisfaction with E-Learning Platforms During the COVID-19 Pandemic: A Structural Equation Modeling Analysis Within a Multimodal Educational Framework
by Gheorghe-Dodu Petrescu, Andra-Luisa Preda, Anamaria-Cătălina Radu, Luiza-Andreea Ulmet and Andra-Victoria Radu
Soc. Sci. 2025, 14(3), 160; https://doi.org/10.3390/socsci14030160 - 5 Mar 2025
Viewed by 2716
Abstract
The rapid advancement of digital technologies in education is revolutionizing learning environments and influencing the future of educational methodologies. This study seeks to determine the parameters affecting students’ satisfaction with e-learning platforms utilized during the COVID-19 pandemic, within a multimodal educational framework. A [...] Read more.
The rapid advancement of digital technologies in education is revolutionizing learning environments and influencing the future of educational methodologies. This study seeks to determine the parameters affecting students’ satisfaction with e-learning platforms utilized during the COVID-19 pandemic, within a multimodal educational framework. A Structural Equation Modeling (SEM) approach was used to examine the contributions of different components to students’ views of e-learning tools and the inter-relationships between them. Data were gathered from 314 students via a questionnaire, with the dependent variable being student satisfaction with e-learning platforms and the independent variables comprising the perceived benefits and disadvantages, ease of use, prior experience, perceptions of the platforms, perceived risks, and communication efficiency between students and professors. The results indicated that 78% of the variance in student satisfaction was explained by these parameters (R-squared = 0.78), underscoring the substantial impact of these features on the digital learning experience. This study enhances the comprehension of the influence of e-learning platforms within a multimodal educational framework on students’ learning experiences, especially with the challenges presented by the pandemic. The collected insights can guide the development of more effective, accessible, and user-focused educational tools. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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Review

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20 pages, 823 KB  
Review
Students’ Emotions Toward Assessments: A Systematic Review
by Yenny Marcela Aristizábal Gómez, Ángel Alfonso Jiménez Sierra and Jorge Mario Ortega Iglesias
Soc. Sci. 2025, 14(11), 652; https://doi.org/10.3390/socsci14110652 - 6 Nov 2025
Viewed by 1271
Abstract
This systematic review aims to identify and analyze studies that address emotions related to assessment processes. Using the PRISMA methodology, we reviewed 15 studies published between 2019 and 2024. The search took place between January and April 2025 across the following databases: Scopus, [...] Read more.
This systematic review aims to identify and analyze studies that address emotions related to assessment processes. Using the PRISMA methodology, we reviewed 15 studies published between 2019 and 2024. The search took place between January and April 2025 across the following databases: Scopus, Web of Science, Redalyc, Scielo, ProQuest, Dialnet, and ScienceDirect. The findings show that anxiety emerges as the most frequent emotion, particularly in standardized, oral, or memory-based assessments. In contrast, positive emotions such as hope, pride, and satisfaction appear more prominently in contextualized and collaborative assessments. These results highlight the crucial role of the emotional dimension in assessment processes, as emotions can either enhance or hinder learning outcomes. We conclude that assessment practices require rethinking by integrating the emotional dimension as a formative axis in their design and implementation. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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