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Educational Intelligence and Emerging Educational Technology
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Educational Intelligence and Emerging Educational Technology

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 August 2023) | Viewed by 101960

Special Issue Editors

Prof. Dr. Gwo-Jen Hwang

E-Mail Website
Guest Editor
Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei 106, Taiwan
Interests: mobile and ubiquitous learning; digital game-based learning; web-based learning; artificial intelligence in education
Special Issues, Collections and Topics in MDPI journals
Dr. Di Zou

E-Mail Website
Guest Editor
Department of English Language Education, The Education University of Hong Kong, Hong Kong
Interests: vocabulary acquisition; technology-enhanced language learning; game-based language learning; flipped classroom; AI in language education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Hui-Chun Chu

E-Mail Website
Guest Editor
Department of Computer Science and Information Management, Soochow University, Taipei, Taiwan
Interests: mobile and ubiquitous learning; game-based learning; flipped classroom; computer-assisted diagnosis of learning problems; medical education; the application of knowledge engineering

Special Issue Information

Dear Colleagues,

This Special Issue aims to advance the theoretical and practical knowledge related to the use of educational intelligence and education technology to facilitate teaching and learning. In particular, it is important and challenging to employ emerging technologies, such as artificial intelligence (AI), augmented reality (AR), virtual reality (VR), robots, and chatbots in school settings and professional training to promote learners’ or trainees’ learning outcomes. Via this Special Issue, it is hoped that this could expand our knowledge of the theoretical underpinnings and pedagogical practicalities of emerging technologies in school teaching and professional training. For the scope of this Special Issue, we invite authors to submit their research work (including case studies, empirical studies, design-based research, theoretical papers, and reviews) across different educational levels (e.g., primary, secondary, higher education, and professional development) and types (e.g., formal and informal education) on but not limited to the following topics:

  • Pedagogical theories and models of using emerging technologies in educational settings and professional training
  • Performance measure of using emerging technologies in educational settings and professional training
  • Effective learning strategies to incorporate emerging technologies into educational settings and professional training
  • Impact of learners’ attribution of human qualities or personality traits on the performance of using emerging technologies in educational settings and professional training
  • Emerging technologies for promoting higher-order thinking
  • Goal-directed discussions assisted by emerging technologies and professional training
  • Adaptive feedback generation using emerging technologies and professional training
  • Emerging technologies for learners with special needs
  • Learning and instruction approaches about emerging technologies for individual and collaborative learning
  • Emerging technologies for learner diversity
  • Personalized learning using emerging technologies
  • Learning process analysis and visualization for using emerging technologies in educational settings and professional training
  • Teacher training for instruction assisted by emerging technologies
  • Review studies about the recent advancement in using emerging technologies in educational settings and professional training

Prof. Dr. Gwo-Jen Hwang
Dr. Di Zou
Prof. Dr. Hui-Chun Chu
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 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. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • emerging technologies
  • educational intelligence
  • Artificial intelligence (AI)
  • augmented reality (AR)
  • virtual reality (VR)
  • Robots, and chatbots

Published Papers (18 papers)

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18 pages, 1568 KiB  
Article
Metaversity: Beyond Emerging Educational Technology
by Luis Alberto Laurens-Arredondo and Lilibeth Laurens
Sustainability 2023, 15(22), 15844; https://doi.org/10.3390/su152215844 - 10 Nov 2023
Viewed by 1362
Abstract
The pandemic caused by the COVID-19 virus forced the virtualization of educational processes worldwide, which has generated a series of challenges in terms of teaching quality due to the improvisation of its implementation. However, the emergence of the metaverse as a new social [...] Read more.
The pandemic caused by the COVID-19 virus forced the virtualization of educational processes worldwide, which has generated a series of challenges in terms of teaching quality due to the improvisation of its implementation. However, the emergence of the metaverse as a new social scenario has opened new opportunities to overcome the problems inherited by education during this pandemic. The main objective is to explore the use of the metaverse in universities through the new concept of the metaversity. A methodology based on the socio-critical paradigm was applied. The theoretical bases around the metaverse are presented, and it is linked to the current university educational ecosystem through the metaversity. The main characteristics and scope of the metaversity are identified as well as the gaps present for the creation of the new learning ecosystem based on virtuality. The incipient character of the implementation of the metaversity was evidenced, as well as its main potentialities. The virtualization of all processes associated with higher education, caused by pandemic education, makes the implementation of the metaversity feasible, and it should therefore be part of the future research agenda. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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18 pages, 639 KiB  
Article
Course Prophet: A System for Predicting Course Failures with Machine Learning: A Numerical Methods Case Study
by Isaac Caicedo-Castro
Sustainability 2023, 15(18), 13950; https://doi.org/10.3390/su151813950 - 20 Sep 2023
Viewed by 688
Abstract
In this study, our purpose was to conceptualize a machine-learning-driven system capable of predicting whether a given student is at risk of failing a course, relying exclusively on their performance in prerequisite courses. Our research centers around students pursuing a bachelor’s degree in [...] Read more.
In this study, our purpose was to conceptualize a machine-learning-driven system capable of predicting whether a given student is at risk of failing a course, relying exclusively on their performance in prerequisite courses. Our research centers around students pursuing a bachelor’s degree in systems engineering at the University of Córdoba, Colombia. Specifically, we concentrate on the predictive task of identifying students who are at risk of failing the numerical methods course. To achieve this goal, we collected a dataset sourced from the academic histories of 103 students, encompassing both those who failed and those who successfully passed the aforementioned course. We used this dataset to conduct an empirical study to evaluate various machine learning methods. The results of this study revealed that the Gaussian process with Matern kernel outperformed the other methods we studied. This particular method attained the highest accuracy (80.45%), demonstrating a favorable trade-off between precision and recall. The harmonic mean of precision and recall stood at 72.52%. As far as we know, prior research utilizing a similar vector representation of students’ academic histories, as employed in our study, had not achieved this level of prediction accuracy. In conclusion, the main contribution of this research is the inception of the prototype named Course Prophet. Leveraging the Gaussian process, this tool adeptly identifies students who face a higher probability of encountering challenges in the numerical methods course, based on their performance in prerequisite courses. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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13 pages, 410 KiB  
Article
Can “Smart Homework” Achieve the Goal of Chinese “Double Reduction” Policy to Reduce Burden and Improve Quality?—The Positive and Negative Effects of “Smart Homework” on Students
by Weiping Zhang, Siyu Xiao and Weidong Fu
Sustainability 2023, 15(12), 9759; https://doi.org/10.3390/su15129759 - 19 Jun 2023
Viewed by 1820
Abstract
The application of information technology provides technical support for achieving the requirements of reducing burden and improving quality in the Chinese “Double Reduction” Policy. Based on the analysis of the mechanism and path of “Smart Homework” (an educational tool that applies artificial intelligence [...] Read more.
The application of information technology provides technical support for achieving the requirements of reducing burden and improving quality in the Chinese “Double Reduction” Policy. Based on the analysis of the mechanism and path of “Smart Homework” (an educational tool that applies artificial intelligence technology) to reduce the burden and improve the quality of Chinese Jiangxi Province by using the literature, this paper investigates 78 counties and cities of this province and finds that this tool can reduce the burden of primary and secondary school students’ homework, improve the completion of homework, reduce the willingness to participate in after-school tutoring, and improve the self-efficacy and learning investment, so as to achieve the goal of the Chinese “Double Reduction” Policy, but at the same time, the lack of convenience in using intelligent products has caused psychological anxiety for a small number of students. The psychological mechanism of reducing burden and improving quality is in line with the principle revealed by the Yerkes–Dodson law; that is, as learning anxiety decreases, the impact of psychological stress on learning efficiency increases. The appropriate psychological stress enhanced the impact of psychological pressure on learning efficacy and engagement, and improved learning efficiency. The article believes that, first, based on the principle of a three-layer structure of homework burden, the use of “Smart Homework” achieves the reduction of homework burden from three aspects: surface layer, inner layer, and core layer. Second, “Smart Homework” reduces the willingness to participate in extracurricular tutoring and, to some extent, reduces the burden of extracurricular tutoring. Third, “Smart Homework” can help students better complete homework and improve learning efficiency. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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19 pages, 10664 KiB  
Article
A Big-Data-Based Experimental Platform for Green Shipping Monitoring and Its Teaching Application
by Yuzhe Zhao, Jingmiao Zhou, Zhongxiu Peng, Zongyao Wang and Zunkuo Sheng
Sustainability 2023, 15(11), 8674; https://doi.org/10.3390/su15118674 - 26 May 2023
Viewed by 1040
Abstract
The construction of New Business Studies (NBS) in China and big data technology offer an opportunity for teaching reform. Based on the existing teaching resources, professional knowledge, data, and technology, we monitored the dynamics and checked the statistics of air pollutant emissions from [...] Read more.
The construction of New Business Studies (NBS) in China and big data technology offer an opportunity for teaching reform. Based on the existing teaching resources, professional knowledge, data, and technology, we monitored the dynamics and checked the statistics of air pollutant emissions from ships in global waters. Various techniques of big data analysis and methods of artificial intelligence were employed, including data collection, data fusion, feature analysis, deep learning network, and system testing. Specifically, the scenario of green shipping monitoring was reproduced by virtual reality; experimental learning was carried out, involving five experimental methods, eight experimental steps, and ten interactive operations; and the results of the experimental learning were assessed. In this way, the students had a better cognition of datasets, a deeper understanding of data correlation, and an improved mastery of interactive operations. In addition, the students varied in terms of learning performance, experimental participation, and active performance inspired by individual thinking. Overall, the students were satisfied with the quality of experimental learning. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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15 pages, 254 KiB  
Article
Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions
by Chokri Kooli
Sustainability 2023, 15(7), 5614; https://doi.org/10.3390/su15075614 - 23 Mar 2023
Cited by 77 | Viewed by 57200
Abstract
A new era of education and research based on chatbots and artificial intelligence is quickly growing. However, the application of these new systems is associated with several challenges and limitations, mainly related to ethics. This paper explores the potential use of AI systems [...] Read more.
A new era of education and research based on chatbots and artificial intelligence is quickly growing. However, the application of these new systems is associated with several challenges and limitations, mainly related to ethics. This paper explores the potential use of AI systems and chatbots in the academic field and their impact on research and education from an ethical perspective. Through a qualitative methodology, the researcher perform exploratory research and data collection based on expert analysis and interpretation. The researcher conducted a comprehensive review of the main potential challenges associated with the use of chatbots in education and research to identify current practices, challenges, and opportunities. This explorative work provides a foundational understanding of the studied topic. It also helps us to better understand the subjective experiences and perspectives of the observed phenomenon, and uncovers their meanings and proposes potential solutions to the observed issues. This study examines the advantages and limitations of AI systems and chatbots, as well as their role in supporting human expertise and judgment. The paper also discusses the ethical challenges related to the use of AI systems and chatbots in research, as well as the potential for misuse and exploitation. It also proposes effective solutions to the observed ethical dilemmas. The research admits that we live in a new era of AI-based education and research. The observed technological advancements will definitely shift research processes and transform educative systems, especially in term of assessments. Digital assessments are going to disappear and assessment methods need to be more creative and innovative. The paper highlights the necessity of adaptation to the new reality of AI systems and chatbots. Co-living, sustainability and continuous adaptation to the development of these systems will become a matter of emergency. Raising awareness, adopting appropriate legislations and solidifying ethical values will strengthen research and protect educational systems. The presence of AI systems and chatbots in education needs to be considered as an opportunity for development rather than a threat. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
13 pages, 4510 KiB  
Article
A Goal-Oriented Reflection Strategy-Based Virtual Reality Approach to Promoting Students’ Learning Achievement, Motivation and Reflective Thinking
by Shih-Ting Chu, Gwo-Jen Hwang and Gwo-Haur Hwang
Sustainability 2023, 15(4), 3192; https://doi.org/10.3390/su15043192 - 09 Feb 2023
Cited by 2 | Viewed by 2130
Abstract
Scholars have emphasized the importance of situating learners in authentic learning contexts. Nevertheless, it is sometimes challenging to provide learners with real contexts owing to various reasons, such as safety or economic consideration. The advent of virtual reality (VR) has provided the opportunity [...] Read more.
Scholars have emphasized the importance of situating learners in authentic learning contexts. Nevertheless, it is sometimes challenging to provide learners with real contexts owing to various reasons, such as safety or economic consideration. The advent of virtual reality (VR) has provided the opportunity to enable learners to experience and interact in authentic contexts. On the other hand, researchers have pinpointed that, during the VR learning process, a student’s attempt or engagement levels play an important role in their knowledge gains. That is, without a clear goal, their learning outcomes could be disappointing. Hence, the present study proposes a goal-oriented reflection strategy-based VR (GRS-VR) model. Moreover, a VR-based learning system is developed based on the model. To examine the effectiveness of the proposed approach, a quasi-experiment was conducted in an English-speaking course at a junior high school. Two classes of ninth graders were recruited in this study: one class was an experimental group adopting the GRS-VR learning approach, while the other was a control group adopting the conventional VR (C-VR) learning approach. The results indicated that the experimental group had significantly better English oral performance, learning motivation and reflective thinking than the C-VR group. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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24 pages, 2382 KiB  
Article
Computer-Based Scaffolding for Sustainable Project-Based Learning: Impact on High- and Low-Achieving Students
by Jun Peng, Bei Yuan, Meng Sun, Meilin Jiang and Minhong Wang
Sustainability 2022, 14(19), 12907; https://doi.org/10.3390/su141912907 - 10 Oct 2022
Cited by 3 | Viewed by 2112
Abstract
Project-based learning, in which students engage in meaningful learning with authentic projects and building agency and autonomy for sustainable learning, has been increasingly promoted in higher education. However, completing an authentic project involves a complex process, which may pose challenges to many students, [...] Read more.
Project-based learning, in which students engage in meaningful learning with authentic projects and building agency and autonomy for sustainable learning, has been increasingly promoted in higher education. However, completing an authentic project involves a complex process, which may pose challenges to many students, especially low-achievers. This study incorporated computer-based scaffolding into a project-based programming course to make complex project learning accessible to students. The scaffolding was designed based on the four-component instructional design (4C/ID) model. The results show that with the support of computer-based scaffolding, all participants maintained a high level of motivation during the course. At the end of the course, their performance was improved by 35.49% in product quality and 38.98% in subject knowledge; their programming thinking skills were improved by 20.91% in problem understanding, 21.86% in modular design, and 25.70% in process design. Despite academic achievement discrepancies among the participants at the beginning of the course, low-achievers’ post-study performance in product quality and programming thinking skills became similar to that of high-achievers, and their post-study performance in subject knowledge became similar to that of medium-achievers. The findings reveal the promising role of computer-based scaffolding in making complex learning with real-world projects accomplishable by a wide range of students and reducing the gaps between high- and low-achieving students. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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13 pages, 3064 KiB  
Article
Immersive Disaster Training Schema Based on Team Role-Playing
by Yanan Xu and Yunhai Dai
Sustainability 2022, 14(19), 12551; https://doi.org/10.3390/su141912551 - 02 Oct 2022
Viewed by 1730
Abstract
The prevalence of inevitable natural and social disasters is increasing at an alarming rate. With the proliferation of media and Internet technologies, there is a growing awareness of the importance of disaster training. The paper aims to combine the techniques of immersive Virtual [...] Read more.
The prevalence of inevitable natural and social disasters is increasing at an alarming rate. With the proliferation of media and Internet technologies, there is a growing awareness of the importance of disaster training. The paper aims to combine the techniques of immersive Virtual Reality (VR) and team-based role-playing to demonstrate a comprehensive disaster training schema to help participants practice safety skills and learn proper decision-making skills in the face of disasters. A VR dome and cylinder combined multidisplay system iwDome was used to immerse participants and provide a view of the overall training; the role of each team was presented through the appropriate Head Mounted Display (HMD) and connected desktop. Rather than just being passive spectators or game players, the participants received puzzles in the virtual scenario that required intra-team and inter-team collaboration to be solved. The scenarios applicable to the system were not restricted to a specific type of disaster, but could be customized, revealing significant application prospects. To test the motivation for improvement, a quality assessment and user experience survey were conducted. The results indicate that participants were more engaged through cooperation in the virtual training environment and could achieve greater learning gains. The correlation of age to user studies was also confirmed. The enhanced enthusiasm of participants for what is relatively standard disaster management demonstrates the promise of using team role-playing-based VR training for vital, but otherwise tedious disaster safety training. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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19 pages, 4309 KiB  
Article
An Integrated Automatic Writing Evaluation and SVVR Approach to Improve Students’ EFL Writing Performance
by Youmei Wang, Xia Luo, Chen-Chen Liu, Yun-Fang Tu and Naini Wang
Sustainability 2022, 14(18), 11586; https://doi.org/10.3390/su141811586 - 15 Sep 2022
Cited by 8 | Viewed by 2432
Abstract
Writing is a challenging task for English Foreign Language (EFL) instruction. Based on artificial intelligence technology, Automatic Writing Evaluation (AWE) has received considerable attention from the EFL research community in recent years, since it can provide timely and personalized feedback to EFL writing [...] Read more.
Writing is a challenging task for English Foreign Language (EFL) instruction. Based on artificial intelligence technology, Automatic Writing Evaluation (AWE) has received considerable attention from the EFL research community in recent years, since it can provide timely and personalized feedback to EFL writing learners. However, researchers have pointed out that while AWE can provide satisfactory feedback on vocabulary use and grammar, it is relatively inadequate at providing efficient feedback on organization, coherence, and content. Spherical Video-based Virtual Reality (SVVR) can provide a highly immersive and in-depth interaction learning environment that makes up for this shortcoming. Authentic experiences help enhance EFL writing learners’ perceptions and understanding of context, and assist students in creating constructive internal connections between their personal experiences and the topic of their writing, thus improving their writing quality. Therefore, the current study proposed an approach which integrated SVVR and AWE to investigate its effects on EFL writing. To investigate the effectiveness of the proposed approach, a quasi-experiment was carried out in a university’s EFL writing course. The experimental group (37 students) used the SVVR–AWE approach, while the control group (39 students) used the conventional approach with AWE. The results showed that the learning method not only considerably enhanced the students’ EFL writing performance, but also raised their motivation, self-efficacy, and sense of presence, as well as reduced their EFL writing anxiety. Furthermore, interviews were performed and a thematic inductive qualitative analysis of the interview data was conducted to investigate the impact of this learning method on students’ learning behaviors and perceptions. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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14 pages, 3298 KiB  
Article
Virtual Reality as an Immersive Teaching Aid to Enhance the Connection between Education and Practice
by Martin Krajčovič, Gabriela Gabajová, Marián Matys, Beáta Furmannová and Ľuboslav Dulina
Sustainability 2022, 14(15), 9580; https://doi.org/10.3390/su14159580 - 04 Aug 2022
Cited by 8 | Viewed by 2615
Abstract
Maximizing knowledge transfer is one of the main factors of modern education. It is important to raise the probability that students can successfully apply acquired knowledge into practice. This article deals with virtual reality (VR) as an alternative method to provide students with [...] Read more.
Maximizing knowledge transfer is one of the main factors of modern education. It is important to raise the probability that students can successfully apply acquired knowledge into practice. This article deals with virtual reality (VR) as an alternative method to provide students with a more immersive approach to semester assignments and their completion. In addition to information on paper, they are provided with an immersive virtual environment that interactively visualizes problems. To test this approach, a case study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering at the University of Žilina. Students were given a standard assignment for workplace analysis and optimization. However, in addition to papers containing all the necessary information about the workplace and its processes (a drilling workplace), the students could also put on a VR headset and walk through a virtual copy of the assigned workplace. Instead of relying on a 2D layout and a few photos, the students observed every detail of the workplace from any angle. Moreover, the immersive virtual workplace was interactive, and the students could interact with machine tools and replicate the real manufacturing process. With this new addition, the students completed the assignment and then filled out a short questionnaire questioning their satisfaction with the chosen approach. With positive feedback, the implementation of VR into the teaching process could further motivate students and make the transfer of knowledge into their future jobs easier. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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17 pages, 585 KiB  
Article
A Two-Level Hierarchical Linear Model Analysis of the Effect of Teacher Factors, Student Factors, and Facility Conditions on Students’ Cognitive Scores in Rural China
by Xiaoyan Wang and Anquan Wang
Sustainability 2022, 14(13), 7738; https://doi.org/10.3390/su14137738 - 24 Jun 2022
Viewed by 1305
Abstract
Based on the data from the China Education Panel Survey 2013–2014, this study uses a two-level hierarchical linear model to explore the impact of student factors, teacher factors, and facility conditions on students’ cognitive scores and the model’s heterogeneity. Additionally, under the Owen [...] Read more.
Based on the data from the China Education Panel Survey 2013–2014, this study uses a two-level hierarchical linear model to explore the impact of student factors, teacher factors, and facility conditions on students’ cognitive scores and the model’s heterogeneity. Additionally, under the Owen value method, the contribution of teacher and student factors to students’ cognitive scores is much greater than that of facility conditions, and teacher-related factors contribute more to scores than student-related ones. Therefore, teacher and student resources should be given priority in allocating resources to rural education systems, and high-quality teachers, who can have positive impacts on students’ cognitive scores, should be prioritized. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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18 pages, 313 KiB  
Article
Students’ Perceptions of the Sustainability of Distance Learning Systems in the Post-COVID-19: A Qualitative Perspective
by Dmaithan Almajali, Manaf Al-Okaily, Samer Barakat, Hanadi Al-Zegaier and Zulkhairi Md. Dahalin
Sustainability 2022, 14(12), 7353; https://doi.org/10.3390/su14127353 - 16 Jun 2022
Cited by 16 | Viewed by 3021
Abstract
The new Sustainable Learning and Education (SLE) concept was formulated in line with the Sustainable Development Goals (SDGs) announced by the United Nations. In order to achieve SLE, educational bodies need to utilize new technologies. Notably, the outbreak of the coronavirus (COVID-19) has [...] Read more.
The new Sustainable Learning and Education (SLE) concept was formulated in line with the Sustainable Development Goals (SDGs) announced by the United Nations. In order to achieve SLE, educational bodies need to utilize new technologies. Notably, the outbreak of the coronavirus (COVID-19) has forced educational institutions to utilize more innovative technological approaches to meet the objectives while still being in compliance with the doctrines of SLE. This research was conducted to explore the role of e-learning in transforming the academic industry in the post-COVID-19 time. The qualitative technique for interpretive phenomenological analysis (IPA) was applied to closely examine the participants’ lived experiences. The respondents were chosen from a private university in Jordan, and data were acquired through semi-structured interviews. Quality education, ease of technology, instructor accessibility and the use of online learning resources were the dimensions used for e-learning adoption. The findings highlighted that the students were truly overwhelmed by joining online platforms, but a lack of immediate feedback discouraged them. Besides this, the study will be useful to educational institutions in Jordan and other developing nations in gaining a better understanding of students’ attitudes about e-learning adoption. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
21 pages, 1714 KiB  
Article
A Personal Growth System Supporting the Sustainable Development of Students Based on Intelligent Graph Element Technology
by Fengying Li, Ge Yu, Congjing Mu, Qingshui Xue, Shih-Pang Tseng and Tongchao Wang
Sustainability 2022, 14(12), 7196; https://doi.org/10.3390/su14127196 - 12 Jun 2022
Cited by 3 | Viewed by 1499
Abstract
In recent years, the sustainable development of education has become an increasing concern, and new technology characterized by intelligence has played an important role in promoting it. However, facing the endless stream of teaching platforms, learning platforms, student management platforms and learning APPs, [...] Read more.
In recent years, the sustainable development of education has become an increasing concern, and new technology characterized by intelligence has played an important role in promoting it. However, facing the endless stream of teaching platforms, learning platforms, student management platforms and learning APPs, teachers and students are tired of coping. Meanwhile, there has been a serious lack of real information about student growth, especially in the fields of electronic graphics, and audio and video materials. At present, there is no continuous student growth system that can be used over the course of their life, which is very unfavorable to their individual development. Graphic code is a technology with the potential to solve these problems; however, the existing graphic code technology suffers from clear deficiencies in the realization of a personalized student growth system that incorporates intelligence, security and sustainability. In response to this, this paper proposes a new generation of graphic code technology, namely intelligent graph element technology (IGET). Further, a new sustainable personalized student growth system model is designed based on artificial intelligence, big data analysis and intelligent graph element technologies, and the architecture and implementation of this system platform are completed. Finally, a student growth system based on intelligent code is verified through by an analysis of the results of a questionnaire survey. The research results show that, compared with the traditional student management system, the student growth system based on an intelligent graph element code has obvious advantages in convenience, intelligence, precision, security, and sustainability. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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15 pages, 1136 KiB  
Article
Prioritization of Factors Impacting Lecturer Research Productivity Using an Improved Fuzzy Analytic Hierarchy Process Approach
by Truong Thi Hue, Nguyen Anh Tuan, Luu Huu Van, Luong Thuy Lien, Do Dieu Huong, Luong Tram Anh, Nghiem Xuan Huy and Luu Quoc Dat
Sustainability 2022, 14(10), 6134; https://doi.org/10.3390/su14106134 - 18 May 2022
Cited by 6 | Viewed by 1895
Abstract
Improving the scientific research productivity of lecturers is an important strategy contributing to improving the reputation of universities, attracting external funding sources, and improving the credibility of both domestic and international students. This study was carried out with the aim of determining the [...] Read more.
Improving the scientific research productivity of lecturers is an important strategy contributing to improving the reputation of universities, attracting external funding sources, and improving the credibility of both domestic and international students. This study was carried out with the aim of determining the priority of the university’s governance factors that affect lecturers’ scientific research productivity. Six university governance factors were considered, including (i) research objectives and strategies, (ii) decentralization, (iii) leadership, (iv) support for research activities, (v) policy towards lecturers, and (vi) resources for research activities. In this study, an improved analytic hierarchy process method using generalized triangular fuzzy numbers and a centroid index was proposed. The research data were collected via in-depth interviews with experts and administrators at Vietnam National University, Hanoi (VNU). The results indicate that “resources for research activities” constitute the most important factor affecting the research productivity of lecturers at VNU, followed by research objectives and strategies and leadership. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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14 pages, 817 KiB  
Article
An Empirical Investigation of Reasons Influencing Student Acceptance and Rejection of Mobile Learning Apps Usage
by Mahmood Al-Bashayreh, Dmaithan Almajali, Ahmad Altamimi, Ra’ed Masa’deh and Manaf Al-Okaily
Sustainability 2022, 14(7), 4325; https://doi.org/10.3390/su14074325 - 06 Apr 2022
Cited by 49 | Viewed by 3952
Abstract
Sustainable learning and education (SLE) is a relatively new ideology based on sustainability principles and developed in response to the United Nations’ recently proclaimed Sustainable Development Goals (SDGs). As a result, technologies should be adopted to equip educational institutions with the tools necessary [...] Read more.
Sustainable learning and education (SLE) is a relatively new ideology based on sustainability principles and developed in response to the United Nations’ recently proclaimed Sustainable Development Goals (SDGs). As a result, technologies should be adopted to equip educational institutions with the tools necessary to attain SLE. Recently, the coronavirus (COVID-19) pandemic has affected educational systems globally, leading them to embrace more innovative technological methods to meet academic demands while maintaining SLE principles. Mobile learning apps (MLA) refers to using the unique capabilities of mobile apps to engage and collaborate towards establishing robust online learning. However, the effectiveness of MLA depends on learners’ acceptance. Therefore, the purpose of this study is to investigate the factors that could affect MLA acceptance. In order to analyze the collected data from 415 Jordanian students among schools and universities, structural equation modeling (SEM) was used. The empirical findings confirm that perceived usefulness and perceived ease of use are significantly influenced by self-efficacy and perceived compatibility. Furthermore, perceived usefulness is significantly influenced by perceived convenience and perceived ease of use. Additionally, perceived enjoyment significantly influences the behavioral intention to use MLA. On the other hand, perceived compatibility has no significant influence on perceived enjoyment. Finally, perceived ease of use, perceived usefulness, and perceived compatibility have no significant effect on behavioral intention to use MLA. This study addresses a critical research gap in the distance learning acceptance literature by proposing an exhaustive model in the post-COVID-19 era that can help to improve students’ performance and outcomes in Jordanian schools and universities. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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Review

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18 pages, 2878 KiB  
Review
Prospers and Obstacles in Using Artificial Intelligence in Saudi Arabia Higher Education Institutions—The Potential of AI-Based Learning Outcomes
by Nayef Shaie Alotaibi and Awad Hajran Alshehri
Sustainability 2023, 15(13), 10723; https://doi.org/10.3390/su151310723 - 07 Jul 2023
Cited by 9 | Viewed by 5740
Abstract
Within the framework of the ongoing implementation of the 2030 Vision for Comprehensive Development of Higher Education in Saudi Arabia, the integration of artificial intelligence (AI) has emerged as a pivotal objective for the country’s numerous higher education institutions. This study aims to [...] Read more.
Within the framework of the ongoing implementation of the 2030 Vision for Comprehensive Development of Higher Education in Saudi Arabia, the integration of artificial intelligence (AI) has emerged as a pivotal objective for the country’s numerous higher education institutions. This study aims to examine the opportunities and challenges that arise from the adoption of AI-based learning outcomes in Saudi Arabia’s higher education institutes. Moreover, the research also investigates the contribution of major higher education institutes in Saudi Arabia to the field of AI-based learning outcomes. To gather relevant literature, the Scopus and Web of Science databases were utilised, resulting in the selection of fifty-five studies for final analysis. The study employed the PRISMA statement 2020 for records filtration and utilised VOS viewer software to classify the literature on AI-based learning outcomes in Saudi Arabian universities. Through detailed analysis, three significant data streams were identified and examined. The findings indicate that AI is in a nascent stage within the realm of learning, and it has become an undeniable reality for higher education institutions. Embracing this transformative technology is crucial for meeting future learning challenges, and it is imperative that all students acquire the necessary technical skills to interact with and create artificial intelligence in the future. According to the findings, AI has the potential to address significant educational challenges, revolutionise teaching and learning methodologies, and accelerate progress toward the Saudi 2030 objectives. However, the study also highlights certain challenges associated with the implementation of AI-based learning in the higher education context of Saudi Arabia, emphasising the need for teachers to acquire new technological skills to effectively utilise AI pedagogically. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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29 pages, 2772 KiB  
Review
Pedagogical Design of K-12 Artificial Intelligence Education: A Systematic Review
by Miao Yue, Morris Siu-Yung Jong and Yun Dai
Sustainability 2022, 14(23), 15620; https://doi.org/10.3390/su142315620 - 24 Nov 2022
Cited by 16 | Viewed by 6169
Abstract
In response to the growing popularity of artificial intelligence (AI) usage in daily life, AI education is increasingly being provided at the K-12 level, with relevant initiatives being launched worldwide. Examining how these programs have been implemented and summarizing useful experiences is thus [...] Read more.
In response to the growing popularity of artificial intelligence (AI) usage in daily life, AI education is increasingly being provided at the K-12 level, with relevant initiatives being launched worldwide. Examining how these programs have been implemented and summarizing useful experiences is thus imperative. Although prior reviews have described the characteristics of AI education programs in publications, the papers reviewed were mostly nonempirical reports, and the analysis typically only involved a descriptive summary. The current review focuses on the most recent empirical studies on AI teaching programs in K-12 contexts through a systematic search of the Web of Science database from 2010 to 2022. To provide a comprehensive overview of the status of AI teaching and learning (T&L), 32 empirical studies were analyzed both descriptively and thematically. We analyzed (1) the research status, (2) the pedagogical design, and (3) the assessments and outcomes of the AI teaching programs. An increasing number of studies have focused on AI education at the K-12 stage, but most of them have a small sample size. Moreover, the data were mostly collected through interviews and self-reports. We reviewed the pedagogical design of AI teaching programs by using Gerlach and Ely’s pedagogical design model. The results comprehensively delineated current AI teaching programs through nine dimensions: learning theory, pedagogical approach, T&L activities, learning content, scale, teaching resources, prior knowledge prerequisite, aims and objectives, assessment, and learning outcome. The results highlighted the positive impact of current AI teaching programs on students’ motivation, engagement, and attitude. However, we observed a lack of sufficient research objectively measuring students’ knowledge acquisition as learning outcomes. Overall, in this paper, we discussed relevant findings in terms of research trends, learning content, teaching units, characteristics of the pedagogical design, and assessment and evaluation by providing illustrations of exemplary designs; we also discussed future directions for research and practice in AI education in the K-12 context. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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14 pages, 3540 KiB  
Review
Mapping Digital Storytelling in Interactive Learning Environments
by Ching-Yi Chang and Hui-Chun Chu
Sustainability 2022, 14(18), 11499; https://doi.org/10.3390/su141811499 - 14 Sep 2022
Cited by 2 | Viewed by 2386
Abstract
This study used bibliographic analysis to validate the research trends of technology-enhanced digital storytelling (DS) in education and educational research published from 2005 to 2022, reviewing the literature found in the Web of Science (WoS) databases. The study investigated trends in learning domains [...] Read more.
This study used bibliographic analysis to validate the research trends of technology-enhanced digital storytelling (DS) in education and educational research published from 2005 to 2022, reviewing the literature found in the Web of Science (WoS) databases. The study investigated trends in learning domains in DS by primarily analyzing the top published journals and the most frequently cited DS-related articles, countries, publishing authors, occurring keywords, research methods, and application domains in the field. This paper mainly used bibliometric analysis and examined the relationship between keywords using the VOSviewer software. Four thematic clusters were identified: DS, education, technology, and literacy. The results show that Robin’s study is the most frequently cited DS-related work in the education and educational research field. Important findings in the literature about the main application domains in DS research are that activity is dominant, there is no specific domain, followed by the application of language, and next by position studies. The results highlight the research trend of technology-enhanced storytelling education, and recommendations are provided for future research. For field researchers, the analysis serves as a map to explore the indiscernible relationships among DS research trends, providing new avenues for DS researchers to investigate further. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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