Special Issue "Mobile Technology, Gamification and Artificial Intelligence to Improve Sustainability in Education"

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

Deadline for manuscript submissions: 31 December 2021.

Special Issue Editors

Dr. Eloy López Meneses
Website SciProfiles
Guest Editor
Department of Education and Social Psychology. Area of School Organization and Didactics. Pablo de Olavide University. 41013, Spain
Interests: ICT in Education; Didactics; MOOCs; Online and Ubiquitous learning
Special Issues and Collections in MDPI journals
Prof. Esteban Vázquez-Cano
Website1 Website2
Guest Editor
Didactics and School Organization, Faculty of Education, National Distance Education University (UNED), 28040, Spain
Interests: ICT in Education; School Organization and Supervision; MOOCs; Online and Ubiquitous learning
Special Issues and Collections in MDPI journals
Dr. María Elena Parra-González
Website
Guest Editor
Department of Research Methods and Diagnosis in Education, University of Granada, 51001 Ceuta, Spain
Interests: active methodologies; gamification; methodology; teacher training; personal learning environment; active learning

Special Issue Information

Dear Colleagues,

At the World Education Forum 2015, the global community agreed to launch ‘Education 2030: the Incheon Declaration and Framework for Action’, which seeks to ensure access to basic education for all (UNESCO, 2015). That same year, the international community adopted the Sustainable Development Goals (SDGs), a set of 17 global goals and 169 targets, whose unifying thread is the commitment to ending poverty (United Nations, 2015).

Sustainable Development Goal 4 (SDG4), which expands on the “Education for All” goals and the education-related Millennium Development Goals, focuses on the education needs of a sustainable society and exhorts the global community to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (United Nations, 2015).

Information and Communication Technology (ICT) is viewed as a critical element that can improve access to education and address issues related to inclusion, equity, and quality. ICT can also play a transformative role by raising public awareness and reducing the cost of extending new services to a wide audience. For the SDG4 targets to be achieved by the year 2030, it is necessary to leverage existing accessible technologies. Concomitantly, it has been predicted that traditional approaches to using technologies will not be adequate for achieving the universal goals by 2030. Therefore, new, holistic approaches to ICT integration are required (UNESCO, 2015, 2016).

These considerations guide the proposal of this monograph, which aims to collect research studies as well as theoretical contributions, which exemplify and inform good educational practices based on ICT for a sustainable future.

Scientific contributions referring to the following four priority areas for the use of ICT towards achieving SDG4 and Education 2030’s goals will be accepted:

  1. Mobile technology for transforming and expanding Secondary Education, Technical and Vocational Education, and Training and Higher Education.
  2. ICT-integrated transformative pedagogies and the use of smart mobile devices to promote collaborative learning and to extend learning spaces beyond traditional classroom contexts.
  3. ICT for enhancing the competencies of girls, women, and vulnerable groups to ensure that no one is left behind.
  4. Digital Transformation and Sustainability: Gamification, Artificial Intelligence, Learning analytics, MOOCs, virtual reality (VR), augmented reality (AR), Social Computing, Big data, OER and open solutions, open social networks, and adaptive learning technologies in online learning.

Prof. Esteban Vázquez-Cano
Dr. Eloy López Meneses
Dr. María Elena Parra-González
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 papers will be 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 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

  • mobile technology
  • digital Transformation
  • Sustainability
  • transformative pedagogies
  • emerging technologies
  • ICT for social inclusion

Published Papers (2 papers)

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Open AccessFeature PaperArticle
Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study
Sustainability 2020, 12(20), 8513; https://doi.org/10.3390/su12208513 - 15 Oct 2020
Abstract
Some academics are pushing for teaching staff to implement didactical practices to obtain sustainable behavior. Moreover, a fundamental element of gamification in all educational stages is the noteworthy effect it has on student motivation. In our study, we examined higher education students’ assessments [...] Read more.
Some academics are pushing for teaching staff to implement didactical practices to obtain sustainable behavior. Moreover, a fundamental element of gamification in all educational stages is the noteworthy effect it has on student motivation. In our study, we examined higher education students’ assessments in the University of Malaga on the design of educational gamification and the teaching criteria that relate to gamification, and its effect on student’s motivation, the applications of gamification, and the attitude towards sustainability. A questionnaire was administered to students studying for degrees in education from the University of Malaga. A total of 187 valid surveys were obtained. Partial least squares structural equation modeling was computed for these data based on an exploratory–confirmatory model and using SmartPLS version 3.3.2. A positive relationship between assessment of students’ motivation and sustainability attitude was found. We found that the opinions of the students about the role of their training and teaching design material in education would affect students’ motivation and the sustainability behavior, although the power of this last construct is moderate. Full article
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Review

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Open AccessReview
Impact of the Information and Communication Technologies on Students with Disabilities. A Systematic Review 2009–2019
Sustainability 2020, 12(20), 8603; https://doi.org/10.3390/su12208603 - 17 Oct 2020
Abstract
This article provides a bibliographic review of studies undertaken between 2009–2019 regarding the use of Information and Communication Technologies (ICTs) to support the learning of students with disabilities, included in the following databases: Web of Science (WoS,) Scopus, ERIC, SciELO, and Google Scholar. [...] Read more.
This article provides a bibliographic review of studies undertaken between 2009–2019 regarding the use of Information and Communication Technologies (ICTs) to support the learning of students with disabilities, included in the following databases: Web of Science (WoS,) Scopus, ERIC, SciELO, and Google Scholar. Through a descriptive and quantitative methodology, and using bibliometric maps, the most significant data are presented according to their citation and repercussion index. The results show that ICTs are decisive for student with disabilities but there is evidence of a lack of training by teachers. In this regard, findings show that both the quantity of articles published in the different databases and the citations they receive have a medium-low impact index, as well as a low application of them. Full article
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