Submit to Sustainability Review for Sustainability Propose a Special Issue

Journal Browser

Digital Transformation of Education: Advances in Research Methodology and Theory Development

Print Special Issue Flyer
Special Issue Editors
Special Issue Information
Keywords
Published Papers

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

Deadline for manuscript submissions: closed (20 March 2023) | Viewed by 18458

Share This Special Issue

Special Issue Editors

Dr. Dimitrios Stamovlasis

E-Mail Website
Guest Editor

Department of Philosophy and Education, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
Interests: research methodology and applied statistics in social and behavioral sciences; science education; phycology; robotics; e-learning; the use of ICT in science education; mobile learning and distance education

Dr. Michail Kalogiannakis

E-Mail Website
Guest Editor

Pedagogical Department of Preschool Education, Rethymnon Campus, The University of Crete, 74100 Crete, Greece
Interests: early years science education; ICT in early years; mobile learning; STEM education
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Sapounidis Theodosios

E-Mail Website
Guest Editor

Department of Information and Electronic Engineering, International Hellenic University (I.H.U.), 57001 Nea Moudania, Greece
Interests: tangible programming; tangible user interfaces; educational robotics; augmented reality in education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The emerging digital technologies and information systems have vividly influencing the structure and function of educational systems. From a sustainability point of view the forthcoming reconstructing of the learning context needs updated theories that can describe human-computer interactions, explain them and predict behaviors and outcomes. In this effort, research methodology along with devices such as measurement instruments, exploratory and confirmatory approaches, latent variable modeling, networks, nonlinear methods, and other state-of-the-art tools play a crucial role. Lucid reviews on research methodologies applied to the field and articulated qualitative inquiries are also included. In addition, interdisciplinary approaches adopting sociological and psychological frameworks applied to digitally transformed learning environments are by far needed to establish theories. This Special Issue, serves as the venue for presenting the contemporary trends and advances in methodology and theory development on human-digital systems.

Acceptable type articles are:

A-Type Articles: Hypothesis & Theory, Methods, Original Research, Review, Systematic Review-Meta-analysis, Technology and Code, Registered Report
B-Type Articles: Brief Research Report, Case Report, Conceptual Analysis, Curriculum Instruction and Pedagogy, Mini Review,
C-Type Articles: Data Report

The relevant topics include:

Educational Methodologies
MOOC
Blended learning
Educational Robotics
Educational Apps
Computational thinking
Teaching Programing
STEM
Social Networks
Virtual Reality
Augmented Reality
Gamification
Educational Simulations
Training systems
Mobile Learning
System Evaluation

Dr. Dimitrios Stamovlasis
Dr. Michail Kalogiannakis
Prof. Dr. Theodosios Sapounidis
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

educational methodologies
MOOC
blended learning
educational robotics
educational apps
computational thinking
teaching programing
STEM
social networks
virtual reality
augmented reality
gamification
educational simulations
training systems
mobile learning
system evaluation

Published Papers (6 papers)

Download All Papers

Research

Jump to: Review, Other

21 pages, 2886 KiB

Open AccessArticle

Assessing Students’ Awareness of 4Cs Skills after Mobile-Technology-Supported Inquiry-Based Learning

by Manolis Kousloglou, Eleni Petridou, Anastasios Molohidis and Euripides Hatzikraniotis

Sustainability 2023, 15(8), 6725; https://doi.org/10.3390/su15086725 - 16 Apr 2023

Cited by 4 | Viewed by 2552

Abstract

Inquiry-based learning (IBL) is essential to Science Education since it improves students’ conceptual comprehension, higher-order thinking abilities, and interpersonal skills. Mobile technology (mIBL) promotes active learning, facilitates access to learning materials, and enhances IBL in terms of mobility and rapid feedback. This study assesses the 9th grade students’ awareness of 4Cs skills (Collaboration, Communication, Critical thinking and problem solving, and Creativity) after participating in mobile-technology-supported inquiry-based Teaching Learning Sequence (TLS). Additionally, the study investigates the qualities/characteristics students cite before and after the TLS in relation to these skills. The results of a questionnaire administered to students indicate that their awareness of these skills has increased as a result of the TLS. Specifically, the TLS seems to have a greater impact on Collaboration and Communication than on Critical thinking and problem solving, and Creativity. An additional qualitative investigation of students’ written answers to explanatory open-ended questions before and after the entire procedure found intriguing data confirming their shift in 4Cs awareness. Full article

(This article belongs to the Special Issue Digital Transformation of Education: Advances in Research Methodology and Theory Development)

► Show Figures

Figure 1

27 pages, 2624 KiB

Open AccessArticle

Two Years of Hybrid Education in Romania: A Comparative Overview of the Students’ Expectations for the Online Educational Platforms

by Mădălin-Dorin Pop, Adrian Pavel Pugna, Vladimir-Ioan Crețu and Sabina Alina Potra

Sustainability 2022, 14(21), 14241; https://doi.org/10.3390/su142114241 - 31 Oct 2022

Cited by 3 | Viewed by 2226

Abstract

During the COVID-19 pandemic, due to the high infection rates, in some periods, a hybrid or totally online educational system was used. In both types of fully online and hybrid educational processes, the need for online educational platforms arose. This research aims to provide a comparative overview of the expectations for these platforms using the responses of two successive generations of students as input by applying the Kano methodology. Furthermore, this article performs a Fong test as a relevance check to identify the features for which the Kano analysis results are statistically significant. The results of the analysis show that the expectations of students are more related to the features that describe their access to administrative resources and the technical-related features. This can be explained through a permanent need, independent of the chosen educational system (i.e., face-to-face, fully online, or hybrid) and their field of study. The use of virtual reality (VR) technology in creating laboratory experimental lessons is identified as the only possible mechanism, from the proposed features in the engagement category, to keep students engaged during periods when fully online and hybrid educational processes are needed. Full article

(This article belongs to the Special Issue Digital Transformation of Education: Advances in Research Methodology and Theory Development)

► Show Figures

Figure 1

16 pages, 1991 KiB

Open AccessArticle

Investigating the Association between Algorithmic Thinking and Performance in Environmental Study

by Kalliopi Kanaki, Michail Kalogiannakis, Emmanouil Poulakis and Panagiotis Politis

Sustainability 2022, 14(17), 10672; https://doi.org/10.3390/su141710672 - 26 Aug 2022

Cited by 2 | Viewed by 1829

Abstract

Presently, computational thinking (CT) is considered necessary for adapting to the future. Concurrently, the COVID-19 pandemic has accentuated the demand for strengthening Environmental Education as a means to improve sustainability and stimulate environmental protection and public health. Having in mind that CT does not concern only technocrats but also applies in solving everyday problems, we introduce the novel idea of the synergistic learning of CT and Environmental Study. Thus, our research aim is to explore the correlation between algorithmic thinking (AT), as a fundamental CT competency, and educational achievements in the Environmental Study course during the early primary school years. Towards this end, we implemented a quantitative research study, employing an innovative assessment framework we propose. The adoption of cluster sampling eventuated in a sample of 435 students. The exploitation of ordinal logistic regression analysis and machine learning method validated the correlation of the two fields and pointed out that AT levels constitute a predictive factor for performance in the Environmental Study course and vice versa. These results support the novel idea of concurrently cultivating environmental consciousness and CT and build a robust base for future studies that will focus on providing an ecological reflection on CT activities. Full article

(This article belongs to the Special Issue Digital Transformation of Education: Advances in Research Methodology and Theory Development)

► Show Figures

Figure 1

21 pages, 2338 KiB

Open AccessArticle

An Interpretable Framework for an Efficient Analysis of Students’ Academic Performance

by Ilie Gligorea, Muhammad Usman Yaseen, Marius Cioca, Hortensia Gorski and Romana Oancea

Sustainability 2022, 14(14), 8885; https://doi.org/10.3390/su14148885 - 20 Jul 2022

Cited by 3 | Viewed by 2016

Abstract

Recent technological advancements in e-learning platforms have made it easy to store and manage students’ related data, such as personal details, initial grade, intermediate grades, final grades, and many other parameters. These data can be efficiently processed and analyzed by intelligent techniques and algorithms to generate useful insights into the students’ performance, such as to identify the factors impacting the progress of successful students or the performance of the students who are struggling in their courses and are at risk of failing. Such a framework is scarce in the current literature. This study proposes an interpretable framework to generate useful insights from the data produced by e-learning platforms using machine learning algorithms. The proposed framework incorporates predictive models, as well as regression and classification models to analyze multiple factors of student performance. Classification models are used to systematize normal and at-risk students based on their academic performance, with high precision and accuracy. Regression analysis is performed to determine the inherent linear and nonlinear relationships between the academic outcomes of the students acting as the target or independent variables and the performance indicative features acting as dependent variables. For further analysis, a predictive modeling problem is considered, where the performance of the students is anticipated based on their commitment to a specific course, their performance for the whole course, and their final grades. The efficiency of the proposed framework is also optimized by reliably tuning the algorithmic parameters. Furthermore, the performance is accelerated by empowering the system with a GPU-based infrastructure. Results reveal that the proposed interpretable framework is highly accurate and precise and can identify factors that play a vital role in the students’ success or failure. Full article

(This article belongs to the Special Issue Digital Transformation of Education: Advances in Research Methodology and Theory Development)

► Show Figures

Figure 1

Review

Jump to: Research, Other

15 pages, 709 KiB

Open AccessReview

Perceived Usability Evaluation of Educational Technology Using the Post-Study System Usability Questionnaire (PSSUQ): A Systematic Review

by Prokopia Vlachogianni and Nikolaos Tselios

Sustainability 2023, 15(17), 12954; https://doi.org/10.3390/su151712954 - 28 Aug 2023

Cited by 6 | Viewed by 2439

Abstract

Given that educational technology has increased tremendously, usability testing is a necessity to maximize the efficiency of technological tools in education. The findings of a systematic review including 42 research papers that evaluated the educational technologies’ perceived usability with the Post-Study System Usability Questionnaire (PSSUQ) and the Computer System Usability Questionnaire (CSUQ) are presented in this article. The results were categorized according to the following factors: (a) score derived from evaluating usability with PSSUQ/CSUQ, (b) type of educational technology employed, (c) subject studied, (d) educational stage, (e) participant type, (f) age, and (g) participant count in each survey. The usability levels were found to be satisfactory (M = 72.75, SD = 15.12) from the statistical analysis of all surveys (N = 58). The mobile applications category showed a very good mean PSSUQ/CSUQ score (M = 81.53, SD = 12.61) followed by the multimedia category with 73.89 (SD = 19.69) and internet platforms (M = 73.23, SD = 7.74). The educational stage (p = 0.01) and the participant type (p = 0.005) seem to relate to the obtained PSSUQ/CSUQ scores. However, the participants’ age, the subject being studied, or the participant count in each study did not exhibit any significant correlation with the PSSUQ/CSUQ scores. Over the course of time, a marginal non-statistically significant improvement was noted in terms of perceived usability (p = 0.136). Full article

(This article belongs to the Special Issue Digital Transformation of Education: Advances in Research Methodology and Theory Development)

► Show Figures

Figure 1

Other

Jump to: Research, Review

15 pages, 1013 KiB

Open AccessSystematic Review

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

by Xinjie Deng and Zhonggen Yu

Sustainability 2022, 14(13), 7598; https://doi.org/10.3390/su14137598 - 22 Jun 2022

Cited by 22 | Viewed by 6005

Abstract

With the rapid development of artificial intelligence, machine translation (MT) has gained popularity in recent years. This study aims to present a systematic review of literature on MT-assisted language learning in terms of main users, theoretical frameworks, users’ attitudes, and the ways in which MT tools are integrated with language teaching and learning. To this end, relevant peer-reviewed articles (n = 26) were selected through the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for further analysis. The findings revealed that the main MT users were undergraduate and graduate students. Both teachers and students held mixed attitudes for different reasons. It was also found that MT integration followed four steps, i.e., introduction, demonstration, task assignment, and reflection. The procedures of MT integration could be updated and perfected by introducing other features in the future. Full article

(This article belongs to the Special Issue Digital Transformation of Education: Advances in Research Methodology and Theory Development)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Digital Transformation of Education: Advances in Research Methodology and Theory Development

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Published Papers (6 papers)

Research

Review

Other

Further Information

Guidelines

MDPI Initiatives

Follow MDPI