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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: 31 August 2021.
Special Issue Editors
Interests: wearable technology; AR/VR learning; self-regualted learning
Interests: management of information systems; E-learning; knowledge management
Interests: affective computing; artificial emotional intelligence; digital art
Special Issues and Collections in MDPI journals
Special Issue Information
Dear Colleagues,
The E-learning system has been widely adopted by teaching institutions into courses of blended learning in recent years; such systems not only assist learning, but also provide a platform for conducting collaborative works such as knowledge sharing and exchange. As the majority of the literature has focused on investigating the antecedences of adopting E-learning systems, the knowledge co-creation value derived from the user generated contents has been overlooked. E-learning promotes the inclusion of diversity and continuous self-regualted learning. It is the aim of this Special Issue to elicit works that contribute to providing first-hand findings for enhancing learning mediated by technology, especially during the current pandemic.
The aim of this Special Issue is to use original learning applications related to technology supported in E-learning environments. It is focussed on works of technology-supported learning that explain the important findings or evidence for learning effectiveness based on theories. It is also focused on research into innovative technology learning design and educational applications. This Special Issue calls for original contributions in theoretical and experimental research applying technology-supported sustainable learning.
Prof. Hong-Ren Chen
Prof. Wen-Shan Lin
Prof. Hao-Chiang Koong Lin
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 1900 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
- E-learning
- AR/VR learning
- affective learning
- adaptive learning
Planned Papers
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Technology Threat Avoid Theory of Social Media for e-Learning in Higher Education in Taiwan
Mei-Hui Peng and Hsin-Ginn Hwang
Abstract: Social media has become ubiquitous and important for social networking and content sharing for current time. Social media provides a novel way to communicate between teachers and students. Thus, previous studies explored the effectiveness of using social media platform for teaching and learning in higher education. The key aim of the current research is to evaluate the influence of Technology threat avoidance theory (TTAT) on an individual's motivation to adopt e-learning while studying in troclass system. No matter how, to implement and adopt such new technology, there is requirement to research the factors that influence the acceptance of the teachers and the students using kind of technologies as an instrument for teaching and learning. We used TTAT as a based model for our study as it primarily focuses on coping appraisal and threat appraisal together with behavior motivation to use technology. A survey methodology was employed to collect data from a sample of teachers and students from universities in higher educational sector in Taiwan. Structural equation modeling (SEM) was used to examine the predictive behavior of the proposed factors of the research model. Findings indicated that the coping appraisal and threat appraisal are significant factors for predicting a teacher’s and student’s behavioral motivation to use social media platform for e-learning in higher education
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Interpreting Usability Factors Predicting Sustainable Adoption of Cloud-based e-learning Environment during Covid-19 Pandemic
Abstract: The purpose of the current investigation is to explore the functional relationship between Attitudinal readiness (AR), Threat appraisal (TA), satisfaction (SAT), and usage intention for the Cloud-based e-learning Environment in Taiwan during the Covid-19 pandemic. A survey was conducted on 256 university students in one of the private universities in Taiwan. Structural Equation Modeling (SEM) was employed to attain the structural relationships of the latent variables construct. On evaluating the proposed structural model, seven out of eight hypotheses were fully supported, whereas one hypothesis was moderately supported. The findings explore AR is completely explained through the five dimensions, namely, self-efficacy, PEOU, PU, facilitating conditions, and perceived ubiquity. TA is partially supported through perceived vulnerability and perceived severity. SAT is interpreted through the four dimensions: information quality, system quality, service quality, and instructor quality. Significant differences are explored between students using the system and rejecting it in the relationships between technological awareness and behavioral intention. Finally, a test of invariance explores key variance among students who use the system and refuse to use it. Therefore, researchers and practitioners of educational technologies must consider this empirical evidence to develop and validate cloud-based e-learning programs in higher education.
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How Prior Knowledge Affects Visual Attention of Japanese Mimicry and Onomatopoeia and Learning Outcomes: Evidence from Virtual Reality Eye Tracking
Chun-Chia Wang, Jason C. Hung and Hsuan-Chu Chen
Abstract: This study aims to employ virtual reality (VR) eye tracker to examine how students with different levels of prior knowledge process visual behaviors while learning Japanese Mimicry and Onomatopoeia (MIO). A total of 20 students studied at the Department of Applied Japanese of a Southern University in Taiwan were recruited. Based on the Japanese-Language Proficiency Test (JLPT) level, 20 participants were divided into high prior knowledge group (levels N1-N3) and low prior knowledge group (level N4 or below). The learning stimuli material was created by Unreal Engine 4 (UE4) development tool to design a 3D virtual MIO paradise, including 5 theme amusement parks. Through the VR eye tracker, participants' visual behaviors were tracked and recorded based on 24 different regions of interest (ROIs) (i.e. ROI1-ROI24) to discuss the distribution of visual attention in terms of different ROIs of each theme amusement park by 4 eye movement indicators, including latency of first fixation (LFF), duration of first fixation (DFF), total fixation durations (TFD), and fixation counts (FC) on each ROI of the 2 groups were compared. In addition, a heat map was also generated to show the overall visual distribution of each group. After the experiment, based on the eye movement indicators and test scores in the pre-test and post-test, statistical analysis was used to examine and evaluate the differences in visual attention and learning outcomes. The finding results revealed that (1). The gaze sequences of the two prior knowledge groups gazing at the ROIs in theme parks are different, except for the gaze sequence in the circus theme park; (2) Different prior knowledge groups exhibited differences in visual attention in the ROIs fixated on in each amusement park; (3) In terms of total fixation durations (TFD) and fixation counts (FC) of different groups in each amusement park, there was no significant difference except in ROI10, ROI16, and ROI18; (4) After receiving cognitive comprehension processes introduced in the VR-simulated MIO scenes, students from both groups achieved higher post-test scores as compared with pre-test scores, and such difference has statistical significance. In conclusion, this study provides VR eye tracking evidence to show that VR learning content can improve the visual perception and learning outcomes for students with different levels of prior knowledge while learning Japanese MIO.
Keywords: Eye Tracking; Virtual Reality; Mimicry and Onomatopoeia; Prior Knowledge; Visual Attention
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The Effects of Education Technology on Assisted Learning in University Students
Fu-Hsuan Chen
Abstract: This research is a blended learning approach provided by a private university in central Taiwan since 2015. This approach has integrated a Moodle online virtual learning called ilearn2.0 and offline physical classroom. ilearn 2.0 has four major features including cloud services, mobile learning, flipped classrooms and data analysis. Through the 2018-2020 Citizen Participation and Social Practice classroom, teachers design interactive course content through ilearn, and students can complete classroom interactive activities through their mobile phones. The study design is a quasi-experimental, where 127 students from 2 courses (Citizen participation & Social practice) were studied in three stages in 2018, 2019 and 2020. In 2018, the traditional teaching method was applied, then i-learn was integrated with the physical classroom for the 2019 course and at the last stage, the i-learn2.0 platform was used alone in 2020. The researcher uses the student's summative assessment as the dependent variable. The findings show that the class that accepted the ilearn-assisted questioning method of teaching has significantly better learning performance than the other two classes. However, when researchers simply used ilearn, the feedback from students was lower than that of the traditional teaching method. The results of this experiment support the effectiveness of the illearn-assisted questioning method; while learners’ performance did not show a significant change in a totally online class. It is suggested that i-learn is integrated with other learning tools, allowing students to have a more diverse learning experience and to grasp the progress of their courses and learning activities timely.
Keywords: E-learning; i-learn 2.0; sustainable learning, collaborative learning;blended learning approach