Topic Editors

Information Technology Office, Hong Kong Metropolitan University, Hong Kong International Hybrid Learning Society, Ho Man Tin, Hong Kong, China
School of Open Learning, Hong Kong Metropolitan University, Hong Kong, China
School of Science and Technology, Hong Kong Metropolitan University, Hong Kong, China
Curriculum and Instruction Department, State University of New York at Oswego, Oswego, NY, USA
Office of Research Affairs, Hong Kong Metropolitan University, Hong Kong, China

Technology-Mediated Agile Blended Learning

Abstract submission deadline
30 September 2024
Manuscript submission deadline
31 December 2024
Viewed by
4910

Topic Information

Dear Colleagues,

Agile learning and blended learning are two emerging approaches to effective learning. The former focuses on flexibility, personalization and collaboration in the learning process, whereas the latter focuses on the integration of traditional learning with technologies such as e-learning, mobile learning, intelligent tutoring and learning analytics. With the common aims of enhancing learning effectiveness and enriching learning experience, agile learning and blended learning may complement each other to derive new methods and practices that benefit learners with diversified learning needs.

Agile blended learning is an attempt to integrate agile learning and blended learning with an aim to improve learning effectiveness and enrich learning experience, especially for learners with diversified learning needs. It best suits the learning needs of city-dwellers. Busy and demanding learners in modern cities find that agile blended learning fits them holistically, as the approach expedites the customization of how individual learners go about their learning, mediated by technology. It allows choices of learning materials, tasks and routes with technology-enabled advisory assistance.

This Topic will focus on how the latest advances in technology can be effectively used in agile blended learning. We welcome the submission of original papers reporting novel applications of technology in agile learning, blended learning and their integration.

Topics of interests include, but are not limited to:

  • Adaptive learning;
  • Agile learning approaches and practices;
  • Blended learning approaches and practices;
  • Computer-supported collaborative learning;
  • Content development for agile blended learning;
  • Experience in agile blended learning;
  • Flexibility in the learning process;
  • Game-based learning;
  • Instructional technology;
  • Mobile learning and ubiquitous learning;
  • Online platform and environment;
  • Open learning and open educational resources;
  • Personalized and customized learning;
  • Social media and networking for learning;
  • Technology-mediated learning;
  • Virtual reality for teaching and learning.

Dr. Simon K. S. Cheung
Dr. Kam Cheong Li
Prof. Dr. Fu-Lee Wang
Prof. Dr. Harrison Hao Yang
Dr. Billy T. M. Wong
Topic Editors

Keywords

  • agile learning
  • blended learning
  • technology-mediated learning
  • flexible learning
  • personalized learning
  • educational technology

Participating Journals

Journal Name Impact Factor CiteScore Launched Year First Decision (median) APC
Education Sciences
education
3.0 4.0 2011 24.9 Days CHF 1800 Submit
Electronics
electronics
2.9 4.7 2012 15.6 Days CHF 2400 Submit
European Journal of Investigation in Health, Psychology and Education
ejihpe
3.2 3.5 2011 20.1 Days CHF 1400 Submit

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Published Papers (3 papers)

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24 pages, 3288 KiB  
Review
A Systematic Review of the Design of Serious Games for Innovative Learning: Augmented Reality, Virtual Reality, or Mixed Reality?
by Lap-Kei Lee, Xiaodong Wei, Kwok Tai Chui, Simon K. S. Cheung, Fu Lee Wang, Yin-Chun Fung, Angel Lu, Yan Keung Hui, Tianyong Hao, Leong Hou U and Nga-In Wu
Electronics 2024, 13(5), 890; https://doi.org/10.3390/electronics13050890 - 26 Feb 2024
Viewed by 918
Abstract
The recent integration of educational technologies and emerging learning approaches into education systems has been driven largely by the pandemic. This paper conducts a systematic review and delves into the new wave of research on serious games designed for innovative learning using augmented [...] Read more.
The recent integration of educational technologies and emerging learning approaches into education systems has been driven largely by the pandemic. This paper conducts a systematic review and delves into the new wave of research on serious games designed for innovative learning using augmented reality (AR), virtual reality (VR), and mixed reality (MR). The review was referenced to the review protocol, PRISMA 2020. Using the Scopus Database with a time filter from 2007 to 2023 (27 July), we searched 329 articles and shortlisted 273 relevant studies. Notably, European countries contributed the most (62.9%) to this research area. Among the most frequent keywords, VR (90.9%) was commonly used in AR/VR/MR, while e-learning (95.3%) was among the popular innovative learning approaches. Further research studies are needed to employ AR and MR technologies, as well as other innovative learning approaches, to enable performance evaluation and comparison of various educational technologies and learning approaches. We conducted an in-depth analysis of the relevant studies and their basic characteristics. Additionally, we introduced 15 essential and recently published AR/VR/MR standards to ensure better reliability, quality, and safety of architectures, systems, products, services, and processes. To facilitate performance evaluation and analysis, we surveyed 15 recently published benchmark education datasets. This review suggested four future research directions, including multisensory experiences, generative artificial intelligence, personalization and customization, and real-time interaction. Full article
(This article belongs to the Topic Technology-Mediated Agile Blended Learning)
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19 pages, 1587 KiB  
Article
Game-Based Assessment of Students’ Digital Literacy Using Evidence-Centered Game Design
by Jiayuan Li, Jie Bai, Sha Zhu and Harrison Hao Yang
Electronics 2024, 13(2), 385; https://doi.org/10.3390/electronics13020385 - 17 Jan 2024
Viewed by 735
Abstract
This study measured secondary students’ digital literacy using a digital game-based assessment system that was designed and developed based on the Evidence-Centered Game Design (ECGD) approach. A total of 188 secondary students constituted the valid cases in this study. Fine-grained behavioral data generated [...] Read more.
This study measured secondary students’ digital literacy using a digital game-based assessment system that was designed and developed based on the Evidence-Centered Game Design (ECGD) approach. A total of 188 secondary students constituted the valid cases in this study. Fine-grained behavioral data generated from students’ gameplay processes were collected and recorded with the assessment system. The Delphi method was used to extract feature variables related to digital literacy from the process data, and the Analytic Hierarchy Process (AHP) method was used to construct the measurement model. The assessment results of the ECGD-based assessment had a high correlation with standardized test scores, which have been shown to be reliable and valid in prior large-scale assessment studies. Full article
(This article belongs to the Topic Technology-Mediated Agile Blended Learning)
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19 pages, 1251 KiB  
Review
Immersive Virtual Reality Enabled Interventions for Autism Spectrum Disorder: A Systematic Review and Meta-Analysis
by Chen Li, Meike Belter, Jing Liu and Heide Lukosch
Electronics 2023, 12(11), 2497; https://doi.org/10.3390/electronics12112497 - 01 Jun 2023
Cited by 2 | Viewed by 2959
Abstract
Autism spectrum disorder (ASD) is characterized by persistent deficits in social communication and interaction, which can have significant impacts on daily life, education, and work. Limited performance in learning and working, as well as exclusion from social activities, are common challenges faced by [...] Read more.
Autism spectrum disorder (ASD) is characterized by persistent deficits in social communication and interaction, which can have significant impacts on daily life, education, and work. Limited performance in learning and working, as well as exclusion from social activities, are common challenges faced by individuals with ASD. Virtual reality (VR) technology has emerged as a promising medium for delivering interventions for ASD. To address five major research questions and understand the latest trends and challenges in this area, a systematic review of 21 journal articles published between 1 January 2010 and 31 December 2022 was conducted using the PRISMA approach. A meta-analysis of 15 articles was further conducted to assess interventional effectiveness. The results showed that most studies focused on social and affective skill training and relied on existing theories and practices with limited adaptations for VR. Furthermore, the enabling technologies’ affordances for the interventional needs of individuals with ASD were not thoroughly investigated. We suggest that future studies should propose and design interventions with solid theoretical foundations, explore more interventional areas besides social and affective skill training, and employ more rigorous experimental designs to investigate the effectiveness of VR-enabled ASD interventions. Full article
(This article belongs to the Topic Technology-Mediated Agile Blended Learning)
(This article belongs to the Section Artificial Intelligence)
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