Education Sciences

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Special Issue Editors

Prof. Dr. Italo Masiello

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Guest Editor

Department of Computer Science and Media Technology, Faculty of Technology, Linnaeus University, 352 52 Vaxjo, Sweden
Interests: E-learning; teaching; neuroscience; learning; educational technology; pedagogy and education; higher education; medical education; online learning; teaching and learning; implementation science; learning analytics

Dr. Kristina Holmberg

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Guest Editor

Department of Education and Teachers' Practice, Faculty of Social Sciences, Linnaeus University, 352 52 Vaxjo, Sweden
Interests: preschool education; civics and arts education; teacher education; the implementation of educational technology in teaching

Dr. John Rack

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Guest Editor

Department of Pedagogy and Learning, Faculty of Social Sciences, Linnaeus University, 352 52 Vaxjo, Sweden
Interests: assistive technology for reading and writing; assessment of learning and cognitive abilities; neurodiversity and accessibility; cognitive models of reading and writing development; development and evaluation of digital learning materials; learning to read and write in a second language

Dr. Mattias Davidsson

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Guest Editor

Department of Computer Science and Media Technology, Faculty of Technology, Linnaeus University, 352 52 Vaxjo, Sweden
Interests: the future of Alternative Augmented Communication (AAC); implementation of Educational Technology in real-world settings

Dr. Susanna Nordmark

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Guest Editor

Department of Computer Science and Media Technology, Faculty of Technology, Linnaeus University, 352 52 Vaxjo, Sweden
Interests: educational technology (EdTech); digital resources for teaching and learning; pedagogical, organizational, and technical perspectives; systemic implementation; visual learning analytics

Special Issue Information

Dear Colleagues,

Educational technology is an interdisciplinary research and field of study that includes information technology, teaching and learning, cognition, learning theories, human factors, psychology, and design. Educational technology studies how digital technologies can be used for supporting teaching and learning at all education levels, including at the organization/systemic level as well as at the user level. Although educational technology is often driven by technological progress, it requires substantial educational and technical innovation to advance into new realms of interaction in the future.

The COVID-19 pandemic gave rise to a quick race against the clock to adjust the delivery of content to the online realm with all sorts of digital technologies at all levels of education. Some education systems succeeded better than others and continue to provide access to education in spite of the variety of difficulties faced. However, the results of the disruption have been severe. Students have faced, among others, an incapacity to engage consistently with their education, a disparity in their access to technology, and unequal skills to engage with technology because of socioeconomic differences. This demonstrated that sustainable access to good quality educational technology is therefore a priority going forward.

This Special Issue is expected to select high-quality papers, both in editorial, theoretical and empirical forms, on the topic of educational technology. Potential topics include, but are not limited to, the following:

Educational technology in the classroom;
Emerging technologies in education;
Trendspotting on educational technology;
Interaction in virtual/augmented reality;
Artificial intelligence;
Learning analytics;
Implementation research in education;
Educational technology testbeds.

Prof. Dr. Italo Masiello
Dr. Kristina Holmberg
Dr. John Rack
Dr. Mattias Davidsson
Dr. Susanna Nordmark
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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly 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

educational technology
learning analytics
educational dashboards
implementation
emerging technologies
learning sciences
trendspotting

Published Papers (2 papers)

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Research

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22 pages, 4729 KiB

Open AccessArticle

Co-Developing an Easy-to-Use Learning Analytics Dashboard for Teachers in Primary/Secondary Education: A Human-Centered Design Approach

by Zeynab (Artemis) Mohseni, Italo Masiello and Rafael M. Martins

Educ. Sci. 2023, 13(12), 1190; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13121190 - 26 Nov 2023

Cited by 1 | Viewed by 1520

Abstract

Learning Analytics Dashboards (LADs) can help provide insights and inform pedagogical decisions by supporting the analysis of large amounts of educational data, obtained from sources such as Digital Learning Materials (DLMs). Extracting requirements is a crucial step in developing a LAD, as it helps identify the underlying design problem that needs to be addressed. In fact, determining the problem that requires a solution is one of the primary objectives of requirements extraction. Although there have been studies on the development of LADs for K12 education, these studies have not specifically emphasized the use of a Human-Centered Design (HCD) approach to better comprehend the teachers’ requirements and produce more stimulating insights. In this paper we apply prototyping, which is widely acknowledged as a successful way for rapidly implementing cost-effective designs and efficiently gathering stakeholder feedback, to elicit such requirements. We present a three-step HCD approach, involving a design cycle that employs paper and interactive prototypes to guide the systematic and effective design of LADs that truly meet teacher requirements in primary/secondary education, actively engaging them in the design process. We then conducted interviews and usability testing to co-design and develop a LAD that can be used in classroom’s everyday learning activities. Our results show that the visualizations of the interactive prototype were easily interpreted by the participants, verifying our initial goal of co-developing an easy-to-use LAD. Full article

(This article belongs to the Special Issue New Trends in Educational Technology after the Pandemic)

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Review

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15 pages, 936 KiB

Open AccessReview

A Current Overview of the Use of Learning Analytics Dashboards

by Italo Masiello, Zeynab (Artemis) Mohseni, Francis Palma, Susanna Nordmark, Hanna Augustsson and Rebecka Rundquist

Educ. Sci. 2024, 14(1), 82; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14010082 - 11 Jan 2024

Viewed by 2155

Abstract

The promise of Learning Analytics Dashboards in education is to collect, analyze, and visualize data with the ultimate ambition of improving students’ learning. Our overview of the latest systematic reviews on the topic shows a number of research trends: learning analytics research is growing rapidly; it brings to the front inequality and inclusiveness measures; it reveals an unclear path to data ownership and privacy; it provides predictions which are not clearly translated into pedagogical actions; and the possibility of self-regulated learning and game-based learning are not capitalized upon. However, as learning analytics research progresses, greater opportunities lie ahead, and a better integration between information science and learning sciences can bring added value of learning analytics dashboards in education. Full article

(This article belongs to the Special Issue New Trends in Educational Technology after the Pandemic)

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