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Education Sciences
Special Issues
Emerging Technologies in Education
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Emerging Technologies in Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 July 2019) | Viewed by 35174

Special Issue Editors

Prof. Dr. Ana María Ortiz-Colón

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Guest Editor
Department of Pedagogy, University of Jaen, 23071 Jaen, Spain
Interests: ICT; teacher training; digital inclusion in education; educational technology; adult education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Miriam Agreda Montoro

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Guest Editor
Department of Pedagogy, Faculty of Humanities and Educational Sciencies, University of Jaén, Campus Las Lagunillas, s/n, 23071 Jaén, Spain
Interests: educative technology; big data in education; mobile learning; digitial competence; teacher training; learning analytics; collaborative learning; methodology with ICT

Special Issue Information

Dear Colleagues,

Technologies have come to education to stay. Teachers try to integrate emerging technologies using different approaches, providing spaces for reflection and for their conceptualization. Based on this trend, the use of emerging technologies constitutes a field of research in the educational context that we intend to address in this issue. From school educational to university contexts, we hope to identify and describe emerging technologies that may have an impact on learning, teaching, and creative research in education within the framework of the Horizon Report.

The main objectives of this Special Issue are to deepen into adaptive learning technologies, mobile learning, the internet of things, the next generation of LMS, artificial intelligence, and the natural user interface, among others. In addition, this issue will accept review articles and descriptive or experimental research that provide relevant knowledge in this field. In summary, this Special Issue will focus on emerging technologies and their impact on education.

Prof. Dr. Ana María Ortiz-Colón
Prof. Dr. Miriam Agreda Montoro
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

  • Emerging technologies
  • Educational innovation
  • Higher Education
  • Learning
  • Teaching

Published Papers (3 papers)

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9 pages, 1895 KiB  
Article
Technology and Higher Education: A Bibliometric Analysis
by Carmen Rodríguez Jiménez, Mariano Sanz Prieto and Santiago Alonso García
Educ. Sci. 2019, 9(3), 169; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci9030169 - 3 Jul 2019
Cited by 24 | Viewed by 6131
Abstract
Technology in education is one of the current realities that generates most interest. The objective of this research is to analyze the scientific production of educational technology in the higher education stage, within the Web of Science database. To carry out this study, [...] Read more.
Technology in education is one of the current realities that generates most interest. The objective of this research is to analyze the scientific production of educational technology in the higher education stage, within the Web of Science database. To carry out this study, a bibliometric study was conducted, which first established the keywords that would govern the rest of the research and continued with the analysis of different variables that addressed different features, from the origin of the archives to the authors or the most prolific and relevant institutions in the scientific community. The results indicate that there has been a significant increase in publications on this subject in recent years, and as evident from the current peak, this is a growing trend that will lead to more research in the coming years. Full article
(This article belongs to the Special Issue Emerging Technologies in Education)
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8 pages, 2390 KiB  
Article
Impact of Mobile Learning on Students’ Achievement Results
by Blanka Klimova
Educ. Sci. 2019, 9(2), 90; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci9020090 (registering DOI) - 26 Apr 2019
Cited by 95 | Viewed by 22797
Abstract
Today, mobile learning is a well-established methodology thanks to its countless benefits such as accessing learning content anytime and anywhere, adjusting the content to students’ needs, and timely feedback. The purpose of this pilot study is to illustrate that foreign language learning supported [...] Read more.
Today, mobile learning is a well-established methodology thanks to its countless benefits such as accessing learning content anytime and anywhere, adjusting the content to students’ needs, and timely feedback. The purpose of this pilot study is to illustrate that foreign language learning supported by a personalized smartphone app can be effective in the enhancement of university students’ performance by implementing smartphone app learning in a continuous assessment. The methodology is a case study analysis of students’ needs, with statistical processing of the collected data. The results reveal that foreign language learning, particularly studying and revising English vocabulary and phrases via smartphones is effective in the enhancement of university students’ performance. However, such learning must be designed around students’ needs and continuously facilitated by a teacher. Only then can it contribute to positive learning outcomes. In addition, the results also confirm that mobile learning can serve as an appropriate complementary method to other forms of course delivery. Further research should extend the mobile app to the Apple platform and iOS. Full article
(This article belongs to the Special Issue Emerging Technologies in Education)
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28 pages, 10629 KiB  
Tutorial
Harnessing Entropy via Predictive Analytics to Optimize Outcomes in the Pedagogical System: An Artificial Intelligence-Based Bayesian Networks Approach
by Meng-Leong HOW and Wei Loong David HUNG
Educ. Sci. 2019, 9(2), 158; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci9020158 - 25 Jun 2019
Cited by 10 | Viewed by 5363
Abstract
Educational stakeholders would be better informed if they could use their students’ formative assessments results and personal background attributes to predict the conditions for achieving favorable learning outcomes, and conversely, to gain awareness of the “at-risk” signals to prevent unfavorable or worst-case scenarios [...] Read more.
Educational stakeholders would be better informed if they could use their students’ formative assessments results and personal background attributes to predict the conditions for achieving favorable learning outcomes, and conversely, to gain awareness of the “at-risk” signals to prevent unfavorable or worst-case scenarios from happening. It remains, however, quite challenging to simulate predictive counterfactual scenarios and their outcomes, especially if the sample size is small, or if a baseline control group is unavailable. To overcome these constraints, the current paper proffers a Bayesian Networks approach to visualize the dynamics of the spread of “energy” within a pedagogical system, so that educational stakeholders, rather than computer scientists, can also harness entropy to work for them. The paper uses descriptive analytics to investigate “what has already happened?” in the collected data, followed by predictive analytics with controllable parameters to simulate outcomes of “what-if?” scenarios in the experimental Bayesian Network computational model to visualize how effects spread when interventions are applied. The conceptual framework and analytical procedures in this paper could be implemented using Bayesian Networks software, so that educational researchers and stakeholders would be able to use their own schools’ data and produce findings to inform and advance their practice. Full article
(This article belongs to the Special Issue Emerging Technologies in Education)
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