Special Issue "Smartphones: Challenges and Opportunities for Learning"
Deadline for manuscript submissions: closed (30 September 2021) | Viewed by 8104
Interests: self-regulated learning; smartphones and learning; multimedia development; instructional design
The smartphone has become the primary computational device for people, and the implications of this when it comes to teaching and learning are profound. The smartphone is distinct from other common mobile learning tools in that it is uniquely personal (i.e., not shared), flexible, powerful, and for most, indispensable.
The purpose of this Special Issue is to explore the role of the smartphone in teaching, learning, and educational research within the framework of learning theory. Important learning frameworks such as self-determination theory (Deci and Ryan, 2012), self-regulated learning theory (Schunk and Greene, 2018), and cognitive load theory (van Merriënboer and Sweller, 2005), among others, need to be utilized in support of our understanding of the role of the smartphone in learning (Mayer, 2020). It is our hope that this issue will provide a roadmap for educational research that explicates the challenges and opportunities from this ubiquitous device.
Of particular interest is the balance of supportive technology use (e.g., engagement in germane learning activities) with the potential for off-task behavior (e.g., monitoring social media during class).
We are seeking scholarly reviews or research related to smartphones and learning. We invite scholarly articles that explore from a learning theory perspective:
- Implications for learning in the content areas (e.g., mathematics, languages, social sciences, physical science, health education, and others);
- Mobile and distance learning (including opportunities for a rapid response necessitated by a global pandemic);
- Mobile-assisted language learning (MALL);
- Technical advances and affordances such as augmented and virtual reality;
- Use in informal learning environments.
Much of the literature to this point has focused on mobile learning or m-learning (Bernacki et al., 2020; Fu and Hwang, 2018; Lai, 2020). This encompasses not only smartphones but also tablets and personal digital assistants (PDAs, e.g., Apple’s Newton). The smartphone is distinct in that it is not a shared device, and it has 24/7 connectivity. In addition, the fact that it is an easy-to-use tool for recording (audio and video) and sharing increases the authenticity of communications (Andujar & Salaberri-Ramiro, 2019). These attributes have implications for integration in education, and the aim of this Special Issue is to begin to address these implications.
Dr. Kendall Hartley
Prof. Dr. Alberto Andujar
Manuscript Submission Information
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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 1400 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.
- Smartphones and learning
- Mobile learning
- Learning theory
- Language learning