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New Technology-Enhanced Learning and Teaching and Sustainable Education

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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 May 2024 | Viewed by 6490

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Special Issue Editors

Dr. Pablo Abián

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Guest Editor

Faculty of Humanities and Social Sciences, Comillas Pontifical University, 28049 Madrid, Spain
Interests: sports injuries; exercise testing; sports acience; injury prevention; athletic performance; physical activity; resistance training
Special Issues, Collections and Topics in MDPI journals

Dr. Alfredo Bravo-Sánchez

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Guest Editor

Faculty of Health Sciences, Universidad Francisco de Vitoria, 28223 Pozuelo de Alarcón, Spain
Interests: sports science; strength & conditioning; sport training; athletic performance; sports injuries; injury prevention
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The rise in the use of new technology-enhanced learning and teaching and, the new pedagogical strategies have provided researchers, teachers and students with rich opportunities to improve teaching and learning process, although the abusive use of new technologies could affect students' academic and physical performance. In addition, an increasing number of teachers are using an active teaching model in which students are co-responsible for their learning, enriching the process of knowledge acquisition. From an educational point of view, the digital teaching competence builds a sustainable digital citizenship and it implies the construction of a digital culture (e-society). On the other hand, the level of physical activity of students, both during physical education hours and in extracurricular activities, could be related to better academic performance. This Special Issue aims to present researches on innovative teaching strategies and state-of-the-art application of technology-enhanced learning in highschool. The topics relevant for this Special Issue include but not limited to. Innovative practices in highschool education; Novel teaching and learning strategies for face-to-face or online settings; Experiences of technology-enhanced learning applications in the highschool education; Physical activity influence in academic performance in highschool. New technologies addictive use and academic performance in highschool. Sex-related differences in technology-enhanced learning applications in highschool context. Technology-enhanced learning recommender systems. Game-based learning and gamification.

Dr. Pablo Abián
Dr. Alfredo Bravo-Sánchez
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 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 2400 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

digital teaching
physical activity
academic performance
sustainable development

Published Papers (4 papers)

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Research

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15 pages, 684 KiB

Open AccessArticle

Influence of Virtual Reality and Gamification Combined with Practice Teaching Style in Physical Education on Motor Skills and Students’ Perceived Effort: A Mixed-Method Intervention Study

by Diego Fernández-Vázquez, Víctor Navarro-López, Roberto Cano-de-la-Cuerda, Domingo Palacios-Ceña, María Espada, Daniel Bores-García, José Manuel Delfa-de-la-Morena and Nuria Romero-Parra

Sustainability 2024, 16(4), 1584; https://doi.org/10.3390/su16041584 - 14 Feb 2024

Viewed by 1076

Abstract

This mixed-method study examined the impact of combining virtual reality (VR) and gamification (GAM) with the practice teaching style (PTS) on students’ motor skills and perceived effort in physical education. Participants (n = 75) were divided into three groups: PTS (control), PTS + GAM and PTS + GAM + VR. Each group had two one-hour sessions per week for six weeks. Participants’ motor skills and perceived effort were evaluated quantitatively and qualitatively using tests such as the SportComp Motor, flamingo and plate-tapping tests, as well as the handgrip strength test and the Pictorical Children’s Effort Rating Table. The results indicate that the PTS group reported a higher perceived effort compared to the other groups (p < 0.001). All study groups exhibited improvements in the handgrip strength (p < 0.001) and flamingo (p < 0.05) tests, while lateral jump test improvements were observed only in the two GAM groups (p < 0.001). The VR group showed an improvement in the plate-tapping tests (p < 0.001), while the PTS group exhibited a decline in the displacement with support test (p < 0.05). Participant perceptions suggest that the activity nature, motivation from competition and rewards influenced the perceived effort and motor skills. In conclusion, GAM techniques are effective in reducing perceived effort in physical education programs, and combining GAM with VR enhances improvements in motor skills. Full article

(This article belongs to the Special Issue New Technology-Enhanced Learning and Teaching and Sustainable Education)

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14 pages, 1759 KiB

Open AccessArticle

Effects of the Comprehensive and Technical Models of Sports Teaching in Secondary School Students

by Javier Portillo, Pablo Abián, Alfredo Bravo-Sánchez, Alberto Dorado-Suárez and Javier Abián-Vicén

Sustainability 2023, 15(8), 6752; https://doi.org/10.3390/su15086752 - 17 Apr 2023

Cited by 1 | Viewed by 1280

Abstract

The aim of this study was to determine the effects of different teaching methodologies (comprehensive vs. technical), developed during a unit of ultimate frisbee, on the physical demands, technical–tactical variables, game performance and physical fitness of secondary school children. Forty-seven students were divided into two groups: Comprehensive Teaching Group (CTG; n = 25, Age: 14.5 ± 0.5 years) and Technical Teaching Group (TTG; n = 22, Age: 14.9 ± 0.8 years). The teaching models (CTG vs. TTG) were composed of 8 sessions of 55 min. Physical fitness was developed with the Alpha-Fitness method, while physical variables were analysed using GPS; the technical and tactical variables performed during the matches were recorded using Full-HD video cameras. The results showed that the CTG students had greater mean speed (p < 0.001), mean heart rate (p = 0.006) and covered more total distance/time (p < 0.001) than the TTG students during sessions. After the intervention, the CTG students showed greater values in good passes (p = 0.001), good catches (p = 0.001), good decisions (p = 0.002) and game performance (p < 0.001), while the TTG students only showed higher values in game performance (p = 0.039). In conclusion, the comprehensive teaching model is shown to be an effective pedagogical option to learn ultimate frisbee because the students achieved a higher overall development in the physical demands expressed in the sessions and in the management of the technical–tactical actions in the offensive and defensive phases of the ultimate frisbee game. Full article

(This article belongs to the Special Issue New Technology-Enhanced Learning and Teaching and Sustainable Education)

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Review

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14 pages, 711 KiB

Open AccessReview

Towards Sustainable Education with the Use of Mobile Augmented Reality in Early Childhood and Primary Education: A Systematic Mapping

by Santiago Criollo-C, Andrea Guerrero-Arias, Javier Guaña-Moya, Agariadne Dwinggo Samala and Sergio Luján-Mora

Sustainability 2024, 16(3), 1192; https://doi.org/10.3390/su16031192 - 31 Jan 2024

Cited by 2 | Viewed by 1112

Abstract

Over the years, educational institutions have faced significant difficulties in the teaching process at all educational levels, due to lack of motivation, concentration, attention, and confidence, among other aspects. In this sense, information and communication technologies can be the answer to transform educational models. One of the most promising and accessible technologies in recent years is mobile augmented reality (MAR), which allows students to visualize content through a mobile device combining the real environment with a virtual environment, providing an interactive and digital vision of the physical world in real time. The appropriate use of digital technologies in early childhood and primary education can promote socialization, comprehension, learning, language development, attention, and other educational benefits. However, due to the novelty of this technology, there is limited research and a gap in the literature on the use of MAR at these educational levels. This research work, through systematic mapping, aims to give an overview of how AR and mobile devices have been used in the last decade, which academic areas have benefited from the use of this innovative academic approach, and the main benefits and problems of using this technology in early and primary education. The findings are encouraging and show that AR technology, together with mobile devices, can be used to support the teaching of science, mathematics, reading, language, geography, etc. Full article

(This article belongs to the Special Issue New Technology-Enhanced Learning and Teaching and Sustainable Education)

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20 pages, 5452 KiB

Open AccessReview

Trends and Challenges of Technology-Enhanced Learning in Geotechnical Engineering Education

by Zia ur Rehman

Sustainability 2023, 15(10), 7972; https://doi.org/10.3390/su15107972 - 13 May 2023

Cited by 4 | Viewed by 2112

Abstract

The integration of technology and new tools in engineering education has created opportunities for the advancement of geotechnical engineering education (GEE). Technology-enhanced learning (TEL) has been implemented in GEE by many educators, and its impacts have been studied by different researchers. This review paper presents a comprehensive analysis of the state-of-the-art implementation of TEL in GEE based on published journal articles. This study adopts a systematic approach in examining the literature on TEL in GEE, identifies emerging trends and challenges, presents potential solutions, and outlines research gaps and recommendations. The literature indicates that, over the past couple of decades, the major trends of TEL in GEE have included computer-based simulations and computations, physical and centrifuge modeling, virtual laboratory and field experimentation, internet-based online resources, and virtual and augmented reality. The implementation of TEL in GEE can support students in effectively comprehending complex engineering concepts and augment their preparedness for the demands of professional practice. Furthermore, the integration of TEL with instructional design strategies involving problem-based learning, experiential learning, collaborative learning, and critical thinking cultivation is recognized as a favorable strategy. However, challenges such as a lack of resources and experience, optimization of pedagogies, alignment with course content, and quantification of TEL’s impact on GEE and student learning experiences remain to be addressed by continuing research and development in this field. In addition, an outcome-based education (OBE) theory-inspired quadruple framework is proposed in this study for the efficient implementation of TEL in GEE. Full article

(This article belongs to the Special Issue New Technology-Enhanced Learning and Teaching and Sustainable Education)

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