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Sustainable E-learning and Education with Intelligence—2nd Edition
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Sustainable E-learning and Education with Intelligence—2nd Edition

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 30 September 2024 | Viewed by 3237

Special Issue Editor

Prof. Dr. Hao-Chiang Koong Lin

E-Mail Website
Guest Editor
Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan
Interests: affective computing; artificial intelligence; digital learning; educational technology; metaverse; digital arts
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education provides the best channel of inheritance for mankind's sustainable cultivation of talents. In recent years, extensive research  on educational technology has been conducted. Coupled with the COVID-19 period, distance learning and e-Learning have become important trends, and various platforms, applications, autonomous learning, and guidance strategies have become significant topics of interest. In addition, the application of artificial intelligence in education and learning has also received extensive attention from the research community, with the purpose of applying smart technology in order to enhance learning outcomes. Therefore, this Special Issue will address the following topics (not limited):

  • E-Learning
  • Education Technology
  • Human Resources and Training
  • Distance Learning
  • Artificial Intelligence
  • AI in Education
  • Intelligence Tutoring System
  • Affective Computing and Analysis
  • Emotions in Learning
  • Self-paced Learning (Self-regulated and Self-directed Learning)

Prof. Dr. Hao-Chiang Koong Lin
Guest Editor

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

  • e-learning
  • education technology
  • human resources and training
  • distance learning
  • artificial intelligence
  • AI in education
  • intelligence tutoring system
  • affective computing and analysis
  • emotions in learning
  • self-paced learning (self-regulated and self-directed learning)

Published Papers (4 papers)

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Research

13 pages, 846 KiB  
Article
Evaluating Students’ Acceptance Intention of Augmented Reality in Automation Systems Using the Technology Acceptance Model
by Wen-Jye Shyr, Bo-Lin Wei and Yu-Chuan Liang
Sustainability 2024, 16(5), 2015; https://doi.org/10.3390/su16052015 - 29 Feb 2024
Viewed by 652
Abstract
This study aims to evaluate the factors influencing the acceptance of augmented reality among students within an automation system. The researchers of this study adopted the technology acceptance model (TAM) and gathered data to examine the path relationships among key variables: perceived usefulness, [...] Read more.
This study aims to evaluate the factors influencing the acceptance of augmented reality among students within an automation system. The researchers of this study adopted the technology acceptance model (TAM) and gathered data to examine the path relationships among key variables: perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention to use, all of which impact system acceptance. A survey was administered to students to gauge their perspectives on integrating augmented reality into the automation system. The study sample consisted of 41 students enrolled in the automation system course where augmented reality was utilized in teaching. Utilizing the partial least square approach, the hypothesis model was analyzed. The results revealed a lack of significant correlation between perceived ease of use and perceived usefulness in relation to augmented reality usage. However, perceived ease of use positively influences students’ behavioral intention to use, while perceived usefulness significantly affects behavioral intention to use through augmented reality. Notably, perceived usefulness exhibits a significant relationship with both behavioral intention to use and attitude toward use in the context of augmented reality usage. Moreover, perceived ease of use positively affects attitude toward use for students within the context of automation systems with augmented reality. Furthermore, no significant relationships were observed between attitude toward use and behavioral intention to use, nor between perceived ease of use and perceived usefulness regarding augmented reality usage. This study offers valuable insights for educators in the field of engineering and technology who are engaged in training and sustainability development programs. Full article
(This article belongs to the Special Issue Sustainable E-learning and Education with Intelligence—2nd Edition)
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14 pages, 2839 KiB  
Article
Validation and Adaptation of Questionnaires on Interest, Effort, Progression and Learning Support in Chilean Adolescents
by Hanrriette Carrasco-Venturelli, Javier Cachón-Zagalaz, Amador J. Lara-Sánchez and José Luis Ubago-Jiménez
Sustainability 2024, 16(5), 1809; https://doi.org/10.3390/su16051809 - 22 Feb 2024
Viewed by 532
Abstract
In order to understand interest, effort and progress in learning as dispositional and contextual variables in the field of education, the activities and strategies that encourage student motivation have been continuously sought, given that they have a fundamental role in sustainability to promote [...] Read more.
In order to understand interest, effort and progress in learning as dispositional and contextual variables in the field of education, the activities and strategies that encourage student motivation have been continuously sought, given that they have a fundamental role in sustainability to promote the improvement of their citizenship skills and the achievement of SDGs 3 (health and well-being) and 4 (quality education) set by the UN. The objective of this study is to validate and adapt the Interest, Effort and Progress in Learning (IEPA) and contextual Student Assistance (AYES) questionnaires in the Chilean adolescent population and thus support the sustainable development SDGs. For this purpose, they were applied to a sample in two phases, first with 339 schoolchildren, and secondly, replicated with 3172 students. For their analysis, a data matrix was constructed with distribution and dispersion tests (mean, standard deviation, skewness, kurtosis and range) using the IBM SPSS.27 statistical program. Subsequently, the dimensionality of the scale was studied by applying an exploratory factor analysis with the FACTOR program, version 11, updated in 2021. Finally, a confirmatory factor analysis was performed with the M-PLUS.7.3 program. It is concluded that the instruments provide a method that is valid, reliable, simple to apply and adapted to adolescents, allowing the evaluation of three dispositional variables in students: interest, effort and progression in learning. These data indicate that they have adequate psychometric properties, which allows for a valid and reliable evaluation to contribute to the sustainability of permanent improvement in education. Full article
(This article belongs to the Special Issue Sustainable E-learning and Education with Intelligence—2nd Edition)
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21 pages, 2324 KiB  
Article
Enterprise Implementation of Educational Technology: Exploring Employee Learning Behavior in E-Learning Environments
by Ching-Yeh Tsai and Der-Chiang Li
Sustainability 2024, 16(4), 1679; https://doi.org/10.3390/su16041679 - 19 Feb 2024
Viewed by 752
Abstract
In the rapidly evolving landscape of information technology and with the ubiquitousness of the internet, corporations are increasingly focused on harnessing educational technology to boost their competitive prowess. A pivotal question emerges: Can they implement this technology effectively and sustainably to enhance the [...] Read more.
In the rapidly evolving landscape of information technology and with the ubiquitousness of the internet, corporations are increasingly focused on harnessing educational technology to boost their competitive prowess. A pivotal question emerges: Can they implement this technology effectively and sustainably to enhance the learning capabilities of their workforce and facilitate their accumulation of knowledge and skills? This concern remains a central focus in the corporate sphere. From educational psychology, goal orientation theory offers an explanatory framework for understanding learner (employee) behavior variations following learning interventions. This research is grounded in the e-learning environment fostered by educational technology within corporations. It explores and hypothesizes the impact of employee achievement motivations—including learning, proving, and avoiding goal orientations—on self-regulated learning (encompassing cognitive, motivational, and behavioral adjustments). Additionally, this study examines how employees’ self-regulated learning and learning satisfaction with the learning process influence learning effectiveness (learning outcomes) assessments. Our empirical survey targeted 380 employees from 26 companies participating in corporate educational technology learning (e-learning), with our research hypotheses tested through PLS structural equation modeling. The analysis indicates that employees’ learning and proving goal orientations indirectly positively affect their learning outcomes by mediating self-regulated learning and learning satisfaction. Conversely, employees’ avoidance goal orientation indirectly negatively impacts their learning outcomes by mediating their self-regulated learning and learning satisfaction. Finally, the researchers offer recommendations for management and future research directions. Full article
(This article belongs to the Special Issue Sustainable E-learning and Education with Intelligence—2nd Edition)
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14 pages, 2988 KiB  
Article
Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools
by Carlos Martínez-Hernández and Francisco Javier Robles-Moral
Sustainability 2023, 15(24), 16624; https://doi.org/10.3390/su152416624 - 07 Dec 2023
Viewed by 622
Abstract
Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes [...] Read more.
Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes in Spain. This study is based on environmental, sustainability, and global citizenship literacies—the guarantors of sustainability education. A mirror class methodology was implemented with the objective of evaluating the effectiveness of sustainability learning and the influence of students’ personal factors. A quasi-experimental methodology was followed through a didactic and statistical analysis of student reports and a validated questionnaire. The findings reveal a 2.9/4 global didactic evaluation, one that is higher in didactic tasks and lower in comparative ones, and a statistically significant learning acquisition of +0.8. The results suggest that the study of local landscapes captures interest and mirror classes bring distant realities closer, thus achieving a successful eco-social education and didactic transfer. Full article
(This article belongs to the Special Issue Sustainable E-learning and Education with Intelligence—2nd Edition)
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