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Innovative Theories and Practices for Designing and Evaluating Inclusive Educational...
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Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning

A special issue of Multimodal Technologies and Interaction (ISSN 2414-4088).

Deadline for manuscript submissions: 30 April 2025 | Viewed by 23385

Special Issue Editor

Dr. Julius Nganji

E-Mail Website
Guest Editor
Department of Occupational Science and Occupational Therapy, University of Toronto, 160-500 University Ave, Toronto, ON M5G 1V7, Canada
Interests: e-learning personalization; artificial intelligence in education; digital accessibility; human-computer interaction
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Over the years, institutions of learning worldwide have been adopting and incorporating educational technology and components of online learning into their instruction.  In recent years, this adoption has significantly increased with the rapid advancement of technology, which has significantly transformed the landscape of education. Institutions suddenly found themselves having to accelerate the adoption of online learning and its associated technologies during the COVID-19 pandemic. It is now imperative for educators and institutions to ensure that they promote inclusivity, accessibility, and equity for all learners in virtual learning environments. However, although educational technology and online learning have gained momentum, any new technologies used in educational settings must be supported by effective instructional strategies. Therefore, we are interested in research that examines and assesses the essential changes and adaptations made to traditional teaching and learning techniques, as well as research that explores innovative theories and inclusive practices that foster usable and inclusive learning. This Special Issue aims to investigate cutting-edge approaches, methodologies, and technologies that promote inclusive educational technology and online learning, ensuring the success, engagement, and equitable and effective educational experiences for all learners.

This Special Issue will focus on soliciting original research and contributions that delve into theoretical foundations, models, empirical studies, and best practices related to enhancing educational technology and online learning. It will encompass a diverse range of topics, including pedagogical approaches, technology integration, learner engagement, accessibility, and cultural responsiveness. The primary goal is to contribute to a deeper understanding of inclusive educational technology and to provide practical insights and strategies for educators and institutions.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Tactile/Haptic interfaces;
  • Assistive technology in education;
  • Technology-enhanced learning;
  • Innovative learning environments;
  • Design and evaluation of learning environments;
  • Accessibility and usability of digital learning environments;
  • Virtual learning environments;
  • Disability-aware learning environments;
  • Adaptive learning environments;
  • Social media integration into learning environments;
  • User experience of learning environments;
  • Accessibility evaluation of learning environments;
  • Mobile learning environments;
  • Collaborative and inclusive learning in virtual spaces.

Please feel free to forward this Special Issue call for papers to others who may be interested. 

We look forward to receiving your contributions.

Dr. Julius Nganji
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. Multimodal Technologies and Interaction 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 1600 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
  • assistive technology
  • accessible learning
  • innovative theories
  • inclusive teaching and learning practices
  • online education
  • mobile learning technology
  • enhanced learning
  • universal design for learning (UDL)
  • learner engagement
  • tactile/haptic interfaces
  • learning analytics

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (11 papers)

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Research

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21 pages, 3847 KiB  
Article
Evaluating Uses of XR in Fostering Art Students’ Learning
by Panagiotis Dafiotis, Stella Sylaiou, Efstratios Stylianidis, Dimitrios Koukopoulos and Christos Fidas
Multimodal Technol. Interact. 2025, 9(4), 36; https://doi.org/10.3390/mti9040036 - 14 Apr 2025
Viewed by 516
Abstract
This paper addresses the potential of extended reality (XR) to foster art students’ learning and creativity with specially developed applications for the creation of art exhibitions. This study is based on the EU-funded research project ‘Scaffolding Creativity of Arts Students: Framework, Toolchain, and [...] Read more.
This paper addresses the potential of extended reality (XR) to foster art students’ learning and creativity with specially developed applications for the creation of art exhibitions. This study is based on the EU-funded research project ‘Scaffolding Creativity of Arts Students: Framework, Toolchain, and Educational Material on how to Create their Own Virtual Exhibitions’ (CREAMS). CREAMS develops interconnected virtual reality (VR), augmented reality (AR), and mixed reality (MR) indoor and outdoor exhibition creation applications. The article puts emphasis on the issue of what evaluation methodology is more adequate to assess the efficacy of such applications, and pertinent challenges, as well as related research, are discussed. In this context, ways in which Fine Art School undergraduates can benefit from the creation of XR/VR exhibitions are explored. Such uses of XR are primarily examined in terms of their potential to enhance learning, and foster students’ skills. The potential of adding multimodal resources that contextualize exhibited artworks is examined to foster viewers’ meaningful engagement. Art students’ ability to communicate the underlying concepts/ideas of their art through XR apps is also addressed. Moreover, this paper investigates how XR technologies can foster the collaboration of tutors and students in Fine Art Schools through specially developed platforms embedded in the XR applications. The ability of the CREAMS VR application to foster such cooperation between students and their tutors is also evaluated. The scientific contribution of this paper relates to the evaluation methodology of XR art exhibition applications that have an educational role. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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18 pages, 1050 KiB  
Article
The Use of 3D Printing and ICT in the Designing of Didactic Strategies to Foster Creative Thinking
by Lorena Cabrera-Frías, Diana-Margarita Córdova-Esparza, Julio-Alejandro Romero-González, Teresa García-Ramírez, Rocio-Edith López-Martínez, Juan Terven and Juan-José Rodríguez-Peña
Multimodal Technol. Interact. 2025, 9(4), 35; https://doi.org/10.3390/mti9040035 - 7 Apr 2025
Viewed by 333
Abstract
The use of iteration is fundamental in the field of design, as it allows for the exploration of multiple options and the development of innovative solutions. This research analyzes how iteration, combined with Information and Communications Technology (ICT), especially 3D printing, facilitates the [...] Read more.
The use of iteration is fundamental in the field of design, as it allows for the exploration of multiple options and the development of innovative solutions. This research analyzes how iteration, combined with Information and Communications Technology (ICT), especially 3D printing, facilitates the development of creativity in higher-level students, specifically Industrial Designers. A qualitative approach was employed, using an action-research methodological strategy with a field journal to document student activities during the iterative process. The results indicate that group dynamics enhance iteration by facilitating the exchange of ideas; therefore, the incorporation of activities that adopt constant feedback is necessary to refine initial concepts and integrate new perspectives. Additionally, the use of technology, such as 3D printing, drives the creative process by encouraging students to continue developing their ideas through physical iteration, allowing them to materialize and improve their concepts. The creative process only needs to be stimulated through different methodological strategies, both analog and digital, in and outside the classroom, with the use of technologies as essential learning tools. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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44 pages, 14851 KiB  
Article
Physics-Based Tool Usage Simulations in VR
by Nikolaos Partarakis, Xenophon Zabulis, Dimitris Zourarakis, Ioanna Demeridou, Ines Moreno, Arnaud Dubois, Nikolaos Nikolaou, Peiman Fallahian, David Arnaud, Noël Crescenzo, Patricia Hee and Andriani Stamou
Multimodal Technol. Interact. 2025, 9(4), 29; https://doi.org/10.3390/mti9040029 - 24 Mar 2025
Viewed by 440
Abstract
The need for scalable, immersive training systems is universal and recently has been included in fields that rely on complex, hands-on processes, such as surgery operations, assembly operations, construction processes training, etc. This paper examines the potential to support immersive training via digital [...] Read more.
The need for scalable, immersive training systems is universal and recently has been included in fields that rely on complex, hands-on processes, such as surgery operations, assembly operations, construction processes training, etc. This paper examines the potential to support immersive training via digital tool manipulation in the domain of traditional handicrafts. The proposed methodology employs Finite Element Method simulations to compute material transformations and apply them to interactive virtual environments. The challenge is to accurately simulate human–tool interactions, which are critical to the acquisition of manual skills. Using Simulia Abaqus (v.2023HF2), crafting simulations are authored, executed, and exported as animation sequences. These are further refined in Blender (v3.6) and integrated into Unity to create reusable training components called Action Animators. Two software applications—Craft Studio (v1.0) and Apprentice Studio (v1.0)—are designed and implemented to enable instructors to create training lessons and students to practice and get evaluated in virtual environments. The methodology has wide-ranging applications beyond crafts, offering a solution for immersive training in skill-based activities. The validation and evaluation of the proposed approach suggest that it can significantly improve training effectiveness, scalability, and accessibility across various industries. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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19 pages, 1582 KiB  
Article
Designing Digital Escape Rooms with Generative AI in University Contexts: A Qualitative Study
by Paula Rodríguez-Rivera, José M. Rodríguez-Ferrer and Ana Manzano-León
Multimodal Technol. Interact. 2025, 9(3), 20; https://doi.org/10.3390/mti9030020 - 27 Feb 2025
Cited by 1 | Viewed by 1113
Abstract
The rapid evolution of technology in education highlights the need for methodologies that enhance student engagement and skill development. This study examines students’ perceptions of designing educational escape rooms using ICT tools and generative AI (GenAI) as a learning methodology. A total of [...] Read more.
The rapid evolution of technology in education highlights the need for methodologies that enhance student engagement and skill development. This study examines students’ perceptions of designing educational escape rooms using ICT tools and generative AI (GenAI) as a learning methodology. A total of 47 students participated in creating digital escape rooms with GenAI, Genially, and HeroForge in the course “Mediation in Conflicts and Situations of Violence” within a Social Education degree. A qualitative approach was used, analyzing focus group discussions conducted after the activity. Results indicate that students valued the experience, emphasizing its impact on digital competence, creativity, and problem-solving skills. Collaborative learning helped overcome initial technical challenges, and students recognized the practical applicability of escape room design in mediation contexts. However, they identified areas for improvement, such as the need for more initial training, extended development time, and better access to digital tools. This study contributes to game-based learning and AI-enhanced education research, positioning students as active designers rather than passive users. Future research should explore the long-term impact on knowledge retention and transferable skills in professional settings. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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22 pages, 3907 KiB  
Article
Science Mapping of AI as an Educational Tool Exploring Digital Inequalities: A Sociological Perspective
by Isotta Mac Fadden, Elena-María García-Alonso and Eloy López Meneses
Multimodal Technol. Interact. 2024, 8(12), 106; https://doi.org/10.3390/mti8120106 - 21 Nov 2024
Cited by 1 | Viewed by 3272
Abstract
This study aims to explore the evolution of the literature on the sociological implications of integrating artificial intelligence (AI) as an educational tool, particularly its influence on digital inequalities. While AI technologies, such as AI-based language models, have begun transforming educational practices by [...] Read more.
This study aims to explore the evolution of the literature on the sociological implications of integrating artificial intelligence (AI) as an educational tool, particularly its influence on digital inequalities. While AI technologies, such as AI-based language models, have begun transforming educational practices by personalizing learning, fostering student autonomy, and supporting educators, concerns remain regarding access disparities, ethical implications, and the potential reinforcement of existing social inequalities. To address these issues, a bibliometric analysis employing science mapping was conducted on 1515 studies sourced from the Web of Science Core Collection. This analysis traces the thematic evolution of social science perspectives on AI’s role in education and its relationship with digital inequalities. The results indicate a growing academic interest in AI in education, with a notable progression from understanding its basic impact to exploring complex themes such as vulnerability, disability, bias, and community. The studies show that AI’s application has expanded from isolated research on specific populations to broader discussions on inclusivity, equity, and the impact of AI on governance, policy, and community. However, the findings also reveal a significant gap in sociological perspectives, particularly regarding issues like digital illiteracy and socio-economic access disparities. Although AI holds promise for promoting more inclusive education, further research is essential to address these sociological concerns and to guide the ethical, equitable implementation of AI as its influence on governance, policy, and community impact continues to grow. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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16 pages, 601 KiB  
Article
Transforming Science Education in Elementary Schools: The Power of PhET Simulations in Enhancing Student Learning
by Hussam Diab, Wajeeh Daher, Baraa Rayan, Nael Issa and Anwar Rayan
Multimodal Technol. Interact. 2024, 8(11), 105; https://doi.org/10.3390/mti8110105 - 20 Nov 2024
Cited by 3 | Viewed by 4084
Abstract
In recent years, the integration of technology into education has significantly transformed teaching methods, especially in science education. Tools like PhET simulations have proven highly effective in enhancing student engagement and comprehension. Research has highlighted the value of simulation-based learning in fostering critical [...] Read more.
In recent years, the integration of technology into education has significantly transformed teaching methods, especially in science education. Tools like PhET simulations have proven highly effective in enhancing student engagement and comprehension. Research has highlighted the value of simulation-based learning in fostering critical thinking and problem-solving skills. This study aimed to explore the impact of simulations, with a focus on PhET, on improving elementary students’ learning outcomes, an area that remains under-researched. The study compared the performance of two groups of third-grade students: one group learned about solubility using PhET simulations, while the other relied on traditional textbook instruction. Each group comprised fifty students. The study lasted for a two-month period. The instructional approach was investigative learning. Data were gathered through student responses to materials science questions aligned with Bloom’s Taxonomy, allowing for a detailed evaluation of their understanding and application of scientific concepts. Responses were assessed for accuracy and scored accordingly. We ran an independent-sample t-test to decide whether the difference in the mean score in science achievement between the two research groups was significant. The results showed that students using PhET simulations not only achieved significantly higher scores but also demonstrated their ability to explain their reasoning during problem-solving tasks. These findings emphasize the substantial advantages of incorporating digital tools like PhET simulations into elementary science education, as they enhance conceptual understanding and better equip students to tackle future scientific challenges. The present research results complement the previous research on using technology in the chemistry elementary classroom and add the issue of simulations to this research. The results of this study are centered on the topic of solubility. To broaden the generalizability of these findings, future research should examine the effects of simulations on student achievement in a wider range of elementary science topics. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
22 pages, 29268 KiB  
Article
NariTan: Enhancing Second Language Vocabulary Learning Through Non-Human Avatar Embodiment in Immersive Virtual Reality
by Shogo Fukushima, Keigo Sakamoto and Yugo Nakamura
Multimodal Technol. Interact. 2024, 8(10), 93; https://doi.org/10.3390/mti8100093 - 18 Oct 2024
Viewed by 1528
Abstract
With the rise of head-mounted displays (HMDs), immersive virtual reality (IVR) for second-language learning is gaining attention. However, current methods fail to fully exploit IVR’s potential owing to the use of abstract avatars and limited human perspectives in learning experiences. This study investigated [...] Read more.
With the rise of head-mounted displays (HMDs), immersive virtual reality (IVR) for second-language learning is gaining attention. However, current methods fail to fully exploit IVR’s potential owing to the use of abstract avatars and limited human perspectives in learning experiences. This study investigated IVR’s novel potential by using non-human avatars to understand complex concepts. We developed a system for learning English vocabulary through the actions of non-human avatars, offering a unique learning perspective. This paper presents an IVR vocabulary learning environment with a dragon avatar and compares word retention rates (immediate and one-week memory tests), subjective workload, and emotional changes with traditional methods. We also examined the vocabulary ranges that are teachable using this system by varying the number of avatars. The results showed that the proposed method significantly reduced forgotten English words after one week compared to traditional methods, indicating its effectiveness in the long term. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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21 pages, 287 KiB  
Article
Effects of Kahoot! on K-12 Students’ Mathematics Achievement and Multi-Screen Addiction
by Nikolaos Pellas
Multimodal Technol. Interact. 2024, 8(9), 81; https://doi.org/10.3390/mti8090081 - 16 Sep 2024
Viewed by 3822
Abstract
Digital platforms are increasingly prevalent among young students in K-12 education, offering significant opportunities but also raising concerns about their effects on self-assessment and academic performance. This study investigates the effectiveness of Kahoot! compared to traditional instructional methods in enhancing mathematics achievement and [...] Read more.
Digital platforms are increasingly prevalent among young students in K-12 education, offering significant opportunities but also raising concerns about their effects on self-assessment and academic performance. This study investigates the effectiveness of Kahoot! compared to traditional instructional methods in enhancing mathematics achievement and its impact on multiple screen addiction (MSA) among Greek students aged 9 to 12 during a STEM summer camp. A quasi-experimental design was employed with a purposefully selected sample of one hundred and ten (n = 110) students, who were non-randomly divided into two groups: (a) an experimental group of fifty-five students (n = 55) who engaged with Kahoot! (using dynamic visual aids and interactive content) and (b) a control group of fifty-five students (n = 55) who received traditional instruction (using digital textbooks and PowerPoint slides with multimedia content) on laptops and tablets. The findings revealed a statistically significant difference in MSA scores, with the experimental group exhibiting lower MSA scores compared to their counterparts, indicating a positive impact on reducing screen addiction levels. While Kahoot! led to lower MSA levels, it significantly improved overall mathematical achievement, with a substantial effect size, suggesting a strong positive impact on learning outcomes. The current study highlights the importance of aligning educational tools with the intended outcomes and recommends further research to explore the broader impact of gamified learning on student engagement, screen addiction, and learning outcomes. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)

Review

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29 pages, 7285 KiB  
Review
Combining Artificial Intelligence with Augmented Reality and Virtual Reality in Education: Current Trends and Future Perspectives
by Georgios Lampropoulos
Multimodal Technol. Interact. 2025, 9(2), 11; https://doi.org/10.3390/mti9020011 - 28 Jan 2025
Cited by 1 | Viewed by 1948
Abstract
The combination of artificial intelligence with extended reality technologies can significantly impact the educational domain. This study aims to present an overview regarding the combination of artificial intelligence with augmented reality and virtual reality technologies and their integration in education through an analysis [...] Read more.
The combination of artificial intelligence with extended reality technologies can significantly impact the educational domain. This study aims to present an overview regarding the combination of artificial intelligence with augmented reality and virtual reality technologies and their integration in education through an analysis of the existing literature. Hence, this study examines 201 documents from Scopus and the Web of Science (WoS). This study focuses on examining the basic characteristics of the document collection, highlighting the most prevalent themes, areas, and topics, exploring the thematic evolution of the topic, revealing current challenges and limitations and on identifying emerging topics and future research directions. Based on the outcomes, a significant annual growth rate (60.58%) was observed indicating the increasing interest in the topic. Additionally, the potential of combining artificial intelligence with virtual reality and augmented reality technologies to provide personalized, affective, interactive, and immersive learning experiences across educational levels in both formal and informal settings supporting both teachers and students arose. Therefore, through this combination, intelligent tutoring systems (ITSs), which offer behavioral, cognitive, and social personalization, have a virtual presence, and can effectively be used as tutors or peer learners, can be created. Such ITSs can be characterized as affective and social entities that can increase students’ learning performance, learning motivation, and engagement and promote both self-directed learning and collaborative learning. This study also highlights the need to examine how the physical presence that characterizes some new technologies compares to the virtual presence that extended reality technologies offer in terms of overall learning outcomes and students’ development. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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47 pages, 6401 KiB  
Review
A Comprehensive Review of Dropout Prediction Methods Based on Multivariate Analysed Features of MOOC Platforms
by Saad Alghamdi, Ben Soh and Alice Li
Multimodal Technol. Interact. 2025, 9(1), 3; https://doi.org/10.3390/mti9010003 - 7 Jan 2025
Cited by 1 | Viewed by 2003
Abstract
Massive open online courses have revolutionised the learning environment, but their effectiveness is undermined by low completion rates. Traditional dropout prediction models in MOOCs often overlook complex factors like temporal dependencies and context-specific variables. These models are not adaptive enough to manage the [...] Read more.
Massive open online courses have revolutionised the learning environment, but their effectiveness is undermined by low completion rates. Traditional dropout prediction models in MOOCs often overlook complex factors like temporal dependencies and context-specific variables. These models are not adaptive enough to manage the dynamic nature of MOOC learning environments, resulting in inaccurate predictions and ineffective interventions. Accordingly, MOOCs dropout prediction models require more sophisticated artificial intelligence models that can address these limitations. Moreover, incorporating feature selection methods and explainable AI techniques can enhance the interpretability of these models, making them more actionable for educators and course designers. This paper provides a comprehensive review of various MOOCs dropout prediction methodologies, focusing on their strategies and research gaps. It highlights the growing MOOC environment and the potential for technology-driven gains in outcome accuracy. This review also discusses the use of advanced models based on machine learning, deep learning, and meta-heuristics approaches to improve course completion rates, optimise learning outcomes, and provide personalised educational experiences. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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47 pages, 3641 KiB  
Review
Innovative and Interactive Technologies in Creative Product Design Education: A Review
by Ioanna Nazlidou, Nikolaos Efkolidis, Konstantinos Kakoulis and Panagiotis Kyratsis
Multimodal Technol. Interact. 2024, 8(12), 107; https://doi.org/10.3390/mti8120107 - 4 Dec 2024
Viewed by 1977
Abstract
When discussing the Education 4.0 concept and the role of technology-based learning systems along with creativity, it is interesting to explore how these are reflected as educational innovations in the case of design education. This study aims to provide an overview of interactive [...] Read more.
When discussing the Education 4.0 concept and the role of technology-based learning systems along with creativity, it is interesting to explore how these are reflected as educational innovations in the case of design education. This study aims to provide an overview of interactive technologies used in product design education and examine their integration into the learning process. A literature search was conducted, analyzing scientific papers to review relevant articles. The findings highlight several categories of technologies utilized in design education, including virtual and augmented reality, robotics, interactive embedded systems, immersive technologies, and computational intelligence systems. These technologies are primarily integrated as supportive tools throughout different stages of the design process within learning environments. This study suggests that integrating such technologies alongside pedagogical methods positively impacts education, offering numerous opportunities for further research and innovation. In conclusion, this review contributes to ongoing research in technological advancements and innovations in design education, offering insights into the diverse applications of interactive technologies in enhancing learning environments. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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