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Sustainable Approaches for Online Education: Learning Technologies, Learner Interaction and Student Engagement

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

Deadline for manuscript submissions: closed (22 September 2023) | Viewed by 23532

Special Issue Editor

Dr. Ibrahim Arpaci

E-Mail Website
Guest Editor
Department of Software Engineering, Bandirma Onyedi Eylul University, Balikesir 10200, Turkey
Interests: information systems; educational technology; cyberpsychology

Special Issue Information

The COVID-19 pandemic has disrupted the traditional education system; the need to accelerate the digitalization of education has received a lot of attention. This Special Issue will present state-of-the-art studies on recent sustainable approaches to online education. The Special Issue focuses on sustainable approaches for online education, recent learning technologies, and innovative solutions for learner interaction and student engagement. It will highlight the recent research trends in sustainable education, including the metaverse, augmented reality (AR), virtual reality (VR), virtual learning environments, serious games, STEAM, the Internet of Things (IoT) in online education, blockchain in online education, and massive open online courses (MOOCs). This Special Issue will cover empirical and review studies that primarily concentrate on the aforementioned issues. These empirical and review studies will assist scholars in pursuing future research in the domain and identifying possible future developments of sustainable approaches for online education.

Dear Colleagues,

The COVID-19 pandemic has disrupted the traditional education system; the need to accelerate the digitalization of education has received a lot of attention. Researchers have been seeking alternative solutions for learner interaction and student engagement, with the important aim of providing a sustainable education. Accordingly, this Special Issue welcomes the submission of empirical and theoretical studies on sustainable approaches for online education.

This Special Issue will shed light on fundamental, innovative, and sustainable approaches for online education and their societal impacts on students, educators, academics, and educational institutions. There will be a primary focus on the metaverse, augmented reality (AR), virtual reality (VR), virtual learning environments, serious games, STEAM, the Internet of Things (IoT) in online education, blockchain in online education, and MOOCs. The outcomes are expected to assist stakeholders in formulating the required procedures and policies for using cutting-edge online learning technologies.

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

  • The metaverse;
  • Augmented reality (AR);
  • Virtual reality (VR);
  • Virtual learning environments;
  • Serious games;
  • STEAM;
  • Blockchain in online education;
  • IoT in online education;

We look forward to receiving your contributions.

Dr. Ibrahim Arpaci
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

  • sustainable education
  • online education
  • learning technologies
  • learner interaction
  • student engagement

Published Papers (7 papers)

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Research

13 pages, 1893 KiB  
Article
Virtual Reality Technology in Architectural Theory Learning: An Experiment on the Module of History of Architecture
by Zaher Shanti and Dalia Al-Tarazi
Sustainability 2023, 15(23), 16394; https://doi.org/10.3390/su152316394 - 28 Nov 2023
Cited by 2 | Viewed by 1405
Abstract
The purpose of this study is to determine the significance of incorporating virtual reality (VR) technology as an additional learning aid in the delivery of architectural theory modules. The aim is to expand students’ horizons by utilizing VR as an immersive blended learning [...] Read more.
The purpose of this study is to determine the significance of incorporating virtual reality (VR) technology as an additional learning aid in the delivery of architectural theory modules. The aim is to expand students’ horizons by utilizing VR as an immersive blended learning resource, particularly after the COVID-19 epidemic pandemic and the emergent need for new ways of delivering higher education. Empirical samples were drawn from a group of participating students in the History of Architecture module. This study adopted a mixed-methods approach comprising a quantitative inquiry (n = 60), which was complemented by a qualitative focus group discussion (n = 15). For the quantitative inquiry, three activities created virtual environments for three instances of Christian churches and cathedrals from the History of Christian Architecture: Hagia Sofia Cathedral, Notre Dame Cathedral, and Santa Maria del Fiore Cathedral. This was conducted during a 13-week teaching semester, with two groups of students voluntarily taking part in each activity: a VR group and a non-VR group. Following each activity, both groups responded to the same set of questions in order to assess the impact of using VR technologies on students’ cognitive and analytical understanding of the related building. A focus group was formed with the participating students to enhance their understanding of the results of the quantitative inquiry. The findings of the research show an increase in student learning experience and knowledge recollection when using VR in comparison to conventional teaching methods. The findings emphasize the role of digital technologies in enhancing students’ learning experiences, in particular, as a tool for sustainable approaches to teaching. This research expands knowledge and understanding about the use of VR in the History of Architecture pedagogy by examining its effectiveness as a medium of instruction. Furthermore, this study provides recommendations for adopting and incorporating new technologies in higher education for a better learning environment. Full article
(This article belongs to the Special Issue Sustainable Approaches for Online Education: Learning Technologies, Learner Interaction and Student Engagement)
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22 pages, 786 KiB  
Article
Predicting the Intention to Use Learning Analytics for Academic Advising in Higher Education
by Mahadi Bahari, Ibrahim Arpaci, Nurulhuda Firdaus Mohd Azmi and Liyana Shuib
Sustainability 2023, 15(21), 15190; https://doi.org/10.3390/su152115190 - 24 Oct 2023
Viewed by 1378
Abstract
Learning analytics (LA) is a rapidly growing educational technology with the potential to enhance teaching methods and boost student learning and achievement. Despite its potential, the adoption of LA remains limited within the education ecosystem, and users who do employ LA often struggle [...] Read more.
Learning analytics (LA) is a rapidly growing educational technology with the potential to enhance teaching methods and boost student learning and achievement. Despite its potential, the adoption of LA remains limited within the education ecosystem, and users who do employ LA often struggle to engage with it effectively. As a result, this study developed and assessed a model for users’ intention to utilize LA dashboards. The model incorporates constructs from the “Unified Theory of Acceptance and Use of Technology”, supplemented with elements of personal innovativeness, information quality, and system quality. The study utilized exploratory research methodology and employed purposive sampling. Participants with prior experience in LA technologies were selected to take part in the study. Data were collected from 209 academic staff and university students in Malaysia (59.33% male) from four top Malaysian universities using various social networking platforms. The research employed “Partial Least Squares Structural Equation Modeling” to explore the interrelationships among the constructs within the model. The results revealed that information quality, social influence, performance expectancy, and system quality all positively impacted the intention to use LA. Additionally, personal innovativeness exhibited both direct and indirect positive impacts on the intention to use LA, mediated by performance expectancy. This study has the potential to offer valuable insights to educational institutions, policymakers, and service providers, assisting in the enhancement of LA adoption and usage. This study’s contributions extend beyond the present research and have the potential to positively impact the field of educational technology, paving the way for improved educational practices and outcomes through the thoughtful integration of LA tools. The incorporation of sustainability principles in the development and deployment of LA tools can significantly heighten their effectiveness, drive user adoption, and ultimately nurture sustainable educational practices and outcomes. Full article
(This article belongs to the Special Issue Sustainable Approaches for Online Education: Learning Technologies, Learner Interaction and Student Engagement)
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20 pages, 1245 KiB  
Article
Ergonomic Factors Affecting the Learning Motivation and Academic Attention of SHS Students in Distance Learning
by Ma. Janice J. Gumasing, Iris Samantha V. Dela Cruz, Dean Angelo A. Piñon, Hedy Nicolaison M. Rebong and Daniel Luis P. Sahagun
Sustainability 2023, 15(12), 9202; https://doi.org/10.3390/su15129202 - 7 Jun 2023
Cited by 3 | Viewed by 9259
Abstract
Since the COVID-19 pandemic, the world has experienced a shift in education, forcing students to transition from traditional face-to-face classes to distance learning. Students found these adjustments challenging, thus affecting their academic performance. In order to address this issue, this study sought to [...] Read more.
Since the COVID-19 pandemic, the world has experienced a shift in education, forcing students to transition from traditional face-to-face classes to distance learning. Students found these adjustments challenging, thus affecting their academic performance. In order to address this issue, this study sought to identify the factors affecting students’ learning motivation and academic attention in distance learning using a novel framework of ergonomic domains. Using purposive sampling, 311 senior high school students who took part in online learning at selected schools in NCR Plus answered an online survey. Partial least square structural equation modeling (PLS-SEM) was utilized to investigate and assess the physical, cognitive, and macro-ergonomic factors influencing their learning motivation and academic attention. The study’s results revealed that cognitive and macro-ergonomic factors significantly influence students’ learning motivation, affecting students’ academic attention, while the physical ergonomic factors were found to be insignificant. The findings and analysis imply that academic professionals should be aware of and apply physical, cognitive, and macro-ergonomic concepts to positively influence students’ learning in an online setup. Furthermore, intrinsic motivation should be the main driving force behind learning because it is more successful and beneficial in the long term. The study concludes that as online learning has become more prevalent than ever, it is imperative that ergonomic factors are considered to establish an effective online education system and improve students’ learning motivation and academic attention in distance learning. Full article
(This article belongs to the Special Issue Sustainable Approaches for Online Education: Learning Technologies, Learner Interaction and Student Engagement)
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11 pages, 3176 KiB  
Article
Investigating the Influence of an Arduino-Based Educational Game on the Understanding of Genetics among Secondary School Students
by Ibrahim Arpaci, Abdullah Kaya and Mahadi Bahari
Sustainability 2023, 15(8), 6942; https://doi.org/10.3390/su15086942 - 20 Apr 2023
Cited by 1 | Viewed by 1786
Abstract
This study aims to investigate the impact of an educational game created using Arduino on the learning of genetics by secondary school students. To assess the effectiveness of the game, Solomon’s four-group design was employed. A total of 72 8th-grade students, comprising 30 [...] Read more.
This study aims to investigate the impact of an educational game created using Arduino on the learning of genetics by secondary school students. To assess the effectiveness of the game, Solomon’s four-group design was employed. A total of 72 8th-grade students, comprising 30 boys and 42 girls, were randomly selected and divided into different groups. The experimental groups were taught using the educational game, while the control groups received conventional instruction. The results of the comparison test indicated no statistically significant differences in the academic performance of students between the experimental and control groups. However, the findings suggested that the educational game had a positive impact on the students’ academic success to a considerable extent and was as effective as traditional teaching methods. Moreover, the digital game had the potential to increase student engagement by enhancing their motivation, interest, and participation in science classes. This could contribute to promoting environmentally sustainable practices in schools and ensuring that all students receive a high-quality education, thereby contributing to the sustainability of the educational system. Full article
(This article belongs to the Special Issue Sustainable Approaches for Online Education: Learning Technologies, Learner Interaction and Student Engagement)
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12 pages, 249 KiB  
Article
An Experimental Study on the Implementation of a STEAM-Based Learning Module in Science Education
by Ibrahim Arpaci, Muhammed Said Dogru, Hassan Kanj, Nawaf Ali and Mahadi Bahari
Sustainability 2023, 15(8), 6807; https://doi.org/10.3390/su15086807 - 18 Apr 2023
Viewed by 2223
Abstract
Over the last decade, there has been notable academic interest in the multidisciplinary studies of science education with the emergence of STEAM. Accordingly, this study aimed to conduct an experimental study to explore the effectiveness of a STEAM-based space-themed learning module in science [...] Read more.
Over the last decade, there has been notable academic interest in the multidisciplinary studies of science education with the emergence of STEAM. Accordingly, this study aimed to conduct an experimental study to explore the effectiveness of a STEAM-based space-themed learning module in science education taught to primary school students. The sample of the study was 6th- and 7th-grade students from the Central Anatolia Region of Turkiye. The experimental group consisted of 180 students, whereas the control group consisted of 94 students. The STEAM-based learning module was applied to the students in the experimental group, and the traditional lecture-based approach was applied to students in the control group. The traditional education and intervention lasted eight weeks. The chi-square test and one-way ANOVA were used to analyze the differences and associations between the variables. The results indicated that gender and academic achievement level were the two key factors determining the effectiveness of the STEAM-based learning module. The comparison of the pre-test and post-test scores indicated that the scores of the female students who participated in the module increased the most. This suggested that girls benefited more from the STEAM-based learning module than boys. Further, the lecture-based approach led to a decrease in some high-achieving students. The findings have implications for educational policymakers, curriculum developers, and syllabus designers. Full article
(This article belongs to the Special Issue Sustainable Approaches for Online Education: Learning Technologies, Learner Interaction and Student Engagement)
16 pages, 1647 KiB  
Article
A Novel Blockchain-Based Scientific Publishing System
by Mansur Beştaş, Ruhi Taş, Erdal Akin, Merve Ozkan-Okay, Ömer Aslan and Semih Serkant Aktug
Sustainability 2023, 15(4), 3354; https://doi.org/10.3390/su15043354 - 12 Feb 2023
Cited by 1 | Viewed by 2443
Abstract
The scientific publishing industry is dominated by a few publishers that use centralized systems, which decrease the quality of studies and make the publication process longer. Traditional publication systems generally have high publication costs, slow and biased review processes, copyrights held by publishers, [...] Read more.
The scientific publishing industry is dominated by a few publishers that use centralized systems, which decrease the quality of studies and make the publication process longer. Traditional publication systems generally have high publication costs, slow and biased review processes, copyrights held by publishers, lack of rewards for contributors, lack of connection among researchers, etc. Accordingly, we propose a decentralized blockchain-based scientific publication platform to eliminate the traditional publication system deficiencies. The proposed system uses Ethereum smart contracts to accelerate the publication process and abate the biased evaluation process while reducing the publication cost. The proposed model also improves the quality of scientific studies by adding new features to the publication process. The proposed system increases the number of publishers, makes the publication process fully traceable, and makes scientific papers globally available to anyone with a small fee. In addition, the system provides journals with decentralized models and integrates scientific papers with related data or datasets. The editors, reviewers, and cited authors are also rewarded. The proposed system has been implemented using Ethereum Virtual Machine (EVM), which consists of a front-end, middleware, and back-end. When an author submits a manuscript for evaluation, the system automatically finds the most appropriate editors and reviewers for related fields. After the publication process finishes, editors, reviewers, cited authors, and other contributors are rewarded as a system token-based cryptocurrency. Full article
(This article belongs to the Special Issue Sustainable Approaches for Online Education: Learning Technologies, Learner Interaction and Student Engagement)
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13 pages, 2330 KiB  
Article
The Use of Virtual Reality Technology in Intelligent Transportation Systems Education
by Caner Pense, Mehmet Tektaş, Hassan Kanj and Nawaf Ali
Sustainability 2023, 15(1), 300; https://doi.org/10.3390/su15010300 - 24 Dec 2022
Cited by 3 | Viewed by 2284
Abstract
Simulation-based education is a critical component of Intelligent Transportation Systems (ITS) education. This study discusses the experimental success of using Virtual Reality (VR) technology in simulation-based ITS education, which was found to improve the quality of education while increasing immersion and motivation. The [...] Read more.
Simulation-based education is a critical component of Intelligent Transportation Systems (ITS) education. This study discusses the experimental success of using Virtual Reality (VR) technology in simulation-based ITS education, which was found to improve the quality of education while increasing immersion and motivation. The study documents the application of VR technology to a microscopic simulation model within the ITS curriculum. Furthermore, the study also proposes using a standardized methodology to capture and evaluate students’ subjective experiences. The findings of the study are discussed, along with potential ways to improve the planned VR technology implementation in the ITS laboratory. Full article
(This article belongs to the Special Issue Sustainable Approaches for Online Education: Learning Technologies, Learner Interaction and Student Engagement)
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