Learning in a Digital World

1. Front Matter

   Pages i-xviii

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2. Learning in a Digital World: An Introduction

   • Paloma Díaz, Andri Ioannou

   Pages 1-12

3. Prompting Deep Learning with Interactive Technologies: Theoretical Perspectives in Designing Interactive Learning Resources and Environments

   • Tiffany A. Koszalka, Mary K. Wilhelm-Chapin, Christopher D. Hromalik, Yuri Pavlov, Lili Zhang

   Pages 13-36

4. Creating Dialectics to Learn: Infrastructures, Practices, and Challenges

   • John M. Carroll, Na Sun, Jordan Beck

   Pages 37-58

5. Supporting Learning in Educational Games: Promises and Challenges

   • Valerie Shute, Seyedahmad Rahimi, Xi Lu

   Pages 59-81

6. The Necessary Nine: Design Principles for Embodied VR and Active Stem Education

   • Mina C. Johnson-Glenberg

   Pages 83-112

7. A Broad View of Wearables as Learning Technologies: Current and Emerging Applications

   • Victor R. Lee, R. Benjamin Shapiro

   Pages 113-133

8. Promoting Online Learning Community with Identity Transparency

   • Na Sun, Mary Beth Rosson, John M. Carroll

   Pages 135-153

9. Embodied Learning in a Digital World: A Systematic Review of Empirical Research in K-12 Education

   • Yiannis Georgiou, Andri Ioannou

   Pages 155-177

10. Review of Augmented Reality in Education: Situated Learning with Digital and Non-digital Resources

    • Yun Wen, Chee-Kit Looi

    Pages 179-193

11. Virtual Reality Environments (VREs) for Training and Learning

    • Kalliopi-Evangelia Stavroulia, Maria Christofi, Telmo Zarraonandia, Despina Michael-Grigoriou, Andreas Lanitis

    Pages 195-211

12. MaroonVR—An Interactive and Immersive Virtual Reality Physics Laboratory

    • Johanna Pirker, Michael Holly, Isabel Lesjak, Johannes Kopf, Christian Gütl

    Pages 213-238

13. Designing Learning Activities Using Different Augmented Reality Applications for Different Learning Subjects for Elementary Students

    • Sie Wai Chew, Nian-Shing Chen

    Pages 239-265

14. Teaching Technology Design: Practicing Teachers Designing Serious Educational Games

    • Leonard A. Annetta, Marina Shapio

    Pages 267-273

15. Student and Teacher’s Perceptions Toward the in-Game Card as Educational Reward (ICER) Moodle Plugin

    • Rita Kuo, Maiga Chang, Zhong-Xiu Lu, Cheng-Li Chen

    Pages 275-289

16. The GlobalEd 2 Project: Interdisciplinary Simulations Promoting Students’ Socio-scientific Literacy

    • Scott W. Brown, Kimberly A. Lawless

    Pages 291-317

17. Design a Collaborative Visualization-Based Learning System for Problem-Solving to Transform the Classroom Ecosystem

    • Huiying Cai, Xiaoqing Gu

    Pages 319-339

This book aims at guiding the educators from a variety of available technologies to support learning and teaching by discussing the learning benefits and the challenges that interactive technology imposes. This guidance is based on practical experiences gathered through developing and integrating them into varied educational settings. It compiles experiences gained with various interactive technologies, offering a comprehensive perspective on the use and potential value of interactive technologies to support learning and teaching. Taken together, the chapters provide a broader view that does not focus exclusively on the uses of technology in educational settings, but also on the impact and ability of technology to improve the learning and teaching processes.

The book addresses the needs of researchers, educators and other stakeholders in the area of education interested in learning how interactive technologies can be used to overcome key educational challenges.

• Educational Technology
• Learning Technology
• Learning Affordances and Technology
• Social and Online Learning
• Embodied Learning Technologies
• Augmented Reality in Education
• Virtual Reality in Education
• Game-Based Learning
• Serious Games
• Wearable Technology
• Digital World and Education
• Technology-Enhanced Learning

• Carlos III University of Madrid , Leganés, Spain

  Paloma Díaz

• Cyprus University of Technology , Lemesos, Cyprus

  Andri Ioannou

• Centre for Educational Technology, Indian Institute of Technology, Kharagpur, India

  Kaushal Kumar Bhagat

• University of North Texas , Denton, USA

  J. Michael Spector

Prof. Paloma Díaz is a Full Professor at the Department of Computer Science and Engineering of Universidad Carlos III de Madrid. Holding a PhD in Computer Science and Engineering from Universidad Politécnica de Madrid, she has been involved in interdisciplinary research in the Interactive Systems research group (DEI LAB) and the Institute of Culture and Technology from UC3M. Her main areas of interest are interaction design, web/usability engineering, mobile and ubiquitous computing, big data visualization, civic participation, ICT for learning and teaching, and digital cultural heritage.
Dr. Andri Ioannou is an assistant professor at the Department of Multimedia and Graphic Arts and director of the Cyprus Interaction Research Lab. Andri holds a PhD in Educational Technology from the University of Connecticut (USA) and a BSc in Computer Science from the University of Cyprus. Her research interests include the design and evaluation of technology-enhanced learning environments, use of technology to support student collaboration, decision-making, and knowledge creation in both distant and collocated settings, embodied play for learning using emerging technology, and integration of technology at all levels of education.


Dr. Kaushal Kumar Bhagat is currently working as an assistant professor in the Centre for Educational Technology at the Indian Institute of Technology (IIT), Kharagpur, India. He received his Ph.D. from the Graduate Institute of Science Education at the National Taiwan Normal University in September 2016. He then served a two-year postdoctoral position at the Smart Learning Institute at Beijing Normal University.  He has published several referred journal articles and book chapters. Dr. Bhagat was presented NTNU International Outstanding Achievement Award. He was also awarded 2017 IEEE TCLT Young Researcher award. His research area of interest includes online learning, augmented reality, virtual reality, mathematics education, flipped classroom, formative assessment and technology-enhanced learning.


Prof. J. Michael Spector is a Professor and Former Chair of Learning Technologies at the University of North Texas. He earned a PhD in Philosophy from the University of Texas at Austin. His research focuses on intelligent support for instructional design, assessing learning in complex domains, and technology integration in education. He is editor of Educational Technology Research & Development and serves on numerous other editorial boards. Prof. Spector has more than 150 publications and has received more than $15 million in grant funding.

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