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Education & Language - Learning & Instruction | Technology, Knowledge and Learning – incl. option to publish open access (Editorial Board)

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Technology, Knowledge and Learning

Technology, Knowledge and Learning

Editor-in-Chief: Dirk Ifenthaler

ISSN: 2211-1662 (print version)
ISSN: 2211-1670 (electronic version)

Journal no. 10758

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Dirk Ifenthaler, University of Mannheim and Deakin University

Associate Editors 

Benjamin E. Erlandson, Essential Complexity, USA

Samuel Greiff, University of Luxembourg, Luxembourg

Maree Gosper, Macquarie University, Australia 

Pablo Pirnay-Dummer, University of Passau, Germany

Andrew Tawfik, Northern Illinois University, USA

Editorial Board

Stephen Alessi, University of Iowa, USA

Ryan S.J.d. Baker, Teachers College Columbia University, USA

Katrin Becker, Mount Royal University, Canada

Beno Csapo, University of Szeged, Hungary

André R. Denham, The University of Alabama, USA

Eva Dobozy, Curtin University, Australia

Deniz Eseryel, University of Oklahoma, USA

Xun Ge, University of Oklahoma, USA

David Gibson, Curtin University, Australia

Frank Goldhammer, German Institute for International Educational Research, Germany

Art Graesser, University of Memphis, USA

Patrick Griffin, University of Melbourne, Australia

Jonathan Hilpert, Georgia Southern University, USA

Allen Jeong, Florida State University, USA

Tristan E. Johnson, Northeastern University, USA

Fengfeng Ke, Florida State University, USA

Gregor Kennedy, University of Melbourne, Australia

Mike Keppell, University of Southern Queensland, Australia

Michel Knigge, University of Potsdam, Germany

Richard N. Landers, Old Dominion University, USA

Victor Law, University of New Mexico, USA

Victor Lee, Utah State University, USA

Berner Lindström, University of Gothenburg, Sweden

Christian Sebastian Loh, Southern Illinois University Carbondale, USA

Lina Markauskaite, University of Sydney, Australia

Brian Nelson, Arizona State University, USA

John Nesbit, Simon Fraser University, Canada

Gemma Corbalan Perez, Netherlands Organisation for Applied Scientific Research, Netherlands

Jonathon Richter, University of Montana, USA

Gilly Salmon, Swinburne University of Technology, Australia

Ronny Scherer, University of Oslo, Norway

Brett E. Shelton, Utah State University, USA

Fazilat Siddiq, University of Oslo, Norway 

Kay Souter, Australian Catholic University, Australia 

J. Michael Spector, University of North Texas, USA

Panos Vlachopoulos, Macquarie University, Australia

Scott Warren, University of North Texas, USA

William Watson, Purdue University, USA

Nicola Whitton, Manchester Metropolitan University, United Kingdom

Kausalai (Kay) Wijekumar, The Pennsylvania State University, USA

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For authors and editors

  • Aims and Scope

    Aims and Scope


    Technology, Knowledge and Learning emphasizes the increased interest on context-aware adaptive and personalized digital learning environments. Rapid technological developments have led to new research challenges focusing on digital learning, gamification, automated assessment and learning analytics. These emerging systems aim to provide learning experiences delivered via online environments as well as mobile devices and tailored to the educational needs, the personal characteristics and the particular circumstances of the individual learner or a (massive) group of interconnected learners. Such diverse learning experiences in real-world and virtual situations generates big data which provides rich potential for in-depth intelligent analysis and adaptive feedback as well as scaffolds whenever the learner needs it. Novel manuscripts are welcome that account for how these new technologies and systems reconfigure learning experiences, assessment methodologies as well as future educational practices. Technology, Knowledge and Learning also publishes guest-edited themed special issues linked to the emerging field of educational technology.   

    Submissions can be empirical investigations, work in progress studies or emerging technology reports. Empirical investigations report quantitative or qualitative research demonstrating advances in digital learning, gamification, automated assessment or learning analytics. Work-in-progress studies provide early insights into leading projects or document progressions of excellent research within the field of digital learning, gamification, automated assessment or learning analytics. Emerging technology reports review new developments in educational technology by assessing the potentials for leading digital learning environments.  

    Manuscripts submitted to Technology, Knowledge and Learning undergo a blind review process involving expert reviews and in-depth evaluations. Initial feedback is usually provided within eight weeks including in progress open-access abstracts and review snapshots.

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    Instructions for Authors


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