New BJET special section published

New BJET special section published

Special Issue
In the ever-evolving landscape of education, innovative technologies continue to shape the way we learn and acquire new skills. One such frontier that is gaining momentum is the realm of multimodal and immersive learning systems. Recently, a special section in a prestigious British Journal of Education Technology delved into this fascinating intersection, shedding light on the potentialities and challenges of these cutting-edge technologies. Di Mitri, D., Limbu, B., Schneider, J., Iren, D., Giannakos, M. and Klemke, R. (2024), Multimodal and immersive systems for skills development and education. Br J Educ Technol. https://doi.org/10.1111/bjet.13483 Multimodal learning, as defined in the special section, engages learners through multiple sensory and action systems, offering a more holistic and immersive educational experience. This approach is supported by the theory of multimodality in communication, which emphasizes the emergence of…
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New CfP: Multimodal and Immersive Systems for Skills Development and Education (BJET)

New CfP: Multimodal and Immersive Systems for Skills Development and Education (BJET)

Special Issue
Call for Papers: Multimodal and Immersive Systems for Skills Development and Education Guest editor(s):  Daniele Di Mitri, DIPF, Germany Bibeg Limbu, TU Delft, The Netherlands Jan Schneider, DIPF, Germany Deniz Iren, Open University, The Netherlands Michail Giannakos, NTNU, Norway Daniel Spikol, University of Copenhagen, Denmark Roland Klemke, Open University, The Netherlands Rationale for publications During the last decade, we have seen an enormous penetration of multimodal and immersive systems such as virtual, augmented reality and motion-based systems. Such systems, along with rapidly evolving technological affordances (e.g., multimodal interaction, tactile feedback) powered by Artificial Intelligence (AI) and sensors, are attempting to redefine how we interact and learn with technology. This attempt has long-term implications for human-computer interaction and technology-enhanced learning, enabling new forms of personalised, contextual, and deliberate practice of skills…
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