Call for Papers — Special Issue on “Learning, Design and Technology” in the Behaviour & Information Technology (BIT) Journal
The Special Issue on Learning, Design and Technology (LDT) aims to provide an interdisciplinary space for researchers and professionals across the areas of interaction design and technologies (e.g., human-computer interaction, artificial intelligence, participatory design) and learning (e.g., educational psychology, educational research). Submissions from a variety of backgrounds are invited: learning sciences, learning analytics, educational technology, educational data, and researchers in interaction, design and digital literacy. LDT aims to contribute to the development of ideas and approaches about the next generation of learning environments and literacies, and the way they can be identified, utilised and enhanced in order to help us improve contemporary learning and the learning experience. LDT welcomes research that addresses the design, development, evaluation, and implementation of interactive computer systems to support and augment human learning and cognition, and the wider impact of learning and technology on society and the respective actors (e.g., students, teachers, parents)
LDT aims to provide new knowledge on future literacies and technologies (including media literacy and computational literacy) and investigate how the next generation of technologies might look like, what kind of learner-generated data can be collected, and how these data can help us to better understand and improve the learning experience. Suggested topics include, but are not limited to the intersection of technology and learning:
- design issues and methodologies with and for learners and teachers.
- development of new literacies (e.g., media and computational literacy, AI literacy) and the role of tools such as robotics, 3D printing, and intuitive programming languages.
- new contexts of learning that illuminate opportunities to design for, and study, learning with technology.
- intelligent and interactive technologies to support learning (e.g., mobile, tablet, VR, AR & MR, multimodal and adaptive interfaces, wearables, AI-powered systems).
- learner-centered AI, opportunities and implications.
- contemporary and emerging intelligent technologies to support teaching and learning.
- evaluation studies of new and emerging technologies for learning (including foundational model applications like GPT and AI-generated synthetic media for learning).
- studies discussing the involvement of students and teachers in the design process.
- ethics in approaching interaction design and learning research.
- future vision articles, discussing trends and directions pertinent to LDT.
- development of theories about how people learn with and about technology.
This Special Issue will build upon the seminal symposium on LDT (https://idc.acm.org/2023/symposium-learning-design-technology/). We are seeking contributions from a diversity of relevant disciplines and welcome submissions from any context and setting.
- Manuscript submission deadline: 1 2023
- First reviews are back and initial decisions on papers: 1 Nov. 2023
- Deadline for submitting a revised version: 1 Jan. 2024
- Final paper decisions: Feb. 2024
- Publication: Q2-Q3 2024
Guest editors
Dr Michail Giannakos (Norwegian University of Science and Technology, Norway)
Dr Michael Horn (Northwestern University, USA)
Dr Mutlu Cukurova (University College London, UK)
