Naaim Q Siddiqi

As augmented reality technology advances, the line between the digital and physical worlds continues to blur. The Computers in Human Behavior special issue (April 2023), edited by Dominik Mahr, Ko De Ruyter, and Jonas Heller, explores AR’s evolving role in human-computer interaction, from enhancing education to transforming consumer behavior.

A growing body of research underscores AR’s potential in learning environments, particularly in hands-on fields like medicine and engineering. One study highlights AR’s ability to overlay digital information onto real-world objects, allowing medical students to visualize complex anatomical structures in 3D. Similarly, in STEM education, AR applications enable students to interact with dynamic simulations that reinforce theoretical concepts. This aligns with findings from the Interactive Learning Environments special issue (Vol. 28, Issue 5), which examines how Cross Reality and Immersive Learning Environments reshape education through adaptive and interactive experiences.

Beyond education, AR is revolutionizing industries like retail and entertainment. Virtual try-on tools reduce uncertainty in online shopping, while AR-powered tourism applications provide interactive historical reconstructions. However, ethical concerns—including data privacy, digital addiction, and the psychological effects of hyper-realistic simulations—remain critical discussion points.

As AR continues to evolve, its implications for learning, work, and daily life demand ongoing exploration.

The integration of advanced educational technologies into authentic learning environments is transforming the way students engage with knowledge. The Educational Technology & Society special issue (Vol. 25, No. 2), edited by Rustam Shadiev, Wu-Yuin Hwang, and Gheorghita Ghinea, explores how immersive technologies (such as augmented reality, artificial intelligence, and game-based learning) enhance creativity and problem-solving in real-world contexts.

One key theme in this issue is how technology personalizes learning experiences. AI-driven adaptive learning platforms and AR simulations allow students to interact with content in dynamic, contextually relevant ways. These technologies support deeper learning by enabling students to experiment, collaborate, and apply concepts in authentic situations.

Another focus is the role of gamification and immersive experiences in fostering motivation. Studies highlight how digital storytelling, virtual reality, and interactive simulations can bridge the gap between theory and practice, making abstract concepts more tangible and engaging.

As educators continue to explore these innovations, a critical question remains: How can we design technology-enhanced learning experiences that balance creativity with structured learning objectives?

The Online Learning special issue (Vol. 27, No. 1) edited by Florence Martin, Vanessa P. Dennen, and Curtis J. Bonk offers a comprehensive look at systematic reviews of online learning research. These reviews synthesize existing studies to provide insights into trends, challenges, and best practices in digital education.

One key theme is the effectiveness of online learning compared to traditional instruction. The studies explore instructional strategies, engagement techniques, and emerging technologies that enhance virtual education. A recurring challenge is maintaining student motivation and interaction in digital spaces. Researchers emphasize the importance of adaptive learning technologies, collaborative tools, and well-structured instructional design in addressing these issues.

Another crucial discussion revolves around equity and access. As online education expands, gaps in digital literacy and technological access persist. The research highlights strategies for making online learning more inclusive, such as mobile-friendly platforms and AI-driven personalized learning experiences.

This issue provides a valuable roadmap for educators, researchers, and policymakers looking to refine online education practices. How can instructional designers integrate these findings into course development? What gaps remain in the field of online learning research?

As educational technology continues evolving, research from Educational Technology Research and Development Volume 68, Issue 4 sheds light on two fascinating areas: social media’s impact on learning and the promise of adaptive learning technologies.

Vanessa P. Dennen et al.’s Social Media, Teenagers, and the School Context explores how platforms like Instagram and TikTok shape student engagement. While social media can provide collaborative learning opportunities, concerns about distractions and misinformation remain. Meanwhile, Tian Luo et al.’s “Like, Comment, and Share” highlights how higher education professionals leverage social media for professional development, demonstrating its dual role in both formal and informal learning.

On the adaptive learning front, Florence Martin et al.’s Systematic Review of Adaptive Learning Research presents an analysis of how AI-driven personalization enhances student success. These systems tailor content to individual needs, making learning more efficient. However, ethical concerns—such as data privacy and potential bias in AI-driven recommendations—must be addressed for widespread adoption.

With these insights in mind, how can educators balance the benefits of social media while minimizing its risks? And how do we ensure adaptive learning systems remain equitable and unbiased?

This issue of Educational Technology Research and Development offers a rich exploration of how learning technologies are reshaping education. Curtis J. Bonk and David A. Wiley’s Reflections on the Waves of Emerging Learning Technologies highlights the historical evolution and future trends in educational tools, emphasizing the importance of accessibility and personalization in technology adoption.

One study that resonated with me is the Systematic Review of Mobile Game-Based Learning in STEM Education by Fei Gao et al., which underscores how gamification enhances STEM engagement. By blending play with learning, mobile games make abstract concepts tangible, fostering deeper understanding. However, ensuring equitable access to devices and maintaining curricular alignment remain challenges.

Another standout is The Influence of Mobile Technologies on Preschool and Elementary Literacy Achievement by Eutsler et al., which evaluates the role of mobile apps in building early literacy skills. This aligns with my belief in technology as a tool to level educational disparities, particularly for young learners.

These studies beg questions about sustainability and inclusivity. While the benefits of emerging technologies are clear, how do we balance innovation with ensuring they’re accessible and culturally relevant?