The Journal of Hypermedia & Technology-Enhanced Learning is a peer-reviewed, open-access journal (e-ISSN 2985-9166 ; DOI prefix: 10.58536) that publishes original and rigorous scholarship in educational technology, media technology, technology-enhanced learning, and applied computer science.
The journal covers the design, development, implementation, and evaluation of technologies supporting learning, teaching, assessment, training, accessibility, and educational practice. It particularly welcomes research that combines technological innovation with sound pedagogical foundations and demonstrates clear educational or training value across formal, non-formal, vocational, workplace, and lifelong-learning settings.
The journal also publishes applied computer science and information technology research addressing educational, institutional, industrial, commercial, professional, public-service, and community contexts. Relevant studies include software and information systems, artificial intelligence, computational methods, data science, human-computer interaction, cybersecurity, networks, the Internet of Things, and other advanced digital solutions. Submissions may evaluate functionality, accuracy, usability, security, reliability, scalability, computational performance, implementation, and real-world effectiveness.
The journal welcomes interdisciplinary research from diverse geographic, cultural, and socioeconomic contexts. It is particularly interested in ethical and context-sensitive innovation, inclusion, accessibility, the digital divide, and technology adoption in underserved or resource-constrained settings. Through this commitment, the journal supports the Sustainable Development Goals (SDGs), particularly SDG 4 on inclusive and equitable quality education and lifelong-learning opportunities for all.
Types of Manuscripts
The journal considers the following types of manuscripts:
- Original empirical research;
- Theoretical and conceptual studies;
- Design, development, implementation, and evaluation studies;
- Evidence-based case studies that provide transferable insights; and
- Systematic reviews and meta-analyses employing transparent, rigorous, and reproducible methods.
Across all areas, submissions are expected to present a clearly defined research problem, an appropriate and transparent methodology, systematic analysis or evaluation, and findings that contribute meaningful theoretical, technological, methodological, professional, or practical value.
Scope and Key Areas of Interest
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Multimedia, Hypermedia, and Interactive Learning
Research on multimedia learning, adaptive hypermedia, multimodal educational content, nonlinear learning environments, interactive media, digital storytelling, immersive media, and technology-supported learner interaction. -
Technology-Enhanced Learning and Digital Learning Environments
The design, implementation, and evaluation of online, blended, hybrid, mobile, adaptive, and personalized learning environments, including learning management systems, digital learning platforms, virtual classrooms, and technology-mediated learning ecosystems. -
Emerging Technologies in Education
Educational applications and implications of artificial intelligence, generative AI, the Internet of Things, blockchain, robotics, augmented reality, virtual reality, mixed reality, extended reality, digital twins, and advanced communication technologies. -
Technology-Supported Pedagogical Innovation
The development and evaluation of innovative pedagogical approaches supported by technology, including active learning, collaborative learning, problem-based learning, project-based learning, game-based learning, simulations, microlearning, and personalized instruction. -
Learner, Teacher, and Pedagogical Factors
Studies examining learner engagement, motivation, cognitive load, self-regulated learning, digital competence, accessibility, teacher readiness, professional development, technology acceptance, and barriers to educational technology integration. -
Vocational, Technical, and Engineering Education
Research on technology-supported competency development, technical and vocational education and training, engineering education, electronics education, programming education, virtual laboratories, simulations, industrial training, and workplace learning. -
Educational ICT and Software Systems
The design, development, implementation, and evaluation of educational software, digital learning platforms, academic information systems, intelligent tutoring systems, educational games, mobile learning applications, institutional technologies, and human-computer interaction solutions developed for education or training. -
Applied Computer Science and Information Technology
Research on software development and software engineering; web, mobile, and desktop applications; information and decision-support systems; artificial intelligence and machine learning; database systems; human-computer interaction; the Internet of Things; and other advanced information technology solutions. Studies may address educational, institutional, commercial, financial, industrial, public-service, community, or other real-world application contexts. -
Educational Data Science and Learning Analytics
Research applying learning analytics, educational data mining, artificial intelligence, machine learning, and other data-driven approaches to understand learning processes, support decision-making, personalize instruction, identify learner needs, and improve educational outcomes. -
Cybersecurity, Privacy, and Responsible Digital Technologies
Studies addressing cybersecurity, authentication, access control, secure information systems, network security, data protection, privacy, digital safety, algorithmic fairness, responsible AI, and the ethical governance of digital and educational technologies. -
Global, Inclusive, and Cross-Cultural Digital Learning
Research examining technology-enhanced learning across cultural and geographic contexts, including digital inclusion, accessibility, educational equity, the digital divide, localization, cross-cultural collaboration, and technology adoption in underserved or resource-constrained communities.