In this paper, we report findings from a systematic mapping study, conducted to review the existing literature on collaborative educational environments incorporating mixed reality technologies. There is increasing interest in mixed reality technologies in education, especially with the introduction of new OverHead Mounted Displays (OHMDs), such as HoloLensTM, Oculus RiftTM and HTC ViveTM. with the consideration of areas such as education, dynamic technology and complex environments, a research area is identified. We carried out an extensive review of the literature from 2007 to 2017, and conducted an analysis of the works on mixed reality technologies and its sub categories applied to collaborative education environments. Results highlighted the lack of research across the mixed reality spectrum, especially in the augmented virtuality sub category, as well as technical limitations such as response time in the development of mixed reality technologies for collaborative environments. Furthermore, the difficulty of teaching professionals to replicate mixed reality experiments in real environments, due to the technical skills required, was identified. The main contribution of this article is the discussion of the current works with visualisation of the present state of the area, which is aimed to encourage educators to develop mixed reality artefacts and conduct further research to support collaborative educational environments.

This paper explores the problem of designing a Web site that meets the needs of both an evolving community and an evolving business. It reports a case study of a business that introduced an e-tail site and an associated on-line community. The site development used an existing community-centered development method. The study found that participants had different motivations for visiting the site—some only wanted product information and purchase, some were seeking social support and information, others sought a more intense experience and greater social involvement. Failure to recognize the separate needs of these clusters resulted in not fully achieving business- and community- building goals. The analysis of the relationship between Web site design, cluster needs, and business goals offers a conceptual framework for co-evolving community and business.

This research intends to identify factors in the adoption of mobile government services, recognizing the main mobile government acceptance factors through different models, namely, the theory of reasoned action (TRA), the theory of planned behavior (TPB), the technology acceptance model (TAM), the technology readiness index (TRI), and the unified theory of acceptance and use of technology (UTAUT). Reviewing prior studies on factors that influence mobile government acceptance in Egypt and addressing local challenges help in the development of effective strategies for successful implementation, considering opportunities and challenges in value-added services (VAS). Therefore, the main objectives of this paper are as follows: we critically review prior studies to identify the main mobile government acceptance factors, explore the identified dimensions of mobile government acceptance, and recognize further insights into the challenges that exist in the Egyptian context. Data are gathered through interviews with technology experts and customers with technological experience in Egypt. The findings of the study show that the factors affecting mobile government adoption in the Egyptian context are identified as follows: facilitating conditions, opportunities and challenges, technology and information systems, perceived usefulness, challenges like a lack of trust, cost, privacy, age, and several other obstacles. This research assists scholars and practitioners with insights into how to create and promote an application that is deemed attractive for the adoption of m-government services.

Purpose: The emergence of Education 2.0 enabled technology-enhanced learning, necessitating new pedagogical approaches, while e-learning has evolved into an instrumental pedagogy of collaboration through affordances of social media. Social learning networks and ubiquitous learning enabled individual and group learning through social engagement and social distribution of knowledge. Nevertheless, these developments have not been supported with extensive studies focusing on quantifying the impact of technology-enhanced learning on students’ progress and achievement. The purpose of this paper is to investigate how a quantitative overview of Facebook’s influence on students’ progress can be incorporated in a proposed e-moderation model of teaching and learning. Design/methodology/approach: The approach is based on extending Salmon’s (2003) e-moderation model, which provides an emphasis on the theoretical perspectives that support socially situated learning environments of social networks such as Facebook. The findings revealed that students’ grades were positively influenced by the complementary use of Facebook on their courses of study. Findings: The use of a social learning network also triggered a significant increase in student participation in learning activities delivered over Facebook. Research limitations/implications: The main research limitations were due to the fact that a single social network was chosen for conducting the experiments. Furthermore, the investigation was narrowed down to a selected range of sessions offered to college and university students as part of their course. Originality/value: The paper’s contribution is twofold, as it offers an original set of guidelines for conducting social learning network experiments and provides valuable quantifiable findings on the educational value of such networks.

The use of hybrid educational environments, especially after COVID-19 pandemic, has intensified leading to new pedagogic challenges as the integration of biometric sensors into learning processes. Instructors must adapt their methods so that teaching and its quality are not negatively affected. The aim of this study is to enhance the understanding of students’ learning experiences by analysing biometric data during different learning activities. This paper focuses on the use of an Internet of Things (IoT) device, to collect Galvanic Skin Response (GSR) and Heart rate (HR) levels, in addition to biometric data. The quantitative analysis of the collected data shows a correlation between the data extracted that allow us to detect changes on students’ emotions. Subsequently the data analysis is used by instructors to provide formative feedback to enhance student learning, benefiting learners in terms of self-directed learning and motivation which can help them to improve their performance. The paper illustrates a case study of a hybrid learning university learning activity adopted in undergraduate programmes.