References

Aloizou, V., Ioannou, A., Boloudakis, M., & Retalis, S. (2025). A learning experience design framework for multimodal learning in the early childhood. Smart Learning Environments, 12, 27. https://doi.org/10.1186/s40561-025-00376-3

Auernhammer, J., & Roth, B. (2021). The origin and evolution of Stanford University’s design thinking: From product design to design thinking in innovation management. Journal of Product innovation management, 38(6), 623-644. https://doi.org/10.1111/jpim.12594

Basumatary, D., & Maity, R. (2023). Effects of augmented reality in primary education: A literature review. Human Behavior and Emerging Technologies, 2023(1) https://doi.org/10.1155/2023/4695759

Biccard, P., & Wessels, D. (2011). Development of affective modelling competencies in primary school learners. Pythagoras, 32(1), 1-9. https://doi.org/10.4102/pythagoras.v32i1.20

Bozkurt, A. (2017). Artırılmış gerçeklik: Eğitimde kullanımı üzerine bir inceleme [Augmented reality: A review of its use in education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi [Journal of Open Education Practices and Research], 3(2), 55–73

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. Retrieved from https://asianjde.com/ojs/index.php/AsianJDE/article/view/447

Bruner, J. S. (1966). On cognitive growth. Studies in cognitive growth, 1-29.

Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15(1), 22. https://doi.org/10.1186/s41239-018-0109-y

Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press.

Deniz, S., & Yıldırım, N. T. (2024). Öğretmenlerin gözünden; Alfa Kuşağı, dijital öğrenciler, eğitim teknolojileri ve öğrenmenin geleceği [From teachers’ perspectives: Generation Alpha, digital students, educational technologies, and the future of learning]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi [Journal of Erzincan University Faculty of Education], 26(3), 368–381. https://doi.org/10.17556/erziefd.1433652

Diaz León, C. A., Rivera, N. A., Cabrera, M. G., Cano, J. H. M., Ortiz, S. A., & Osorio, J. D. M. (2024, April). Designing learning experiences using serious games: innovative village case study. In Frontiers in Education (Vol. 9, p. 1322704). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1322704

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551

Fawns, T. (2019). Postdigital education in design and practice. Postdigital Science and Education, 1(1), 132-145. https://doi.org/10.1007/s42438-018-0021-8

Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy–technology dichotomy. Postdigital Science and Education, 4, 711–728. https://doi.org/10.1007/s42438-022-00302-7

Fawns, T. (2022). An entangled perspective on digital education. Postdigital Science and Education, 4(3), 701-718. https://doi.org/10.1007/s42438-022-00302-3

Floor, N. (2023). This is Learning Experience Design: What it is, how it works, and why it matters. New Riders.

Georgiou, Y., Tsivitanidou, O., & Ioannou, A. (2021). Learning experience design with immersive virtual reality in physics education. Educational Technology Research and Development, 69(6), 3051-3080.

Ginzburg, T., & Barak, M. (2023). Technology-enhanced learning and its association with motivation to learn science from a cross-cultural perspective. Journal of Science Education and Technology, 32(4), 597-606. https://doi.org/10.1007/s10956-023-10048-x

Gourlay, L. (2020). Posthumanism and the digital university. Bloomsbury Academic. https://doi.org/10.5040/9781350038202

Goktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education, 68, 211-222. https://doi.org/10.1016/j.compedu.2013.05.002

Gray, C. M., & Boling, E. (2023). Learning Experience Design in the Light of Design Knowledge and Philosophy. Journal of Applied Instructional Design, 12(3). https://doi.org/10.59668/515.12901

Guan, C., Ding, D., & Guo, J. (2022). Web3. 0: A review and research agenda. In 2022 RIVF international conference on computing and communication technologies (RIVF) (pp. 653-658). IEEE. https://doi.org/10.1109/RIVF55975.2022.10013794

Hernández-Mustieles, M. A., Lima-Carmona, Y. E., Pacheco-Ramírez, M. A., Mendoza-Armenta, A. A., Romero-Gómez, J. E., Cruz-Gómez, C. F., Rodríguez-Alvarado, D. C., Arceo, A., Cruz-Garza, J. G., Ramírez-Moreno, M. A., & de J. Lozoya-Santos, J. (2024). Wearable Biosensor Technology in Education: A Systematic Review. Sensors, 24(8), 2437. https://doi.org/10.3390/s24082437

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1-12. https://doi.org/10.1163/9789004702813_021

Höfrová, A., Balidemaj, V., & Small, M. A. (2024). A systematic literature review of education for Generation Alpha. Discover Education, 3(1), 125

Jandrić, P. (2020). Teaching in the age of Covid-19. Postdigital Science and Education, 2, 1069-1082. https://doi.org/10.1007/s42438-020-00169-6

Jandrić, P. (2022). The post digital turn: Philosophy, education, research. Policy Futures in Education, 20(7), 780-795. https://doi.org/10.1177/14782103211062713

Jandrić, P., & Hayes, S. L. (2022). Postdigital critical pedagogy. In A. A. Abdi & G. W. Misiaszek (Eds.), The Palgrave Handbook on Critical Theories of Education (pp. 321-336). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-86343-2_18

Jandrić, P., & Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357-370. https://doi.org/10.1007/s42438-019-00045-y

Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893-899. https://doi.org/10.1080/00131857.2018.1454000

Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142. https://doi.org/10.1016/j.tate.2017.06.001

Knox, J. (2019). What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigital Science and Education, 1, 357-370. https://doi.org/10.1007/s42438-019-00045-y

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.

Kurt, S. (2013). Examining teachers’ use of computer-based technologies: A case study. Education and Information Technologies, 18(4), 557–570. https://doi.org/10.1007/s10639-012-9199-7

Lamb, J., Carvalho, L., Gallagher, M., & Knox, J. (2022). The postdigital learning spaces of higher education. Postdigital Science and Education, 4(1), 1–12. https://doi.org/10.1007/s42438-021-00279-9

Lv, X., Li, L., Guo, L., He, T., & Liu, S. (2022). Game-based formative assessment of analogical reasoning in preschool children: Support from the Internet of Things technology. Sustainability, 14(21), 13830. https://doi.org/10.3390/su142113830

Mavri, A., Ioannou, A., & Kitsis, A. (2025). Designing EdTech tools using a codesign model: A multi-stakeholder design case. CoDesign. Advance online publication. https://doi.org/10.1080/15710882.2025.2540928

McCrindle, M., & Fell, A. (2020). Understanding Generation Alpha. McCrindle Research. https://generationalpha.com/wp-content/uploads/2020/02/Understanding-Generation-Alpha-McCrindle.pdf

McLeod, S. (2020). Kolb’s Learning Styles & Experiential Learning Cycle. Simply Psychology. https://www.simplypsychology.org/learning-kolb.html

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

OECD. (2021). OECD Digital Education Outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots. OECD Publishing. https://doi.org/10.1787/55e8f06f-en

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816

Phommanee, W., Plangsorn, B., & Siripipattanakul, S. (2023). A systematic review of changing conceptual to practice in learning experience design: Text mining and bibliometric analysis. Contemporary Educational Technology, 15(4), ep453. https://doi.org/10.30935/cedtech/13480

Piaget, J. (1972). The psychology of the child. Basic Books.

Puentedura, R. R. (2014). SAMR and TPCK: A hands-on approach to classroom practice. Hipassus.

Robinson, H. A., Kilgore, W., & Warren, S. J. (2017). Care, communication, and connection in online learning: A copresence principle. Online Learning, 21(4), 29–51. https://doi.org/ 10.24059/olj.v21i4.1240

Schmidt, M., Earnshaw, Y., Jahnke, I. et al. Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design. Education Tech Research Dev 72, 1483–1505 (2024). https://doi.org/10.1007/s11423-024-10353-1

Schmidt, M., Huang, R. Defining Learning Experience Design: Voices from the Field of Learning Design & Technology. TechTrends 66, 141–158 (2022). https://doi.org/10.1007/s11528-021-00656-y

Selwyn, N. (2016). Is technology good for education?. John Wiley & Sons.

Smith, E. E. (2020). Not just digital natives: Integrating technologies in teacher education. Australian Journal of Educational Technology, 36(5), 52-66. https://doi.org/10.14742/ajet.5689

Stefaniak, J. E., Cha, E. E., Yang, F., Gilstrap, S., & Yang, L. (2025). A comprehensive review of instructional designer research and approaches in learning design. Educational technology research and development, 1-23. https://doi.org/10.1007/s11423-025-10501-1

Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. McGraw-Hill.

Tawfik, A. A., Gatewood, J., Gish-Lieberman, J. J., & Hampton, A. J. (2022). Toward a definition of learning experience design. Technology, Knowledge and Learning, 27(1), 309-334. https://doi.org/10.1007/s10758-020-09482-2

Tawfik, A., Schmidt, M., Payne, L., & Huang, R. (2024). Advancing understanding of learning experience design: Refining and clarifying definitions using an eDelphi study approach. Educational technology research and development, 72(3), 1539-1561. https://doi.org/10.1007/s11423-024-10355-z

Türel, Y. K. (2012). Competency levels of teachers in using interactive whiteboards. Contemporary Educational Technology, 3(2), 115–129. https://doi.org/10.30935/cedtech/6072

Undheim, M. (2022). Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review. European Early Childhood Education Research Journal, 30(3), 472-489. https://doi.org/10.1080/1350293X.2021.1971730

UNESCO. (2013). Policy guidelines for mobile learning.

Vrieling, E., Stijnen, S. and Bastiaens, T., 2018. Successful learning: balancing self-regulation with instructional planning. Teaching in Higher Education, 23(6), pp.685–700. https://doi.org/10.1080/13562517.2017.1414784

Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. (No. JRC128415). Publications Office of the European Union. https://doi.org/10.2760/115376

Wang, X., Schmidt, M., Ritzhaupt, A., Lu, J., Huang, R. T., & Lee, M. (2024). Learning experience design (LXD) professional competencies: an exploratory job announcement analysis. Educational technology research and development, 72(2), 609-641. https://doi.org/10.1007/s11423-023-10315-z

Weigel, M. (2015). Learning experience design versus user experience: Moving from “User” to “Learner.” Sixredmarbles [Online].