Digital systems supporting cognition and exploratory learning in twenty-first century: guest editorial

Abstract

Digital systems and digital technologies are globally investigated for their potential to transform learning, teaching and assessment towards offering unique learning experiences to the twenty-first century learners. This Special Issue on Digital systems supporting cognition and exploratory learning in twenty-first century aims to contribute to the global dialogue between the educational technology and educational psychology research community and the educational practitioners on current issues towards large scale take-up of educational technology.