Technology-enabled Learning in Digital Education: Research Areas and Prediction Trends of Learning Technologies for Authentic Assessments Practices

Abstract This study aims to provide practical insights on the research areas and prediction trends of learning technologies that support authentic assessment practices in the digital education setting. Technology-enabled learning can be utilized to enhance assessment design in meaningful ways that resembles the professional work environment. Innovative technology-enabled assessment practices necessitate an understanding of the technologies at-hand, hence a disciplined inquiry is called upon into the multitude of technologies that define the landscape. The study looked to investigate the technology groups and research efforts within the field of learning technologies that were shaping digitally mediated authentic assessment practices. Using Horizon Report (HR), an annual education-based technology forecasting publication, as a reference, the study looked to evaluate if HR is a good proxy to predict the evolution of learning technologies in the said scape. Research distinguished four key learning technology groups, namely ubiquitous learning technology, adaptive learning technology, immersive learning technology, and learning object. Network analyses performed on the four technology groups identified key generalizable research themes that can be utilized for research focus. The study also found that HR is a useful tool to predict technology trends, as corroborated from bibliometric analyses, and detailed the composition and evolution of these trends. This study can help educators and researchers identify and decide promising potential areas for future research and/or investment focus.