These proceedings contain the papers of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019), held during November 7-9, 2019, which has been organized by the International Association for Development of the Information Society (IADIS) and co-organised by University Degli Studi di Cagliari, Italy. The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However, innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2019 Conference received 87 submissions from more than 25 countries. Out of the papers submitted, 48 were accepted as full papers for an acceptance rate of 55%; 15 were accepted as short papers and one was accepted as a reflection paper. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, Baltasar Fernández Manjón, Director of the e-Learning Research Group e-UCM, Complutense University of Madrid (UCM), Spain. [Individual papers are indexed in ERIC.]