The subject of strategic technology adoption, along with sustainable teaching and learning innovation, and its ramifications for university environments, is also explored.
Online learning for adolescent students became significantly more prevalent due to the COVID-19 pandemic's onset. Medicine and the law Yet, a systematic and comprehensive study of the mechanisms behind the engagement of adolescent students in online learning is notably absent in existing research. This study examined the direct impact of presage factors, including information literacy and self-directed learning skills, and process factors, such as academic emotions, on high school students' online learning engagement using the Presage-Process-Product (3P) learning model; the mediating effect of process factors is also explored. Applying structural equation modeling techniques, researchers examined data collected from 1993 high school students in China, which consisted of 493% male and 507% female students. Tazemetostat Students' online learning engagement exhibited a positive correlation with their information literacy, self-directed learning proficiency, and positive academic emotions, according to the results. The online learning engagement of students was notably and significantly enhanced by the presence of self-directed learning skills, this effect being mediated by positive academic emotions (β = 0.0606, 95% CI = [0.0544, 0.0674]). Given these results, enhancing adolescent online learning engagement necessitates a multifaceted approach involving school administrators, teachers, and parents to improve students' information literacy, self-directed learning skills, and positive academic emotions.
In the lives of college students, social media is essential, yet rigorous scientific investigation into its interplay with learning is absent. This study focused on pre-service teachers' use of WeChat, DingTalk, and TikTok for STEM teaching content, with the goal of suggesting effective ways to integrate social media for professional development and skill enhancement, and to better understand the dynamic connection between social media and the learning process. A total of 383 valid surveys were distributed and subsequently collected. The study's findings highlight that social media applications have both positive and negative ramifications for education. Social media platforms exhibit varying levels of acceptance as effective learning tools, and their role in improving education is promising. DingTalk and TikTok exhibited the highest and lowest levels of agreement, respectively. Identification levels correspondingly impact the extent to which preservice teachers focus on educational research and the frequency with which they review novel educational materials in the future. The impact of pre-service teachers' social media use on their academic performance in professional learning varies significantly. Pre-service teachers are impacted by these findings. Further research is called for, according to this study, to investigate the use of social media applications in teacher training, and how pre-service educators can optimize their utilization of these tools to improve their professional skills.
With the COVID-19 lockdown in effect, numerous countries made a change from traditional learning to remote or mobile learning options. Distance learning's impact on student motivation has been significant, resulting in a considerable decrease, as recognized. Motivational aspects and their role in shaping the quality of mobile learning are explored in this study. The objective is to analyze factors promoting student motivation during this period of isolation and determine the critical demotivating influences on mobile learning quality. Students' involvement in distance learning initiatives is commonly predicated upon their motivation levels. A survey of student and teacher motivation related to mobile learning, involving 200 students and 46 teachers from The University of Jordan and Jordan University of Science and Technology, was conducted by the author. The findings from a study involving 200 participants highlighted a compelling link between intrinsic motivation and interest in mobile learning, with 178 participants affirming this observation. Of the student body, 78% expressed support for mobile learning; however, the remaining 22% felt that a return to the traditional classroom structure was necessary. Feedback from teachers, and the role of communication in mobile learning, are analyzed for their importance. Built-in functionalities within information systems and the advantages of gamification play an equally important role. The scholarly paper delved into the examination of WordPress plugins that assist in the structuring and organization of educational endeavors. Specific suggestions for raising student motivation during learning, applicable to institutions globally, are presented.
Recent technological progress has enabled a more expansive reach for online dance instruction, enabling access regardless of physical location or available time. Dance instructors, however, frequently note that the interaction between students and teachers is more difficult to manage in online and asynchronous learning contexts, as opposed to typical dance classes conducted in studio settings. This issue is addressed through DancingInside, an online dance learning platform, facilitating the learning journey of beginners by providing timely and comprehensive feedback based on the synergy between AI and human teachers. pathology competencies The proposed system's AI tutor employs a 2D pose estimation method to evaluate the quantitative similarity between a learner's and teacher's performance. During a two-week period, we conducted a user study involving 11 students and 4 teachers. The AI tutor within DancingInside, as highlighted by our qualitative study, is capable of aiding learners in reflecting on their practice and enhancing performance using multimodal feedback resources. Based on the interview results, it is apparent that the presence of a human instructor is crucial in improving the comprehensiveness of AI-provided feedback. We delve into our design and propose prospective consequences for future AI-assisted collaborative dance learning systems.
The open-source, free, and multilingual knowledge base Wikidata houses structured and linked data. As of December 2022, this semantic knowledge base has experienced tremendous growth, containing over 100 million items and an enormous number of statements, establishing it as the largest knowledge base of its kind. Wikidata, by altering how people interact with knowledge, creates diverse avenues for learning, generating new applications in scientific, technological, and cultural practices. The capacity for questioning this data, thereby asking questions previously difficult to answer, is partly responsible for these learning opportunities. These results originate from the capability to visually represent query outcomes, like on timelines or maps, ultimately empowering users to understand the data better and derive further insights. Research concerning the semantic web as an educational tool, along with Wikidata's role in education, is practically negligible, and we are only now starting to grasp its potential in this domain. Focusing on Wikidata as a prime example, this research investigates the Semantic Web as a learning platform. Adopting a methodology that included multiple case studies, the research illustrated the manner in which early adopters made use of Wikidata. Ten distinct projects resulted from the conduct of seven semi-structured, in-depth interviews. Applying a thematic lens to the platform's use, eight primary functionalities were discerned, alongside the advantages and difficulties encountered during interaction. The results showcase Wikidata's ability to be a lifelong learning platform, which opens doors for improved data literacy and a global social impact.
Universities are adapting flipped learning, a demonstrably effective teaching methodology, more and more. In light of the growing popularity of flipped learning, numerous studies have delved into the psychological aspects of student learning and academic success in flipped learning classrooms. Despite this, few studies have scrutinized the social sway that students have on one another in flipped classrooms. Applying the Technology Acceptance Model 2 (TAM2), this study investigated the influence of social influence factors (subjective norms, image, and voluntariness) on students' perceived value of flipped learning and their intent to register for the course. This research encompassed 306 undergraduate students who participated in flipped learning experiences. Research findings indicated that subjective norms significantly influenced both perceived usefulness and the intention of students to sign up for flipped learning classes. However, the image's presence did not alter perceptions of usefulness or the intent to register for flipped classes. The perceived usefulness of flipped classes, influenced by voluntariness, impacted the intention to enroll.
The paper empirically assesses the effectiveness of a chatbot workshop as an experiential learning and teaching tool for undergraduate students in the 'Doing Business with A.I.' elective at Singapore Management University's Lee Kong Chian School of Business. The workshop on chatbot creation, utilizing Dialogflow, gives non-STEM students the chance to learn basic skills for building a chatbot prototype. Conversation and user-centric design principles are imparted to students through the workshop's experiential learning components. Within the chatbot workshop, a key didactic element is the understanding that those with limited or no prior AI knowledge recognize and form the crucial link between knowledge inputs and outputs of conversational agents powered by natural language processing (NLP) for the purpose of successfully addressing user queries. The experiential learning chatbot workshop, per the study results, yielded exceptional outcomes. Satisfaction reached 907% among surveyed students (n=43), engagement was 814%, and participants showed a 813% increase in moderate to high competency levels as a result of the hands-on learning experience.