A Neutrosophic AHP Analysis for Using Video Conferences in Smart Learning: A Systematic Review

Abstract

There is evidence that students feel less involved in distance learning, which needs more work from their educators. While distance education allows learners to feel less reluctant andor timid to ask questions, there is also evidence that students feel less interested in distance education. Students may obtain information and knowledge at their own pace and convenience via the use of distance education. Also, it may assist in reaching the same overall performance and ultimate score as would be achieved via face-to-face instruction. The goal of this study analyzes the performance of video conferences in smart learning. This analysis contains many criteria, so the concept of multi-criteria decision-making is integrated with the neutrosophic sets to overcome uncertain information. We used the neutrosophic AHP to show the importance of each criterion. There are seven criteria used in this paper. The findings demonstrated that the utilisation of video conferences enabled students to gain access to information and educational resources, had a positive effect on the students' constructing knowledge and critical reflection, and resulted in the students reporting an extremely positive learning experience in the context of smart learning.