Adaptive Learning Environment Research Articles

Research on Interactive Teaching of College English Based on Deep Learning and Virtual Reality

As digital technologies advance, the need for interactive teaching methodologies in higher education has become crucial, particularly in the context of English language learning. This study explores innovative approaches utilizing deep learning and virtual reality to enhance student engagement and learning outcomes in college environments. The primary aim is to investigate the effectiveness of an Intelligent Coral Reef Optimization-driven Redefined Long Short-Term Memory (ICR-RLSTM) model, designed to facilitate a more dynamic and personalized learning experience in college English courses. The dataset comprises diverse English language materials, including texts, audio and interactive exercises, sourced from various educational platforms. Data pre-processing involves standardization techniques and the application of Natural Language Processing (NLP) algorithms to ensure the information is clean and structured for optimal analysis. The proposed interactive teaching model integrates gamification elements and virtual environments to provide students with immersive learning experiences. The ICR-RLSTM algorithm enhances predictive capabilities by optimizing long-term memory retention through intelligent coral reef optimization techniques, adapting to individual learner progress. Preliminary results indicate that the proposed model significantly improves student engagement and knowledge retention compared to traditional methods. The findings suggest that integrating deep learning and virtual reality into English language teaching can create adaptive and effective learning environments. This research contributes valuable insights into enhancing interactive teaching strategies and informs future educational practices.

Intersezione tra intelligenza artificiale generativa e educazione: un’ipotesi

INTERSECTION BETWEEN GENERATIVE ARTIFICIAL INTELLIGENCE AND EDUCATION: A HYPHOTHESIS Abstract This study explores the impact of integrating Generative Artificial Intelligence (GenAI) into adaptive and personalized learning environments, focusing on its diverse applications in the field of education. It begins with an examination of the evolution of GenAI models and frameworks, establishing selection criteria to curate case studies that showcase the applications of GenAI in education. The analysis of these case studies highlights the tangible benefits of integrating GenAI, such as increased student engagement, improved test scores, and accelerated skill development. Ethical, technical, and pedagogical challenges are also identified, emphasizing the need for careful collaboration between educators and computer science experts. The findings underscore the potential of GenAI to revolutionize the field of education. By addressing technological challenges and ethical concerns, and embracing human-centered approaches, educators and computer science experts can leverage GenAI to create innovative and inclusive learning environments. Finally, the study also highlights the importance of socio-emotional learning and personalization in the evolutionary process that will revolutionize the future of education.

Artificial Intelligence in Educational Data Mining and Human-in-the-Loop Machine Learning and Machine Teaching: Analysis of Scientific Knowledge

This study explores the integration of artificial intelligence (AI) into educational data mining (EDM), human-assisted machine learning (HITL-ML), and machine-assisted teaching, with the aim of improving adaptive and personalized learning environments. A systematic review of the scientific literature was conducted, analyzing 370 articles published between 2006 and 2024. The research examines how AI can support the identification of learning patterns and individual student needs. Through EDM, student data are analyzed to predict student performance and enable timely interventions. HITL-ML ensures that educators remain in control, allowing them to adjust the system according to their pedagogical goals and minimizing potential biases. Machine-assisted teaching allows AI processes to be structured around specific learning criteria, ensuring relevance to educational outcomes. The findings suggest that these AI applications can significantly improve personalized learning, student tracking, and resource optimization in educational institutions. The study highlights ethical considerations, such as the need to protect privacy, ensure the transparency of algorithms, and promote equity, to ensure inclusive and fair learning environments. Responsible implementation of these methods could significantly improve educational quality.

Seamless Learning to Enhancing Resilience and Professional Ethics in Higher Education Students

This research explores the impact of seamless learning on resilience and professional ethics among polytechnic students by integrating the Transdisciplinary Learning Approach with the Aptitude Treatment Interaction (ATI) Model. The study employs a quasi-experimental design with a sample of 100 students, utilizing SMART Poltekad. This seamless learning platform facilitates experiences through its interactive features. Seamless learning, characterized by continuous, cross-context learning experiences, supports a cohesive and adaptive learning environment that fosters holistic student development. Using Two-Way MANOVA analysis, findings reveal significant improvements in academic achievement (ρ = 0.000, ρ < 0.05), resilience (ρ = 0.000, ρ < 0.05), and professional ethics (ρ = 0.000, ρ < 0.05) in students exposed to the ATI and Transdisciplinary models compared to a control group. Learning motivation, however, did not demonstrate a statistically significant difference (ρ = 0.052, ρ > 0.05), suggesting context-dependent factors may influence motivation within the seamless learning framework. These findings underscore the potential of seamless learning, particularly when paired with seamless learning tools, to enhance resilience and professional ethics in polytechnic education. Future research could further explore the applicability of seamless learning models in diverse educational settings and examine long-term impacts on students’ professional and ethical development.

Literature Review of the Effect of Parenting on the Learning of Dyslexic Learners in Inclusive Schools Between 2019-2024

This article was written to present a literature review to find out the forms of parenting that affect the learning of dyslexic students in Inclusive Schools in the period between 2019 and 2024. The method used in this research is a Systematic Literature Review (SLR). Data was obtained from journal articles, research reports, and proceedings aligned with the paper's topic using the help of Harzing's Publish or Perish. Parenting has a vital role in shaping the behavior, social skills, and academic achievement of dyslexic learners. From the search for articles on parenting patterns of dyslexic learners in the 2019-2024 time span, there were 16 articles consisting of 11 journal articles, four research reports, and one proceeding. The results showed that democratic and supportive parenting consistently improved the engagement and learning outcomes, independence, and self-confidence of dyslexic children. Meanwhile, authoritarian and permissive parenting showed mixed impacts, often impeding educational progress. In addition, this study highlights the importance of collaboration between parents, educators, and support personnel in creating an inclusive and adaptive learning environment. The implications of this study suggest that ongoing support from families and educational environments is essential to achieve optimal learning outcomes for dyslexic learners.

Systematic literature review on the effects of blended learning in nursing education.

The study aimed to comprehensively analyze and evaluate the effects of blended learning in nursing education. Blended learning addresses significant challenges in nursing education by offering flexible and adaptive learning environments that support the development of both theoretical knowledge and practical skills. Its importance grew post-COVID-19. Although some reviews have synthesized its effects in nursing education, they often focused on a limited scope and studies, leaving gaps in understanding its broader impact. Systematic literature review. We employed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to search for literature published in PubMed, CINAHL, Web of Science, EMBASE, ERIC, Scopus and Cochrane Library from 2000 to June 26, 2024. Two researchers independently screened each article for eligibility and extracted the data. This review included 54 studies and found that blended learning positively influenced nursing students in five key areas: academic performance and skill development, learning engagement and motivation, self-management in learning, psychological and emotional well-being, learning experience and satisfaction. These were captured in a visual model showing the comprehensive impact of blended learning. Critical research gaps were identified, including a lack of randomized controlled trials and limited studies on mental health and clinical thinking abilities. The results of the study showed that the effects of blended learning in nursing education were positive and multi-dimensional. Despite some inconsistencies in findings, blended learning was shown to offer significant advantages over traditional learning, though further research is required to address areas of uncertainty.

Examining the Role of Virtual Reality, Augmented Reality, and Artificial Intelligence in Adapting STEM Education for Next-Generation Inclusion

This study explores the transformative potential of Virtual Reality (VR), Augmented Reality (AR), and Artificial Intelligence (AI) in enhancing Science, Technology, Engineering, and Mathematics (STEM) education for the next generation, particularly focusing on inclusive and adaptive learning environments. As technology advances, there is an increasing need to adapt educational methods to accommodate diverse learning preferences and abilities, fostering an inclusive learning experience for all students. This research aims to identify the extent to which VR, AR, and AI can bridge gaps in traditional STEM education, allowing students with varying abilities, cultural backgrounds, and socioeconomic statuses to access, understand, and engage with complex STEM concepts. Utilizing both qualitative and quantitative methods, the study investigates the experiences of students and educators through surveys and interviews, examining how these technologies impact students' learning outcomes, engagement levels, and retention rates. A table analysis presents the effects of VR, AR, and AI on different dimensions of learning, including comprehension, motivation, and skills development. Data reveal that VR and AR, with their immersive capabilities, enable experiential learning, while AI-driven adaptive systems customize content delivery to individual learner needs. The findings indicate that integrating these technologies in STEM education leads to higher engagement, improved comprehension, and enhanced critical thinking skills among students, demonstrating their pivotal role in creating an inclusive, adaptive, and forward-thinking STEM learning environment.

Fostering Diversity, Equity, and Inclusivity in the Language Classroom through Choice, Mastery, and Community: A Motivational Approach

This paper explores how DEI initiatives and a motivational approach to teaching off er a superb synergy that will assist educators in supporting students’ language learning fairly, regardless of available resources, as long as there are students and an eager educator ready to break barriers. In this paper, we discuss how DEI initiatives not onlyhelp us create fair, empowering, and adaptable language learning environments but also how they can support the three most critical motivational needs of our students autonomy, competence, and relatedness, which, according to the self-determination theory, are strong indicators of behavior initiation and continued engagement in language learning beyond our classrooms.

Investigating the Effects of Horizontal Transition with Student-Preferred Learning Materials in a Virtual Biology Laboratory

Adaptive Virtual Learning Environments (VLEs) present customized teaching materials to individual students which help them to achieve their learning goals and serve quite a vital role in virtual learning environments. In this paper, we present a new student-centered learning approach in a three-dimensional (3D) virtual biology laboratory (VBIOLAB). The approach is based on the concept of horizontal transition with student preference (HTWSP) implemented with the help of VBIOLAB. The HTWSP is based on the concept of allowing students to choose their preferred learning styles according to their needs and pace instead of automatically adapted aids. HTWSP allows students to stay in a certain module and attain more information about that learning module through various aids of their choice. To go to the next learning module there is a mechanism of vertical transition which allows a student to make quick progress by skipping the details about a certain module. Intermediate-level students participated in experiments that compared the proposed system with an adaptive virtual laboratory. Experimental results indicated that 75% of students improved their examination scores through the use of VBIOLAB. Data from the system usability scale (SUS) and the subjective rating supported greater participation, motivation, and effectiveness in learning using VBIOLAB. The experimental results reveal that this approach is effective and vital to utilize to enhance students’ learning in 3D-VLEs.

Развитие интегративной адаптивной среды обучения с использованием искусственного интеллекта для подготовки учителей в странах БРИКС

Integrating artificial intelligence (AI) into teacher professional development (PD) is a promising way to enhance teaching practices and foster innovation in education. However, the development and adoption of AI-based educational platforms face unique challenges in the BRICS region, including technological infrastructure and cultural diversity. This study aimed to identify key aspects of teaching in developing an integrative AI-assisted adaptive learning environment (ALE) in the region. Theoretical methods were used along with qualitative analyses of in-depth interviews and focus group discussions of 36 professors, researchers, and experts from Iranian universities. The findings of this study provided perspectives on the feasibility and effectiveness of developing a joint AI-ALE platform, emphasizing the importance of contextualizing AI initiatives and educational approaches to the needs and constraints of each country and underscoring the significance of local training programs, understanding areas of growth, clarifying values and cultures to be shared with other parties, designing educational resources compatible with collaborative platforms, and overcoming technological barriers. The study provided recommendations on capacity building and joint partnerships for educational innovation, and the development of AI-based teaching practices to open up new opportunities for PD of the next generation of educators for the digital landscape in the BRICS area.

AI in Education: Opportunities, Challenges, and Pathways for Equitable Learning

This paper explores the evolving role of Artificial Intelligence (AI) in the learning environment, emphasizing both opportunities and challenges. Through tools like adaptive learning systems, automated grading, and personalized tutoring, AI tools have revolutionized educational practices. Further, AI tools have established tailored learning experiences and optimized teaching strategies. Especially in the wake of the COVID-19 pandemic, AI has offered support for learners, parents, and educators, and was crucial in facilitating remote and hybrid learning. However, introducing AI also presents notable challenges, such as privacy concerns, ethical implications, and socio-economic disparities in access, which can exacerbate existing educational inequalities. Furthermore, without appropriate and proper training, educators often face difficulties in adapting to AI-driven environments. This paper focuses on AI's potential to reduce educational disparities among low-income and underserved students, as it offers inclusive opportunities through accessible and personalized learning technologies. In response to these complex challenges, this review paper proposes recommendations for ethical policy frameworks, adequate teacher training, and transparent AI usage guidelines to ensure equitable and responsible AI integration. By balancing AI's benefits with its limitations, the field of education can foster a future where AI contributes positively to diverse, inclusive, and adaptive learning environments.

Role of AI and ChatGPT in Promoting Holistic and Multidisciplinary Education: NEP-2020 Perspectives

The National Education Policy (NEP) 2020 envisions a transformative overhaul of the Indian education system, aiming to foster holistic, flexible and multidisciplinary education. Central to this vision is the integration of advanced technologies like Artificial Intelligence (AI) and tools such as ChatGPT, which have the potential to revolutionize educational practices. This review explores the role of AI and ChatGPT in facilitating personalized learning, promoting multidisciplinary education and supporting holistic development, all of which are central to the objectives of NEP 2020. Drawing on existing literature, this article highlights how AI can enhance educational outcomes, foster interdisciplinary learning and help create more inclusive and adaptive learning environments and also examines the challenges associated with implementing AI in the Indian context and proposes recommendations for its effective integration.

Digitalisation and its role in developing hard skills among university students in Ukraine

The rapid growth in the significance of digital technologies in education has created new opportunities for developing hard skills in specialists across various economic sectors, especially in the dynamic modern labour market. However, in the Ukrainian context, the digitalisation of the educational process is accompanied by several challenges, including financial issues, ensuring equal access to education, and adapting traditional teaching methods to the aftermath of a prolonged war, the destruction of critical infrastructure, and political instability. This study aims to determine the impact of digitalising the educational process on the formation and development of hard skills among Ukrainian higher education institution students. The article analyses the latest approaches, methods, and technologies relevant for implementation in modern educational programmes and evaluates their effectiveness in developing students' professional skills in various specialities. Additionally, the article identifies the challenges and opportunities associated with digitalising education during a prolonged war. This study employs general scientific methods of literature review, systematisation, synthesis, and expert evaluation to obtain initial data on the level of acquired hard skills among 25 third-year students at the two Ukrainian universities. This is attributed to the university's modern approach to the educational process, characterised by using the Major&Minor model and microlearning. At the same time, students at Taras Shevchenko National University of Kyiv, despite having high academic performance, are less progressive but are also gradually adopting modern digital practices. Ukraine's experience under the prolonged impact of armed conflict highlights the need to address inequalities in access to quality education for students from different regions, ensure optimal financial support, and create an adaptive and inclusive learning environment to enhance students' professional skills and digital competence under crisis conditions. Therefore, the Ukrainian educational community must improve students' acquisition of hard skills in various fields by optimising educational programmes in light of resource constraints and security risks.

Enhancing Teachers’ Creativity with an Innovative Training Model and Knowledge Management

In the post-COVID-19 era, education requires teachers to engage learners across diverse learning environments (at school or other formal institutions, at home, outdoors, or in virtual environments) using innovative learning strategies. To meet these challenges, teachers must upskill their creativity and strengthen their pedagogical digital competencies and knowledge management skills. This study introduces the innovative teacher training and support (TTS-IPCD) model to enhance teachers’ creativity and pedagogical digital competencies. This research involved a sample of 350 teachers from 75 primary and secondary schools over a four-year period. Teachers’ creativity was measured using the Kirton Adaption–Innovation Inventory (KAI), assessing key metrics such as problem-solving flexibility, openness to change, and inclination toward novel approaches. Quantitative analysis was conducted using an independent samples t-test to evaluate teacher creativity changes. The results indicated that the TTS-IPCD model enhanced teacher creativity in the direction of a stronger propensity toward innovative behaviors, including embracing diversity and change in their work, solving problems through novel approaches, and adopting a holistic perspective rather than strictly adhering to established routines. Furthermore, the TTS-IPCD model improved teamwork and collaboration, contributing to the development of more adaptive and innovative learning environments. These findings highlight the importance of continuous professional development of teachers focused on creative pedagogy and digital competencies to equip teachers for the evolving educational landscape.

Neuroleadership and Its Role in Educational Settings: A Review of Current Practices

This paper provides an overview of neuroleadership and its application in educational settings toward effective leadership and student outcomes. Neuroleadership combines the emerging research in neuroscience with theories of leadership, aiming at understanding the neural processes that influence decision-making, motivation, emotional intelligence, and managing change in educational contexts. As a study, it highlights possible benefits that could emerge from the application of neuroscientific principles for improving teacher-student relationships through the creation of adaptive learning environments and fostering growth among students via neural plasticity. It also highlights strategies such as emotional self-regulation, collaborative thinking, and mindfulness, which may be used in the development of enhanced well-being and good leadership practices among educators and students. The paper calls for professional development linked to principles of neuroleadership and for more case studies to explore applications in practice. It also gives emerging technologies such as neurofeedback, AI tools, and VR environments for enhancing educational leadership and a better learning experience. Overall, the study epitomizes the potential of neuroleadership in transforming practices in educational settings and linking it with future-oriented professional development.

Classroom Vulnerability and Delivery of Learning Activities of Teachers in Public Elementary Schools

This study aimed to examine the classroom vulnerability and the delivery of learning activities by teachers in public elementary schools within the Carmen District, Division of Davao del Norte. The research employed a non-experimental quantitative design, utilizing a correlational method. A total of 138 public elementary school teachers were selected as respondents using universal sampling. Data analysis involved calculating the mean, Pearson r, and regression analysis. The findings revealed that the level of classroom vulnerability in terms of learning activities was high and was oftentimes manifested. Conversely, the delivery of learning activities by teachers was moderate, with occurrences described as sometimes manifested. Furthermore, the study found a significant relationship between classroom vulnerability and the delivery of learning activities, indicating that the two variables were interconnected. The study also concluded that the domains of classroom vulnerability significantly influenced the delivery of learning activities. Based on these findings, it is recommended that efforts be made to mitigate classroom vulnerability while enhancing the delivery of learning activities. A proactive and holistic approach may be essential, emphasizing teacher training and professional development. Educators may benefit from continuous access to learning opportunities to improve their skills in managing diverse classrooms, integrating technology, and utilizing innovative teaching methods. These measures may help ensure more effective and adaptable learning environments for students.

Artificial Intelligence and Canva-assisted Modeling the Way Methods to Improve the Multi-Representation Ability of Islamic Education Students

This study investigates applying the 'Modeling the Way' method, enhanced by artificial intelligence (AI) and Canva, to improve the multi-representation skills of students in the Islamic Education Studies Program (PAI) at Maulana Malik Ibrahim Malang UIN. Generation Z has unique learning characteristics and requires a more visual and interactive approach to education. This method uses AI to personalize learning experiences and Canva to facilitate the visualization of complex concepts. The study used an experimental design with a quantitative approach through pre-tests and post-tests to measure the verbal, mathematical, graphical, and symbolic representation skills of 58 students. The results showed a significant improvement in student multi-representation skills after the intervention, with an average increase of 31 points, from 49.75 in pre-tests to 80.75 in post-tests. Inferential statistical analysis suggests that this method has a significant positive impact on student abilities, marking the effectiveness of this innovative approach in meeting the learning needs of Generation Z. This research contributes to the literature by showing that integrating AI and Canva in learning can create a more dynamic and adaptive learning environment, improving student motivation and academic outcomes. These findings significantly impact the development of curricula and more effective teaching methods in higher education. This research suggests the need for additional experiments to test the effectiveness of these methods in different educational contexts, as well as the potential integration of other technological tools to enhance the learning experience. The use of AI and Canva as learning aids underlines the importance of adopting modern technology in education, improving academic achievement, and preparing students to face the challenges of the ever-expanding digital world.

Peran Komite Sekolah dalam Meningkatkan Mutu Pendidikan

This study aims to analyze the role of the school committee in improving the quality of education at SDN 27 Palembang. The school committee has an important role as a strategic partner in developing the quality of education through support in aspects of policy, budget, and quality improvement programs. The research method used is a qualitative approach with data collection techniques in the form of in-depth interviews, observation, and documentation. The results of the study indicate that the school committee plays an active role in helping to provide facilities and infrastructure, supporting curriculum development activities, and contributing to training for teachers and staff. In addition, collaboration between the school committee, teachers, and parents helps strengthen an inclusive and effective education system, creating a conducive, adaptive, and student-oriented learning environment. Efforts to improve quality through the participation of this committee have been shown to increase student learning motivation and parent satisfaction with the school. With the increasingly strategic role of the committee, efforts to improve quality can be structured, systematic, and sustainable so as to produce long-term positive impacts on student development. The optimal role of the school committee is expected to continue to be improved through innovation, collaboration, and ongoing supervision, in order to encourage the achievement of quality education at SDN 27 Palembang.

Exploring the link between cognitive load and brain activity during calculus learning through electroencephalogram (EEG): Insights from visualization and cluster analysis

Understanding the relationship between cognitive load and brain activity is essential for enhancing learning outcomes, particularly in complex subjects such as calculus. Despite its significance, empirical research examining the manifestation of cognitive load in brain activity patterns remains sparse, indicating a notable gap in the literature. This study aims to investigate the correlation between brain activity and cognitive load in a cohort of 30 mathematics education students enrolled in a calculus course, utilizing electroencephalogram (EEG) recordings. A quantitative descriptive research design was employed, integrating cluster analysis and data visualization techniques to facilitate an in-depth examination. EEG recordings of theta, alpha, and beta wave activity were collected during calculus sessions, followed by the administration of a cognitive load questionnaire. Descriptive statistics were utilized to analyze the distribution of cognitive load and brain activity, while correlation analysis was conducted to explore the relationships between cognitive load and EEG parameters across the different brainwave bands. The results revealed that higher cognitive load was positively correlated with increased frequency and amplitude in the alpha and beta bands, while a negative correlation was observed with theta frequency. Furthermore, cluster analysis effectively categorized participants based on distinct EEG signal patterns associated with varying levels of cognitive load. These findings offer valuable insights for the development of personalized learning interventions tailored to individual brain activity profiles, providing a foundation for future research on adaptive learning environments.

Transforming Education with ChatGPT: Advancing Personalized Learning, Accessibility, and Ethical AI Integration

The integration of artificial intelligence (AI) in education, exemplified by tools like ChatGPT, represents a transformative shift in teaching and learning methodologies. This study explores ChatGPT’s role in advancing personalized learning, empowering educators, and enhancing accessibility within educational ecosystems. Using a systematic literature review supported by bibliometric analysis, the paper identifies key trends and insights into AI-driven educational technologies. Findings demonstrate ChatGPT's capacity to personalize instruction by generating adaptive content, delivering real-time feedback, and facilitating curriculum development. It also alleviates educators' workloads through automated grading, lesson planning, and administrative support. However, challenges such as ethical concerns regarding data privacy, inherent AI biases, and potential over-reliance on automation hinder its widespread adoption. The study emphasizes the necessity of ethical guidelines, transparency, and balanced AI integration to mitigate these risks. In conclusion, ChatGPT holds substantial potential for improving educational outcomes by fostering inclusive, adaptive, and efficient learning environments. Future efforts should focus on refining AI technologies to reduce biases, uphold data privacy, and equip educators with the skills needed to effectively integrate AI into pedagogical practices. Responsible and ethical implementation will be key to unlocking ChatGPT's full potential in education.