Advanced Learning Environments Research Articles

Which practice is best to manage the Hidden curriculum for the best use of mobile devices in clinical practice? A systematic review.REVIEW

Objective: To evaluate the literature regarding the practices to manage the hidden curriculum for the best use of mobile devices in clinical practice. Study Design: Systematic Review. Setting: Articles selected for review from Canada, United Kingdom, Japan, Ireland and Saudi Arabia. Period: July to Dec 2023. Methods: Following databases were searched: PubMed (12,579), the Cochrane Library (348), scopus (84), PsycInfo (21), CINAHL (220), Google Scholar (1,414). Primary variable (Evaluation of the development of clinical skills made possible by mobile devices) and secondary variable (to determine how satisfied students are with their mobile learning experience). The quality of study was critically appraised according the Critical Appraisal Skills Programme (CASP) scale. Results: The research findings indicate that using mobile devices into medical education has a variety of effects. Positive instructor perspectives, more student involvement, and higher learning outcomes were frequently reported by participants. Medical students' growth of technological competency and readiness for the changing healthcare landscape have been found to be accelerated by mobile devices. The integration of virtual simulations and applications that are interactive has had a positive impact on the development of clinical abilities. Positive effects included themes of individualization, collaborative learning communities, and a better understanding of patient-centered care. On the other hand, issues including the digital divide, diversions, and security threats were recognized as obstacles that called for a careful strategy to reduce any negative effects. When everything is considered, the findings confirm the revolutionary potential of mobile device incorporation in medical education and highlight how it helps to create a dynamic, technologically advanced learning environment for prospective medical professionals. Conclusion: This study provides insight on how adding mobile devices into medical education has a revolutionary effect. The research indicates enhanced learning outcomes, increased student involvement, and altering faculty perspectives through insightful stories and compelling arguments.

Use of Digital Twin Technology in the Teaching-Learning Process, in the field of University Education: A Bibliometric Review

At the convergence of artificial intelligence with pedagogy, digital twin technology is emerging as a tool that offers advanced simulations and interactive learning environments. This is because digital twins make it possible to replicate virtually any piece of equipment or test items in a laboratory. Based on the above, the objective of this article is to explore thematic gaps regarding the use of digital twin technology in the teaching-learning process. For this reason, a bibliometric review study is developed taking as data publications indexed in Scopus, during the years 2018 to 2023. Through the search equation, 92 publications were extracted. The study was developed under a quantitative approach at an exploratory-descriptive level. The results demonstrated that there is a growing and sustained scientific production on the topic under study, showing that, during and after the COVID-19 pandemic, there was greater production compared to other years. Furthermore, although it was identified that this technology is applicable to different specialties of higher education, it was determined that, to a greater extent, the topics discussed are engineering education assisted by digital twins, virtual reality and digital twins for engineering training and simulation-based training through digital twins. However, it is concluded that there is an unaddressed gap regarding the rules and regulations that should govern the use of digital twins in higher education as well as what the teacher's competencies should be so as to guarantee the appropriate use of digital twins as part of their teaching methodology, since the impact on student learning depends on this.

Enablers of students' entrepreneurial intentions: findings from PLS-SEM and fsQCA

PurposeThis study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.Design/methodology/approachEntrepreneurship education is increasingly attracting attention as a means of fostering entrepreneurial activity and creating a culture of innovation. Developing students' entrepreneurial intentions is critical to promote entrepreneurship. This research is built on a mixed method approach of partial least squares structural equation modelling and fuzzy-set qualitative comparative analysis.FindingsThe factors that influence students ‘entrepreneurial intentions are identified: business incubation programmes, non-reimbursable grants for entrepreneurial students, networking events to promote entrepreneurship, mentoring services, innovation labs for business idea validation and entrepreneurship courses. This knowledge can help develop effective entrepreneurship education programmes. The study also provides actionable insights for educational institutions and policymakers. It underscores the need for innovative educational platforms such as entrepreneurial bootcamps. It also highlights the value of advanced learning environments such as decision theatres to foster a culture of entrepreneurship and innovation.Originality/valueThe study contributes to the body of knowledge on entrepreneurship education. It highlights the need for a multidisciplinary approach to understand the factors that shape students’ entrepreneurial intentions.

Artificial Intelligence (AI) Usage and Its Influence to the Students’ Academic Writing: A Quantitative – Correlation Investigation

This study dealt with the artificial intelligence (AI) usage and its influence on students’ academic writing. The primary goal of the study was to determine the level of artificial intelligence (AI) usage and students’ academic writing in terms of their respective indicators, the significant difference between artificial intelligence (AI) usage and students’, and what domains of artificial intelligence (AI) substantially influenced students’ academic writing. Also, this study utilized a quantitative-correlational design with 335 participants among Junior High School and Senior High School students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, the results showed a high level of artificial intelligence (AI) usage in terms of satisfaction, AI literacy, relevance of AI, and confidence. Likewise, results showed a high level of students’ academic writing in terms of usefulness, ease of use, and attitude towards usage. In addition, there was a high correlation, and a significant relationship between artificial intelligence (AI) usage and its influence on the students’ academic writing. Hence, this led to the rejection of the null hypothesis. The domains of artificial intelligence (AI) usage that influenced students’ academic writing are the relevance of AI, confidence, and AI literacy. While satisfaction, as a domain of artificial intelligence (AI) usage, had no significant influence on students’ academic writing. Thus, educational institutions could harness the positive influence of artificial intelligence (AI) on students’ academic writing, creating a more technologically advanced, collaborative, and effective learning environment while encouraging students to participate in AI-assisted activities contributing to better progress and improved self-regulated learning as they interacted with AI tools and their peers in an academic setting.

Improve Quality of Smart Universities through Information Technology Infrastructure Library Methodology

This paper focuses on educational institutions are increasingly seeking innovative ways to enhance the quality of their services. Smart universities, a product of this technological evolution, aim to provide students with cutting-edge educational experiences. One of the pivotal factors in achieving this goal is the effective management of Information Technology (IT) services. The Information Technology Infrastructure Library (ITIL) methodology is recognized worldwide as a robust framework for IT service management. Its principles and best practices have been successfully applied in various sectors to optimize processes, enhance service quality, and ensure efficient resource utilization. Given the ever-growing reliance on IT within educational institutions, implementing ITIL in smart universities has the potential to significantly elevate the quality of education. This paper explores the vital role that the ITIL methodology plays in improving the quality of smart universities. It delves into how the principles and practices of ITIL can be strategically integrated into the operational fabric of higher education institutions. By leveraging ITIL, universities can not only bolster their IT service management but also enrich the overall educational experience for students, ultimately contributing to the realization of truly smart and technologically advanced learning environments.

LIBRARY AS A HUB: CHANGING ROLE AND FUNCTIONS OF ARCHITECTURAL LIBRARY

The importance of learning is rising in the sphere of knowledge. The beginning of human learning occurs at birth. In the past, books served as the main educational, administrative, and industrial resource. A library is a location that has a sizable book collection. It can therefore be used as a main source of education. But as time goes on, the use of libraries declines due to the development of computers and the internet. Customers only need to perform one search on the internet to find the information they want. Furthermore, geographical distance is removed. It was not necessary for the person to go somewhere in order to get information. This puts the survival of libraries in jeopardy. The goal of the current research is to increase library utilization through the addition of additional resources. I explain how to turn a conventional library into an educational center. A learning hub is an advanced technology learning environment with physical and virtual components that offers formal and informal learning opportunities for students to interact with instructors, classmates, and other subject matter experts. The purpose of redefining and refocusing traditional library responsibilities is to support the expansion of knowledge via research. Ten libraries from architectural colleges provided data for the project, and when the data was analyzed, none of the libraries had redesigned their physical spaces to become hubs for learning.

SP-0012 Virtual reality and other advanced learning environments in oncology training

SP-0012 Virtual reality and other advanced learning environments in oncology training

Exploring anxiety awareness during academic science examinations.

There is a developing interdisciplinary research field which has been trying to integrate results and expertise from various scientific areas, such as affective computing, pedagogical methodology and psychological appraisal theories, into learning environments. Moreover, anxiety recognition and regulation has attracted the interest of researchers as an important factor in the implementation of advanced learning environments. The present article explores the test anxiety and stress awareness of university students who are attending a science course during examinations. Real-time anxiety awareness as provided by biofeedback during science exams in an academic environment is shown to have a positive effect on the anxiety students experience and on their self-efficacy regarding examinations. Furthermore, the relevant research identifies a significant relationship between the students’ anxiety level and their performance. Finally, the current study indicates that the students’ anxiety awareness as provided by biofeedback is related to their performance, a relationship that is mediated and explained by the students’ anxiety.

Changes in students’ achievement goals in advanced learning environment: a multivariate multilevel model

This study investigated changes in students’ achievement goals as a result of their participation in academic summer programs for advanced learners. Researchers examined whether the type of classes, assigning grades, student gender, classroom autonomy support, and instructor’s implicit theories of intelligence (mindset) moderated student change trajectories in achievement goals. Multilevel multivariate model for parallel growth processes was selected for the analyses. There was no change in mastery goals. Endorsement of performance-approach goals decreased, whereas performance-avoidance goals increased significantly. Gender had a significant effect on the level of performance avoidance but did not affect the change in performance goals. Students in classes that were graded demonstrated significantly greater increase in performance avoidance and greater decrease in performance approach over time than their peers in classes without grades. Teacher mindset, the type of classes, and autonomy support did not affect changes in performance goals.

IMPROVING AZERI EFL SECONDARY SCHOOL STUDENTS’ PRONUNCIATION THROUGH A VIRTUAL REALITY GAME MANAGED BY A HUMANOID ROBOT

Key words: Virtual Reality Game, pronunciation practice, EFL learners Chapter one Introduction Learning a second language is not an easy undertaking and requires effective planning and instruction competencies. Most students learning English as their second language usually encounter different challenges in the course of developing proficiency. Such complexities are evident in different elements of the English language which are difficult to comprehend like understanding the consonants and how they are used among other related complexities. Given the global influence of English, many people who are not native speakers have continuously been struggling to develop proficiency as well as fluency in this language. However, this undertaking is challenging and in frequent cases, most learners will be demotivated and discontinue their English studies. In countries like Azerbaijan, for instance, there is a large and aggressively growing number of English learners in different levels of education, especially secondary schools. Although in different secondary schools in Azerbaijan English is usually taught as a subject, it has been very difficult for the students to comprehend some of the basic elements of the language especially consonants. This situation presents a crucial opportunity for effective designing of instructional designs in EFL lessons to boost the proficiency of learners in this particular field of study. Effective utilization of different technologies including virtual reality can create an advanced and quality learning environment for the EFL students ideal for easy mastery of the English language.

The characteristics of institutional R&D investment in the STEM field under policy streams over time

The STEM field has contributed significantly to the development of society because its findings result in new technology, which gives people more efficient tools and methods for a better standard of living. Postsecondary institutions have trained STEM field graduates through advanced curricula and learning environments. Compared to other academic fields, STEM requires more monetary support for research from the institution or the government because STEM research often requires expensive equipment installation or the introduction of new technologies. This paper overviews institutional support for STEM education and research by the regime of recent U.S. governments and examines the characteristics of R&D (research and development) expenditure. The results indicate that the R&D expenditures of the STEM field show continuous support for the different type of institutions, regardless of governments over time. However, they have tried to diversify the R&D investment by the type of R&D field and institutional type. Even though the government has tried to increase the total size of R&D expenditure through various resources, they still need to consider the equity and diversity issues for even further R&D investment strategies. A further research direction would search for the detailed action and strategies to support the STEM field according to their types of support or expectation.

A Multidisciplinary Mechatronics Program: From Project-Based Learning to a Community-Based Approach on an Open Platform

To face contemporary problems, international engineers must be trained in advanced learning environments and with professional skills and knowledge. Sponsored by USAID (US Agency for International Development), the Build-IT (Building University-Industry Learning and Development through Innovation and Technology) program leverages the vast capabilities of the implementing partner from Arizona State University and plays a key role as an innovative pioneer in converging personalities from various fields. A well-educated engineer can contribute to the sustainable development of society. With the aim of building community-oriented education, an integrated strategy was proposed in which a problem-based learning method is investigated to apply technical knowledge. In accordance with this strategy, in our proposed method, students from Mechatronics Engineering first had to work together with other learners in the electronics, software, control automation, and mechanics fields, followed by the design of an open platform integrated multi-disciplinary approach. By collaborating with their peers in developing this hardware, students become better equipped with specialized knowledge. This process also allows students to feel confident in implementing their innovative thinking while still maintaining the core meaning of the instrument. One of the key benefits of this approach is that helping students overcome their problems concurrently enhances the engineer’s function in the community despite missing some specialized skill sets. Based on experimental works using this open framework, the present approach demonstrates that pupils in our program have sufficient ability to contribute to social achievements. Lastly, the feasible, low-cost, and visually educational instrument made by the participants showcases the value of such a multi-disciplinary approach.

Exploring the Strategies of Raising Motivation among ESL students in a non-English speaking context

Motivation, undoubtedly, plays a very crucial role in any learning process including second and foreign language learning. Such cruciality positions the maintaining and motivation raising in the integral part of learning and more so in the currently growing and more technologically advanced learning environments. This paper conceptually discussed the motivation raising strategies which have been employed toward English as second language (ESL) learners in two different dimensions, which are those strategies which depend on the role of an ESL teacher (i.e. pedagogical and material selection) and those which do not (i.e. parents, school institutions, media, and gender difference). Despite the existence of other external factors, we argue that teacher plays the decisive role on ESL learners’ motivation. From the critical review and more extended discussion, it is found that teacher’s awareness toward the cruciality of students’ motivation influences the strategies used by the teachers in order to raise motivation. The paper also re-emphasises the urgent needs for a more learner-centred learning as it is believed to have positive impact for learners’ motivation. This paper concludes by highlighting the significant contributions of the insights discussed within this study, especially for ESL teaching practitioners.

Feedback Management System with reference to Institutions of Higher Education: Opportunities & Challenges - An Exploratory Study

Universities in India are globally famous for providing quality education with low cost. The privatization has further developed formal education with advanced technology, infrastructure and learning environment. It has become a matter of pride for the higher educational institutions to show case the innovations they do to provide quality education to the students. Sustainability can be attained only by detecting the defects in teaching, learning and evaluation system in the educational institutions. There is a need to seek proper solutions to solve the existing defects in the educational system so as to provide good citizens to the society. The Students, Faculties, Parents, Employers, Collaborative Institutions, Regulating Bodies, Banks and financial Institutions, Sponsoring bodes etc. are the prime stakeholders of educational system. The expectation of each set of stakeholder differs in its magnitude based on its role towards the cause of education. Feedback is the process of knowing the self for every educational institution to rate its service towards its stakeholders. Educational Institutions shall establish and adopt Feedback Management System (FMS) to detect the best practices and defects existing in its system. The University Grants Commission has mandated the feedback on teachers. It has directed the National Assessment and Accreditation Council (NAAC) to seek feedback from the students to evaluate the quality of educational delivery. This paper describes about the regulatory norms, process, opportunities and challenges of Feedback Management System in the Higher Education system in India.

A virtual environment for learning computer coding using gamification and emotion recognition

ABSTRACT Emotions play an important role in students learning to master complex intellectual activities such as computer programing. Emotions such as confusion, boredom and frustration in the student are important factors in determining whether the student will master the exercise of learning to program in the short and long term. Motivation also plays an important role in learning a programing language. However, it is extremely difficult to motivate students who find themselves in a negative emotional state. We developed an advanced learning environment that detects and responds to student emotions by using machine learning techniques, and incorporates modern motivation strategies by using gamification methods. We conducted two experiments; one to evaluate the acceptance of the learning system and a second one to evaluate the academic performance. The results of the experiments show that intention to use is dependent on perceived enjoyment but not on perceived usefulness and attitude toward the system. Also, better results were obtained in a post-test from students who used the learning system, compared with those who didn’t use it.

Domain modelling for advanced learning environments: the BEAR Assessment System Software

In this article, we describe a software system for assessment development in online learning environments in contexts where there are robust links to cognitive modelling including domain and student modelling. BEAR Assessment System Software (BASS) establishes both a theoretical basis for the domain modelling logic, and offers tools for delivery, scoring, reporting, and use of learning evidence. BASS employs the UC Berkeley BEAR Assessment System, which is a four-part approach to modelling that involves a combined domain and student model, in this case for formative learning settings. In the article, we first briefly present an expanded view of learning environments useful for intelligent learning environments, then present background to the development of BASS, elaborate on its approach to construct mapping of the domain and student models, and report findings from studies based on research questions about its use in example projects.

Investigación-acción como metodología para el diseño de un serious game

There has been significant development in educational games, especially with serious games and digital game-based learning in the past decade. Of particular interest is the potential that serious games have for engaging learning experiences. Recent advances include theoretical developments, the creation of game-based learning environments for a broad range of curricula, and the emergence of technically advanced game-based learning environments for both education and training. But still we need more principles of design-based research and design-experiment methodologies. In this paper we present an experience of co-creation carried out by a multidisciplinary group of researchers in collaboration with primary teachers from Barcelona (Spain) to develop a digital game to work on primary education-oriented competencies. We designed a co-creation design game based on action research methodology. The serious game called Ferran Alsina was created as a facilitator for a new teaching methodology and is focused on to work with basic, methodological and specific skills for elementary students, 8-11 year-old children.

Realistic Intelligence and 21st Century Skills in Adapted Learning Environment

Today most schools are still using traditional and outdated teaching methods and learning environments. On the other hand, the highly competitive working environments create high level of uncertainty and demand adaptive thinking skills and creativity. Therefore the role and purpose of schools, learning spaces and teachers has to be changed and adapted to the 21st century needs. We developed a 4-step model called “Dynamic and Synchronized Pedagogy”, in an advanced learning environment based on Steelcase Education design, in which students are able to open a window to a world of engagement, motivation, success and deeper understanding.

Examining the predictive relationship between personality and emotion traits and students’ agent-directed emotions: towards emotionally-adaptive agent-based learning environments

The current study examined the relationships between learners' ($$N = 123$$N=123) personality traits, the emotions they typically experience while studying (trait studying emotions), and the emotions they reported experiencing as a result of interacting with four pedagogical agents (agent-directed emotions) in MetaTutor, an advanced multi-agent learning environment. Overall, significant relationships between a subset of trait emotions (trait anger, trait anxiety) and personality traits (agreeableness, conscientiousness, and neuroticism) were found for four agent-directed emotions (enjoyment, pride, boredom, and neutral) though the relationships differed between pedagogical agents. These results demonstrate that some trait emotions and personality traits can be used to predict learners' emotions directed toward specific pedagogical agents (with different roles). Results provide suggestions for adapting pedagogical agents to support learners' (with certain characteristics; e.g., high in neuroticism or agreeableness) experience of adaptive emotions (e.g., enjoyment) and minimize their experience on non-adaptive emotions (e.g., boredom). Such an approach presents a scalable and easily implementable method for creating emotionally-adaptive, agent-based learning environments, and improving learner-pedagogical agent interactions in order to support learning.

Tools and evaluation methods for discussion and presentation skills training

Our university is currently developing an advanced physical-digital learning environment that can train students to enhance their discussion and presentation skills. The environment guarantees an efficient discussion among users with state-of-the-art technologies such as touch panel discussion tables, digital posters, and an interactive wall-sized whiteboard. It includes a data mining system that efficiently records, summarizes, and annotates discussions held inside our facility. We also developed a digital poster authoring tool, a novel tool for creating interactive digital posters displayed using our digital poster presentation system. Evaluation results show the efficiency of using our facilities: the data mining system and the digital poster authoring tool. In addition, our physical-digital learning environment will be further enhanced with a vision system that will detect interactions with the digital poster presentation system and the different discussion tools enabling a more automated skill evaluation and discussion mining.