Diverse Learning Experiences Research Articles

Mr. Tumbles’ Maya and the Multiplicity of Personas: Leveraging Illusion and Reality in Educational Game Design for SEN Language Learners

Educational research for Special Educational Needs (SEN) students has increasingly recognised the necessity for tailored approaches that accommodate diverse learning needs. Despite advancements, there remains a significant gap in the development of digital interventions, particularly video games, that cater to the language acquisition and communicative needs of SEN learners. This study explores how psychological paradigms from the popular children's television show ‘Mr. Tumble’ (made specifically for children with special educational needs) can inform the creation of language learning video games. By analysing the use of ‘Makaton’ a multimodal communication tool that combines signs, symbols, and speech the study highlights the potential of integrating similar techniques into game design to enhance accessibility and engagement for SEN learners. The philosophical understanding of Maya, which emphasises the illusory nature of multiplicity, serves as a theoretical framework to understand how a single character can embody multiple roles within a game, providing a consistent yet diverse learning experience. This approach not only aids in language comprehension but also fosters emotional and social development through relatable Non-Player Characters (NPCs) designed to interact meaningfully with learners. The study posits that incorporating these elements can create immersive, emotionally resonant educational experiences and the development of parasocial relationship between the learner and the digital intervention, that better meet the needs of SEN students, ultimately leading to more inclusive and effective language learning environments. Children simultaneously navigate multiple roles and perspectives, each reflecting a different aspect of reality in make-believe play. The critical importance of integrating this cognitive theoretical framework similar to that into the design of NPCs in educational video games is highlighted in this research. The paper argues that the paradigms of ‘multiplicity of mirrors’, when effectively incorporated into NPC design, can reflect different aspects of language, culture, and social interaction, offering learners a more immersive and multifaceted learning experience.

Expanding clinical placement opportunities: Exploring night shift experiences for nursing students

Academic programs grapple with the daunting task of managing a growing influx of nursing students while ensuring the quality and accessibility of clinical placements, and simultaneously engaging in competition among themselves to secure diverse clinical sites. This article delves into the innovative approach of integrating night shift clinical placements for nursing students to address the challenges posed by growing competition for day shift opportunities in acute care hospital settings. With pressure mounting on academic programs to accommodate a rising number of qualified nursing students while ensuring sufficient clinical placements, this initiative aims to alleviate strain on day shift nursing staff, mitigate teaching fatigue, and provide students with diverse learning experiences. Drawing upon a comprehensive review of literature and practical considerations, this article presents a detailed exploration of the benefits, planning processes, implementation strategies, and evaluation methods associated with night shift clinical placements in prelicensure nursing programs.

Analysis of Student Learning Styles as an Implementation of Differentiated Learning Strategies in the Indonesian Education Merdeka Curriculum

The aim of this research is to explore the relationship between student learning styles which have implications for student learning outcomes in elementary schools, with a focus on the implementation of differentiated learning in the Independent Curriculum. Qualitative research methods were used to collect data from class IV students at SDN 1 Waleddesa. Data was collected through observation and interviews regarding student learning styles. The research results revealed that students' learning style patterns resulted in visual (4 people), auditory (4 people) and kinesthetic (2 people) learning styles. Observations show that with the strategic abilities of teachers who are skilled in designing responsive learning, they are able to provide implications for students' diverse learning experiences according to their needs and are able to increase student achievement under the Independent Curriculum Framework in Elementary Schools. With differentiated learning strategies, students will be able to achieve their optimal learning potential, according to the characteristics and tendencies of each individual student as implemented by teachers at SDN 1 Waleddesa. The implications of this research emphasize that to meet students' learning styles, teachers need to learn models, approaches, strategies and methods that lead to differentiated learning as in the Merdeka curriculum.

Positive inclusive experiences of a same-sex desiring male Foundation Phase teacher

Background: Much work has been done to realise the discourse of diversity and gender equality in the perceived feminised Foundation Phase (FP) of teaching and learning. Part of the work was done through the inclusion of males in FP teaching to provide learners and teachers alike with diverse learning experiences. In South Africa, most research focuses on why FP teaching remains a feminised space, the marginalisation of few male FP teachers. However, less is known about male FP teachers’ positive inclusive experiences.Objectives: To contribute to the discussion by presenting Camagu’s case study, a same-sex desiring male FP teacher, and his positive inclusive experiences in a conservative context in the Eastern Cape province, South Africa.Methods: A qualitative single case study methodology employing photovoice to elicit Camagu’s positive inclusive experiences in FP teaching.Results: Findings revealed positive inclusive practices implemented by the school, discussed under two themes: Finding a sense of belonging through school structures and ‘It’s nice to have someone as different as you in the school …’ - Learners’ perspective.Conclusion: The study suggests a need for increased support for school leadership and teachers to promote inclusive policies and practices affirming diverse identities of all learners and teachers.Contribution: Camagu’s experiences offer new research dimension by sharing best practices for fostering inclusive school environments. The study challenges deeply rooted gender norms in South African education, particularly in FP teaching. It advocates for inclusion and acceptance of male teachers, regardless of their diverse gender and sexual orientations, promoting gender diversity.

Penerapan Media Quizizz sebagai Alat Evaluasi Pembelajaran Teks Artikel di Kelas XII SMA Negeri 1 Semarang

One of the important stages in learning is evaluation. From the evaluation carried out, information will be obtained regarding the learning development of students which will be used in making decisions. The success of the learning process and student learning outcomes will also be known through evaluation. In learning Indonesian, a learner will proceed to acquire diverse knowledge and learning experiences. One of the basic competencies that must be mastered by class XII in the 2013 curriculum is that students are able to analyze the structure and language rules of article texts. One of the evaluation tools that can be used in the Quizizz application. The Quizizz application is in the form of online lectures that students can access via the web which can show statistical data on student performance. The results of these data can help educators and students in evaluating learning. The application of the Quizizz application can be an option in carrying out evaluation activities for learning article text in class XII IPS 1 SMA Negeri 1 Semarang. Quiziz is a tool for obtaining data related to student learning processes and outcomes. This study aims to describe the application of the Quizizz application as a learning evaluation tool for class XII article texts at SMA Negeri 1 Semarang. This research was conducted using a qualitative descriptive method. Data collection techniques using observation, interviews, and documentation. The results obtained from this study are the use of Quiziz as an evaluation tool in learning article texts in class XII which is suitable to be applied because apart from being easy to access and attracting the attention of students in working on questions, educators can also carry out assessments or evaluations more quickly because they have been automatically provided by the system.

Making sense of a new language: authenticity and semiotics in additional language learning

Abstract The concept of authenticity has received much discussion in applied linguistics and educational studies. Valuable insights have been gained into how authenticity is problematised in language teaching and how to improve the situation by engaging learners with better-designed materials and activities. These achievements notwithstanding, empirical evidence remains insufficient to understand learners’ meaning-making endeavours in real-life learning scenarios. The current study attempts to examine authenticity in additional language learning from a semiotic perspective, which may shed new light on the complex cognitive process of beginner learners’ first encounter with a new language and how this process could be motivated and facilitated by teachers in a classroom setting. Evidence of semiotic articulation and production of authenticity from a low-pressure Spanish classroom is analysed focussing on cultural authenticity, interactive authenticity and authenticity of behaviour and engagement. The evidence is discussed to find how semiotic resources in combination with lived experiences may help learners’ comprehension and appreciation of the target language and its culture. These findings reveal the relevance and value of semiotic approaches to language teaching research and provide practical implications for exposing pre-tertiary young learners to languages other than English for more diverse and extensive learning experiences.

Challenges and Strategies of Developing Certified Anesthetist Nurse Practitioners in the Post-Pandemic Era in Taiwan

<p>臺灣的麻醉護理在專業定位、執業範圍、證照考試和標準化訓練制度等方面面臨著諸多挑戰，尤其2020 年衛生福利部雖將麻醉護理師正式納入專科護理師之制度內，但後續所推行之標準化課程也衍生出更多待解決之難題，如：未導入核心能力架構及評量機制、欠缺思考成人學習理論、龐大的訓練課程時數、麻醉專師之師資量能不足及欠缺系統性師資培育等窘境。本文提出二項教育改革的因應策略，首先是建構以勝任能力導向的麻醉專科護理教育架構並發展麻醉訓練專師之系統性評量工具，即「可信賴專業活動」，未來則需建立共創教學和共享資源文化，以促進教師之間的協作和知識分享，期能提高教學品質，並為教師和學員帶來更豐富、多元化的學習體驗。本文呼籲麻醉專師訓練應即刻進行課程再造，打破傳統以知識和時間為本的教學框架，改以混成授課、自主學習作為課程規劃與執行之原則，積極接軌「勝任能力導向教育」的全球發展趨勢，朝向共創、共享之目標邁進。</p> <p> </p><p>Anesthetist nurse practitioners in Taiwan encountered several challenges, particularly in terms of professional identity, scope of practice, certification, and standardized training programs. In 2020, the Ministry of Health and Welfare in Taiwan recognized anesthetist nurse practitioner as one of the advanced practice nurses and included them under the regulation of the nurse practitioner system. However, the implementation of the nationwide standardized training program had faced some unre-solved issues and challenges including that the lack of alignment with competency frameworks or pro-grammatic assessments, the extensive increase of training courses, neglects of adult learning theories, shortage of nurse anesthetists instructors, and lack of faculty development system for nurse anesthetist instructors. This article proposes two initiatives as responses to educational reform: 1. constructing a competency-based framework and developing programmatic assessments for training Student Reg-istered Nurse Anesthetist Nurse Practitioner (SRNANP) ; 2. establishing a culture of collaborative teaching and resource sharing. The new culture enhances teaching quality and provides a richer, more diverse learning experience for both trainers and trainees. The article emphasizes the need for im-mediate curriculum transformation in SRNANP training. It emphasizes on the removal of traditional knowledge-centric and time-centric teaching frameworks and focused on adopting blended learning and self-directed learning principles. By aligning with the global trend of competency-based educa-tion, we can actively move toward the goal of co-creation and resource sharing</p> <p> </p>

The New Mixed Teaching Exploration of Low-Voltage Electrician Training Course under the Background of New Engineering

In the context of New Engineering, the exploration of a novel blended teaching approach for low-voltage electrician training courses aims to address the challenges of modern engineering education by integrating New Engineering concepts and modern teaching technologies to achieve comprehensive innovation in course content and teaching methods. This strategy leverages the advantages of combining online and offline learning to provide a diverse and personalized learning experience, thereby enhancing students' knowledge and practical skills. Online course resources, including interactive courseware, virtual experiments, and simulations, enrich the learning content and increase students' interest and engagement. Offline classes focus on interactivity and practical application through discussions, case studies, and project collaborations, helping students deepen their understanding and apply their knowledge. Flexible scheduling allows students to learn at their own pace, improving learning efficiency and effectiveness. Personalized learning path design, through preliminary surveys and assessments, helps students set individualized learning goals. Utilizing big data analysis and intelligent recommendation algorithms, the system provides the most suitable learning resources. Students can autonomously adjust their learning paths, fostering self-directed learning, while teachers offer targeted guidance and support to ensure the successful completion of learning tasks. Interactive and collaborative learning environments are strengthened through online and offline interaction mechanisms, group collaborative learning, and the use of various interactive tools, enhancing classroom interaction and participation. The establishment of online learning communities promotes resource sharing and experience exchange, creating a positive learning atmosphere. Assessment and feedback employ formative and practical assessments through online tests, assignments, and project work, comprehensively reflecting students' learning progress and outcomes. Multi-dimensional feedback mechanisms and data-driven evaluation provide detailed learning analysis and improvement suggestions for both teachers and students, enhancing teaching effectiveness.

Research on Project-Based Teaching Strategies for the Chinese Curriculum of International Baccalaureate (IB) based on the SAMR Model

In the digital era, there have been significant changes in international students’ Chinese language learning patterns and methods. The integration of information technology and project-based teaching not only promotes the demand for applications and learning media but also provides new opportunities to enhance student’s critical thinking abilities. However, project-based teaching of information technology and Chinese is prone to the misconception of seeking the most suitable application or learning medium for verification. The SAMR (Substitution, Augmentation, Modification and Redefinition) model is an educational model based on Bloom’s taxonomy of educational objectives for “creative” teaching. This information technology-integrated teaching method provides students with diverse learning experiences. The Chinese language course of the International Baccalaureate (IB) aims to cultivate students’ profound understanding of literature, language, and culture by providing a critical exploration learning experience in the field of language and literature. It encourages students to explore similarities and differences between different cultures, delve into topics or works of interest, and conduct independent language and literature research projects. The project-based learning approach helps students meet their further academic research and personal growth skills needs, cultivating them as language users and lifelong learners who are willing to explore and have critical thinking skills. The application exploration of the SAMR model in project-based teaching proposes relevant suggestions for the integration of information technology and Chinese teaching in the digital era and provides some new focus points for effective strategies and paths of IB Chinese teaching: encouraging teachers to improve students’ skills in collaboration, communication, creativity, and critical thinking (4C) through advanced teaching at four different levels of SAMR model, flexible use of teaching rounds, creation of GRASPS teaching evaluation scenarios, and design of conceptual driving tasks, in order to achieve the improvement of language and literature construction and application abilities, and further promote the collaboration and autonomy of IB Chinese project-based learning process.

Application of Multimedia Technology in Teaching English in Colleges and Universities

Multimedia plays a crucial role in English teaching by enhancing engagement, providing diverse learning experiences, and catering to different learning styles. English teaching through multimedia, while beneficial, presents challenges. Unequal access to technology and the digital divide can hinder some students' participation. Ensuring digital literacy and quality content selection is crucial to effective use. This paper proposed the Hidden Markov Model for English Teaching (HMM-ET) to improve the performance of college and university students. The proposed HMM-ET model computes the Markov chain of English teaching through multimedia technology. With the implementation of multimedia technology, the HMM model estimates the performance of students in colleges and universities. Through the estimation of HMM-ET the classification of students' performance in English learning is computed with the machine learning model. The performance of the students is examined comparatively with the conventional Support Vector Machine (SVM) and Random Forest. Through analysis of a dataset comprising observation sequences reflecting English learning tasks, HMM-ET consistently outperforms SVM and Random Forest, achieving an average accuracy of 96%, while SVM and Random Forest attain accuracies of 90% and 88% respectively.

The Quality of Family Medicine Team Conferences Through the Lens of a Director: An Autoethnography.

Introduction In rural medical settings, team conferences are essential for effective patient care, especially given the challenges of limited resources and personnel. These conferences promote collaborative discussions on patient management and serve as vital educational sessions. This study explores the dynamics and efficacy of team conferences in the family medicine department of a rural hospital to optimize patient care and educational outcomes. Methods This qualitative study used autoethnography at Unnan City Hospital, Unnan, Japan. Data collection included semi-structured interviews, direct observation, reflective field notes, and informal conversations with medical students, junior residents, and general medicine trainees. The focus was on conference interactions, educational content, and operational challenges. Data analysis involved coding and theming, with ongoing discussions among researchers and participants to refine findings. Results Three key themes emerged. First, patient outcomes suffered from a lack of professional awareness. Second, mutual understanding and individual autonomy enhanced team quality. Third, team healthcare quality improved through diverse and inclusive learning experiences. Effective facilitation, structured time management, and integrating practical bedside learning with theoretical discussions were crucial for optimizing team conferences. Psychological safety, respect for individual differences, and maintaining motivation were essential for productive team interactions. Conclusion The study highlights the importance of effective facilitation, time management, and integrating practical and theoretical learning in enhancing team conferences in rural medical settings. Psychological safety and mutual respect are vital for fostering a collaborative and motivated team environment. Addressing these factors can improve patient care and educational experiences. Future research should include diverse settings and quantitative measures to validate and refine these insights, enhancing team conferences in rural healthcare environments.

EXAMINING PEDAGOGICAL APPROACHES IN THE 'LIGHT & SPACE' COURSE: A REFLECTIVE INQUIRY

Light plays a pivotal role in architecture, influencing the ambience and spatial experience from historical landmarks to contemporary structures. Within the evolving landscape of architectural education, experiential and exploratory workshop-based courses are essential, offering students with insights that inform their studio work. The 'Light & Space' course is one such course, offered as part of the second-year curriculum at the School of Architecture, Anant National University, Ahmedabad, India which delves into the transformative potential of light within built environments. This research paper undertakes a thorough investigation into the pedagogical approaches employed in the aforementioned course. Using qualitative analysis and reflective inquiry, the study assesses the effectiveness of these methodologies in achieving course objectives and fostering diverse learning experiences. Employing a multifaceted approach including curriculum analysis, participant observation, interviews and surveys, the research evaluates course content alignment, teaching methods, student interactions, and pedagogical effectiveness. By examining these dynamics, the study aims to deepen understanding of pedagogical practices and contribute to innovation in architectural education.

Coaching Behavior and Athletes’ Team Performance Toward an Optimal Coaching Framework for Maximizing Team Excellence

The study of Coaching behavior and athlete team performance towards an optimal coaching framework for maximizing team excellence determines the level of awareness of team athletes based on the sports they value according to the coaching method of their coaches.The findings presented offer valuable insights into the differences in the assessment of coaching behavior among student-athletes based on various demographic and athletic profiles. Firstly, the significant differences observed based on the sex of the respondents highlight the importance of considering gender dynamics in coaching practices within the athletic program. Coaches may need to adopt tailored approaches to address the distinct needs and preferences of male and female student-athletes, ensuring that coaching strategies are inclusive and effectively meet the diverse needs of all athletes. Secondly, the variations in perceptions of coaching behavior across different types of sports underscore the importance of sport-specific coaching approaches. Coaches may need to adapt their coaching strategies to align with the unique requirements and dynamics of each sport, fostering a tailored and effective coaching environment for athletes. Additionally, the influence of the length of years as athletes on perceptions of coaching behavior suggests the importance of ongoing athlete development and support throughout their athletic journey. It reveals valuable insights into the attitudes and behaviors that contribute to effective teamwork. Team performance, concerning team members' skills and learning, epitomizes the collective proficiency of individuals in leveraging their diverse skill sets, knowledge, and learning experiences to achieve shared objectives.

The synergy between workforce, students, and lecturers in collaborative learning

This research focuses on applying technology in collaborative learning, specifically through online platforms that connect students and the workforce. It is objective is to enhance synergy among the workforce, students, and educators to improve learning quality. The case study methodology follows Creswell’s qualitative approach with five key steps: planning the case study; data collection; analysis; result interpretation; and reporting. The research explores innovative online platforms to create a comprehensive and diverse learning experience. Technology enables access to materials, virtual classrooms, e-books, mobile learning, and internship programs, fostering flexible and engaging education. Collaborative learning with workforce participation enhances effectiveness and skills. Students gain work experience related to their fields through active interaction with practitioners. At the same time, educators refine teaching methods and understand workforce demands-the synergy among the workforce, students, and educators’ mutually beneficial relationships. The workforce leverages student resources for problem-solving and innovation, while students enhance their networks. Educators gain input for curriculum improvement. The research enhances education quality, prepares students for the dynamic workforce, and aligns educational programs with industry demands. It emphasizes the importance of collaborative learning, integrating online platforms to increase skill development.

Relationship between Music Education and Academic Performance in Elementary Schools in Jamaica

Purpose: The aim of the study was to assess the relationship between music education and academic performance in elementary schools in Jamaica. Materials and Methods: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicated that students who participate in music education tend to have higher academic achievement across various subjects, particularly in mathematics and language arts. Music education enhances cognitive abilities such as memory, attention, and spatial-temporal skills, which contribute to better problem-solving and reasoning capabilities. Additionally, engaging in music activities fosters discipline, improves social skills, and enhances self-esteem, all of which are conducive to a more effective learning environment. These benefits collectively support the notion that music education can play a crucial role in the holistic development of young students, leading to improved academic outcomes. Implications to Theory, Practice and Policy: Multiple intelligences theory, socio-cultural theory and flow theory may be used to anchor future studies on assessing the relationship between music education and academic performance in elementary schools in Jamaica. Design music education curricula with comprehensive depth and diverse learning experiences to enhance critical thinking, creativity, and academic engagement among elementary school students. Advocate for the integration of music education into the core curriculum of elementary schools, recognizing its significant contributions to cognitive development, academic achievement, and overall student well-being.

APPLICATION OF INFORMATION TECHNOLOGY IN DESIGNING GAMES FOR ELEMENTARY SCHOOL TEACHING

This article discusses the use of information technology to enhance the teaching process for elementary school students through game development. It highlights the crucial role of games in engaging and motivating students, as well as improving the effectiveness of learning. By incorporating technology into game design, educators can establish an interactive learning environment that stimulates students' curiosity and encourages exploration. The article also examines the advantages of technology in education, such as personalized content, instant feedback, and diverse learning experiences. Furthermore, it presents a method for utilizing information technology to create educational games for elementary school students, supported by specific examples.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0777/a.php" alt="Hit counter" /></p>

Research on the Model of Public Physical Teaching in Universities in the Context of Modern Information Technology

With the advent of the information and network era, new opportunities have emerged for the development of educational and teaching work. In the context of public physical teaching in universities, the rational application of modern information technology based on actual development situations plays a significant role. It can enrich teaching methods, improve teaching efficiency, meet students' diverse learning experiences, and ensure the quality and efficiency of teaching. However, due to objective factors, there are still some problems in the actual application process, such as the limited ability of some teachers to use information technology and the lack of investment in teaching resources, which directly limit the advantages of information technology and even affect the final teaching effectiveness, leading to counterproductive effects. Therefore, in the future development, it is necessary to strengthen the information technology training for teachers, improve their application ability and information literacy, so that they can better integrate modern information technology with physical teaching. When conditions permit, increase the investment in information technology, improve infrastructure construction, and provide necessary hardware support for public physical teaching in universities.

‘I do plan to do that in the future, just not the near future’: rural professional experience programs and pre-service teacher graduate destination preferences

AbstractThis study examines pre-service teachers (PSTs) from two Australian universities regarding their involvement in rural professional experience (PE) placements and their potential impact on future career choices. The objective was to gain insight into the diverse teaching and learning experiences PSTs had during their rural PE, and what impact these had on their interest in working in country schools. This paper focuses on findings from urban and rural-based PSTs who undertook rural, regional and remote PE. PSTs reported that these experiences helped them develop rewarding pedagogical approaches and contributed to significant personal and professional growth. They reflected that their growth as a teacher arose from encountering diverse student cohorts, the school cultures they experienced, and the relationships they formed within the school community. However, despite these positive aspects, the PSTs’ intentions to pursue employment in rural areas remained diverse and personal. This suggests that while rural PE was highly valued, it was not sufficient to override individual circumstances and preferences when considering rural employment. It also seemed that the experiences may have inadvertently attracted PSTs open to change and adventure who utilised the support of rural mentors and communities, only to ultimately teach in metropolitan schools.

Empowering Inclusivity: Navigating the Transformative Landscape of ICT in Cultivating Inclusive Classroom Environments Amidst Challenges

In recent years, Information and Communication Technology (ICT) has emerged as a pivotal tool in fostering inclusivity within school and classroom settings. This conceptual paper delves into the dynamic intersection of Information and Communication Technology (ICT) and inclusive classroom environments, exploring ICT's transformative potential amidst the multifaceted challenges and issues. By analyzing the evolving role of ICT in fostering inclusivity, addressing accessibility barriers, and promoting diverse learning experiences, this paper aims to provide a nuanced understanding of how educators and stakeholders can navigate challenges to create truly inclusive educational spaces. Through critical examination, innovative strategies, and practical insights, this paper offers a roadmap for leveraging ICT as a catalyst for inclusive education in the face of complex challenges.

Exploring Software Infrastructures for Enhanced Learning Environments to Empowering Education

Recently, the education sector has undergone a notable change due to the incorporation of technology, resulting in the emergence of Educational Technology (EdTech). This new trend has completely transformed the learning process for students, teaching methods for educators, and operations of educational institutions. Due to EdTech, education has become simpler to access, engaging, and efficient, providing customized and diverse learning experiences. This article explores into the significant influence of EdTech on the field of education and the promising opportunities it offers for the future. EdTech has become a significant enabler, allowing institutions to meet evolving student needs and cultivate new skillsets without being limited by geographical barriers. EdTech integrates digital and technological media with conventional methods of instruction to enable various forms of learning, offering adaptability, enhancing engagement, and providing high-quality educational solutions. EdTech tools empower educators to track student engagement, encourage interactive and creative learning experiences, and stand for human-centred education focusing on critical thinking, innovation, and entrepreneurial activity. Exploring deeper relationships between educational data as well as predicting how well students do in school has been made possible through educational data mining. Presented is a novel model utilizing machine learning computational methods to forecast the EdTech for the students by using their midterm exam results. Various machine learning algorithms were assessed and providing the EdTech for improving their performance in final exam. This study comprehensively examines different EdTech technologies and recommend a unified model that could serve as a solid framework for classroom teaching.