Interactive Content Delivery Research Articles

AI-Powered elearning for front-end development: Tailored entrepreneurship courses

This review paper explores the transformative potential of AI-powered eLearning platforms specifically tailored for front-end development and aspiring entrepreneurs. It begins by highlighting the significant advancements in AI technologies that facilitate personalized learning experiences and enhance educational outcomes. The importance of front-end development skills in today's digital landscape, particularly for entrepreneurial success, is underscored. The paper examines the design features of AI-powered eLearning platforms, emphasizing the need for adaptive learning paths, real-time feedback, and interactive content delivery. Furthermore, it discusses the customization of courses to meet the unique needs of aspiring entrepreneurs, integrating technical and business skills, and leveraging AI for mentorship and networking opportunities. The paper also addresses the technical and ethical challenges associated with AI in education, including data integration, scalability, bias, and privacy concerns. Future trends such as VR/AR, advanced analytics, and blockchain integration are explored, providing a glimpse into the evolving landscape of AI in eLearning. The review concludes with implications for educators and developers, highlighting the need for continuous innovation and the balance between AI-driven automation and human interaction. This comprehensive analysis underscores the immense potential of AI-powered eLearning in revolutionizing education for front-end development and entrepreneurship.. Keywords: AI-powered Elearning, Front-End Development, Personalized Learning, Entrepreneurship Education, Adaptive Learning Paths

Investigating the e-learning choice under the learners’ perspective using demand driven learning model: insights from Vietnam

Over the past four decades, e-learning has experienced rapid global growth, revolutionizing higher education. In Vietnam, universities have increasingly turned their attention and resources toward e-learning development, adapting to specific contexts and needs. This study investigates the drivers of e-learning choice within the framework of the demand-driven learning model (DDLM), with a primary focus on three core factors: quality content, delivery, and service. Employing a quantitative approach and the PLS-SEM technique, this research uncovers significant findings. The results of the study highlight the pivotal role of quality content, which exerts the most potent influence on e-learning choice, evidenced by a robust path coefficient of 0.400. Service and delivery, with direct path coefficients of 0.183 and 0.173, respectively, also play substantial roles in shaping e-learning decisions. Moreover, mediate role of delivery in the the e-learning choice model has been confirmed. Quality content leads to delivery, and delivery, in turn, leads to e-learning choice. Similar pathway has been found with service. A higher level of service increases delivery, which positively impacts on e-learning choice. These findings hold critical implications for the formulation of e-learning development policies in Vietnam’s higher education institutions. Universities should prioritize the continuous development of high-quality, engaging, and up-to-date educational content that aligns with industry needs and student interests. Additionally, emphasis should be placed on providing a supportive e-learning experience, characterized by responsive customer service, accessible technical support, and efficient issue resolution mechanisms. Moreover, universities should consider the implementation of user-friendly and interactive content delivery platforms and methods that actively engage learners. In essence, this research serves as a guide for universities in Vietnam, enabling them to enhance their e-learning offerings by ensuring the content quality, support services, and delivery methods, ultimately fostering a dynamic and accessible learning environment that meets the evolving needs of their students and the demands of the modern educational landscape.

Chat-Bot Based Ticketing System Using Dialogflow and Llama LLM

MyMuseum represents an innovative solution designed to revolutionize the ticket booking process for museums across India, with the primary goal of enhancing engagement and increasing visitor numbers. At its core, the system incorporates a sophisticated conversational AI chatbot that streamlines the ticket booking process, eliminating the hassles traditionally associated with museum visits. This chatbot is complemented by an additional AI-powered feature that interactively presents exhibit information, creating a comprehensive and engaging user experience. The platform boasts a user-friendly interface accessible around the clock, significantly simplifying ticket booking procedures while offering real-time navigation support and comprehensive guides for all participating museums. Key features of MyMuseum include automated event management, a system for notifications and alerts, virtual tour capabilities, and interactive content delivery, collectively forming a holistic solution for museum visitors. This report provides an in-depth examination of the underlying technology stack, which encompasses the ticket-booking chatbot, a Large Language Model (LLM) for disseminating information about museums, their artifacts, and exhibits, integrated payment gateways, and robust backend services. It highlights the myriad benefits of the system, including enhanced automation, scalability, and the generation of data-driven insights. Beyond improving convenience for visitors, MyMuseum is projected to drive increased museum attendance, boost revenue through strategic upselling opportunities, and play a crucial role in enhancing cultural awareness and education. Furthermore, it promises to alleviate operational burdens on museum staff by providing real-time analytics and improving overall efficiency and sustainability in museum operations

Cloud-Enabled Personalization: Transforming Educational Paradigms through Adaptive Learning Technologies

This article examines the transformative impact of cloud computing on personalized learning in education, exploring how cloud-based technologies are reshaping educational paradigms. Through a comprehensive analysis of adaptive learning platforms, real-time feedback systems, and learning analytics, we demonstrate how cloud computing facilitates tailored educational experiences. The article addresses key challenges in education, including accessibility, resource allocation, and costeffectiveness, showcasing cloud-based solutions that enhance collaboration and inclusivity. We explore the evolution of teaching and learning tools, from virtual classrooms to interactive content delivery, and their role in improving student outcomes through early intervention systems and engagement-enhancing techniques. The global reach and scalability of cloud-based education are examined, highlighting its potential for cross-border learning and ability to meet fluctuating demands. Our findings indicate that cloud computing is not merely a technological advancement but a fundamental shift in educational methodology, offering unprecedented opportunities for personalized, efficient, and globally accessible learning experiences. This article contributes to the growing body of knowledge on educational technology and provides insights for educators, institutions, and policymakers seeking to leverage cloud computing for educational excellence.

Navigating the Future of Separation Science Education: A Perspective.

A number of recommendations on how to improve the education and training of separation scientists were recently made by the National Academies of Sciences, Engineering, and Mathematics in their report, A Research Agenda for Transforming Separation Science. This perspective outlines how some of these recommendations may be fulfilled by examining trends in potential curriculum topics related to the field and new technological platforms for interactive content delivery. Identifying and adopting the best practices within these emerging educational directions will ensure the future success of the field.

LINC to Life: Evaluation of a Safety Planning Training Program with Clinicians and Mental Health Staff

Suicide rates continue to rise, and clinicians and mental health staff play a critical role in keeping suicidal clients safe. Safety planning, including means safety, may help to decrease suicide risk. Unfortunately, availability and evaluation of safety planning training for these providers are scarce. The goal of the present study was to evaluate a safety planning training, LINC to LIFE Safety Planning (L2L SP). L2L SP is a 150-minute, face-to-face training program that teaches providers to engage clients in collaborative safety planning and means safety efforts, facilitate diverse client coping strategies, problem-solve, and involve close others, among other skills. These objectives are achieved through interactive content delivery, role-play, and corrective feedback. L2L SP was administered to 95 participants. Key determinants of behavioral change (e.g., knowledge, attitudes, perceived behavioral control [PBC]) were measured at pre, post, and six-month follow-up. Additionally, participants’ behaviors and emotions in working with suicidal clients were measured at pretest and six-month follow-up. Paired sample t-tests, repeated measures MANOVA, and univariate ANOVAs with post-hoc testing using Bonferroni correction were conducted. Results supported significant improvements in knowledge, PBC, and intentions at post-test, and attitudes, PBC, and effective emotional responses at follow-up. Exploratory analyses suggested significant improvements in behaviors among clinicians and mental health staff who saw clients reporting suicidal ideation. The present study provides promising results regarding brief safety planning training. Declines in knowledge and PBC following the training highlight the potential need for booster sessions or more intensive initial training in these areas. Highlights The present study evaluated a comprehensive, interactive safety planning training. Knowledge, PBC, and intentions were significantly improved at post-test. Attitudes, PBC, and emotions were significantly improved at follow-up.

Beginning the “never-ending” learning process: Training experiences of newly-hired child welfare workers

BackgroundQuality pre-service training for child welfare workers is a priority factor to promote child outcomes in the child welfare system. This study combines two theory of transfer frameworks to consider recently-hired workers' training experiences and their perspectives on the conditions that facilitated meaningful trainings that prepared them for their work. MethodologyThe study used qualitative telephone interviews with participants sampled from a statewide cohort of newly-hired, frontline child welfare workers (n = 38). We used thematic analysis to consider participants' training experiences and the conditions that facilitated meaning. FindingsWorkers expressed a variety of reactions to their training with almost one-third describing it in universally positive terms (n = 11, 29%), one-third describing it in universally negative terms (n = 13, 34%), and the remainder describing both negative and positive components (n = 14, 39%). Thematic analysis resulted in five attributes that workers perceive contribute to successful training experiences: structured, non-redundant content relevant to their positions; interactive content delivery; practice with job responsibilities; practice with system protocols; and recognition of the never-ending learning process ConclusionsWorkers' training perceptions can provide valuable feedback to promote theoretically- and empirically-based trainings. Trainings that consider workers' knowledge level and position; offer step-by-step procedural manuals and checklists; and establish agency policies that foster mentorship and support can promote training success.

A Framework for Culturally Relevant Online Learning: Lessons from Alaska's Tribal Health Workers.

Culturally relevant health promotion is an opportunity to reduce health inequities in diseases with modifiable risks, such as cancer. Alaska Native people bear a disproportionate cancer burden, and Alaska's rural tribal health workers consequently requested cancer education accessible online. In response, the Alaska Native Tribal Health Consortium cancer education team sought to create a framework for culturally relevant online learning to inform the creation of distance-delivered cancer education. Guided by the principles of community-based participatory action research and grounded in empowerment theory, the project team conducted a focus group with 10 Alaska Native education experts, 12 culturally diverse key informant interviews, a key stakeholder survey of 62 Alaska Native tribal health workers and their instructors/supervisors, and a literature review on distance-delivered education with Alaska Native or American Indian people. Qualitative findings were analyzed in Atlas.ti, with common themes presented in this article as a framework for culturally relevant online education. This proposed framework includes four principles: collaborative development, interactive content delivery, contextualizing learning, and creating connection. As an Alaskan tribal health worker shared "we're all in this together. All about conversations, relationships. Always learn from you/with you, together what we know and understand from the center of our experience, our ways of knowing, being, caring." The proposed framework has been applied to support cancer education and promote cancer control with Alaska Native people and has motivated health behavior change to reduce cancer risk. This framework may be adaptable to other populations to guide effective and culturally relevant online interventions.

Beyond Pokémon Go

The new wave of mobile VR and AR are anticipated to become a multi-billion dollar industries in the near future (F. Cook, 2016) ???? how will this impact higher education? This Symposium will gather the collective experience and expertise of members of the newly established Ascilite Mobile Learning Special Interest Group (Ascilitemlsig) to explore and discuss the potential and issues surrounding the rapidly developing fields of mobile Augmented Reality and mobile Virtual Reality. The SIG seeks to draw develop an international community of mobile learning researchers in the context of mobile VR and AR. Building upon the global popularity of the Pokémon Go app, Google Cardboard, and the Samsung Gear VR, there is now widespread interest in these technologies, but still little expertise in integrating these within authentic educational experiences beyond another form of interactive content delivery. Members of the Ascilitemlsig will discuss the potential of mobile AR and VR for user generated content and contexts, share their recent practice-based research, and invite interaction from the wider Ascilite conference attendees.

Modular Approach to Teaching PID Control

This paper describes a blended learning approach in teaching ¿Constrained Time-Delayed Proportional-Integral-Derivative Control.¿ It is based on the ¿learning by doing¿ paradigm supported by several e-learning tools: by the interactive electronic course materials in Moodle; by the laboratory of low-cost and easy-to-manipulate plants; and by the virtual laboratory WebLAB. These open the access to study and experiment on real systems via Internet for 24 h/day, seven days a week. Synergy of the newly structured theory developed to deal with real-world constraints with the interactive content delivery and with active learning based on simulations, real-time experiments in laboratories, and tele-experiments via Internet offers stimulating and quasi-authentic learning environment. These give students multiple formative feedback, ranging from computer quizzes to plant reactions in a rich variety of authentic situations.