Interactive Learning System Research Articles

STUDY OF KHERSON STATE UNIVERSITY STUDENTS AND TEACHERS' ATTITUDES TO THE USING OF ICT

The article aims to explore lecturers and students’ requirements towards the ICT use in higher education institutions, to identify their problems in the ICT use in teaching, communication and research. Using a questionnaire we investigate the reliability of electronic educational sources, the kind of access to course learning materials, the ICT use in lectures, practical classes, individual work, consultations and control. The results of the survey showed that there is a mismatch between students’ need to have blended learning and lecturers’ ability to satisfy it. The lecturers and students assessed the overall ICT impact on the learning process. We found out that the lecturers believe that the educational process with ICT facilities becomes more complicated. For them it requires more digital skills, much time to create and maintain the blended courses. But students believe that ICT enhances learning, making it easy and more interesting. Thus involving students in education is considered now as providing them with convenient open access to learning materials. Their learning should easily combine traditional and digital technologies. The main problems of the ICT use in teaching are reviewed and ranged. The most common barriers are related to the lack of technical skills, lack of time, and perceived risks (intellectual property, loss of privacy, plagiarism). But besides personal barriers there are organizational and infrastructure ones. Education is changed greatly with the ICT use both in teaching and learning. To provide a new educational environment, university teachers should master necessary digital skills, establish international scientific and educational collaboration, combine face-to-face learning with e-learning (create blended courses, interactive learning systems etc.).

User-Centred Design in Content Management System Development: The Case of EMasters

Including users in design and development of an interactive product is crucial to achieve high level of usability. Content management systems have two categories of users, content creators and content consumers, and designers of these systems have to considers the needs of both user groups. In design of interactive learning systems, special attention has to be given to the process of learning, which means that functional, accessible and usable interface has to serve the purpose of knowledge acquisition. Designing for mobile learning brings additional challenges due to the small screens of mobile devices. The paper describes the process of utilization of user-centred design in development of a simple content management system for learning called EMasters. The aim of the EMasters is to enable teachers to easily create and organize courses which will be delivered to students to facilitate web-based and mobile learning. According to the user-centred design approach, teachers and students are involved in iterative process of design, implementation and evaluation of EMasters. Evaluation study used complementary methods and provided quantitative and qualitative feedback. The usability score reached good level and the guidelines for redesign of the system interface are drown. According to the obtained results, proposed framework is confirmed to be applicable in user-centred design of content management systems in general. In addition, the directions for adjustment of the framework for specific cases are provided.

E-Learning in Nursing: Tool Development for Evaluating Virtual Patient Learning Systems

BackgroundThe growing number of online nursing programs increased the demand to utilize interactive virtual patient learning systems in online nursing courses. PurposeTo develop and assess the validity of a tool named “Virtual Patient Learning System Evaluation Tool”. MethodsThis study was conducted in 2015–2017. The tool’s validity was determined through the assessment of content validity using an exploratory factor analysis on the data provided by 160 RN-BSN online nursing students. ResultsExploratory factor analysis was used to analyze four factors including: (a) communication (19%), (b) nursing care plan application (21%), (c) competency development using a virtual learning system (42%), and performance evaluation (4.5%). These factors explained 86.5% of the total variance, with a correlation coefficient ranging from 0.46 to .921 (p < .001). In this study, reliability was demonstrated by a Cronbach’s alpha coefficient of 0.973 indicating a reliable measure for this tool. ConclusionEvaluating the effectiveness of virtual learning systems will guide the online teaching pedagogies and the online nursing program development.

Creating different learning experiences: assessment of usability factors in an interactive three-dimensional holographic projection system for experiential learning

Innovative interfaces for the display and control of information constitute an essential topic for interactive experiential learning. In this study, an interactive three-dimensional (3D) holographic projection system was developed. This system was used in a physiology-based experiential learning experiment. Learners used noncontact somatosensory methods to manipulate 3D learning objects (targets) and learned the characteristics of physiological structures in a 3D holographic projection environment. The learners did not require a physical button interface. Embodied gesture recognition was implemented in this interactive system. Furthermore, this study explored the system’s usability factors to improve the human–computer interaction and availability of the system. A total of 60 participants (30 female and 30 male) participated in a usability experiment for this 3D interactive holographic projection learning system. The participants were required to complete an interactive experiential learning task concerning the physiological structures of human organs. At the end of the task, each participant was asked to complete a questionnaire featuring 5-point Likert scales. Four crucial system usability factors were proposed through principal component analysis. These factors included ‘labelling’, ‘continuity’, ‘backlash’, and ‘ambiences’. Gender had no significant effect on any of these factors (p > 0.05). Further, the learner’s experiential learning characteristics and human–computer interaction modality are described based on the results of the usability study.

Evolutionarily Learning Multi-Aspect Interactions and Influences from Network Structure and Node Content

The formation of a complex network is highly driven by multi-aspect node influences and interactions, reflected on network structures and the content embodied in network nodes. Limited work has jointly modeled all these aspects, which typically focuses on topological structures but overlooks the heterogeneous interactions behind node linkage and contributions of node content to the interactive heterogeneities. Here, we propose a multi-aspect interaction and influence-unified evolutionary coupled system (MAI-ECS) for network representation by involving node content and linkage-based network structure. MAI-ECS jointly and iteratively learns two systems: a multi-aspect interaction learning system to capture heterogeneous hidden interactions between nodes and an influence propagation system to capture multiaspect node influences and their propagation between nodes. MAI-ECS couples, unifies and optimizes the two systems toward an effective representation of explicit node content and network structure, and implicit node interactions and influences. MAI-ECS shows superior performance in node classification and link prediction in comparison with the stateof-the-art methods on two real-world datasets. Further, we demonstrate the semantic interpretability of the results generated by MAI-ECS.

The choice of guitar interactive learning system hardware

The principles of pickup and signal processing of individual strings of the guitar are described. The existing sound pickup and processing systems, as well as their signal visualization and interactivity capabilities, are investigated. The possibilities of using these systems for learning to play the guitar are considered. A practical implementation of the hardware of an interactive system that can be used to learn to play the guitar is given. The existing and proposed systems are compared, the pros and cons of each system are highlighted.One of the most popular musical instruments is a guitar. You can study guitar playing at a music school or yourself, using books or educational videos. But they do not provide corrections for students' mistakes. Therefore, the development of an interactive learning system is relevant. Elements of the interactive system are all elements that are involved in the process of data exchange with another system or with a person. It needs a pickup for each string. Such information can only be obtained by special sound pickup and sound processing devices.There are systems that use the pickup for individual strings, but they are not interactive, and therefore cannot be used as teaching. Also, these systems are expensive and require additional equipment.As a rule, the sound from pickups for each string is used to form a digital signal in the MIDI format and further create different musical effects.The MIDI abbreviation stands for Musical Instrument Digital Interface, which refers to a complex of industrial specifications for various sound sources that allow the generation of such musical information, regardless of the device (or model) of that or another manufacturer.Wherever the MIDI command arrives, it will immediately generate the sound corresponding to it. Thus, through this interface you can control an entire electronic orchestra from one remote control. Very often such devices in appearance look like a piano keyboard and are accordingly called MIDI-keyboards. But on a computer the control panel is often implemented software in the form of a special application - a sequencer.Not always used to create music MIDI keyboard. Sometimes a MIDI signal is used to transfer guitar information.The purpose of the work is to analyze the possibility of using the existing MIDI guitar sound processing units for use in the interactive system. The hardware of the developed interactive system for learning to play the guitar is considered, and also compared with existing systems.

Dance Interactive Learning Systems

Motion Capture and whole-body interaction technologies have been experimentally proven to contribute to the enhancement of dance learning and to the investigation of bodily knowledge, innovating at the same time the practice of dance. Designing and implementing a dance interactive learning system with the aim to achieve effective, enjoyable, and meaningful educational experiences is, however, a highly demanding interdisciplinary and complex problem. In this work, we examine the interactive dance training systems that are described in the recent bibliography, proposing a framework of the most important design parameters, which we present along with particular examples of implementations. We discuss the way that the different phases of a common workflow are designed and implemented in these systems, examining aspects such as the visualization of feedback to the learner, the movement qualities involved, the technological approaches used, as well as the general context of use and learning approaches. Our aim is to identify common patterns and areas that require further research and development toward creating more effective and meaningful digital dance learning tools.

Message from Editor

Dear Readers,It is the great honour for us to publish the Tenth Volume of World Journal on Educational Technology (WJET). WJET welcomes original empirical investigations and comprehensive literature review articles focusing on topics related to current issues of educational technology and interactive learning systems. WJET is a published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on educational technology issues in an international view.

Message from editor

Dear Readers,&#x0D; &#x0D; It is the great honour for us to publish the Eleventh Volume of World Journal on Educational Technology (WJET). WJET welcomes original empirical investigations and comprehensive literature review articles focusing on topics related to current issues of educational technology and interactive learning systems. WJET is a published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on educational technology issues in an international view.

Practical points for brain-friendly medical and health sciences teaching.

BACKGROUND:Special learning outcomes are considered for medical and health sciences education which can be acquired by some interactive learning systems in the human brain. Given the importance of this issue, based on literature, we attempted at mentioning certain practical points for medical and health sciences educators to employ in preclinical and clinical teaching.MATERIALS AND METHODS:We searched databases of PubMed, Proquest, Scopus, ERIC, and ISI Web of Science for relevant literature from January 2010 to January 2019.RESULTS:From a total of 1029 records, 30 articles along with 35 papers from snowballing and hand searching were included in this study. The following 12 main items were encompassed: teaching students the basic neuroscience of learning and set individual learning goals, “just right challenge” heeding the balance between supervision and autonomy, brain-friendly coaching, repetition with spaced learning, visualization as a powerful learning tool, multimodal teaching, cognitive learning and mental model, cognitive-emotional learning, active and social learning, creativity and art, sleep, medical faculty's participation regarding the courses of “neuro-education studies,” and “neuro-myths” were suggested for brain-friendly medical and health sciences teaching.CONCLUSIONS:We considered 12 practical points for brain-aware medical and health sciences teaching according to the recent literature on the basis of the association between education, cognitive science, neuroscience, and psychology. Interdisciplinary research and practice regarding this issue can improve teaching–learning quality, students’ well-being, and ultimately patient outcomes.

ExplAIner: A Visual Analytics Framework for Interactive and Explainable Machine Learning.

We propose a framework for interactive and explainable machine learning that enables users to (1) understand machine learning models; (2) diagnose model limitations using different explainable AI methods; as well as (3) refine and optimize the models. Our framework combines an iterative XAI pipeline with eight global monitoring and steering mechanisms, including quality monitoring, provenance tracking, model comparison, and trust building. To operationalize the framework, we present explAIner, a visual analytics system for interactive and explainable machine learning that instantiates all phases of the suggested pipeline within the commonly used TensorBoard environment. We performed a user-study with nine participants across different expertise levels to examine their perception of our workflow and to collect suggestions to fill the gap between our system and framework. The evaluation confirms that our tightly integrated system leads to an informed machine learning process while disclosing opportunities for further extensions.

Message from Editor

Dear Readers,It is the great honour for us to publish the Tenth Volume of World Journal on Educational Technology (WJET). WJET welcomes original empirical investigations and comprehensive literature review articles focusing on topics related to current issues of educational technology and interactive learning systems. WJET is a published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on educational technology issues in an international view.

Making AI Ready for the Wild: The Hybrid Intelligence Unicorn Hunter

This demonstration paper proposes a hybrid intelligence system that combines the complementary strengths of human and machines for complex decision-making problems that require human “gut feeling” (i.e. success prediction for startups). The architecture extends principles of previous interactive machine learning systems by using continuous input from an expert crowd and explicitly leveraging the advantages of collective intelligence. This approach allows to augment machine learning techniques for generating features, intuitive and analytic labeling as well as troubleshooting.

Message From Editor

Dear Readers,It is the great honour for us to publish the Tenth Volume of World Journal on Educational Technology (WJET). WJET welcomes original empirical investigations and comprehensive literature review articles focusing on topics related to current issues of educational technology and interactive learning systems. WJET is a published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on educational technology issues in an international view.

Interactive Machine Learning at Scale With CHISSL

We demonstrate CHISSL a scalable client-server system for real-time interactive machine learning. Our system is capable of incorporating user feedback incrementally and immediately without a pre-defined prediction task. Computation is partitioned between a lightweight web-client and a heavyweight server. The server relies on representation learning and off-the-shelf agglomerative clustering to find a dendrogram, which we use to quickly approximate distances in the representation space. The client, using only this dendrogram, incorporates user feedback via transduction. Distances and predictions for each unlabeled instance are updated incrementally and deterministically, with O(n) space and time complexity. Our algorithm is implemented in a functional prototype, designed to be easy to use by non-experts. The prototype organizes the large amounts of data into recommendations. This allows the user to interact with actual instances by dragging and dropping to provide feedback in an intuitive manner. We applied CHISSL to several domains including cyber, social media, and geo-temporal analysis.

Interactive learning system

Interactive Learning System is a web based system that handles learning module where students can download learning materials and view video tutorial, test and evaluation module where students test his/her own ability, chat interface module where users can communicate with each other, facebook share module that is used to share the site to a specific or a group of people, school information module where it give school latest news, contact information and site map and the maintenance module where administrator can change and update information in the system. With this system, it enables the students to be updated in any information of the school and acquire learning even their Instructor is attending seminars and trainings. The Implementation of the Interactive Learning System is managed by the Administrator. He/she is responsible for registering the users which include the students and Instructor. However only the instructor can add student in his/her class. The project used the developmental project design where the researcher designed a system that aimed to provide a well-managed and well secured interactive learning system. The researcher conformed to the Rapid Application Development (RAD) technology as appropriate to produce a prototype that allows selected respondents to give feedback and request for additional functionalities for the improvement of the project. This interactive learning system was developed using front and backend technologies like the Javascript, CSS, MySql, & Wamp Server. The system has a good user interface design wherein the administrator, students and instructors with specific privileges can access and manage the system. This system is recommended to be implemented in SDSSU – Cantilan Campus. Keywords: Interactive Learning, Web based, Learning Modules

An Interactive Adaptive Learning System Based on Agile Learner-Centered Design

Adaptive and interactive Learning concepts has apprehended the interest of educational actors and partners, especially in higher education. However, the implementation of those concepts has faced many challenges, particularly in Interactive Adaptive Learning Systems (IALS). The present paper aims to

Building an Online Course Management System for Iraqi Education Colleges

Background/Objectives: E-Learning is an interactive learning system that provides learners with information and communication technologies. It relies on an integrated digital electronic environment that presents courses across electronic networks. Methods: The LCMS is an authoring tool which permits teachers to produce and manage their resources. Due to the absence of an active tool to perform e-learning at Iraqi education colleges, this research proposed an important system to do it based on the Internet. The developing of the system is based on the Macromedia Dreamweaver, WAMP applications and tested using the virtual network. Findings: With e-learning the learner could acquire his or her own knowledge, thus achieving interactive learning process (learner interaction with teacher, content, colleagues, or educational institution) at any time and from anywhere. The proposed system comprised of three different users: Administrator is responsible for registering other users. A teacher whose role is to create a course, appending its syllabus and timetable to determine its duration, and selecting its members. A student could view course contents and comments on it. Application: The proposed system was tested by using the virtual network and results show that adopting it is helpful for promoting traditional (faceto-face) learning but does not consider as an alternative. Keywords: Content Management System (CMS), E-learning, Learning Content Management System (LCMS), Learning Management System (LMS), Online Learning

Applying interactive devices to an elementary nature science course

AbstractThe goal of this paper is to design and develop an interactive learning system (ILS) by integrating interactive devices into a real‐world classroom. ILS is primarily designed for elementary school students where they can have some hands‐on experiences to learn nature science such as airflow and wind. The purpose of adopting interactive devices is to increase students’ motivations and pleasures during the learning process. In order to demonstrate the learning effects of using ILS, an empirical study was conducted by comparing traditional and interactive instructional strategies. During the study, three types of measurements were used to assess the different aspects of ILS: learning achievement tests, a questionnaire about students’ experiences, and teacher interview. The results showed that ILS does have positive effects on students’ learning and we can conclude that ILS can effectively and efficiently assist in learning nature science in a real‐world classroom environment.

Conceptual Framework: Development of Interactive Reading Malay Language Learning System (I-ReaMaLLS)

Reading is very important to access knowledge. Reading skills starts during preschool level no matter of the types of languages. At present, there are many preschool children who are still unable to recognize letters or even words. This leads to the difficulties in reading. Therefore, there is a need of intervention in reading to overcome such problems. Thus, technologies were adapted in enhancing learning skills, especially in learning to read among the preschool children. Phonological is one of the factors to be considered to ensure a smooth of transition into reading. Phonological concept enables the first learner to easily learn reading such to learn reading Malay language. The medium of learning to read Malay language can be assisted via the supportive of multimedia technology to enhance the preschool children learning. Thus, an interactive system is proposed via a development of interactive reading Malay language learning system, which is called as I-ReaMaLLS. As a part of the development of I-ReaMaLLS, this paper focus on the development of conceptual framework in developing interactive reading Malay language learning system (I-ReaMaLLS). I-ReaMaLLS is voice based system that facilitates the preschool learner in learning reading Malay language. The conceptual framework of developing I-ReaMaLLS is conceptualized based on the initial study conducted via methods of literature review and observation with the preschool children, aged 5 – 6 years. As the result of the initial study, research objectives have been affirmed that finally contributes to the design of conceptual framework for the development of I-ReaMaLLS.