Delivery Of Learning Content Research Articles

Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation

Educational chatbots (EC) have shown their promise in providing instructional support. However, limited studies directly explored the impact of EC on learners’ emotional responses. This study investigated the induced emotions from interacting with micro-learning EC and how they impact learning motivation. In this context, the EC interactions encompassed greetings, biology learning content delivery, self-evaluation, and feedback. This study employed a between-subject experimental design involving 62 college students. Participants were randomly assigned to either the Metacognitive EC group, receiving metacognitive feedback, or the Neutral EC group, receiving neutral feedback. The results of T-tests demonstrated significant differences in specific induced emotions between the two groups while some similarities exist. Importantly, it unveiled that both Metacognitive EC and Neutral EC interactions evoked a spectrum of positive, negative, and ambivalent emotions, in which positive emotions surpassed the induced negative emotions. In general, metacognitive feedback induced fewer negative emotions than neutral feedback. PLS analysis supported the relationships between induced emotions and intrinsic motivation, with positive emotion, ambivalent emotions, and negative emotions influencing interest motivation, which, in turn, shaped other motivational components, including perceived competence, perceived value, and perceived pressure. However, the influence of positive emotion on interest was weaker in the Metacognitive than in the Neutral EC. In conclusion, the study revealed how induced emotions impact motivations and showed that the presence of metacognitive feedback reduced negative emotions and promoted motivation. These findings highlight the need for positive emotion element design and appropriate feedback that will impact learning motivations during educational chatbot interactions.

New Blended Learning Enriched after the COVID-19 Experience? Students’ Opinions

Online distance instruction (ODI), as a response to COVID-19 restrictions, had a great impact on education around the world. The main objective of the presented research is to monitor students’ opinions and answer the question of whether teachers enriched face-to-face lessons enhanced by digital technologies (i.e., blended learning) after the COVID-19 pandemic with the methods and tools that they used during ODI in the pandemic. Data were collected at selected upper secondary and higher education institutions for medical staff in the Czech Republic (N = 488) using online questionnaires in autumn 2021 (end of ODI) and in autumn 2022 (a year of blended learning). The questionnaires consisted of 35 items that required students’ opinions on the Likert scale, multiple-choice items with one or more answers, and open answers. The frequency of occurrence was monitored according to four criteria: (1) First contact and teacher-student communication, (2) learning content acquisition, (3) learning content delivery and assessment, (4) students’ final feedback on ODI. The results did not show much enrichment of blended learning using the experience from ODI. On the one hand, presentations were more frequently exploited in blended learning than in ODI. On the other hand, teachers did not use one channel to deliver study materials and conduct communication as they had done during ODI. We cannot deduce the reasons for teachers’ behavior from the collected data, but students were sure that these changes did not help them in learning.

Social entrepreneurship education enhancement through innovative training pedagogies across Europe

Abstract Social Enterprises (SEs) have become the focus of increased policy attention internationally and at the EU level in recent years. Not as much attention, however, has been given to identifying and eliminating their skills gaps and training needs. Following the principles of the Training Needs Analysis (TNA) methodology and collecting data from different stakeholders on the social entrepreneurship sector of four EU countries (Italy, Ireland, Greece, and Slovenia) participating in the EU project ‘SocialB’, this paper examines the development of its training content, and how this addresses the SEs’ training challenges regarding management, sustainability and growth issues. This paper outlines the steps this project followed in tackling these issues through developing innovative learning content and training delivery methodology.

Development and application of a mobile-based multimedia nursing competency evaluation system for nursing students: A mixed-method randomized controlled study

AimTo develop a mobile-based multimedia Nursing Competency Evaluation (NCE) system based on the Attention, Relevance, Confidence, Satisfaction model and verify its effectiveness. BackgroundIn education, mobile devices can enable the delivery of learning content without time and spatial constraints. Mobile-based test is emerging as a novel method using technologies to appraise students’ performance on practicum. This mobile-based test go beyond the simple evaluation of memorised knowledge, a limitation common to paper-based tests. They are useful because they can include multimedia items such as videos, animations and pictures to comprehensively evaluate students’ clinical competencies. MethodsThis study was conducted in a nursing university in Seoul, South Korea in September 2021. A mixed method randomised controlled design was employed to evaluate its usability. The participants in the experimental group used the Nursing Competency Evaluation system and joined in focus group interviews for verifying the effects of the Nursing Competency Evaluation system qualitatively. Those in the control group responded to the mobile-based test, but which has only text-based test items. The system usability, effectiveness and learning satisfaction in both groups were measured after the mobile-based test experience. Quantitative and qualitative data were analysed using t-tests and thematic analysis using focus group interviews, respectively. ResultsSixty nursing students participated, with 30 each in the experimental and control groups. There were no significant differences in nursing competency scores between the two groups. However, average scores for effectiveness and learning satisfaction were significantly higher in the experimental than in the control group. Nineteen experimental group participants partook in the interviews, with many describing that the Nursing Competency Evaluation system allowed them to experience new learning contents and efficiently learn practical nursing skills that can be useful in clinical settings. ConclusionsThe Nursing Competency Evaluation system is a promising method because it used mobile technologies and multimedia to appraise students’ performance on nursing practicum. It was found that the Nursing Competency Evaluation system with multimedia items is more realistic, interactive and satisfactory compared with text-based mobile test. Thus, we expect it to be used in future nursing curriculums to improve students’ nursing competencies.

Penerapan Metode Collaborative Filtering Untuk Personalized Learning Content Pada Learning Management System (LMS)

The delivery of appropriate learning content can be one of the factors that can increase satisfaction, motivation, and interest of learners during learning sessions. But on the other hand, due to a large amount of learning content available on LMS (Learning Management System) and the difficulty of determining learning content that suits the needs and interests of each learner, it often causes some learning content to be overlooked by them. Therefore, this paper aims to design a personalized learning content system in LMS for learners. The main objective of this study is to provide learning content suggestions or recommendations for learners, based on the course module they previously accessed by applying Collaborative Filtering method. This method is used by utilizing dataset in the form of implicit feedback, obtained from the activities of learners when interacting with LMS. The UAT (User Acceptance Test) results show that the personalization system has been well received by as many as 82.67% of learners based on three aspects, those are interface, user, and system interaction aspects. Moreover, the MAE (Mean Absolute Error) calculation shows that this system has the best accuracy rate at a 10% sparsity level with the lowest average value of 0.4514.

A personalized learning system-supported professional training model for teachers' TPACK development

In contrast to traditional teacher professional development (TPD), the importance of individualized professional learning and expert content delivery is increasingly focused on as a challenge to transform the TPD. This study investigated the effects of an andragogical design of TPD with an embedded personalized learning system on technological pedagogical and content knowledge (TPACK) of in-service teachers. One hundred sixty-one in-service science teachers from 92 secondary schools located Northeastern region of Thailand voluntarily participated in the proposed TPD program. Results indicated that the in-service teachers significantly improved their TPACK. These findings add to the limited body of research on TPD that facilitates adult teachers' professional learning with the support of a personalized learning system to be equipped with the know-how to pedagogically apply digital technology into students’ learning experience in science. • A teacher professional development intervention program for promoting TPACK was designed and evaluated. • Proposing a new model for integrating andragogical principles and personalized learning system into teacher training program. • In-service teachers attended the program and improved in all teaching knowledge related TPACK dimensions. • Opportunities to reflect potential of personalized learning system in andragogical teacher professional development program.

An Online Teaching Resource to Support UK Medical Student Education During the COVID-19 Pandemic: A Descriptive Account.

This paper describes the development and use of the bespoke digital learning resource CAPSULE (Clinical and Professional Studies Unique Learning Environment) which was launched UK wide in May 2020 to facilitate the delivery of core learning content for UK medical students during the COVID-19 pandemic. CAPSULE is a digital learning resource comprising case-based scenarios and multiple-choice questions, encompassing all undergraduate medical specialities and supported by a pan-speciality editorial board. Following the COVID-19 pandemic lockdown and loss of face-to-face learning opportunities, CAPSULE was made available to all UK medical schools in May 2020. Following a global content review and edit and UK wide rollout, over 41,000 medical students and 3200 faculty registered as users. Approximately 1.5 million cases were completed in the first 12 months of use by up to 4500 distinct monthly users. Feedback from both students and faculty has been highly positive. CAPSULE continues to be used within UK medical schools and has allowed an entire cohort of medical students to access core curriculum content and progress their studies during the COVID-19 pandemic. Future directions may include further integration into UK medical school curricula, enhancement of platform functionality and potential expansion on an international scale.

Facebook Integrated Chatbot for Bulgarian Language Aiding Learning Content Delivery

The paper presents a chatbot oriented linguistic approach and a software prototype which addresses the need of delivering learning content based on queries in Bulgarian language. Two distinct database query generation approaches are presented, discussed and implemented. Pros and cons for each of them are discussed.

Immersive Intelligent Tutoring System for Remedial Learning Using Virtual Learning Environment

Intelligent Tutoring System (ITS) has been widely used in supporting personal learning. However, there is an aspects that have not become focus in ITS, namely immersive. This research proposes an Immersive Intelligent Tutoring (IIT) model based on Bayesian Knowledge Tracing (BKT) for determining the learner’s characteristics and learning content delivery strategies using genetic algorithms. The model uses remedial learning with a faded worked-out example. This study uses a 3-Dimensional Virtual Learning Environment (3DMUVLE) that implements immersive features to increase intrinsic motivation. This model was built using a client / server architecture. The server side component uses the MOODLE, the client side component uses OpenSim and its viewers, and the middleware component uses the Simulation Linked Object Oriented Dynamic Learning Environment (SLOODLE). Model testing is performed on user acceptance using a combination of Technology Acceptance Model (TAM) and Hedonic-Motivation System Adoption Model (HMSAM) and the impact of the model in learning using statistical test. The results showed 83% of the learners felt happy with the learning. Meanwhile, the evaluation of the impact on learning outcomes shows that the use of this model is significantly different from traditional learning.

Multimedia in instructional design: implication for effective instructional process

Instructional Design is a key process for planning learning content to achieve effective learning. Incorporating multimedia in learning content planning and delivery is a necessity to this effect. This paper therefore looks at what Instructional Design is, how it can be carried out using the ADDIE model. It also looks at how multimedia can be incorporated into learning content design; the tools needed and the responsibility of the Instructional Designs to achieve this goal. The benefits of using multimedia for Instructional Design were also discussed hence its support for application in learning content planning and delivery. This paper concludes that the use of multimedia in Instructional Design is very necessary to meet the need of the diverse learners in the present day learning environment. This paper recommends that education providers should provide the needed multimedia facilities, content developers should be regularly sent on fresher courses to be current in lesson design using multimedia, school environment should be made multimedia compliant to meet the needs of the technology driven era.

DEVELOPMENT OF AN ONTOLOGY-BASED ADAPTIVE PERSONALIZED E-LEARNING SYSTEM

E-learning has fast become an active field of research with a lot of investments towards web-based delivery of personalized learning contents to learners. Some issues of e-learning arise from the heterogeneity and interoperability of learning content adapting to learner's styles and preferences. This has brought about the development of an ontology-based personalized learning system to solve this problem. This research developed an ontology-based personalized e-learning system that presents suitable learning contents to learners based on their learning style, preferences, background knowledge, and personal profile.

Vpliv kraja bivanja in izobrazbe staršev na intenzivnost inštrukcij

Research question (RQ): Among other questions in this research we have tried to answer, in relation to an increase of the use of tutoring, was whether the intensity of the use of tutoring is influenced by the place of residence and education of parents, so we formulated the following research question: “Does the place of residence and education of parents’ affect the use of tutoring?” Purpose: The basic goal of the research was to determine how extensive the use of tutoring is in the Goriška region and how/if the place of residence and education of parents is relevant. We focused on science subjects such as math, physics, chemistry, and one foreign language. Method: We surveyed primary school students, high school students, secondary schools, and students enrolled in higher education study programs in the Goriška region. By interviewing both students and parents, a quantitative research was enriched by the detailed content review of the importance of tutoring. We also conducted interviews with teachers of physics, chemistry, mathematics, and English in both primary and secondary education, and gained an insight into the increased use and need of tutoring in the context of formal education. We also used the method of observation by observing the students that use tutors and resort to tutoring. The research was conducted during the 2016/2017 school year. Results: Based on the data gained by conducting an extensive research, the following key conclusion was formed: Place of residence and education of parents do not affect the intensity of tutoring. Organization: According to the findings, the volume of tutors is increasing, and students are too focused on improving grades rather than better consolidating learning, school principals and deans could make certain changes in the delivery of learning content to students. When organizing the tutoring, it is important that it directly relates to consolidation of learning, rather than being directed only towards the improvement of grades, which are required for passing and applying for collage. Society: The contribution is important from the point of view of students, teachers and also the Ministry of Education in relation to the reform of the school system. Moreover, a broader study could offer solutions to limit the emerging gap between students and teachers, as research has shown that the use of tutoring has increased significantly. Here we should follow the example of those countries where the study is designed in such a way, that there is no need for additional tutoring. Originality: This is the first such extensive research in the Goriška region and in Slovenia in general. All school levels were included. Starting with elementary schools, high schools and higher education programs. Above all, this study expresses originality, as it seeks to answer how the place of residence and education of parents influence the tutoring process. Limitations/further research: The limitation of the research is that we conducted the research in the Goriška region only and that the selected sample was small, therefore, the findings cannot be applicable to everyone. It would make sense to conduct similar research and expand it to the entire Slovenian population. Another limitation is the fact that it was carried out before COVID-19, during which teaching, and tutoring had to adapt to the new situation.

Online discussion boards: Improving practice and student engagement by harnessing facilitator perceptions

This research explores the perceptions of facilitators in asynchronous online discussion to improve practice and student engagement in Higher Education. Traditional didactic delivery of learning content may fail the expectations of student and academic stakeholders. The pressure to teach within constrained resources presents challenges, but also provides stimulating opportunities for optimising use of educational technology. Fostering student engagement requires rethinking traditional classroom and online delivery. The study explores the challenges and benefits experienced, resulting in the identification of key themes from which implications for practice are discussed. In doing so, it broadens conceptual understandings, while offering recommendations for university teachers, administrators and leaders. The impact of facilitated online discussion boards on student engagement and participation was investigated from the experiences and perceptions of facilitators of online discussion boards in a Health Science subject at the University of Tasmania. After the semester was completed, all facilitators were invited to participate in one-to-one, semi-structured interviews. Interview questions were grouped to produce both descriptive and reflective responses about roles as a facilitator, and about preparation, training and support. Findings suggest that, with appropriately trained and prepared facilitators, online discussion can improve student engagement, enhance learning outcomes and satisfy stakeholder expectations.

Collaboration by Design: Development of a Video Game for Energy Literacy

University students, faculty, and staff from science, engineering, education, entrepreneurship, and design (SEE(E)D) backgrounds developed a video game to leverage outreach efforts promoting sustainability, science, technology, engineering, and mathematics ((S)STEM) to underserved students. This was accomplished by transforming a board game—previously developed and used to teach elementary students about complex and often misunderstood energy and sustainability issues—through a collaborative design process. The process of taking a tangible board game into the digital realm required significant design and pedagogical adaptations to maintain student learning outcomes and content delivery. Scientists, educators, and designers strengthened the graphical and pedagogical aspects of the game collaboratively to ultimately expand and deepen the energy literacy of elementary school students. This design case seeks to elucidate the multidisciplinary collaborative design process used by SEE(E)D faculty and researchers as well as students to redesign a board game into a didactic video game that is easier to both deploy and disseminate for the benefit of K-12 students and teachers.

Development of virtual reality technology in environmental pollution media learning content for junior high school students

Virtual Reality is a learning media that allows students to independently find out, explore, and build their own knowledge in the context of learning resembling the desired environment in the delivery of learning content. The development of virtual reality has a role to bring students into an environment in this case the sea coast and as if students will experience the view of a clean or uncontaminated coastal environment and a polluted coastal environment. In developing this virtual reality product, the developer uses the ADDIE model which consists of 5 steps, namely: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The trials in this study involved content experts, media experts, individual tests (3 students), small group tests (9 students), and large group tests (25 students). The result of content expert validation was 83% (High). The results of media expert validation were 90% (Very High). The results from individual tests amounted to 85% (High). Small group test results at 87% (High). Large group test results at 84% (High). The conclusion of this development research, virtual reality learning media about “environmental pollution” is very suitable to be used as a learning media to support teachers in delivering learning content.

Improving Learning Experience of Probability and Statistics using Multimedia System

In this 21st century, the rapid development and growth of technology has en-hanced teaching and learning experiences effectively in the delivery of learning contents. However, there are still lacking of integration of information technology (IT) in teaching although IT is pervasive. This study was conducted to determine the relationship between Information Technology (IT) capabilities, learning expe-riences and performance of teaching and learning Mathematics. Multimedia Prob-ability and Statistics System (MMPASS) was developed and used as the IT ca-pability framework to determine the effects on students’ learning experiences to-wards performance of Mathematics. The sample size of this study were 66 stu-dents of foundation programme who are taking Probability and Statistics subject. The subject was delivered to two different groups of students; “with” and “with-out” the MMPASS. Findings showed that students’ learning experiences and performances of their academic achievement have been improved by using MMPASS. Hence, MMPASS is one of the effective IT capability in improving performance of teaching and learning Mathematics.

A Study on the Effectiveness of an Undergraduate Online Teaching Laboratory With Semantic Mechanism From a Student Perspective

Aim/Purpose: The current study was conducted to investigate the students’ perceived satisfaction with the use of a semantic-based online laboratory, which provides students with a search mechanism for laboratory resources, such as instruments and devices. Background: The increasing popularity of using online teaching labs, as an important element of experiential learning in STEM education, is because they represent a collection of integrated tools that allow students and teachers to interact and work collaboratively, whereas they provide an enriched learning content delivery mechanism. Moreover, several research studies have proposed various approaches for online teaching laboratories. However, there are hardly any studies that examine the student satisfaction provided by online laboratories based on students’ experiential learning. Methodology: To measure the effectiveness of the laboratory, we performed a case study in a Computer Fundamentals online course in which undergraduate students were able to manage devices and instruments remotely. Participants were a sample of 50 third semester students of Bachelor’s degree in Information Technology Administration who were divided in experimental and control groups (online laboratory vs. traditional manner). Given a laboratory assignment, students were able to carry out the management of devices and instruments through a LabView virtual environment and web services. The data of the experiment were collected through two questionnaires from both groups. The first is a system usability score (SUS) questionnaire concerning lab usability and the second one students’ cognitive load. Contribution: The results of the study showed a high correlation between usability and cognitive load-satisfaction of students who used the online teaching laboratory compared to the students who did not use it. Findings: On the one hand, the online laboratory provided students with an easy way to share and deploy instruments and devices, thus enhancing system usability. On the other hand, it offered important facilities which enabled students to customize the search for instruments and devices, which certainly had a positive impact on the relationship between cognitive load and satisfaction. Recommendations for Practitioners: In this work we propose an intuitive laboratory interface as well as easiness to use but challenging and capable of providing similar experiences to the traditional laboratory. Recommendation for Researchers: This study is one of the first to analyze the cognitive load-satisfaction relationship and compare it with usability scores. Impact on Society: Our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Future Research: Future work will also investigate other methodological aspects of instructional design with the aim to improve personalized learning and reinforce collaborative experiences, as well as to deal with problems related to laboratory access, such as authentication, scheduling, and interoperability.

A Predictive Visual Analytics Evaluation Approach Based on Adaptive Neuro-Fuzzy Inference System

Abstract The evaluation of visual analytics (VA) is a challenging field enabling analysts to get insight into diverse data types and formats. It aims at understanding events described by data and supporting the knowledge discovery process by integrating different data analysis methods. Recently, the evolution of intelligent decision support systems has enabled the inductive and predictive approaches of data analysis to make important decisions faster with a higher level of confidence and lower uncertainty. This paper introduces a new and intelligent evaluation method of VA that understands the users’ work as well as the features of their environments including vagueness, uncertainty and ambiguity due to workload. To this end, we apply an adaptive neuro-fuzzy inference system (ANFIS) to get quantitative and qualitative measures and determine the lowest evaluation score with better approximation. By combining fuzzy logic, used to deal with the inaccuracies and uncertainty problems during the evaluation process, and neural network, used to solve the problem of continuous changes in assessment environments with the delivery of adaptive learning content. By using the ANFIS approach that allows accurate prediction of evaluation scores, the proposed method seems more efficient compared to the recent evaluation methodology.

Fighting adult illiteracy with the help of the environmental print material.

Adult illiteracy is a major problem worldwide especially in developing countries. Adult Basic Education (ABE) programs working in this context are not very effective due to lack of motivation for the people who are not literate. The reason is inadequate learning content and content delivery methods. This situation calls for developing novel learning content and a learner-directed content delivery approach. This paper presents an exploratory study investigating the use of the Environmental Print Material (EPM) as learning content for the non-literate population of Pakistan. The EPM content is presented to the adult non-literate population in two ethnographic studies. The most frequently recognized content is selected and utilized as learning content in a Computer Assisted Learning (CAL) application. An empirical study is conducted upon two groups with 107 participants to compare the EPM-based learning content with Traditional Learning Content (TLC). As many as 54 participants participated in the experimental group (presented with EPM-based learning content), whereas 53 participants took part in the control group (presented with TLC content). The results reveal that the experimental group performed significantly better compared to the control group in recognition, pronunciation, and recall of the presented content. The meta-analysis of the results shows a large effect size of (1.05) with confidence interval in the range (0.798–1.315). The results claim that the EPM has potential to be considered as learning content in the ABE programs.

Multimedia based IoT-centric smart framework for eLearning paradigm

Multimedia content boosts the learning trends. This paper is aimed to presents an electronic learning system based on Internet of Things (IoT) for the synchronous and asynchronous communications. The infrastructure of IoT provides the adaptable, scalable and open access for the eLearning paradigm. The multimedia-based IoT-centric environment is suitable to enhance the effectiveness of the delivery of learning contents. Students can take full advantage of 7As of IoT, which provides the opportunity to the students that they can access everything on the internet at any time and place. It creates a flexible eLearning paradigm for the teachers and students. The proposed eLearning modeluses sensors to detect the student location, temperature, and mobile camera to identify the student activeness in thelearning environment. Virtual campuses are controlled from a centralized location that may be called the head office. The MAQAS framework provides the solutions to the problems and analyzes the results for the efficient and connected eLearning paradigm. The MAQAS system is used to answer student’s queries, which are responded to automatically by agent-based question answering system. The results show that the students’ participation towards learning and teacher’s pedagogy are more efficient in synchronous and asynchronous modes. Performance evaluated by comparison to the existing question answering Live QA Trak, Quora Yoda QA Live and AskMSR-QA with MAQAS.