Virtual Learning Research Articles

Modeling competing guidance on evacuation choices under time pressure using virtual reality and machine learning

Efficient emergency guidance in buildings is essential for the safe evacuation of occupants. However, occupants may be exposed to contradictory information from signage and other sources of information. This study presents a set of forced-choice VR experiments and a machine learning approach to investigate the effect of competing or conflicting guidance on exit choice in simulated scenarios. In the VR study, participants chose between two potential exits under time pressure in each trial. Attracting cues (“EXIT” signs, audio instructions) and repelling cues (“DO NOT ENTER” signs, traffic cones) were placed in front of the two exits, either individually or in combination. In total, 2,125 datapoints were recorded from 20 participants. To model exit choice, machine learning (random forest, RF) models were applied to predict and interpret the guidance on evacuation choices. The tuned-hyperparameters RF model proposed in this study showed above 75% accuracy to predict evacuation choices facing conflict cues and was superior to default RF and logistic regression models. Interestingly, repelling cues such as “DO NOT ENTER” signs had a stronger impact on exit choice than attracting cues like “EXIT” signs when people have to make choices. Overall, the study offers valuable data and insights into exit choices, revealing that negative cues are more influential than positive ones in emergencies. These findings can significantly inform the design and optimization of egress guidance systems. This bias towards negative information under pressure suggests that evacuation systems should prioritize clear and prominent negative cues to guide occupants effectively.

Geo-Virtual Reality (GVR): The Creative Materials to Construct Spatial Thinking Skills Using Virtual Learning Based Metaverse Technology

Integration between technology, pedagogic, and knowledge are an important requirement in learning geography. This requires support from learning media that adapts to the times. This era's learning media focuses more on Augmented Reality, Virtual Reality, and other technologies that give students the impression that they are seeing an object directly. This article aims to develop metaverse-based learning media in Geo-Virtual Reality. The method used is ADDIE (Analysis, Design, Development, Implementation and Evaluation)., a pre-test and post-test were carried out to test the influence and effectiveness of the media on students' spatial thinking skills. The influence was measured using the Paired Sample T-test, while the effectiveness was analyzed uses the N-Gain Score. The research results show sig < 0.05, indicating that Geo-Virtual Reality (GVR) in learning affects students' spatial thinking skills. Meanwhile, the effectiveness test shows an N-Gain of 0.47 (medium level), which shows that the media can improve students' spatial thinking skills. However, what needs to be realized is that the use of media must be accompanied by a teacher who masters the content and can convey it to students to obtain optimal results.

Psychological impact of physical distancing due to covid 19 pandemic on school and higher education students

MoHFW India, WHO, NHS, and CDC suggested imposing lockdown and closing educational institutions with the spread of covid 19 pandemic to reduce the risk of transmitting the disease. Students faced negative mental health symptoms due to unexpected transition from physical to virtual learning, increased screen time, physical distancing, altered habits, rumors through news, print media, social media, and other means. This study focuses on the psychological impact of covid 19 on school and higher education students due to psychosocial factors like physical distancing. 2140 students, mixed gender, in age from 17 years to 25 years (M = 22.73, SD = 6.12) are selected as sample population for the study. Mixed-method approach is used for data collection that include face to face interactions in clinics, Health Questionnaires &amp; Self-Reports, online counseling to assess the stress &amp; depression, Generalized Anxiety Disorder-7, rating scales for Behavior analysis, Warwick-Edinburgh Mental Well-being Scale to assess perceived stress, depression, anxiety, and mental health &amp; well-being, respectively. Analysis of data shows that 42.7% of school and higher education students have either depression or anxiety. 71.7% of students reported poor health and well-being. 36.7% of students reported fear of getting infected by virus, many students were reported with cognitive dissonance in myths and truths about Covid-19. 37.9% of students spend their time on media &amp; social media, including watching TV or reading Covid-19 related news and information on various platforms. About 56.2% students reported with increased use of social media. There was a minor difference between depression and anxiety, as reported by females and male students, however expression of separation fear was slightly higher in male students than female students. Physical distancing and lack of social interaction caused stress, anxiety (GAD) and depression symptoms in students due to imbalances in hormones &amp; neurotransmitters.

The Transforming Virtual Education: The Importance of Learning Analytics in Moodle

Today, online education has experienced significant growth, providing flexible and accessible learning opportunities. Learning management platforms, such as Moodle, play a key role in facilitating interaction between teachers and students in virtual learning environments. However, tracking and assessing the progress of online learning can be challenging. This is where learning analytics comes in, a discipline that uses data collected from the learning platform to gain valuable insights. In this article, we explore the importance of learning analytics in Moodle, how it works, and how it can improve the online learning experience.

Development and Implementation of Learning Collaboratives for Infection Prevention and Control Education in Long-Term Care Facilities

Infections in long-term care facilities (LTCFs) pose a critical challenge, with one to three million serious infections annually and up to 380,000 associated deaths. The vulnerability of aging populations and inadequate infection prevention and control (IPC) programs underscore the need for intervention. This initiative provided tailored continuing education through eight virtual learning collaboratives serving 541 infection preventionists. The project also developed nine IPC toolkits and a manual to further support LTCFs' infection prevention efforts.

Confronting Fake News Through Collective Intelligence in Adolescents

Adolescents are vulnerable to the exponential increase in fake news spread. Collective judgment on the quality of news has been an effective intervention. Collective Learning platform makes it possible to apply collective intelligence through simultaneous interaction in a large group, similar to social networks. The objective of this article is to analyze whether this platform effectively improves how adolescents confront fake news. 360 Spanish students aged 15–16 years old participated in the experiment confronting a fictitious case of fake news. The quantitative analysis using ANOVA demonstrated that there were significant positive changes for addressing fake news, both overall as well as in each of the participants. We discuss how these results confirm that collective intelligence improves digital literacy in the Internet challenges.

Personalization of User Experience in Language Learning through Large Language Model Assistants

Language learning benefits from a comprehensive approach, but traditional software often lacks personalization. This study analyzes prompt engineering principles to implement a test generation algorithm using Large Language Models (LLMs). The approach involved examining these principles, exploring related strategies, and creating a unified prompt structure. A test generation script was developed and integrated into an API for an interactive language learning platform. While LLM integration offers highly effective, personalized learning experiences, issues like response time and content diversity need addressing. Future advancements in LLM technology are expected to resolve these limitations.

The impact of educational and training programs on disaster awareness and preparedness among health sciences students: A quasi-experimental study

Disaster preparedness among health sciences students is critical but often insufficient. This study evaluates the effectiveness of a disaster awareness and impact reduction educational intervention in enhancing disaster preparedness. A quasi-experimental single-group pretest-posttest design was employed, with the intervention consisting of 16 h of education delivered over four weeks via a distance learning platform. The study involved 599 students from the faculties of health sciences, who were assessed at baseline and three months post-intervention. Results indicated that students’ baseline disaster preparedness levels were low, with no significant correlations found between demographic characteristics, previous disaster experiences, or prior disaster preparedness training and baseline preparedness levels. Repeated-measures Analysis of Variance confirmed a significant impact of the intervention after controlling for baseline preparedness levels. Significant improvements were observed post-intervention across all preparedness dimensions: disaster physical protection, disaster planning, disaster assistance, disaster warning systems, and total preparedness levels (p < .001). The most substantial gains were noted among students with initially low preparedness levels. These findings emphasize the importance of integrating disaster preparedness education into health sciences curricula to better equip future healthcare professionals for effective disaster response.

Research on Knowledge Discovery and Sharing in AIGC Virtual Teaching and Research Room Empowered by Big Data Analysis and Natural Language Processing Algorithms

This paper introduces a pioneering framework named Deep Reinforcement Learning based AI-Generated Content for Virtual Teaching (DRL-AIGC-VR), which aims to transform the landscape of online education and research. At the heart of this system is the integration of Deep Reinforcement Learning (DRL) and Natural Language Processing (NLP), making it exceptionally suited for the dynamic and evolving environment of virtual teaching and research rooms. The uniqueness of DRLAIGC-VR lies in its adaptive content curation and presentation capabilities, achieved through a combination of Deep Q-Networks (DQN) with attention mechanisms. This innovative approach allows the system to personalize learning experiences by tailoring them to individual student performance and engagement levels. Simultaneously, it focuses on presenting the most pertinent information, thereby streamlining and optimizing the learning process. One of the most significant features of this system is its ability to handle and analyze large-scale educational data, a vital aspect in today’s big data-driven world. This capability ensures that DRL-AIGCVR offers a highly interactive, responsive, and efficient learning environment, addressing the varied requirements of students and researchers. The implementation of DRL-AIGC-VR in virtual educational settings has shown remarkable improvements in several key areas, including learning outcomes, student engagement, and knowledge retention. These enhancements are indicative of the substantial progress that the framework brings to the domain of virtual education, positioning it as a leading solution in the realm of AI-driven learning platforms. Overall, DRL-AIGC-VR represents a significant step forward in harnessing the power of AI to enrich and elevate the educational experience in virtual settings, paving the way for more advanced, personalized, and effective online learning and research methodologies.

Technology-based approaches to enhance clinical learning opportunities for student nurses in a nursing education institution in Gauteng

BackgroundClinical learning opportunities and experiences are vital in nursing education to enhance the student nurses’ acquisition and advancement in clinical skills competencies and preparedness to fulfil their professional nursing responsibilities. A paradigm shift of nursing colleges to higher education, the rapid advancement of technology and digitally native students entering the health and nursing profession, require nursing education to upgrade and complement the old teaching and learning pedagogies with new innovative and creative methodologies. The adoption and integration of technology for supported clinical learning will not only enhance clinical competencies and skills development but will also improve the delivery of quality healthcare aligned with the global standards in clinical education and the health profession PurposeThe purpose of the study was to explore and describe the perceptions of nurse educators, clinical facilitators, and operational managers on how clinical learning opportunities could be enhanced through technology. This aimed to outline technology-based approaches to enhance clinical learning opportunities for student nurses. MethodsQualitative, explorative, and descriptive methods were used to achieve the purpose of the study. A purposive sampling method was used to consciously select nurse educators, clinical facilitators, and operational managers as participants. They were able to provide in-depth and rich data on how clinical learning opportunities for student nurses could be enhanced through technology. The demographic information of the participants consisted of twenty-nine female nurse educators, two male nurse educators, nine female clinical facilitators, four female operational managers, and one male operational manager. Data was collected through agenda focus groups and semi-structured individual interviews. A matrix-building method of data analysis as guided by Miles, Huberman, and Saldaña’s framework was used with the development of themes. SettingThe study took place in a public Nursing Education Institution (NEI) in Gauteng that provides education and training for undergraduate nursing programme at a diploma level. ResultsThree themes emanated from the analysis which included promoting the use of web-based learning and interactive video recordings, adopting, and using high-technology systems (virtual and augmented patient simulations), and ensuring accessibility to technology-supported clinical learning resources and the internet. DiscussionThe transition to online learning technology-based approaches will provide accessibility to various clinical learning platforms across time and location to enhance clinical learning opportunities and experiences for student nurses.

Evaluation of a massive open online course for just-in-time training of healthcare workers.

COVID-19 created a global need for healthcare worker (HCW) training. Initially, mass trainings focused on public health workers and physicians working in intensive care units. However, in resource-constrained settings, nurses and general practitioners provide most patient care, typically lacking the training and equipment to manage critically ill patients. We developed a massive open online course (MOOC) for HCWs in resource-constrained settings aimed at training bedside providers caring for COVID-19 patients. We describe the development, implementation and analysis of this MOOC. From May through June 2020, the course was developed by a multi-disciplinary team and launched on two online platforms in July. The 4-hour course comprises 6 video-based modules. Student knowledge was assessed using pre- and post-module quizzes and final exam, while demographics and user experience were evaluated by pre- and post-course surveys and learning platform data. From July 17th to September 24th, 30,859 students enrolled, 18,818 started, and 7,101 completed the course. Most participants worked in healthcare (78%) and resided in lower middle- (38%) or upper middle- (20%) income countries. Learners from upper middle-income and lower middle-income countries had higher completion rates. Knowledge gains were observed from pre-module to post-module quizzes and a final exam. Afterward, participants reported increased self-efficacy regarding course objectives, a 0.63 mean increase on a 4-point scale (95% CI [0.60,0.66]). Most participants (93%) would recommend the course to others. This article demonstrates the potential of MOOCs to rapidly provide access to emerging medical knowledge during a public health crisis, particularly for HCWs in high- and middle-income countries.

Development of a Multimedia-Based Virtual Tour Learning Media: Sociology Subjects

This research aims to develop multimedia-based learning media through virtual tours in sociology subjects at SMA Negeri 1 Binjai, Langkat. The background of this research is based on technological developments in the industrial era 4.0, which requires education to adapt to these advances, especially for the Alpha generation, who are very familiar with technology. Interesting and effective learning media are very necessary to increase student interest and learning outcomes. The research method used is research and development (R&amp;D) with the Borg &amp; Gall model, which consists of several stages, starting from initial research to field trials. The research results show that virtual tour learning media is effective in increasing student engagement and learning outcomes. The use of this medium makes it easier to access information, increases the attractiveness of learning material, and allows students to learn independently and interactively. This research was carried out at SMA Negeri 1 Binjai, Langkat, in class X of SMA in the 2023–2024 even-semester academic year. The research results show that: (1) multimedia-based virtual tour learning media is suitable for use in sociology subjects at SMA Negeri 1 Binjai, Langkat; (2) multimedia-based virtual tour learning media is more effectively used in sociology subjects at SMA Negeri 1 Binjai, Langkat when compared to PowerPoint media.

미네르바 대학교 학생의 실시간 온라인 학습경험 연구: IPO 모델을 중심으로

This study examined learners' experiences of synchronous online learning, which will play a role in future education, using the IPO model (Input-Process-Output). It was conducted targeting four students at Minerva University, which runs all classes synchronously online through its own online learning support system called ‘Forum’. Based on previous studies, a semi-structured questionnaire was created, interviews were conducted, and the responses were qualitatively analyzed. First, input was examined the system design and learner characteristics. In terms of system design, continuous updates regarding the functions of the learning support system, and immediate error response were provided. In addition, the learners showed a high level of self-regulation and technology use and had the characteristics of enjoying learning and taking on challenges without giving up in the face of adversity. Second, we examined the process areas by dividing them into system use and interaction. Classes were conducted in a discussion-oriented manner by utilizing various functions in the forum, which led to active interaction between the instructor and fellow learners. Third, in the output area, which is the academic and system usage aspects, learners' high satisfaction with classes and schools was confirmed. Based on these results, an educational direction was proposed to ensure the effective operation of synchronous online learning.

SISTEM INFORMASI MEDIA PROMOSI DAN PEMBELAJARAN KELOMPOK TARUNA TANI AULIA

This research focuses on the challenges faced by the Taruna Tani Aulia group in educating farmers about the transition from chemical fertilizers to organic fertilizers. Many farmers find the process of producing organic fertilizers complex and time-consuming, making them reluctant to switch. To address this issue, this study developed an information system that serves as both a promotional tool and a learning platform, facilitating the dissemination of information on the benefits of organic fertilizers and promoting organic fertilizer products sold by Taruna Tani Aulia. The system was developed using the Prototyping Method, allowing for iterative testing and evaluation with direct user feedback. The system was built using the Next.js framework to streamline the development process. The results of testing using the Mean Opinion Score indicated a high level of user acceptance, with a User Acceptance Test score of 87.8%. This suggests that the system is feasible and effective in supporting the promotion and education of organic fertilizers. In conclusion, this information system can help farmers more easily understand and adopt organic farming practices, as well as simplify their access to purchasing organic fertilizers without the need to produce them independently.

ENHANCING SOFT SKILLS IN TEACHING ENGLISH: A STUDY UTILIZING PADLET APPLICATION AMONG STUDENTS

This research aims to examine the efficacy of utilizing the Padlet application to enhance soft skills in English as a Foreign Language (EFL) education among students at International Information Technology University. Soft skills, such as communication, collaboration, critical thinking, and creativity, are crucial competencies for students navigating the globalized workforce. Technology integration in education has become increasingly important, and Padlet provides a versatile platform for collaborative learning and content sharing. This study adopts a quantitative approach, employing a pre/post-observation design to evaluate the influence of Padlet usage on the development of soft skills among EFL students. Participants are randomly assigned to either an experimental group, engaging with Padlet activities, or a control group receiving traditional instruction. Validated instrument, including performance evaluations, are used to measure soft skills before and after the intervention. Quantitative data analysis techniques are utilized to compare mean scores between groups and assess the effectiveness of Padlet in fostering soft skills. Expected outcomes encompass improvements in communication clarity, increased collaboration in group tasks, enhanced critical thinking through information synthesis, and greater creativity in idea generation. The findings of this study hold implications for EFL educators seeking innovative approaches to skill development and for institutions aiming to effectively integrate technology into language education. By exploring the role of Padlet in enhancing soft skills within the specific context of EFL education at International Information Technology University, this research contributes to a deeper understanding of technology-supported learning and its impact on student outcomes.

Инновационные педагогические технологии и роль преподавателей в обеспечении качественного педагогического образования в Саудовской Аравии

Saudi Arabia's education sector has experienced substantial growth, with considerable investment and emphasis placed on teacher education. This qualitative research delves into the specific requirements and challenges faced by teachers in Saudi Arabia to underscore the necessity for comprehensive teacher education programs. Until now, Saudi teachers' colleges trained future school teachers for all school subjects especially English as a second/foreign language. However, there has been a change in teacher education planning and curriculum, and teachers of English (especially for schools) are mostly recruited who have bachelor's or master's degrees in English language/literature. Some researchers and educationalists are always of the view that proper pre-service teacher training is required to prepare effective teachers because school teaching lays a solid foundation for future courses and workplaces including English language institutes (for English teachers). Keeping the crucial roles in view, teacher education is expected to train teachers in digital education in augmented or virtual learning environments which emerged as a need in the post-Covid scenario. To cater to such needs, the researcher employed a purposive sampling technique and recruited 20 experienced school teachers and 5 English language instructors (from King Abdulaziz university, Jeddah-Saudi Arabia) who participated in semi-structured interviews. The study unearthed critical insights into teachers' perspectives, highlighting their needs, experiences, and expectations within the educational landscape. Through thematic analysis, the research identified significant areas for improvement in teacher education initiatives. The outcomes underscore the urgent need for tailored teacher education programs to better equip English teachers, ultimately enhancing the quality of English language instruction in Saudi Arabian schools.

ARTIFICIAL INTELLIGENCE IN HIGHER STUDIES: USE OF AI-BASED TOOLS BY UNIVERSITY STUDENTS AND ITS CHALLENGES

The students of the 21st century study in exclusive ways. While some students rely on experiments, facts, and data, others use techniques and tools of artificial intelligence.AI-based tools are transforming higher education by improvising learning experiences, personalizing instruction, and administrative efficiency. Adaptive learning platforms, for example, are AI-driven systems that personalize instructional content to each students needs, accommodating a wide range of learning styles and speeds. Intelligent tutoring solutions help studentsgain a deeper understanding of difficult subjects by offering them specific guidance and feedback. It undertakes several artificial intelligence methodologies and learning style models to ascertain the mastering styles of university students. Artificial intelligence approaches in higher education generate effective learning environments for university students development.To create an empirical basis for this, a survey of students was carried out to analyze the use of AI-based tools that are important to students. This quantitative paper aims to highlight the various AI tools used by university students and the challenges they face while utilizing such tools. For data collection, 60 students were interviewed by the investigator. The simple random technique of sampling will be used and the resultsof the study reveal that university students are facingvarious challenges while using AI tools.

Conference Equity in Community Medicine: A Brief Analysis of Financial and Geographical Barriers to Participation at Community Medicine Conferences

Background: Academic conferences in community medicine offer valuable learning platform for postgraduate residents and faculty. However, to demonstrate commitment towards conference equity, financial and geographical barriers need to be enumerated and eliminated. Materials &amp; Methods: Academic medical conferences representing the specialty of community medicine or preventive and social medicine, held between 1st April 2023 – 31st March 2024, were included under the study. Variables identified for the study included registration fees, location, affiliation to professional society, geographical scope, presence of virtual/hybrid component, and availability of scholarship/travel grant for postgraduate residents. Results: None of the conferences were held in resource-constrained states of India – the North Eastern Region (except Assam) and islands of Andaman, Nicobar, and Lakshadweep. Only 2 out of 31 conferences had virtual or hybrid component and none of the conferences offered financial support for postgraduate residents. The study found no significant difference in conference registration fees between members and non-members for postgraduate residents and faculty. Conclusions: Registration fees and location of conferences are critical geographical and financial barriers to effective participation. Membership to societies offer no advantage over non-membership in terms of financial benefits of participation at conference.

Artificial Intelligence-Enabled Intelligent Assistant for Personalized and Adaptive Learning in Higher Education

This paper presents a novel framework, artificial intelligence-enabled intelligent assistant (AIIA), for personalized and adaptive learning in higher education. The AIIA system leverages advanced AI and natural language processing (NLP) techniques to create an interactive and engaging learning platform. This platform is engineered to reduce cognitive load on learners by providing easy access to information, facilitating knowledge assessment, and delivering personalized learning support tailored to individual needs and learning styles. The AIIA’s capabilities include understanding and responding to student inquiries, generating quizzes and flashcards, and offering personalized learning pathways. The research findings have the potential to significantly impact the design, implementation, and evaluation of AI-enabled virtual teaching assistants (VTAs) in higher education, informing the development of innovative educational tools that can enhance student learning outcomes, engagement, and satisfaction. The paper presents the methodology, system architecture, intelligent services, and integration with learning management systems (LMSs) while discussing the challenges, limitations, and future directions for the development of AI-enabled intelligent assistants in education.

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.