Personalized Learning Experience Research Articles

Designing AR Interfaces for Enhanced User Experience

Augmented Reality (AR) interfaces are transforming biological education and research by providing immersive and interactive learning environments that increase user engagement and learning results. This study analyzes the use of augmented reality (AR) technology in biological sciences, highlighting the importance of User Experience (UX) design concepts in improving AR interfaces for educational effectiveness. The research provides a comprehensive overview of designing AR interfaces tailored to biological education, highlighting intuitive navigation, interactive feedback mechanisms, and personalized learning experiences. By examining current advancements and future trends in AR technology, the paper identifies key opportunities for innovation in educational settings. A poll of sixty students was conducted to collect data on demographics, AR usage experience, educational efficacy, user satisfaction, and perceived advantageous features. The data indicate that AR is well-received, with high scores for simulation realism, ease of use, and engagement. This lecture finishes by bringing together information about augmented reality's transformative potential in biology education and research. It proposes avenues for further research and development to harness the full capabilities of AR technology, shaping the future of learning in the biological sciences.

Adapting to Diversity: Leveraging AI for ESL Learning Enhancement

Recent years have seen tremendous advancements in artificial intelligence, which is now pervasive in many aspects of society. Its ability to emulate human intelligence sets it apart. Artificial Intelligence is being explored more and more in the field of education as a possible aid to enhance language acquisition, particularly in the development of students' communication skills. Artificial Intelligence possesses the capability to deliver dynamic, adaptable, and personalized learning experiences that are suited to individual student needs and interests. The purpose of this research is to identify each student's preferred method of learning and adapt the language-learning process to meet their needs. This suggests that each student can focus on the areas in which they require the most assistance and work at their own pace while studying. The important part that social interactions, group projects, and cognitive development play. According to this viewpoint, less skilled students participate in cooperative learning activities with more skilled people, such as teachers or, in modern environments, computer programs. In addition, the enormous volumes of data that AI can analyse and draw conclusions from can be utilized to address the varied language and cultural backgrounds of students. It also shows how important it is to adapt lessons to meet the different needs of English language learners. Overall, these results show how important it is to change the way we teach to fit the needs of different groups of people and to use new technologies like AI to make learning more specific and help students do better in ESL classes.

Strategi Manajemen Organisasi Pendidikan dalam Menghadapi Tantangan Globalisasi

This research aims to identify and analyze management strategies of educational organizations in facing the challenges of globalization, focusing on the enhancement of teacher and educational staff competencies, integration of technology in teaching and learning processes, and adaptation to changes in international educational policies. The research methodology employed is a literature review, involving an examination of literature from various sources such as academic journals, books, and research reports. The findings indicate that enhancing teacher competencies through continuous training and international collaboration is crucial in creating an interactive and relevant learning environment. The integration of technology in education allows for more flexible and personalized learning experiences, as well as broad access to global educational resources. Additionally, adaptation to international educational policies, including curriculum adjustments and evaluation standards, ensures the relevance and competitiveness of the education provided. These strategies are interconnected and mutually reinforcing, creating a dynamic and responsive educational system to global changes, thus preparing students to compete at the international level.

Enhancing Writing Skills with Social Media-Based Corrective Feedback

This study investigates the effectiveness of utilizing corrective feedback delivered through social media networks to enhance the writing skills of students at Andijan State Institute of Foreign Languages. Adopting a mixed-methods approach, the research explores the integration of platforms such as Facebook to facilitate peer feedback, track student progress, and provide personalized learning experiences tailored to individual needs. The study involved a controlled experiment where participants were divided into an experimental group receiving online feedback and a control group receiving traditional feedback. The findings reveal that corrective feedback provided through social media significantly improves writing accuracy, fluency, and complexity. Students in the experimental group demonstrated marked improvements in sentence structure, grammar, vocabulary, and content organization compared to those in the control group. Moreover, the study highlights the potential of social media as an engaging and collaborative tool that motivates students and supports continuous learning outside the traditional classroom setting. These results underscore the importance of incorporating technology into language instruction, suggesting that social media networks can serve as an effective medium for enhancing the writing skills of learners in both formal and informal educational environments. The implications of this study are significant for educators seeking innovative methods to support student development and improve writing proficiency in the digital age.

TECHNOLOGY OF FORMATION OF SCIENCE COMPETENCES IN STUDENTS WITH DISABILITIES: A CASE STUDY IN NATURAL SCIENCES

This article explores the application of technology to foster science competences in students with disabilities, particularly within the natural sciences. By integrating adaptive pedagogical approaches, technological tools, and assistive technologies, this study highlights the importance of inclusivity in science education. It provides insights into practical strategies for improving science competence, emphasizing accessibility and personalized learning experiences. The article focuses on understanding the barriers faced by students with disabilities in natural sciences and suggests solutions based on empirical evidence.

Charting a new course for nurse education: Adapting to the evolving demands of healthcare

How we educate nurses in modern America is at a crucial juncture as healthcare evolves, demographics shift and technological advancements reshape the landscape. In this paper, we advocate for a fundamental shift in how nurse candidates are enrolled and trained, emphasising collaboration among educators, employers and policymakers. Addressing systemic challenges in nurse education, we examine the impact of ageing demographics, increasing diversity and the rise of nontraditional learners. Proposing alternative pathways for enrolment and leveraging technology for personalised learning experiences, we argue for inclusivity, diversity and adaptability in nurse education. Through effective collaboration between stakeholders, we envision a future where nurse education meets the demands of a changing healthcare industry. Our goal is to inspire transformative action, foster innovation and promote equitable access to quality education for all who want to become a nurse. This paper aims to spark discussions and guide stakeholders towards developing a resilient, adaptable and community-connected nursing workforce.

AI Solutions for Accessible Education in Underserved Communities

This paper explores the application of artificial intelligence technology in the field of education, particularly how it can help bridge educational gaps in remote and underserved communities through scalable and accessible learning solutions. The aim of the study is to enhance educational equity and provide personalized learning experiences by utilizing AI technologies such as adaptive learning systems, language processing technologies, and data analytics. The paper analyzes these tools and discusses how they integrate with practical cases like mobile learning platforms, cloud infrastructure, open resources, and collaborative learning to massively distribute educational resources and address global educational inequalities. The research methods include case studies and data analysis, with results indicating that these technologies significantly improve learning efficiency and engagement among students in remote areas. Ultimately, the paper demonstrates the potential of artificial intelligence in promoting global educational equity and offers suggestions for the future development of educational technology. This work is of significant importance to the field of educational technology, providing innovative perspectives and practical solutions for addressing disparities in educational resources.

Innovative Approaches to Teaching English as a Second Language: Integrating Technology for Enhanced Learning Outcomes

This study explores innovative approaches to teaching English as a Second Language (ESL) by integrating technology to enhance learning outcomes. The rapid advancement of digital tools and platforms has revolutionized the educational landscape, offering new opportunities for language acquisition. This research examines the effectiveness of various technological tools, such as language learning apps, virtual classrooms, interactive multimedia, and artificial intelligence-based tutoring systems, in improving ESL instruction. Through a comprehensive literature review and analysis of case studies, the study identifies the benefits and challenges associated with the use of technology in ESL education. It highlights how technology can foster a more engaging, interactive, and personalized learning experience, thereby improving student motivation and retention rates. Moreover, the research discusses the role of technology in providing immediate feedback, facilitating collaboration, and enabling access to authentic language resources. However, the study also acknowledges potential drawbacks, such as digital literacy gaps, accessibility issues, and the risk of over-reliance on technology. The findings suggest that while technology can significantly enhance ESL learning outcomes, it is crucial to integrate it thoughtfully and complementarily with traditional teaching methods. This study provides valuable insights for educators, policymakers, and researchers aiming to leverage technology to optimize ESL instruction and foster more effective language learning environments.

GEMINI GOOGLE: A POTENTIAL TOOL FOR ENGLISH LEARNING

Based on previous surveys, it is evident that Food Technology students at Thu Dau Mot University face challenges in learning English, such as limited vocabulary, weak grammar, inaccurate pronunciation, and poor listening and speaking skills. These can lead to declining academic performance and restricted career opportunities. The paper highlights the potential of Artificial Intelligence (AI) in overcoming these challenges. AI tools like Gemini Google can provide personalized learning experiences, improve interaction with the language, and offer immediate feedback. Gemini is specifically chosen due to its free access, Vietnamese interface, and support for over 40 languages. This study demonstrates that Gemini is an effective tool for undergraduate students, particularly those in Food Technology who have weak English backgrounds, to improve their English skills. Gemini improves vocabulary, grammar, speaking, listening, pronunciation, reading, and writing. It offers simple instructions and ideas in both English and Vietnamese, making it ideal for beginners, self-learners, and people with limited English proficiency. Unlike traditional learning, Gemini provides access at any time and from any location, as well as the ability to overcome shyness and blunders. Gemini's large, up-to-date database and user-friendly interface enable personalized learning paths and can be paired with other methods for best language learning. The study also proposes various strategies for utilizing Gemini Google to improve English learning effectiveness in areas like vocabulary, grammar, listening, speaking, reading, writing, and creating a positive learning environment. Furthermore, Gemini's value extends beyond languages, offering assistance in a variety of other areas

The sustainability of blended learning in Zimbabwean state universities in the post-COVID-19 era

This study delves into the sustainability challenges of blended learning within the context of selected state universities in Zimbabwe. Using a qualitative research methodology, the investigation engaged key stakeholders, including two Faculty Deans, two Information Technology (IT) directors, 15 lecturers, and 50 students, all purposefully selected for their involvement in blended learning initiatives. Through interviews, observation and document analysis, data was meticulously collected. The findings underscored the benefits of blended learning, such as enhanced accessibility, personalised learning experiences and flexibility. However, the study identified significant hurdles, including inadequate infrastructure and the need for lecturer training. To ensure the sustainability of blended learning practices, continual investments in technology and infrastructure are imperative. Additionally, the study recommends targeted lecturer training programs and initiatives to bolster student readiness, thus fostering improved pedagogical skills and heightened student engagement. Although focused on Zimbabwe’s state universities, this research contributes valuable insights into blended learning within higher education and offers actionable recommendations to enhance its sustainability on a broader scale.

Impact of Artificial Intelligence on Learning Management Systems: A Bibliometric Review

The field of artificial intelligence is drastically advancing. This study aims to provide an overview of the integration of artificial intelligence into learning management systems. This study followed a bibliometric review approach. Specifically, following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, 256 documents from the Scopus and Web of Science (WoS) databases over the period of 2004–2023 were identified and examined. Besides an analysis of the documents within the existing literature, emerging themes and topics were identified, and directions and recommendations for future research are provided. Based on the outcomes, the use of artificial intelligence within learning management systems offers adaptive and personalized learning experiences, promotes active learning, and supports self-regulated learning in face-to-face, hybrid, and online learning environments. Additionally, learning management systems enriched with artificial intelligence can improve students’ learning outcomes, engagement, and motivation. Their ability to increase accessibility and ensure equal access to education by supporting open educational resources was evident. However, the need to develop effective design approaches, evaluation methods, and methodologies to successfully integrate them within classrooms emerged as an issue to be solved. Finally, the need to further explore education stakeholders’ artificial intelligence literacy also arose.

Comparative analysis of mobile learning in various countries: Literature study on five continents

Mobile learning (M-learning) has emerged as essential in reshaping global education by increasing accessibility, engagement, and readiness for the digital era. This study examines the implementation and impact of m-learning in various contexts, including Indonesia, the United States, Finland, Australia, and Africa. Findings show that m-learning initiatives have successfully reduced geographic and infrastructure barriers, particularly in remote and underserved areas. In Indonesia, m-learning has significantly improved educational access and digital literacy among students and educators. Likewise, m-learning has fostered personalised learning experiences and interactive educational environments in the United States and Finland, enriching student engagement and learning outcomes. Australia has leveraged M-learning to achieve educational equity by reaching remote communities, while in Africa, m-learning has driven innovative educational solutions despite challenges such as uneven technological infrastructure. However, there are still challenges to be faced, such as ensuring fair internet access and developing locally relevant educational content. This research underscores the need for strategic policy development and continued investment in technological infrastructure to maximise the potential of m-learning in promoting inclusive and quality education globally.

Smart Classrooms: How Sensors and AI Are Shaping Educational Paradigms.

The integration of advanced technologies is revolutionizing classrooms, significantly enhancing their intelligence, interactivity, and personalization. Central to this transformation are sensor technologies, which play pivotal roles. While numerous surveys summarize research progress in classrooms, few studies focus on the integration of sensor and AI technologies in developing smart classrooms. This systematic review classifies sensors used in smart classrooms and explores their current applications from both hardware and software perspectives. It delineates how different sensors enhance educational outcomes and the crucial role AI technologies play. The review highlights how sensor technology improves the physical classroom environment, monitors physiological and behavioral data, and is widely used to boost student engagements, manage attendance, and provide personalized learning experiences. Additionally, it shows that combining sensor software algorithms with AI technology not only enhances the data processing and analysis efficiency but also expands sensor capabilities, enriching their role in smart classrooms. The article also addresses challenges such as data privacy protection, cost, and algorithm optimization associated with emerging sensor technologies, proposing future research directions to advance educational sensor technologies.

VOA English Learning YouTube Channel as a Speaking Skill Learning Media : Case Study of Students’ Perception at University HKBP Nommensen Pematangsiantar (UHKBPNP)

This research aims to investigate the perceptions of first-semester students in the English Education Department at the University of HKBP Nommensen Pematangsiantar (UHKBPNP) regarding the use of the VOA English Learning YouTube channel as a tool for improving speaking skills, as well as to identify the benefits that students gain from its use. A qualitative descriptive approach was adopted for this study, with questionnaires serving as the primary instrument for data collection. The study population consisted of 38 first-semester students from the PIA1 class in the English Education Department at UHKBPNP. The findings indicated that students held a favorable view of the VOA English Learning YouTube channel as a medium for learning speaking skills. The respondents' positive feedback was based on their personal learning experiences with the channel. They reported that the channel had a beneficial impact on their speaking practice after engaging with the content from the VOA English Learning YouTube channel. Students found the channel both interesting and effective for learning speaking skills. Additionally, the research highlighted several benefits, including an increase in vocabulary and a reduction in the fear of pronouncing words.

Merevolusi Pendidikan dengan Kecerdasan Buatan Chatbots: Meningkatkan Pembelajaran dan Penilaian

This study explores the integration of AI chatbots in education to enhance learning and assessment. Focusing on their implementation in classroom teaching and small-scale scientific inquiry activities, the research aims to improve interactions between teachers and students by introducing new learning topics, methods, and providing feedback. The study involved 18 participants 11 fifth-grade and 7 sixth-grade students from a university-run science talent program. Findings highlight benefits such as increased engagement, personalized learning experiences, and automated assessment capabilities. Examples from language learning, mental health support, and academic advising illustrate chatbots' versatility in education. Overall, AI chatbots have the potential to transform education by offering tailored learning experiences, enhancing student engagement, and facilitating efficient assessment. The study suggests further exploration of chatbots' role in promoting student initiative within scientific inquiry learning.

AI-based feedback tools in education: a comprehensive bibliometric analysis study

This bibliometric analysis offers a comprehensive examination of AI-based feedback tools in education, utilizing data retrieved from the Web of Science (WoS) database. Encompassing a total of 239 articles from an expansive timeframe, spanning from inception to February 2024, this study provides a thorough overview of the evolution and current state of research in this domain. Through meticulous analysis, it tracks the growth trajectory of publications over time, revealing the increasing scholarly attention towards AI-driven feedback mechanisms in educational contexts. By describing critical thematic areas such as the role of feedback in enhancing learning outcomes, the integration of AI technologies into educational practices, and the efficacy of AI-based feedback tools in facilitating personalized learning experiences, the analysis offers valuable insights into the multifaceted nature of this field. By employing sophisticated bibliometric mapping techniques, including co-citation analysis and keyword co-occurrence analysis, the study uncovers the underlying intellectual structure of the research landscape, identifying prominent themes, influential articles, and emerging trends. Furthermore, it identifies productive authors, institutions, and countries contributing to the discourse, providing a detailed understanding of the collaborative networks and citation patterns within the community. This comprehensive synthesis of the literature serves as a valuable resource for researchers, practitioners, and policymakers alike, offering guidance on harnessing the potential of AI technologies to revolutionize teaching and learning practices in education.

Implementation of Modern Pedagogical Technologies in the Context of Increasing the Efficiency of the Educational Process

The implementation of modern pedagogical technologies is transforming the landscape of education, enhancing the efficiency and effectiveness of learning processes. These technologies, ranging from interactive whiteboards and learning management systems to advanced AI-driven tools, play a crucial role in creating engaging and personalized learning experiences. The purpose of the article is the implementation of modern pedagogical technologies in the context of increasing the efficiency of the educational process. The object of the study is modern pedagogical technologies. The research methodology involves the use of the IDEF0 methodology. As a result of the study, the IDEF0 model of implementation of modern pedagogical technologies in the context of increasing the efficiency of the educational process is presented.

Navigating the Digital Frontier: Uncovering the Complexities of Online Learning in Higher Education

As higher education increasingly implements online learning, understanding its dynamics becomes very important. This research investigates the complex dynamics of online learning in Universitas Terbuka, focusing on the challenges and opportunities that exist. Using a mixed methods approach, this research explores the experiences, perceptions, and outcomes of 100 students engaged in online learning environments. Through surveys, interviews, and analysis of course materials, data was collected to reveal various aspects of online learning dynamics. These findings shed light on challenges such as technology barriers, student engagement, and assessment integrity, while identifying opportunities to improve flexibility, accessibility, and personalized learning experiences. Additionally, sociocultural factors, institutional support structures, and pedagogical strategies are examined for their impact on online learning dynamics. By synthesizing quantitative and qualitative insights, this research contributes to a deeper understanding of the complexity inherent in the dynamics of online learning and provides recommendations for optimizing its implementation in higher education contexts.

AI for Sustainable Development in the Belt and Road Countries - Need for Capacity Building

All United Nations member countries are striving to achieve the Sustainable Development Goals (SDGs), with information and communication technologies (ICTs) playing a crucial role in accelerating the progress. However, there is a significant disparity in technological capacities between the least developed, developing, and developed nations. Leading countries maintain dominance in these technologies, creating a digital divide that redefines richness and poverty. The Belt and Road Initiative (BRI), launched by China in 2013, offers a beacon of hope for developing nations. Over the past decade, China has introduced the Global Development Initiative (GDI), Global Security Initiative (GSI), and Global Civilizations Initiative (GCI) under BRI, benefiting many developing countries. Despite these advancements, many BRI member countries lack the capacity to fully utilize these technologies and maintain the infrastructure so developed by China. There is an urgent need for education and capacity building to ensure these nations can leverage AI and ICTs for sustainable development. Artificial Intelligence (AI) is transforming education by offering personalized learning experiences, optimizing administrative processes, and facilitating data-driven decision-making. AI-powered educational tools can adapt to individual student needs, enhancing engagement and learning outcomes. However, transitioning from traditional to technology-driven education systems requires robust capacity-building efforts to equip educators and institutions with the necessary skills and knowledge. Collaboration between governments, academia, industry, and civil society is essential for driving innovation and integrating AI responsibly and inclusively in education. This paper highlights the need for capacity building, particularly for students at all educational levels, to prepare them for future challenges and to achieve the SDGs through AI and technology-driven education.

Large Language Model‐Based Chatbots in Higher Education

Large language models (LLMs) are artificial intelligence (AI) platforms capable of analyzing and mimicking natural language processing. Leveraging deep learning, LLM capabilities have been advanced significantly, giving rise to generative chatbots such as Generative Pre‐trained Transformer (GPT). GPT‐1 was initially released by OpenAI in 2018. ChatGPT's release in 2022 marked a global record of speed in technology uptake, attracting more than 100 million users in two months. Consequently, the utility of LLMs in fields including engineering, healthcare, and education has been explored. The potential of LLM‐based chatbots in higher education has sparked significant interest and ignited debates. LLMs can offer personalized learning experiences and advance asynchronized learning, potentially revolutionizing higher education, but can also undermine academic integrity. Although concerns regarding AI‐generated output accuracy, the spread of misinformation, propagation of biases, and other legal and ethical issues have not been fully addressed yet, several strategies have been implemented to mitigate these limitations. Here, the development of LLMs, properties of LLM‐based chatbots, and potential applications of LLM‐based chatbots in higher education are discussed. Current challenges and concerns associated with AI‐based learning platforms are outlined. The potentials of LLM‐based chatbot use in the context of learning experiences in higher education settings are explored.