E-learning Research Articles

SSR-2D: Semantic 3D Scene Reconstruction From 2D Images.

Most deep learning approaches to comprehensive semantic modeling of 3D indoor spaces require costly dense annotations in the 3D domain. In this work, we explore a central 3D scene modeling task, namely, semantic scene reconstruction without using any 3D annotations. The key idea of our approach is to design a trainable model that employs both incomplete 3D reconstructions and their corresponding source RGB-D images, fusing cross-domain features into volumetric embeddings to predict complete 3D geometry, color, and semantics with only 2D labeling which can be either manual or machine-generated. Our key technical innovation is to leverage differentiable rendering of color and semantics to bridge 2D observations and unknown 3D space, using the observed RGB images and 2D semantics as supervision, respectively. We additionally develop a learning pipeline and corresponding method to enable learning from imperfect predicted 2D labels, which could be additionally acquired by synthesizing in an augmented set of virtual training views complementing the original real captures, enabling more efficient self-supervision loop for semantics. As a result, our end-to-end trainable solution jointly addresses geometry completion, colorization, and semantic mapping from limited RGB-D images, without relying on any 3D ground-truth information. Our method achieves state-of-the-art performance of semantic scene completion on two large-scale benchmark datasets MatterPort3D and ScanNet, surpasses baselines even with costly 3D annotations in predicting both geometry and semantics. To our knowledge, our method is also the first 2D-driven method addressing completion and semantic segmentation of real-world 3D scans simultaneously.

From Zero to Hero. Belonging and Re-enrolment in Education Among Young People Outside School

This article investigates the process of re-enrolling young people who have dropped out of school. Drawing on an analytical framework that integrates perspectives on resilience and belonging, the study explores the potential of at-risk youth to overcome challenges and complete their upper secondary education. A crucial aspect of facilitating their reintegration is establishing a sense of belonging. The data comprise in-depth interviews and observations involving 41 young participants in a flexible learning arena over a period of three years. The analytical design is based on a thematic analysis, where questions mainly initiated the narratives from the participants themselves. The findings show that dropouts can be reintegrated into a flexible learning arena within the school system. Furthermore, this re-enrolment initiative acts as a catalyst, reigniting participants’ sense of mastery. However, the pivotal factor lies in creating an environment that fosters a renewed sense of belonging to peers and the school.

Comparing telesimulation-based learning and e-learning as remote education delivery methods in pre-hospital practice

Introduction: Pre-hospital practitioners based at rural and geographically spread-out regions often find it difficult to access education and training for continuous professional development. Distance learning can resolve the dilemma of how to provide high-quality education where the number of participants is small and widely scattered. E-learning is an established teaching modality that has been widely used, whereas telesimulation is a novel teaching tool that has been evolving throughout the past decade. This study aimed to evaluate the experience of e-learning compared to telesimulation for pre-hospital practitioners.Methods: This study was conducted from January to June 2021. Twenty-six pre-hospital responders were randomly allocated to complete either an e-learning module or a telesimulation session based on acute paediatric asthma. Each participant completed a post-session satisfaction questionnaire for quantitative and qualitative analysis. For the telesimulation session, all participants attended remotely, while the faculty were based on site. The e-learning module was accessed by the participants via the internet.Results: Both modalities were positively received, with participants agreeing that the learning objectives were met. However, telesimulation was rated significantly higher in terms of engagement (p = 0.044) and suitability (p = 0.033). Qualitative feedback highlighted the immersive and realistic nature of telesimulation as key advantages, while e-learning was appreciated for its flow and stimulating questions.Conclusion: Telesimulation and e-learning can help learners with restricted availability and geographical challenges. Telesimulation allows learners to work as a multi-disciplinary team despite being scattered across a large geographical area, while e-learning gives learners the flexibility to access education at a convenient time.

Virtual reality-driven skin checks may be a promising tool in dermatology digital education.

Virtual reality-driven skin checks may be a promising tool in dermatology digital education.

Working students’ academic performance on flexible learning

The purpose of this study was to determine the working students’ academic performance on flexible learning. It looked into the relationship between the working students’ academic performance and flexible learning. It also explored the difference between the students’ academic performance and their profile. This explanatory-sequential study involved 166 working students of Baliwag Polytechnic College. Findings revealed that highly significant correlations were found between respondents’ perceptions on flexible learning and their academic performance. Further, student-respondents affirmed that their self-disciplined was developed in self-regulated learning in this time of flexible learning and they believed that they get to save money from transportation and be able to use it for other school-related dues. Also, significant differences existed between the respondents’ gender, task performance, and general weighted average. Further analysis revealed that highly significant differences existed between the respondents’ track, year level, and general weighted average. Findings also disclosed that no significant differences were found among the respondents’ academic performance, sibling position and hours worked per week. Hence, highly significant differences were revealed between the respondents’ strand, monthly family income, and general weighted average.

AI-Driven Transformations in Higher Education: A Citation and Co-citation Analysis

Integrating artificial intelligence (AI) in the educational field can revolutionize teaching and learning outcomes, increase research capacity, and expedite administrative processes. The application of AI-powered virtual learning aids, customized learning platforms, and intelligent educational platforms, can boost the engagement of students, offer real-time feedback and support, and aid customized learning. Additionally, AI-based administrative systems may automate repetitive processes like financial aid processing, enrolment, and admissions, freeing up important resources for more strategic endeavors. Thus, this study aims to synthesize the literature exploring AI’s impact on higher education through citation and co-citation analysis. Data from the Scopus database from 2015 to 2024 yielded 1140 papers. The data was analyzed using Biblioshiny and Vosviwer software to determine the publishing pattern, the most cited papers, the most prolific writers, sources, nations, and the network of co-citations between authors and references. The findings reveal a sharp and rapid growth (79.24%) in this industry, suggesting a significant spike in interest. In terms of overall citations, the UK became one of the top countries (1689). The author "Tan S" obtained the most citations (1869) with 10 publications, whereas "Kerr S" and "Poenici Sad" produced just one article and had the highest average citation (588). "Research And Practice in Technology-Enhanced Learning" and "Journal of Applied Learning and Teaching" were the most influential journals in terms of average and total citations, respectively. The uniqueness of the study is that it assesses the literature on AI's impacts in the fields of business and management as well as social science using citation and co-citation analysis. The outcomes of the study will have substantial implications that can help professionals, researchers, and decision-makers create policies.

Pathways to Resilient and Sustainable Online Education in the New Normal: Interpreting University Teachers’ Willingness to Use Online Teaching Platforms Consistently

In the new normal, online education has become a norm and is considered equally important as traditional face-to-face education. Although online teaching has improved accessibility, reduced management costs, and expanded educational opportunities, there are also some issues, such as whether technology and internet access are widespread and whether the quality of online education is better or worse compared to previous modes. With the rapid development of online education, it is crucial to investigate the key factors influencing university teachers’ continuous usage of online teaching platforms and their working mechanisms, which is of great significance for improving the level of educational informatization and promoting educational modernization. This study mainly explores the continuous usage intention of online teaching platforms by Chinese university teachers under the new normal and its influencing factors, aiming to provide theoretical support and practical insights for improving educational informatization, promoting educational modernization, and designing and optimizing online teaching platforms. This study builds a new theoretical framework based on the technology acceptance model (TAM), UTAUT model, and the theory of planned behavior (TPB). From April to November 2024, 343 questionnaires were collected from Chinese university teachers. Combining structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA), the key factors influencing teachers’ continuous usage of online platforms and their configuration relationships are systematically discussed. Not only are the key factors verified, but the configuration relationships are also revealed, providing deeper insights for universities to design, promote, and optimize online teaching platforms and offering theoretical support and practical guidance for promoting sustainable educational development.

The virtual modality and its impact on the training of medical sciences students

Introduction: The social restrictions that countries imposed to contain COVID-19 generated challenges in all areas of human development, including higher education. University institutions had to adapt abruptly to the new pedagogical demands, resorting obligatorily to the use of the virtual modality in all their academic offerings. Objective: To evaluate the impact of the virtual modality in the academic and professional training of students of Medical Sciences, in order to identify its advantages, disadvantages and potentialities in the current educational context. Methodology: A systematic review was carried out to analyze virtual health education, using databases such as REDALYC, SCOPUS, DIALNET and SCIELO. Relevant articles were identified and grouped, excluding those that did not focus on virtual education related to health careers. Several search terms were analyzed and multiple articles were obtained in each database. Results: Although there is uncertainty in the formative quality of students of health careers due to the eminently practical condition of the knowledge imparted, it is evident that telematic education has overcome acceptably the obstacles posed from the dogmatic criterion, so it should be recognized for its support to the continuity of teaching and learning processes. Conclusions: The university community is obliged to encourage the development of the virtual modality and its application for the benefit of strengthening the professions related to health.

A Socio-Educational Study on NEP 2020's Emphasis on Local Language Inclusion in Digital Content: With Special Reference to the Arunachal Pradesh

This socio-educational study explores the emphasis of the National Education Policy (NEP) 2020 on local language inclusion within digital educational content, specifically focusing on Arunachal Pradesh's unique linguistic landscape. NEP 2020 highlights the importance of multilingualism to ensure equitable access and meaningful learning experiences for students across India. Given Arunachal Pradesh’s rich linguistic diversity, implementing digital content in local languages presents both challenges and opportunities for educators, policymakers, and communities. This study investigates the effectiveness of NEP 2020’s language inclusion strategies, examining their impact on student engagement, comprehension, and overall educational outcomes. Through interviews with educators and analyses of student responses to local language content, the research assesses how digital multilingualism aids or hinders learning. Findings contribute to a broader understanding of NEP 2020’s role in supporting regional language preservation while promoting inclusive digital education, providing insights to enhance digital learning across diverse linguistic regions.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

Effect of Virtual Reality-Based Upper Extremity Training on Upper Extremity Function, Visual Perception, and Brain Activ ity in a Child with Spastic Cerebral Palsy: A Case Report

Effect of Virtual Reality-Based Upper Extremity Training on Upper Extremity Function, Visual Perception, and Brain Activ ity in a Child with Spastic Cerebral Palsy: A Case Report

The intersection of digital safety and financial literacy: Mitigating financial risks in the digital economy

As the digital economy continues to expand, individuals and businesses alike face an increasing range of financial risks, from cybercrime to online fraud. The intersection of digital safety and financial literacy is essential in addressing these risks and ensuring individuals can navigate the complexities of modern financial systems securely. This paper examines the growing need for financial literacy in the context of digital safety, focusing on how individuals can protect themselves from financial threats in the digital economy. It explores the role of digital security measures, such as encryption, secure payment systems, and multi-factor authentication, in safeguarding financial transactions and personal data. Simultaneously, it emphasizes the importance of financial education in equipping individuals with the knowledge and skills to recognize and mitigate online financial risks, such as phishing scams, identity theft, and fraudulent investment schemes. By analysing the current state of digital financial literacy, this paper highlights the gaps in knowledge that leave individuals vulnerable to financial exploitation in the digital space. It also discusses best practices for integrating digital safety education into financial literacy programs, both at the individual and policy levels. Furthermore, the paper outlines the responsibilities of financial institutions, tech companies, and governments in promoting digital safety and financial literacy. Through a multidisciplinary approach, the paper argues that fostering a comprehensive understanding of both digital security and financial management is crucial for mitigating financial risks and enhancing economic resilience in the digital economy.

Modular Web-based Learning Model to Address Underdeveloped ICT Infrastructure for Smart E-learning Education System

Advancements in Information and Communication Technology (ICT) enhance learning and instructional practices, generating chances for novel techniques and tools while simultaneously transforming the learning model. Historically, smart education models mostly consisted of qualitative investigations that delineated the conceptual structure and its implications for the Smart E-learning Education System (SEES). While these theoretically organized SEES can enhance student learning, facilitate peer and instructor communication, and improve teaching practices—thereby aiding in the comprehension of the status of learners and needs and offering real-time synchronous/asynchronous guidance—many qualitative investigations conducted in the past lack empirical evidence to substantiate the prioritization of E-Learning scheduling. This research first examined the technological barriers to implementing the SEES in developing nations. As a result, the suggested framework for the SEES based on underdeveloped ICT has been introduced. The system utilizes an integrated online/offline Web-Based Learning Model (WLM) incorporating a Service-oriented Architecture (SA) architecture to create SEES. The online mode is enabled for a WLM when an internet connection is accessible. The offline variant of the system is provided in a packed format and is used when Internet access is unavailable in an isolated classroom. A working example was launched to get input from learners and instructors across diverse educational levels. The trial installation and survey results confirm the viability and benefits of the suggested system.

A Case Study of Online Learning in Demonstration Multipurpose School

A Case Study of Online Learning in Demonstration Multipurpose School

Implementation of Profile Matching Analysis Method for Decision-Making in Online Learning for Homeschooling Student

Implementation of Profile Matching Analysis Method for Decision-Making in Online Learning for Homeschooling Student

The effect of perceived quality on purchase intention with mediation of perceived value at RevoU Indonesia

Indonesia education sector is rapidly evolving with the integration of EdTech, driven by increased internet connectivity and digital device access. Despite this growth, the purchase intention rate for paid online learning programs remains low, as many consumers favor free trials over committing to full programs. This study aims to analyze the effect of perceived quality on purchase intention, with perceived value as a mediating factor, for RevoU online educational services in Indonesia. In the Indonesian EdTech market, perceived quality and value are critical considerations influencing consumer intention to invest in paid programs. This study uses a quantitative method by distributing questionnaires to 100 respondents who have participated in the free RevoU mini courses. The data were analyzed using SmartPLS 4. The results indicate that perceived quality has a positive and significant effect on purchase intention, suggesting that the higher the perceived quality of the educational services, the greater the likelihood of consumer intention to purchase. Additionally, perceived value also positively and significantly impacts purchase intention, highlighting the importance of providing great value to customers. The findings underscore that both perceived quality and value play essential roles in influencing purchase intention, suggesting that RevoU should emphasize consistent quality and communicate the value of its programs effectively to encourage customer intention and also compete in the Indonesian EdTech market.

The Attitudes of Student-teachers toward Moodle as a Supplementary Learning Platform

During the COVID-19 pandemic, Moodle (Modular Object-Oriented Dynamic Learning Environment) emerged as a leading online learning platform, providing essential support for educational institutions transitioning to remote learning. However, its role as a supplementary tool alongside traditional teaching methods in non-pandemic contexts remains underexplored in academic research. This study aims to investigate the attitudes of higher education student-teachers toward Moodle as an asynchronous online learning platform that enhances traditional classroom learning. The research employed a descriptive-quantitative method, focusing on students from the Teacher Training and Education Faculty, specifically those in the Elementary School Teacher Education Department at Universitas Tanjungpura, Indonesia. Participants were selected through purposive sampling, targeting individuals with experience using Moodle in online and offline learning environments. Data were collected using a structured questionnaire to assess student-teacher attitudes toward Moodle. It underwent a rigorous validation process to ensure the instrument's validity, including expert reviews. The reliability of the questionnaire was assessed through a pilot test conducted with 25 elementary school student-teachers from a state university. The results indicate that most student-teachers have positive attitudes toward Moodle, particularly valuing its effectiveness in enhancing their traditional learning experiences. Despite these favorable views, further research is necessary to develop a more comprehensive understanding of Moodle as a learning management system. Future studies should explore a broader range of educational contexts and levels to better understand the diverse challenges and benefits of applying Moodle in different teaching environments.

A Study to Evaluate the Effectiveness of Computer-assisted Teaching on Attitudes of Fathers Regarding Toddler-rearing Practices in Selected Tertiary Care Center of Dadra and Nagar Haveli

In India, while women and motherhood have traditionally been emphasized, the role of fathers in child development is gaining recognition. Fathering involves nurturing and supportive actions crucial for a child’s growth. The toddler stage, often referred to as the "Terrible Twos," requires effective parental guidance to foster autonomy and social-emotional regulation. However, many fathers lack adequate attitudes toward toddler-rearing, highlighting the need for structured educational interventions

EDUCATIONAL INNOVATION TO REDUCE THE IMPACT OF THE COVID-19 PANDEMIC ON TEACHING THE PORTUGUESE LANGUAGE IN THE 8TH YEAR OF ELEMENTARY EDUCATION, IN A PUBLIC STATE SCHOOL IN MANAUS

This article aims to analyze the educational innovations developed by Portuguese language teachers in the final years of Elementary School, during the Covid 19 pandemic, and the difficulties faced by teachers in relation to the use of digital technologies in the pandemic context. In this sense, we developed qualitative research, of an exploratory nature, using as an instrument for data generation a form built, on the social network Whatsapp, for teachers from the state public network in the city of Manaus, capital of Amazonas. Furthermore, our analyzes point out the difficulties and innovations that teachers and students have suffered with the constant changes imposed by the remote teaching context with the coronavirus viral pandemic. The transformation scenario, caused by the Covid-19 pandemic, challenged both authorities and teachers in the public network of the state of Amazonas and, consequently, its capital Manaus, caused new reflections related to the use of digital educational resources to emerge in pedagogical planning. This research aims to analyze the educational innovations developed by Portuguese language teachers in Elementary School, during the Covid-19 pandemic. There was recurring concern among teachers, managers and pedagogues at all levels of education in the search for methods, techniques and activities capable of engaging students and promoting teaching appropriate to the online modality required. Despite the technological apparatus offered by the Department of Education and Sports, the joint action of students, parents and teachers, many challenges made teaching the Portuguese language difficult.