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The Remote Experiment in the Light of the Learning Theories
Get PDFThe interference of technology in education requires the development of new theories of learning. The paper analyzes connectivism as the most important representative of the theories related to the “digital age.” From the point of view of the environment, called a remote experiment, learning occurs initially at the individual level, encompassing all three classic theories of learning: behaviorism, cognitivism, and constructivism. It shows that the virtual environment has introduced a powerful lever of imbalance for the real environment. This is how we arrived at the explanation of learning theories in real-virtual environments through the theory of chaos or complex environments. Like any knowledge storage network with nodes between which connections can be made, even the remote experiment is subject to random laws. The addition of knowledge is not simply the sum of the effects produced by each individual node (the system is not linear). A distinction is made between information and knowledge. Even if the information in the nodes can be read, this aspect does not represent learning. The remote experiment not only expanded the realm of knowledge but also emphasized the critical role of time. The time remained constant, while the amount of information increased. The teacher, as a knowledge synthesizer, can help orient the student to this vast amount of information, especially when time is limited. Additionally, the student can also play an active role in organizing and systematizing the information. Two examples of experiments are given, which, being inter- and transdisciplinary, can contribute to the introduction of the elements of non-linearity and unpredictability as a method of designing the educational environment, precisely to be able to transform it into a thinking system suitable for the mixture between real and virtual environments in which we live more and more intensely
Exploring the Effectiveness of Mobile Learning Technologies in Enhancing Student Engagement and Learning Outcomes
Get PDFThis study aimed to investigate the impact of mobile learning technologies on student engagement and learning outcomes in higher education. A pre-test/post-test control group design was employed to compare the engagement and learning outcomes of students who used a mobile learning platform with those who did not. The study was conducted with undergraduate students at a large public university. Results showed that the intervention group reported a more positive experience with the platform, used it more frequently, found it more useful, and were more satisfied with it than the control group. Additionally, the intervention group outperformed the control group in terms of both course grades and standardized test scores. The findings suggest that mobile learning technologies can positively impact student engagement and learning outcomes in higher education. Future research could explore ways to optimize the platform further and investigate the scalability and sustainability of implementing mobile learning technologies in higher education
Information Systems Maintenance: Maintenance Factors for Information Systems with a Focus on Teaching and Learning
Get PDFThis work deals with the maintenance of information systems—specifically, with the maintenance of information systems that have a focus on teaching and learning. Depending on the context of an information system, there are different influencing factors for the maintenance of these systems. This work clarifies how the maintenance activities and their influencing factors differ in an information system for teaching and learning from other information systems, or why some influencing factors are particularly more important. The first step is to understand what maintenance means, why there is a need for maintenance, and which maintenance strategies can be used. Finally, the defined factors of influencing the maintenance of information systems for teaching and learning are evaluated during interviews with experts in order to be able to determine their relevance. A further part of this document is the influence of the General Data Protection Regulation (GDPR) guidelines on information systems maintenance, which came into force on May 25, 2018. These guidelines of the GDPR affect a large part of all information systems that process data—in particular, the processing of personal data. The GDPR regulates, among other things, the rights and obligations of data processing
Evaluation and Analysis of the Implementation Effects in Practical-Course Blended Learning Based on Virtual Reality Technology
Get PDFPractical-course blended learning based on virtual reality (VR) technology combines VR with traditional practical teaching, which provides students with a more diverse and personalized learning experience. The existing evaluation and analysis methods of teaching model implementation effects have shortcomings. Although VR technology plays an important role in practical-course blended learning, excessive reliance on technical means may lead to limitations in evaluation methods. Therefore, this study aimed to explore the evaluation and analysis of implementation effects of VR-based practical-course blended learning. Different types of teaching models were represented. A robust multi-target collaborative tracking method based on variational Bayesian inference was applied to track and evaluate the implementation effects of practical-course blended learning. The experimental results verified the effectiveness of the proposed method and explored the impact of different teaching models on the average scores and score stability of evaluation methods. Analysis results of score data showed that the assisted-teaching model improved the homework performance of students and the blended-learning model improved the performance of students in tests and final exams, while the complete teaching model performed more balanced in all aspects
Using BERT-Based Textual Analysis to Design a Smarter Classroom Mode for Computer Teaching in Higher Education Institutions
Get PDFSmarter teaching has been widely popularized in computer teaching in higher education institutions as a key part of modern education. However, this practice faces some problems, such as excessive learning content, a tight teaching schedule, low learning enthusiasm among students, and limited time for practice. These shortcomings can be addressed by incorporating smarter teaching. A computer course in an engineering college was taken as an example in this study to construct a new mode for computer teaching based on deep learning theory, which includes five teaching stages, namely: introduction of new knowledge, pre-testing of knowledge, discussion of knowledge, task-oriented training, and post-testing of knowledge. An intelligent test database was constructed for computer teaching to be carried out under the guidance of the bidirectional encoder representation from transformers (BERT)-based textual analysis approach. Results show that (1) the test database constructed using the BERT-based textual analysis approach is more scientific and effective than other databases. (2) When validated on relevant teaching information and materials, the proposed approach improves students’ learning enthusiasm, problem-solving ability, and practicing capability. (3) The smarter teaching mode constructed based on deep learning theory can significantly improve the quality of course teaching and enhance students’ professional skills. The conclusions provide necessary technical support for the construction of computer-targeted test databases, which are conducive to pushing the reform and development of smarter teaching in computer science
A New Evolution Model for Collaborative Management of Knowledge Resources
Get PDFCollaborative management of knowledge resources is a particularly important issue in the context of collaborative development of vocational education since it can increase utilization of knowledge resources, narrow knowledge gap, promote educational equity, and support the innovation and collaboration of vocational education. However, currently available studies and methods are quite deficient in the aspect of knowledge attribute regulation, such as the difficulty in meeting requirements for different-type knowledge resources, the ignorance of the dynamic feature of knowledge resources, and the insufficient consideration of knowledge attributes. To solve these matters, this study aims to discuss the importance of collaborative management of knowledge resources in a backdrop of the collaborative development of vocational education, with special attention on the key role of knowledge attribute regulation in collaborative management of knowledge resources. In the paper, a collaborative knowledge resource management evolution model was built to reveal the dynamic evolution process of the collaborative management of knowledge resources, so as to provide theoretical evidences for the decision-making of knowledge attribute regulation. On this basis, the paper further proposed a decision-making method of knowledge attribute regulation for the collaborative management of knowledge resources, in the hopes of realizing efficient collaborative management of knowledge resources and promoting the collaborative development of vocational education
A Research into Factors that Influence College Students' Enthusiasm for Learning in an Online Learning Environment
Get PDFInstitutions of higher learning in China actively promote the deep integration of information technology (IT) with education and teaching by using big data technology to collect and analyze data on education and teaching activities as well as students’ behaviors, to provide feedback. The objective is to support and promote personalized learning and targeted teaching in the online learning environment. The data on students’ learning effectiveness are collected timely and accurately during online teaching. Based on these data, teaching and learning activities are adjusted periodically to enhance the learning enthusiasm of college students and further achieve the goal of high-quality online teaching. In this study, an influencing factor index system for college students’ learning enthusiasm in the online learning environment was established based on existing literature. The relationships of learning enthusiasm with learning needs, motivation, attitude, and interest were measured through structural equation modeling. Next, the hierarchy of 17 factors influencing college students’ learning enthusiasm was analyzed using interpretive structural modeling. The results reveal that the influencing factor index system for college students’ learning enthusiasm in the online learning environment is highly scientific and reasonable. Learning needs, motivation, and attitude have an evident promoting effect on learning enthusiasm. Four factors, namely, numbered B5, C4, D1, and D3, are the direct factors affecting learning enthusiasm. Moreover, three factors, namely, numbered A4, B3, and C3, are the fundamental reasons that affect learning enthusiasm. The research results have significant reference values in identifying the causes of the change in learning enthusiasm induced by the online learning environment and proposing pertinent measures to enhance college students’ learning enthusiasm
A Mobile Application Prototype Designed to Support Physical Therapy Assessment Learning Processes
Get PDFThe present work is the result of applied research, which describes how the physical therapy program at the Universidad Santiago de Cali approached the support of the learning processes from the Guide to Physical Therapist Practice issued by the American Physical Therapy Association (APTA) from a teaching perspective using information technologies with an emphasis on mobile devices (D-Learning). The implementation process was conducted using the PSP (Personal Software Process) methodology, condensing its six characteristic moments to address the problem in four stages: planning, design, development, and validation, corresponding to phases 2 and 3 of the interdisciplinary project developed by and between the Schools of Engineering and Health Sciences, thereby understanding that the remaining phases exceed the scope of this paper (these phases include a systematic review, an analysis, and feedback from the academic community). A preliminary assessment describes the knowledge gathering and idea conception processes, as well as the solution design process in Enterprise Architect. Subsequently, the prototype was implemented, the corresponding documentation was prepared, and its usability was validated by the academic community at the university. Therefore, a supporting tool was generated, focusing specifically on learning about the Guide to Physical Therapist Practice
Exploring the Impact of Gamification on 21st-Century Skills: Insights from DOTA 2
Get PDFThis study explores how gamification in DOTA 2 cultivates 21st-century skills (problem-solving, teamwork, communication, and critical thinking). It supports DOTA 2 as an immersive platform for skill development. The study investigated various sources, including player surveys, meticulous gameplay analysis, academic research reviews, and expert opinions. By synthesizing this evidence, the study sheds light on DOTA 2’s potential to hone and refine abilities. Player surveys revealed individuals’ acquisition of adaptability in dynamic situations, cultivation of strategic thinking abilities, and enhancement of effective team collaboration skills. An in-depth examination of gameplay unveiled discernible patterns of collaborative effort and cognitive processes aimed at resolving challenges resembling real-world situations. Existing scholarly literature substantiates these findings and highlights gaming’s role in developing 21st-century competencies. The study emphasizes the potential implications of its results for stakeholders, such as educators, policymakers, and game developers, offering valuable opportunities for the practical application of gamification strategies. It sparks further investigation and exploration of unexplored research avenues. This study contributes to the growing body of literature recognizing gaming’s substantial advantages in fostering crucial 21st-century skills
Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology
Get PDFThe purpose of the current study is to enhance students’ literacy and numeracy using mobile game-based learning with augmented reality (ARGBL) in chemistry and biology. In this quasiexperimental design, 714 10th and 11th grade students from five high schools in Indonesia were recruited as participants. To gather the data, the Chemical Literacy and Numeracy Test (C-LNT) and the Biological Literacy and Numeracy Test (B-LNT) were administered to the treatment and control group (CG) students. Quantitative data were then analyzed using descriptive statistics and t-tests. The results highlighted that the treatment group students who were instructed using ARGBL had higher literacy and numeracy scores than the comparison group students who were taught using PowerPoint (PPT) slides. This indicates that ARGBL is effective in promoting literacy and numeracy among high school students in chemistry and biology. Thus, we suggest teachers apply ARGBL to elevate students’ literacy and numeracy to a satisfactory level