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Relevant bibliographies by topics / Classroom Customization

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Academic literature on the topic 'Classroom Customization'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Classroom Customization"

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Sigalla, Lugano E., and Honest F. Kimario. "Customizing Classrooms: How Teachers Can Adapt Education to Fit Student Needs." European Journal of Contemporary Education and E-Learning 3, no. 3 (2025): 38–59. https://doi.org/10.59324/ejceel.2025.3(3).04.

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Education is a fundamental driver of individual and societal development, yet traditional teaching methods often struggle to address the diverse needs of students in today’s classrooms. In Mwanza City, Tanzania, this challenge is particularly pronounced, as educators face overcrowded classrooms, limited resources, and varying levels of student preparedness. This study explored the implementation of classroom customization in Mwanza City, examining how teachers adapt their teaching strategies to meet the diverse needs of students and the impact of these adaptations on student outcomes. The stud

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Sigalla, Lugano E., and Honest F. Kimario. "Customizing Classrooms: How Teachers Can Adapt Education to Fit Student Needs." European Journal of Contemporary Education and E-Learning 3, no. 3 (2025): 38–59. https://doi.org/10.59324/ejceel.2025.3(3).04.

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Education is a fundamental driver of individual and societal development, yet traditional teaching methods often struggle to address the diverse needs of students in today’s classrooms. In Mwanza City, Tanzania, this challenge is particularly pronounced, as educators face overcrowded classrooms, limited resources, and varying levels of student preparedness. This study explored the implementation of classroom customization in Mwanza City, examining how teachers adapt their teaching strategies to meet the diverse needs of students and the impact of these adaptations on student outcomes. Th

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Visich, John K., Qiannong Gu, and Basheer M. Khumawala. "B2C Mass Customization in the Classroom." Decision Sciences Journal of Innovative Education 10, no. 4 (2012): 521–45. http://dx.doi.org/10.1111/j.1540-4609.2012.00352.x.

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Liu, Jingyang. "Data mining-based personalized learning manual customization for smart classrooms." Transactions on Social Science, Education and Humanities Research 13 (September 26, 2024): 115–21. http://dx.doi.org/10.62051/hhn6tr10.

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With the development of intelligent education, personalized learning has become an important way to improve students' learning efficiency and effectiveness. In this paper, a method for customizing personalized learning manuals for smart classrooms is proposed based on data mining technology. First, students' learning behavior data are collected through the smart classroom and preprocessed and feature extracted. Then, data mining technology is used to analyze and classify students' learning behaviors, so as to achieve accurate identification of personalized learning needs. Based on the analysis

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Hong, Sun-Joo, Young-In Choi, and Ji-Youn Ahn. "Exploring the Feasibility of ‘Personalized Learning Using Edutech’ in Classroom Instruction." Korean Journal of Teacher Education 40, no. 3 (2024): 171–95. http://dx.doi.org/10.14333/kjte.2024.40.3.08.

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Purpose: This study lays the groundwork for the implementation of Edutech-based personalized learning in educational settings. This involves verifying the technical feasibility of each component of personalized learning, analyzing teachers' perceptions and practices regarding personalized learning, and assessing the current status and demands for Edutech in this context. Methods: Through theoretical analysis, a conceptual model for the implementation of personalized learning in classroom instruction was explored. Edutech platforms, including ALEKS, CENTURY, Khan Academy, and Gyeongnam Aitoktok

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Laptinova, Y. "Customization mode in foreign language learning." Teaching languages at higher institutions, no. 40 (May 30, 2022): 53–66. http://dx.doi.org/10.26565/2073-4379-2022-40-04.

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The article deals with the issue of accommodating individual differences among learners of English as a foreign language in the same classroom. It is widely acknowledged that there are many problematic issues when it comes to teaching learners with the same learning objectives but different abilities, interests, prior knowledge, learning styles, motivation, etc. There is a lot of research on how to instruct students with a completely different range of learning preferences. A widely held view is that a teacher working in a heterogeneous class should differentiate instruction across content, pr

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O’g’li, Nodirbek Yuldashev Abdumannob, and Dr Danish Ather. "DEVELOPMENT OF THE METHODS OF CREATING LANGUAGE EXAM QUESTIONS USING ARTIFICIAL INTELLIGENCE: A CASE STUDY." International Journal of Advance Scientific Research 05, no. 12 (2024): 318–23. https://doi.org/10.37547/ijasr-04-12-49.

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This paper explores the application of artificial intelligence (AI) in generating classroom foreign language tests, aiming to identify the challenges and opportunities encountered during item creation. Employing a case study, a qualitative research method, this study used data from a single subject to investigate the process of generating classroom assessment items using an AI system in a real-world setting. The findings highlighted several opportunities and challenges faced by the participant when utilizing AI. Analysis of the feedback revealed three major benefits of using AI: practicality,

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Kic-Drgas, Joanna, and Ferit Kılıçkaya. "Using Artificial Intelligence (AI) to create language exam questions: A case study." XLinguae 17, no. 1 (2024): 20–33. http://dx.doi.org/10.18355/xl.2024.17.01.02.

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This paper investigates how artificial intelligence (AI) can be used to generate classroom foreign language tests and aims at determining challenges and opportunities during item creation. The study benefited from a case study, a form of qualitative research, using data from a single subject to examine the issue of generating classroom assessment items using an AI system in its natural environment. The findings revealed that using AI posed several opportunities and challenges for the participant. The analysis of the comments indicated three significant opportunities/benefits of using AI: pract

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Du, Keke, Hui Liu, Xiaoyue Kang, and Junfei Bi. "Research on “Main Classroom+” Practice Teaching Model of Political Theory Courses." SHS Web of Conferences 174 (2023): 01024. http://dx.doi.org/10.1051/shsconf/202317401024.

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Essentially, the top priority of political theory teaching reform and innovation in military academies is to fully implement the military education strategies of the new era, and to focus on the fundamental task and core direction characterized by fostering virtue through education and training talents for warfare. In this regard, this paper explores the construction of the “main classroom+” practice teaching model of political theory course from four dimensions, encompassing “thematic practice”, “professional customization”, “comprehensive exercise”, and “practice expansion”, intending to pro

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Althobaiti, Hamoud. "The Significance of Learning English in Saudi Arabia." Journal of Critical Studies in Language and Literature 1, no. 3 (2020): 20–24. http://dx.doi.org/10.46809/jcsll.v1i3.25.

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English as an international language is the main means of communication worldwide. Many people strive to learn English language greatly, and this has contributed to the customization of international special curricula in English language. In Saudi Arabia, learning English is becoming highly important; as it has been introduced into the Saudi Secondary School classroom and curriculum from grade seven. This paper aims to outline the significance of developing English language learning for Saudi Arabia’s students and government.

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Book chapters on the topic "Classroom Customization"

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Cunha, Joana Laysa, Willey Silva Braz, Alexandra Gonçalves, Gilvandenys Sales, and Thomaz Edson Veloso. "Classroom and Interactivity: New Spaces with an Interactive Computer Operating System Customization." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56541-5_39.

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Aguilar-Ortiz, Jaime, Víctor Manuel Zamudio-García, and Glendamira Serrano-Franco. "Use of Reinforcement Learning Algorithms in the Development of Pedagogical Methodologies." In Revolutionizing Pedagogy Through Smart Education. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-7793-2.ch010.

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This document presents an innovative approach to applying artificial intelligence (AI) reinforcement learning techniques in contemporary pedagogical methodologies such as Project-Based Learning (PBL), Flipped Classroom, and Gamification. Through 20 specific examples, the document explores the customization of learning, the formation of teams based on complementary skills, automated feedback, adaptation of educational content, and more. It highlights the importance of adaptation and customization in learning, underlining the potential of reinforcement learning techniques to transform educationa

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Sharma, Deepa. "Impact of AI in Education Sector." In Blending Human Intelligence With Technology in the Classroom. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-0771-8.ch001.

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Many of the goals set to improve teaching and learning are not being achieved today. Educators are looking for scalable, safe, and effective ways to meet these concerns with the help of technology. Educators naturally wonder if the rapid advances in technology can be beneficial in daily life. Like everyone else, teachers use AI-powered services in their daily lives. Examples include automated travel planning on their phones, voice assistants in their homes, and tools that can create essays, correct grammar, and finish sentences. AI tools have just been made available to the public, and many in

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Kushniruk Andre W., Myers Kristin, Borycki Elizabeth M., and Kannry Joseph. "Exploring the Relationship Between Training and Usability: A Study of the Impact of Usability Testing On Improving Training and System Deployment." In Studies in Health Technology and Informatics. IOS Press, 2009. https://doi.org/10.3233/978-1-58603-979-0-277.

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The relationship between usability and training remains to be explored in health informatics. We examine the training given during the implementation of an institutional electronic medical record system, as well as the usability of the system from the perspective of new users who have been recently trained. We examine in which ways video-based usability testing with new users, who received classroom training one month earlier, can be used to a) indicate needed changes in the training program, and b) provide feedback to improve system customization and deployment. Usability testing methods were

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Demir, Elif Buğra Kuzu, and Yavuz Akbulut. "Responding to Contemporary Needs of Learning Communities Through Utilizing Emerging Social Networking Tools." In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7123-4.ch033.

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This chapter aims to understand the nature of the learning processes of students who resorted to social networking sites (SNSs) during instructional activities. Throughout the research, a blended learning environment (BLE) involving both SNSs and face-to-face activities was utilized. Frequently used SNSs such as Google+, Twitter, Facebook, and Tumblr were used in accordance with the preferences of the students. Through synchronous, asynchronous, and multimedia supported affordances of SNSs, it was aimed to improve the learning experiences of the students. Explorations revealed that affordances

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Demir, Elif Buğra Kuzu, and Yavuz Akbulut. "Responding to Contemporary Needs of Learning Communities Through Utilizing Emerging Social Networking Tools." In Enhancing Social Presence in Online Learning Environments. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3229-3.ch007.

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This chapter aims to understand the nature of the learning processes of students who resorted to social networking sites (SNSs) during instructional activities. Throughout the research, a blended learning environment (BLE) involving both SNSs and face-to-face activities was utilized. Frequently used SNSs such as Google+, Twitter, Facebook, and Tumblr were used in accordance with the preferences of the students. Through synchronous, asynchronous, and multimedia supported affordances of SNSs, it was aimed to improve the learning experiences of the students. Explorations revealed that affordances

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McNeill, Katherine L., Samuel Lee, Yang Zhang, et al. "Centering Students' Resources." In Science Education and Culturally Sustaining Pedagogies. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-5342-5.ch003.

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Teachers play a pivotal role in developing culturally responsive science instruction, yet often need support in shifting their classrooms' culture and epistemic power structures. This chapter focuses on research from three different professional learning communities (PLCs) that developed and used an equity-centered curricular customization model with teachers to support their enactments of middle school science curriculum materials. Specifically, the customization model consisted of four stages: (1) (Re)establish an equity goal with student data; (2) Analyze curricular materials to plan custom

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Kayyali, Mustafa. "The Evolution of Artificial Intelligence in Education." In Advances in Computational Intelligence and Robotics. IGI Global Scientific Publishing, 2025. https://doi.org/10.4018/979-8-3373-6007-2.ch004.

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Artificial Intelligence (AI) is no longer a distant concept confined to theoretical discourse; it has become a transformative force within classrooms across the globe. This chapter critically explores the evolution of AI in education, tracing its journey from speculative theory to practical deployment. With a reflective lens, it examines how AI-driven systems have reshaped pedagogical methodologies, from personalized learning environments and adaptive assessments to the nuanced roles of intelligent tutoring and learning analytics. Beyond the promise of efficiency and customization, the chapter

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GIBOGWE, Vincent, and Ayine NIGO. "Connectedness, Collaboration, and Co-creation." In Digital Future in Education: Paradoxes, Hopes and Realities. RITHA, 2023. http://dx.doi.org/10.57017/seritha.2023.dfe.ch4.

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As the world we live in changes to embrace tech futures, how and what we teach in our education system will also be reshaped to keep up to date with the growing demands of the 21st century, hence the need for straightforward approaches to future Learning in the context of business and management. Our contributions to the call for book chapters in 'Digital Future in Education: Paradoxes, Hopes and Realities' will be based on the following three-sub-chapters, i.e., 1) Networking and team working, 2) Anywhere, anytime, learning, and 3) Customization for a learner-first approach.&nbsp;Our find

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Conference papers on the topic "Classroom Customization"

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Zhang, W. J., Jingxin Li, Helen Xie, and Zhongzhi Shi. "A General Approach to E-Learning Software Development." In ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/cie-48200.

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With the rapid advancement of computing technology, the paradigm of learning has been changed from the classroom environment to the web environment. The support software for e-learning is key to implementing such a web-based learning paradigm. In this paper, a general approach to construct an elearning software system is proposed and described. The approach is based on an analogy between e-learning and mass customization product design. In the case of mass customization product design, customers can participate in a product design and realization process regardless of temporal and spatial rest

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Talgatov, Y., G. K. Kassymova, and M. Nurtanto. "AI in the Classroom: A Boon or a Threat to Pedagogical Practices?" In Challenges of Science. Institute of Metallurgy and Ore Beneficiation JSC, Satbayev University, 2024. http://dx.doi.org/10.31643/2024.19.

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The integration of Artificial Intelligence (AI) in education offers significant potential to enhance learning experiences through personalized feedback, automated support, and efficient content creation tools. However, this study reveals both the benefits and potential drawbacks of AI’s role in pedagogy, particularly about over-reliance among secondary school students. Through a literature review, teacher surveys, and an experiment with sixth-grade students, the research explores how AI tools impact student engagement, critical thinking, and retention. Survey responses from teachers indicate m

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Sinha, Swapnil, Hong-En Chen, Nicholas A. Meisel, and Scarlett R. Miller. "Does Designing for Additive Manufacturing Help Us Be More Creative? An Exploration in Engineering Design Education." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68274.

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Designing for manufacturing encourages designers to tailor products for manufacturing constraints, assembly requirements, and limited resources. The additive manufacturing (AM) process challenges traditional manufacturing constraints by building material layer-by-layer, providing opportunities for increased complexity, mass customization, multifunctional embedding, and multi-material production, which were previously difficult with traditional manufacturing (TM) processes. With its application as an effective prototyping and manufacturing tool, AM is prevailing in the educational and industria

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Reports on the topic "Classroom Customization"

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Istook, Cynthia, and Siming Guo. Connecting the Dots: Incorporating Mass Customization into the Classroom Experience. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1919.

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McElhaney, Kevin, and Danae Kamdar. Updated Summary and Synthesis of OpenSciEd Research. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/231.

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This report summarizes and synthesizes OpenSciEd research published from October 2022 to September 2024. This review includes 24 publications (journal articles, peer-reviewed conference proceedings, conference papers, doctoral dissertations, and book chapters), which fall into five broad categories based on their main area of focus: design, classroom enactment, teacher supports, system-level implementation, and student outcomes. The paper summarizes each paper and synthesizes the papers’ insights into five overarching themes: (1) curriculum design tensions, (2) promoting inclusive classroom cu

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