Academic literature on the topic 'Customizable Learning Experiences'
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Journal articles on the topic "Customizable Learning Experiences"
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Pesovski, Ivica, Ricardo Santos, Roberto Henriques, and Vladimir Trajkovik. "Generative AI for Customizable Learning Experiences." Sustainability 16, no. 7 (2024): 3034. http://dx.doi.org/10.3390/su16073034.
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The introduction of accessible generative artificial intelligence opens promising opportunities for the implementation of personalized learning methods in any educational environment. Personalized learning has been conceptualized for a long time, but it has only recently become realistic and truly achievable. In this paper, we propose an affordable and sustainable approach toward personalizing learning materials as part of the complete educational process. We have created a tool within a pre-existing learning management system at a software engineering college that automatically generates learning materials based on the learning outcomes provided by the professor for a particular class. The learning materials were composed in three distinct styles, the initial one being the traditional professor style and the other two variations adopting a pop-culture influence, namely Batman and Wednesday Addams. Each lesson, besides being delivered in three different formats, contained automatically generated multiple-choice questions that students could use to check their progress. This paper contains complete instructions for developing such a tool with the help of large language models using OpenAI’s API and an analysis of the preliminary experiment of its usage performed with the help of 20 college students studying software engineering at a European university. Participation in the study was optional and on voluntary basis. Each student’s tool usage was quantified, and two questionnaires were conducted: one immediately after subject completion and another 6 months later to assess both immediate and long-term effects, perceptions, and preferences. The results indicate that students found the multiple variants of the learning materials really engaging. While predominantly utilizing the traditional variant of the learning materials, they found this approach inspiring, would recommend it to other students, and would like to see it more in classes. The most popular feature were the automatically generated quiz-style tests that they used to assess their understanding. Preliminary evidence suggests that the use of various versions of learning materials leads to an increase in students’ study time, especially for students who have not mastered the topic otherwise. The study’s small sample size of 20 students restricts its ability to generalize its findings, but its results provide useful early insights and lay the groundwork for future research on AI-supported educational strategies.
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Savoie, Matthew L., Joshua S. Bendickson, and Chase J. Edwards. "Embedding MBA Students in Local Incubators and Accelerators." Entrepreneurship Education and Pedagogy 1, no. 3 (2018): 243–57. http://dx.doi.org/10.1177/2515127418779974.
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This article presents an innovative method of engaging MBA students in a capstone course by offering a customizable project with businesses that are currently progressing through a regional, independent incubator, or accelerator program. We include various project options but focus on customizable capstone project alternatives to traditional business strategy simulations and case study methods. Namely, our innovative learning solution is a mock consulting project which drives innovation and fosters strategic collaboration between small business owners, university faculty, and MBA students while providing business strategy experience and generating positive exposure for both the university and the small businesses involved. Our method includes pairing MBA students with participating startup businesses and allowing the soon-to-be MBAs an opportunity to garner consulting experience while simultaneously serving the needs of the businesses in the accelerator. Accordingly, MBA students act as consultants to business owners and prepare detailed weekly briefings to inform stakeholders within the university and the constituent businesses. By breaching the typical capstone project parameters, the mock consulting option provides for experiential and applied learning experiences for MBA students and develops higher order strategic thinking by challenging them to work hand-in-hand with real startups.
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Sani, M.A, Z.A Tahir, and A.B Umar. "Integration of Educational Mobile Applications in Facilitating Learner-Centered Instructional Strategies at Tertiary Level of Education in Nigeria." Zamfara International Journal of Education 4, no. 3 (2024): 104–10. https://doi.org/10.5281/zenodo.13929449.
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The integration of mobile applications into higher education has transformed learner-centered instructional methodologies by enabling personalized, interactive, and contextual learning environments. This study explores how mobile applications foster active learning, knowledge production, social interaction, and scaffolding, thereby boosting student engagement and accommodating diverse learning styles. Mobile applications support collaborative learning, offer immersive experiences through augmented reality, and provide real-world problem-solving exercises aligned with constructivist principles. The recommendations emphasize the strategic integration of comprehensive curricula and institutional support, the development of customizable and accessible learning platforms, collaboration with developers for localized and secure solutions, ongoing monitoring and evaluation, digital literacy enhancement, cooperation and peer learning, and the promotion of lifelong learning skills to ensure a successful learning experience in Nigerian tertiary education. <strong>Keyword: </strong>Mobile Applications, Learner-Centered Approaches, Active Learning, Knowledge Construction, Social Interaction, Contextual Learning
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Ullah, Fasee, and Thievalson a/l Johnsan. "Customizable Virtual Reality Gamification for Enhanced Teaching and Learning for Students with Dyslexia." International Journal of Teaching, Learning and Education 3, no. 5 (2024): 31–41. http://dx.doi.org/10.22161/ijtle.3.5.4.
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Virtual Reality (VR) technology has garnered considerable attention for its potential applications in education and therapy, particularly for children with neurodevelopmental disorders. Moreover, this study focuses on the exploration and effectiveness of VR-based interventions in improving object identification skills in children who have been diagnosed with dyslexia, autism spectrum disorder (ASD), Developmental Coordination Disorder (DCD), attention deficit hyperactivity disorder (ADHD), and brain injuries. The exist- ing literature needs to improve with traditional interventions to meet the specific needs of children with these conditions. Thus, this paper proposes a novel VR-based intervention system based on a theoretical framework to improve object identification skills in children aged 6-12. The intervention seeks to create interactive and multisensory learning environments where children can practice identifying and categorizing objects in a secure and supportive atmosphere. By harnessing the capabilities of VR technology, including immersive visuals, auditory feedback, and interactive simulations, the intervention aspires to boost engagement, motivation, and learning outcomes for children with dyslexia, ASD, DCD, ADHD, and brain injuries. Anticipated results include improvements in participant object identification, measured by standardized assessments and task performance metrics. Qualitative observations and user feedback will offer insights into the subjective experiences, preferences, and challenges encountered during the intervention. The study aims to contribute valuable insights to the burgeoning field of VR-based interventions for children with neurodevelopmental disorders and inform future educational and therapeutic advancements.
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Widyakusuma, Aryani, and Afriq Sarwarana Ramadhan Sudibyo. "The Future of Education: How Mobile Learning, Microlearning, and Gamification are Revolutionizing Architecture Learning." Jurnal Syntax Transformation 5, no. 11 (2024): 1284–300. https://doi.org/10.46799/jst.v5i11.1025.
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Human education has undergone various cycles of reform, yet many current education systems still rely on rigid models that do not meet the individual needs of students. Along with the advancement of technology and the digital revolution, there is a need for significant changes in the way education is delivered, especially in architectural education. This research aims to explore how mobile learning, microlearning, and gamification can revolutionize architecture education by meeting the increasingly diverse needs of students. This research uses a descriptive methodology that combines case studies and literature reviews to analyze current phenomena in architecture education. Findings show that the implementation of gamification, micro-learning, and mobile learning increases engagement, customization, and flexibility in architecture learning. Students now seek learning experiences that are interactive and customizable to their personal needs. By utilizing AI-based tools and more dynamic learning methods, educators can create learning environments that are more productive and responsive to the demands of the digital age. Architecture education in Indonesia, in particular, needs to adapt to international standards and modern challenges such as environmental sustainability. This research underscores the importance of integrating new technologies in architectural education to create more relevant and effective learning experiences. By adopting a more flexible and technology-driven approach, architecture education can better prepare students to face challenges in the world of work.
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Bravo, Flor A., Jairo A. Hurtado, and Enrique González. "Using Robots with Storytelling and Drama Activities in Science Education." Education Sciences 11, no. 7 (2021): 329. http://dx.doi.org/10.3390/educsci11070329.
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Storytelling and drama are well-known teaching tools that can be used throughout the curriculum for the active participation of students in their own learning process. The introduction of robots in storytelling and drama activities provides students with a meaningful, multisensory, hands-on learning experience. This paper explores the potential and challenges of using storytelling and drama activities with robot actors in science teaching. We present the lessons learned from two experiences of storytelling and drama activities with robots in science education. Observations revealed that this approach facilitates the development of science concepts, creates a rich context to foster skills in students, creates a positive classroom environment, and improves the students’ attention and motivation. Finally, it was identified that there is a need to design low-cost expressive actor robots that are easily customizable. Additionally, the need to develop multi-robot programming interfaces that facilitate the creation of scripts for robots and their programming is also shown.
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Villanueva, Ana, Zhengzhe Zhu, Ziyi Liu, Feiyang Wang, Subramanian Chidambaram, and Karthik Ramani. "ColabAR: A Toolkit for Remote Collaboration in Tangible Augmented Reality Laboratories." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (2022): 1–22. http://dx.doi.org/10.1145/3512928.
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Current times are accelerating new technologies to provide high-quality education for remote collaboration, as well as hands-on learning. This is particularly important in the case of laboratory-based classes, which play an essential role in STEM education. In this paper, we introduce ColabAR, a toolkit that uses physical proxies to manipulate virtual objects in Tangible Augmented Reality (TAR) laboratories. ColabAR introduces haptic-based customizable interaction techniques to promote remote collaboration between students. Our toolkit provides hardware and software that enable haptic feedback to improve user experience and promote collaboration during learning. Also, we present the architecture of our cloud platform for haptic interaction that supports information sharing between students in a TAR laboratory. We performed two user studies (N=40) to test the effect of our toolkit in enriching local and remote collaborative experiences. Finally, we demonstrated that our TAR laboratory enables students' performance (i.e., lab completion rate, lab scores) to be similar to their performance in an in-person laboratory.
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Sunani, Avi, Augustin Mustika Chairil, Muhammad Muharrom Al Haromainy, In Naka Malik Hardiansyah, Theressa Marry Christianty, and Achmad Derajat Waskito. "Rancang Bangun Difabel Experience Management Learning bagi Anak Berkebutuhan Khusus pada Sekolah Luar Biasa Sasanti Wiyata." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 9, no. 12 (2024): 2293–301. https://doi.org/10.33084/pengabdianmu.v9i12.8305.
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Sasanti Wiyata Special School (SLB) is one of the special schools in Surabaya that has students with special needs. The results from the focus group discussion revealed the partners' issues, namely the lack of utilization of information and communication technology and the insufficient digital learning experiences for children with special needs. This community service activity aims to enhance the partners' skills in using digital-based learning methods and to improve the abilities of students with special needs in utilizing digital technology for learning. The method of implementing this community service is carried out by providing training, assistance, and evaluation of activities. The training and mentoring were measured using pre-tests and post-tests. The pre-tests and post-tests were processed using descriptive statistics, which showed an improvement in the understanding and skills of the teachers in creating, using, and integrating learning materials on the DXML (Difabel Experience Management Learning) platform. This platform serves as a tool that integrates the Learning Management System (LMS) and the Learning Experience Platform (LXP). The advantage (value proposition) of the synergy between the implementation of LMS and LXP is the customizable DXML that can be tailored to the characteristics of children with special needs at SLB Sasanti Wiyata, specifically those who are hearing impaired and intellectually disabled. From this activity, an increase in the skills of teachers and students in using the DXML digital platform was achieved, making the teaching and learning process easier. Therefore, this community service needs to be carried out continuously.
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Ariya, Pakinee, Yakannut Yensathit, Phimphakan Thongthip, Kannikar Intawong, and Kitti Puritat. "Assisting Hearing and Physically Impaired Students in Navigating Immersive Virtual Reality for Library Orientation." Technologies 13, no. 1 (2024): 2. https://doi.org/10.3390/technologies13010002.
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This study aims to design and develop a virtual reality platform (VR-ISLS) tailored to support hearing and physically impaired students at the university library for navigating and utilizing library services. By employing an immersive virtual environment, the platform replicates the physical setting of the university’s library to create a realistic experience that reduces anxiety and enhances familiarity. The platform integrates assistive technology functions, including sign language interpretation, customizable audio cues, vibration feedback, and various locomotion controls to meet the diverse needs of impaired students. The research methodology employs an iterative development process, incorporating feedback from library staff, disability support services, and students to ensure usability and accessibility. Evaluation of the platform using the System Usability Scale (SUS) and user feedback revealed a positive reception, with recommendations for further customization and enhanced assistive features to optimize the user experience. This study underscores the importance of inclusive design and continuous iteration in creating immersive virtual reality tools that provide significant benefits for persons with disabilities, enhancing both accessibility and learning experiences.
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Chadzimura, Charity Caroline, Rutendo S. Badza, and Elizabeth Munetsi. "The Integration of Artificial Intelligence (AI) As an Emerging Technology in The Future of Learning." Indiana Journal of Humanities and Social Sciences 6, no. 1 (2025): 1–7. https://doi.org/10.5281/zenodo.14739075.
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<strong>Abstract: </strong>Artificial Intelligence (AI), a new emerging is the talk and has an impact in the teaching and learning today and in the future. AI offers previously unheard-of possibilities to improve teaching and learning procedures as educational environments change. This study looks at how AI might be used to automate administrative work, customize learning experiences, and give teachers and students immediate feedback. The difficulties and moral issues surrounding the use of AI in educational contexts are also covered. This study intends to shed light on how AI can revolutionize secondary education by examining existing trends and potential future ramifications, creating a flexible learning environment that can accommodate students' various demands. The results highlight how crucial it is to strategically include AI technology to support fair access to high-quality education and get students ready for a quickly.
Book chapters on the topic "Customizable Learning Experiences"
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Stefan, Ioana Andreea, Jannicke Baalsrud Hauge, Ancuta Florentina Gheorge, and Antoniu Stefan. "Improving Learning Experiences Through Customizable Metagames." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11548-7_40.
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Schneider, Jan, Daniele Di Mitri, Bibeg Limbu, and Hendrik Drachsler. "Multimodal Learning Hub: A Tool for Capturing Customizable Multimodal Learning Experiences." In Lifelong Technology-Enhanced Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_4.
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Oliva-Zamora, Miguel Ángel, and María Eugenia Larreina-Morales. "Cognitive Accessibility in Educational Games: A Set of Recommendations." In Transforming Media Accessibility in Europe. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60049-4_16.
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AbstractEducational games aim to teach players new knowledge or skills in an entertaining manner. However, they are often not accessible for players with disabilities, hindering their right to education. For players with cognitive disabilities and learning difficulties, it may be particularly challenging to determine the response to the game’s visual, auditory, and haptic stimuli. This chapter presents a set of recommendations to develop educational games that are accessible to these players. To that aim, a literature review was conducted comprising the past ten years of research about educational games and game accessibility. Ten papers were selected, which take diverse approaches to the topic: some review existing research, while others focus on the development of an accessible educational game. All of them address cognitive disabilities and learning difficulties, but some also include recommendations for visual, hearing, and motor accessibility. The review of these papers shows that, to develop an accessible game for players with cognitive disabilities and learning difficulties, it is recommended to provide stimuli through several channels of communication, to allow the game’s pace to be customizable, and to design simple but engaging content, among other features. Although these recommendations are not universally applicable to every educational game, they are a first step to bring together players, teachers, developers, and researchers to create more interactive and engaging educational experiences for all.
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Winter, Marcus, and Phil Jackson. "Flatpack ML: How to Support Designers in Creating a New Generation of Customizable Machine Learning Applications." In Design, User Experience, and Usability. Design for Contemporary Interactive Environments. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49760-6_12.
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McKenna, Robert B., and Emily Minaker. "Learning Agility and Whole Leader Development." In The Age of Agility. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190085353.003.0018.
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“Learning Agility and Whole Leader Development” considers learning agility as one variable in the context of many others impacting the experience of a leader and focuses on a leader’s unique motivation to learn that plays a fundamental role in the leader’s capacity to learn well. To that end, the chapter explores unique inspirations to learn and to grow, for the leader and those in their influence. The two-fold point is that learning agility is both generalizable and necessarily customizable to a person, and that leaders must continually ask themselves the question, Learning agility for the sake of what or whom? The hope is that as leaders step to the edge of the most transformational and difficult experiences ahead of them, they will see pathways to their unique inspirations to learn and, possibly more important, the impact of their learning on others.
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Sekarini, S., and S. Selvabaskar. "Metaverse Mastery." In Cases on Metaverse and Consumer Experiences. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-7245-6.ch009.
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This chapter explores the growing impact of the metaverse on customer experiences in today's digital landscape. The metaverse is defined as a persistent, immersive, virtual environment that blends physical and digital realities through the use of technologies like virtual reality (VR), augmented reality (AR), artificial intelligence (AI), and blockchain. It highlights the importance of these technologies in transforming various sectors, including retail, education, entertainment, and professional training. The metaverse enables rich, interactive experiences that enhance user engagement by providing personalized, customizable, real-time interactions within digital spaces. Furthermore, the economic potential of the metaverse is discussed, emphasizing opportunities such as virtual real estate and NFTs, which create new avenues for businesses to monetize digital assets. The chapter also addresses the role of AI and machine learning in providing adaptive and intelligent user experiences, while blockchain ensures secure ownership and transactions of digital goods.
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Yadav, Seema. "Designing Effective E-Portfolios for Authentic Assessment." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1001-4.ch011.
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Promoting accessibility and inclusivity in e-portfolios is a paramount consideration in modern education to ensure equitable opportunities for all learners. This imperative involves a multifaceted approach. Firstly, e-portfolio platforms must align with accessibility standards, making them compatible with assistive technologies for students with disabilities. Secondly, educators should provide guidance on creating accessible content within e-portfolios, fostering inclusivity for diverse learning needs. Customizable interfaces that accommodate various preferences and backgrounds further enhance accessibility. Additionally, e-portfolios should embrace linguistic and cultural diversity to reflect the richness of student experiences. Finally, educators must promote an inclusive environment that encourages students to authentically represent their abilities and experiences while guarding against perpetuating biases. Embracing these principles transforms e-portfolios into powerful tools that empower learners of all backgrounds and abilities to excel and engage in the educational journey.
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Barana, Alice, Marina Marchisio, Matteo Sacchet, and Daniela Salusso. "Teaching Online EMI Mathematics Courses." In Handbook of Research on International Approaches and Practices for Gamifying Mathematics. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9660-9.ch015.
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Studies show that gamification enhances the mathematics learning experience by increasing student engagement. Gamification can be successfully used in higher education contexts, primarily when it comes to distance learning. It can compensate for the lack of interaction and create a student-centered, customizable, and autonomy-promoting environment. The use of adaptive learning and interactive feedback can be seen as strategies to improve student access and success in open online courses. In particular, a mathematical modelling module for undergraduates developed inside the project start@unito uses such strategies. Moreover, it is taught entirely in English. The Mathematical Modelling course inside the Erasmus+ Project SMART represents another source for research. The purpose of the chapter is to discuss the possibility of combining adaptive learning with gamification techniques to enhance and facilitate the English-mediated learning process while teaching of mathematics, adding the linguistic and STEM education challenge.
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Mistretta, Sharon. "Virtual Robotics in Hybrid Teaching and Learning." In New Updates in E-Learning [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102038.
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Traditional robotics instruction in face-to-face classrooms, after-school clubs, and independent competition environments align with expensive, physical robot kits shared by students. Students or parent groups often elect themselves because of previous experience, expertise, or perceived technical ability to dominate the physical robotic platforms’ planning, engineering, building, and subsequent programming. This self-elected grabbing of control leaves students who are not regarded as well-positioned to contribute sidelined to observe the self-appointed experts of the group. Virtual robotics platforms provide educators and coaches with the unique opportunity to give every student access to a robot. Each student learns programming, math, and scientific forces that impact robots through simulated physics algorithms. With their customizable virtual environments, virtual robotics platforms such as Vex VR and Robot Virtual Worlds level the playing field. All students can learn, practice, and subsequently contribute to robotics-centered group projects or competitive teams in meaningful ways. This book chapter delineates the strategies to implement virtual robotics in hybrid classroom environments supported by the Technological Pedagogical Content Knowledge (TPACK) framework. Additionally, this chapter reviews how computer-aided design and augmented reality platforms provide students with the opportunity to incorporate 3D objects into virtual worlds.
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Kazaka, Lauma, and Ilze Vilde. "Applicability of Digital Learning Strategy “Start Playing the Guitar!” in Solfeg.io Music Education App." In Research Anthology on Music Education in the Digital Era. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5356-8.ch009.
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The digitalisation of the music classroom has accelerated the development of learning tools that correspond to the mindset and lifestyle of digital generation. Current pedagogical approaches emphasize a diverse and multifunctional use of technology to study music theory, learn to play instruments, and create music on and offline. Solfeg.io music education app is designed according to principles of smart pedagogy that include criteria for a meaningful use of technology in the study process. The app has been developed to meet didactic, cognitive, socioemotional, and technical requirements that create a customizable, user-oriented experience in a pedagogically justified study environment. The digital learning strategy “Start playing the guitar!” (DLS) is designed for students without prior knowledge of playing the guitar. The purpose of the paper is to study applicability of DLS in learning the basics of playing the guitar. The paper contains an analysis of theoretical literature on a technology-enhanced pedagogical process, including the ideas of smart pedagogy and the basic didactic principles for developing digital education tools. The empirical study on the use of DLS includes pedagogical observation, respondent surveys, and analysis and interpretation of the obtained qualitative data.
Conference papers on the topic "Customizable Learning Experiences"
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Mustaro, Pollyana, and Ismar Silveira. "Learning Objects: Adaptive Retrieval through Learning Styles." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3009.
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Nowadays, the amount of information grows in an exponential way, mainly because of technological advances in media. This scenario claims for the development of different skills in order to increase learning abilities, making them personal and customizable. Such factor is significant in a changing society, which implies in a range of mechanisms which would allow to identify, in a non-intrusive way, which learning style some specific student would prefer to perform in order to build knowledge from some learning object under a learning context. This requires defining some strategies in order to recognize adult learner’s learning styles for some specific learning context. This work is based on theoretical references of Felder, Kolb and Gardner, proposing the implementation of a metadata annotation to identificate prime learning styles that are present in specific learning objects. This classification constitutes a starting point to recover learning objects from a repository according to apprentice’s profile and experiences. As a result, the effectiveness of the use of learning objects will be improved.
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Rebling, Patrick, Reiner Kriesten, and Philipp Nenninger. "Towards the Interpretation of Customizable Imitation Learning of Human Driving Behavior in Mixed Traffic Scenarios." In WCX SAE World Congress Experience. SAE International, 2024. http://dx.doi.org/10.4271/2024-01-2009.
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<div class="section abstract"><div class="htmlview paragraph">With further development of autonomous vehicles additional challenges appear. One of these challenges arises in the context of mixed traffic scenarios where automated and autonomous vehicles coexist with manually operated vehicles as well as other road users such as cyclists and pedestrians. In this evolving landscape, understanding, predicting, and mimicking human driving behavior is becoming not only a challenging but also a compelling facet of autonomous driving research. This is necessary not only for safety reasons, but also to promote trust in artificial intelligence (AI), especially in self-driving cars where trust is often compromised by the opacity of neural network models. The central goal of this study is therefore to address this trust issue. A common approach to imitate human driving behavior through expert demonstrations is imitation learning (IL). However, balancing performance and explainability in these models is a major challenge. To efficiently generate training data, researchers have turned to simulation environments because collecting data in the real world is not only costly and time-consuming, but also potentially dangerous. Simulations provide a controlled and scalable platform for training reliable AI agents. The goal of this research is to bridge the gap between IL, explainability, and trust in AI-controlled vehicles navigating mixed traffic scenarios. Our proposed approach involves a novel fusion of explainable neural network architectures with parameterization techniques that enable precise control of learned driving behavior. By using advanced simulation environments and a variety of interconnected simulators that provide different levels of immersion, we intend to collect a wide range of information and training data. This wealth of knowledge will allow us to draw conclusions about the effectiveness of these simulator methods and ensure the generalizability of our model.</div></div>
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Huang, Leheng, and Yu Sun. "User Repairable and Customizable Buzzer System using Machine Learning and IoT System." In 8th International Conference on Artificial Intelligence and Fuzzy Logic System (AIFZ 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.121607.
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The creation and sustainability of academic teams have long been unnecessarily difficult due to the exorbitant costs of purchasing and maintaining equipment [1][2]. These costs serve as a major barrier, especially in poorer areas where securing the funds for this equipment is difficult [3]. In addition, when the equipment eventually breaks, it is often difficult to repair, forcing academic teams to purchase a new set of equipment. This project attempts to provide a product that can drastically lower the equipment's costs and allow the user to modify and repair it as necessary. This project resulted in the development of the Argo Buzzer System which was created with input from experienced academic team members and it has proven that it is comparable to modern buzzer systems for a fraction of the cost [4]
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Langston, Sara. "Space education: challenges and strategies in teaching space policy to technical university students." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.058.
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Law and policy provide the foundation for space actors engaging in space activities. Likewise, various levels of policy and regulation apply internationally, domestically, and even institutionally to both governmental and nongovernmental entities. Consequently, teaching the policy frameworks for space regulations and best practices is essential for a comprehensive university curriculum in space education. Challenges arise, however, when instructing technical and non-policy university students in humanities-centered topics. Reading comprehension, writing ability, critical thinking, and communication skills are critical elements of policy education, yet many technically oriented students struggle with these requirements. Given these are fundamental skillsets necessary for success in both academia and a dynamic space work force, adapting traditional teaching methodologies may be required to optimize desired learning outcomes for technical student audiences. Customizable strategies exist that can combine and scale these fundamental skillsets with substantive content and materials, providing a range of teaching and learning modalities for study, assessment, and experience. This presentation will highlight potential learning approaches tried at one aeronautical university to address these challenges. For instance, overarching strategies may include commencing with a visual of the student journey (much like a user journey in an investment pitch) delineating the value-added experience for students engaging in course content, and building substantive skill-based learning components which are introduced sequentially and with increasing level of difficulty. Examples of learning methodologies include applying Bloom’s Taxonomy in assignment creation. Most importantly: 1) Knowledge: involves identifying, understanding and remembering core content (e.g. pop quizzes, reading quizzes, cumulative review quizzes, question bank assessments); 2) Analysis: involves reading comprehension, interpretation, evaluation, analysis (e.g. essays, summaries, case studies); 3) Application: involves investigation, research and designing research projects (e.g. research articles, posters, digital presentations, short videos). Scaffolding assignments and artifacts into manageable pieces throughout the semester is key to guiding students towards success and reducing potential for ‘expert blind spots.’ Lastly, an end-of-course review and self-reflection of the student journey is helpful in underlining the critical thinking process and provide a visual review of the student journey in acquiring substantive knowledge, skills, and experience throughout the term
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Nitu, Melania, Mariaiuliana Dascalu, Constantanicoleta Bodea, Elisabeth Lazarou, and Elena laura Trifan. "LEARNING ANALYTICS IN AN E-TESTING APPLICATION: PREMISES AND CONCEPTUAL MODELING." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-103.
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Learning analytics in online instruction is recognized as an emergent research field that continuously grows, taking the data generated in virtual learning environments and transforming it into information to improve teaching and learning processes. The main purpose of a learning analytics system is to offer customizable metrics that can be used to track specific features, e.g. the effectiveness of certain formative assessment tools, the correlation between virtual participation and final grades, that supports user’s goals and objectives. One of the most significant benefits of learning analytics is being able to offer support for eLearning experience personalization. The current paper presents a web based application that implements data analytics in a virtual learning environment, to validate the new paradigms of learning (social / collaborative, user-centred) and relies on the current technologies. The system is described as a useful tool for personalized feedback, allowing to track individual online learner progress throughout the assessment process, by comparing the results in the learning management system, using charts and tables to analyse each online learner’s performance and the user’s progress. This information allows us to recommend supplemental courses or modules to fill performance gaps and improve the comprehension. This tool builds the learner profile, by grouping the user's data from different sources, by analysing them and providing a complex result on four levels of the virtual behaviour of the student: the descriptive level (what has happened), the diagnosis level (why it happened), the predictive level (what will happen, for example signalling the lack of performance and the risk of failure) and the prescription level (what should be done, for example the recommendation of educational resources). The beneficiaries of the analytics module are the students who will become aware of the involvement or lack of involvement in their educational activities, and the quality of this participation and its effects on their lives (for example, finding a job), teachers / trainers who will be able to improve teaching to fulfil students’ needs, and universities that will be able to analyse the effectiveness of their educational offer.
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Zlatkin, Audrey, Costas Koufogazos, and Gwen Campbell. "Behavior-based performance optimization in military training environments." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002420.
Full textAbstract:
The quality of instruction Warfighters receive can substantially influence mission readiness. As such, it is important that military instructors develop and maintain instructional competencies to adequately promote relevant knowledge and skills among trainees. However, unlike K-12 educators, active-duty military instructors are not often provided opportunities for formal instructional training; that is, training on how to teach (Malone, Vogel-Walcutt, Ross, & Phillips, 2014). While their content, domain knowledge, and leadership skills are strong, military instructors lack “expert instructor techniques” and skill in implementing useful strategies to convey their knowledge to trainees. They are typically not afforded time and resources to develop these skills prior to taking charge of training new members of the Armed Forces. There was a need to design training tools for accelerating mastery among military instructors via rapid acquisition of high-quality instructional skills to ensure effective learning and retention among trainees.To address this challenge, Design Interactive developed an adaptive training tool, the Interactive Military Instructor Training and Assessment Technology (IMITATE). There was a focus on incorporating research-based training interventions such as video self-modeling, prompting, performance reflection, practice and feedback to support accelerated mastery of observable skills. The goal of the IMITATE program was to optimize the learning experience for military instructors with a tool that they could utilize to sharpen and receive interactive feedback on the skills that are crucial to being a good instructor. The system implements customizable rating systems made up of key performance areas (KPAs), broken down into observable behaviors with detailed rating anchors. This creates a competency- based approach for instructors, who through IMITATE, can receive structured, personalized feedback to quickly bridge performance gaps. IMITATE utilizes a three-stage approach for training – Prepare, Practice, and Assess. The Prepare stage provides introductory video-based observation and training that identifies the KPAs and behaviors and illustrates expert performance in the form of lessons. In the Practice stage, instructors practice their skills while receiving standardized, behavior-based assessment through an intuitive rating tool that provides observers with guidance on how to rate, promoting consistency between observers. The final stage, Assess, is where results are captured and displayed for immediate, actionable, structured and personalized feedback. A video-based after-action review offers session playback paired with time-synced ratings to highlight effective or ineffective performance. Built-in analytics enable performance comparisons between individuals and groups over time. Usability for IMITATE is consistently being assessed and refined based on end-user feedback. This iterative, user-centered design process enables a learning tool that is easy to use and applicable across a variety of domains. Integrating these research-based training interventions with a user-centered design process enabled the Design Interactive team to build upon existing military training protocols to enhance instructor competence, reduce instructor development costs, and improve mission readiness. This method is currently informing additional R&Defforts across the Marine Corps and Air Force and has been tested across a wide range of use cases from military, medical, academic, and industrial settings.