To see the other types of publications on this topic, follow the link: Customizable Learning Experiences.
Journal articles on the topic 'Customizable Learning Experiences'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Customizable Learning Experiences.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
<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.
11
Dang Minh Phuc, NGUYEN, and TU Nhat Linh. "INTEGRATING WEB SKETCHPAD INTO ONLINE COURSES FOR TEACHING ROTATION TOPICS." Vinh University Journal of Science 53, Special Issue 2 (2024): 211–20. http://dx.doi.org/10.56824/vujs.2024.htkhgd94.
Full textAbstract:
Web Sketchpad is a new technology based on The Geometer’s Sketchpad software, featuring a highly simplified user interface and customizable tools, allowing learners to focus on mathematical exploration experiences to construct their own knowledge. This study integrated two dynamic mathematical representations designed on Web Sketchpad into an online course to support students in exploring the topic of Rotations in the plane. The results show that Web Sketchpad on the Moodle platform supports students well in conducting mathematical explorations related to rotations. It can serve as a cognitive tool and support different stages of mathematical problem-solving. The students in the experiment demonstrated problem-solving and creative competency, independently constructing new mathematical objects, searching for and discovering mathematical relationships. Additionally, they had the opportunity to practice self-directed learning and self-study through heuristic exploratory activities with dynamic mathematical representations. Keywords: Web Sketchpad; rotation; online-learning; moodle platform
12
Porter, David. "Foreword." Journal of Innovation in Polytechnic Education 3, no. 1 (2021): 3–4. http://dx.doi.org/10.69520/jipe.v3i1.96.
Full textAbstract:
Micro-credentials and their use are hot topics in higher education in 2021. As the World Economic Forum Jobs 2020 report (World Economic Forum, 2020) noted, there is an increasing need to provide short-timeframe opportunities for reskilling and upskilling that will not diminish as we move forward. Driven by this need to reskill or upskill learners, institutions are looking closely at new practice models that will allow them to offer training and certification in smaller units of learning directly tied to workplace needs. This opportunity to create customizable learning experiences for individuals has catalysed a movement to harness ideas originally designed for open badging (OpenBadges.org, 2020) with the developing requirement for institutions to offer digital credentials for all learners (AACRAO, 2020). The resulting fusion has led to the exploration and development of micro-credentials, inspired by the collective value proposition for learners, higher education institutions and employers.
13
Leggett, Conner, Maximus Marchi, McKenzie Muse, Samuel Wesley, and Jonathan Mellon. "Leveraging Artificial Intelligence for Cadet Education." Industrial and Systems Engineering Review 12, no. 1 (2025): 7–12. https://doi.org/10.37266/iser.2025v12i1.pp7-12.
Full textAbstract:
This paper contributes to the ongoing discourse on integrating artificial intelligence (AI) technologies into educational settings while addressing the challenges within military institutions. Specifically, we investigate how the United States Military Academy (USMA) can integrate emerging technology into classrooms while upholding core military values. We conducted a comprehensive assessment of potential AI applications at USMA, culminating in the development of a use-case feasibility index for educational purposes. We developed an AI-powered platform that would enable cadets and faculty to create customizable chatbots aimed at enhancing learning experiences. We devised Portuguese AI chat and feedback bots aligned with Standard Portuguese (LP204) curriculum objectives, facilitating natural conversations, and delivering personalized feedback to users. Through a systematic test conducted across all LP204 sections, followed by a post-application survey, we examined the efficacy that AI can have on language learning programs. Findings reveal positive feedback, suggesting the potential utility of AI-driven educational tools.
14
Masbah, Hajar, and Sana Sakale. "The Adoption of MOOCs as a Form of CPD: Moroccan EFL Teachers’ Attitudes." International Journal of Linguistics, Literature and Translation 6, no. 12 (2023): 133–44. http://dx.doi.org/10.32996/ijllt.2023.6.12.16.
Full textAbstract:
MOOCs have gained undeniable popularity in the educational sphere in recent years, particularly in professional development. It is considered a novel opportunity for instructors to take charge of their Continuous Professional Development journeys. However, its reach remains minimal in the Moroccan EFL context. Hence, the present study sought to investigate the attitudes of a sample of Moroccan EFL teachers concerning the use of MOOCs as a form of CPD. Results revealed positive attitudes due to the customizable learning experiences these courses provide. These findings emphasize the conspicuous role that MOOCs could have in improving an overlooked sector in the Moroccan sphere. As such, the study at hand has the potential to contribute to the perpetual conversation on the adoption of MOOCs in teachers’ CPD, yielding a foundation for future research in the Moroccan educational landscape.
15
Gurses, Muhammet Enes, Elif Gokalp, Neslihan Nisa Gecici, et al. "449 Creating a Neuroanatomy Education Model With Augmented Reality and Virtual Reality Simulations of White Matter Tracts." Neurosurgery 71, Supplement_1 (2025): 109. https://doi.org/10.1227/neu.0000000000003360_449.
Full textAbstract:
INTRODUCTION: Crafting a dynamic and interactive three-dimensional (3D) learning tool holds the potential to deepen students' and residents' grasp of the intricate spatial relationships within diverse neuroanatomical structures, ultimately enhancing their comprehension of this complex subject. Electronic learning has steadily risen in prominence as an educational approach across disciplines, offering a wealth of customizable resources to cater to the diverse learning requirements of students. METHODS: Advanced photogrammetry techniques were employed to generate 3D models. These models served as the foundation for the development of VR and AR educational modules tailored to meet the learning objectives of neurosurgery residents and second-year medical students in Turkey, who faced interruptions in their cadaveric training due to an earthquake. Participants interacted with and assessed these VR and AR educational tools, after which they completed a 20-item graded survey to evaluate their user experience. Additionally, a 10-question mini-test was administered both before and after the training sessions to gauge participants' baseline knowledge and measure their attainment of learning objectives. RESULTS: Forty neurosurgery residents underwent training utilizing a VR-based educational model, facilitated by VR headsets. Concurrently, an AR-based educational model was made available online for practical neuroanatomy instruction to 200 second-year medical students. Residents achieved an average correct answer rate of 7.5 out of 10, while students scored 4.8 out of 10. Post-training assessments revealed significant improvements, with residents averaging 9.7 out of 10 and students achieving 8.7 out of 10 (p < 0.001). User feedback consistently highlighted the substantial enhancement in learning experiences afforded by virtual and augmented reality-based training in neuroanatomy. CONCLUSIONS: VR/AR-based educational models hold immense promise for enhancing education. These innovative training systems can complement traditional methods in neuroanatomy education, providing a lifelike alternative that enriches the learning experience.
16
Tripathi, Mr Kamlesh, Dr Vikas Kumar, and Kalpesh Patil. "Realtime Multilingual Sign Language Translation App." IOSR Journal of Computer Engineering 26, no. 6 (2024): 45–52. https://doi.org/10.9790/0661-2606014552.
Full textAbstract:
In a globalized world, effective communication is a necessity. As we live in rapidly changing world, communication enables individuals to adapt to new circumstances, innovate, and seize opportunities. It an important aspect which focuses on building relationships facilitates the exchange of ideas, thoughts, feedback, and feelings with others. Thus, hearing people breakdown and smash those barriers encountered by the Deaf and Hard of Hearing communities. The main barrier is communication. Sign language is just like any other language used for communication purpose. Addressing this challenge, the development of a Multilingual Sign Language App is proposed. This app aims to bridge the communication gap by offering a comprehensive platform for learning and using sign languages from around the world and is designed to be a versatile and inclusive tool that caters to the unique linguistic and cultural aspects of different sign languages. The app includes features such as sign language dictionaries with video demonstrations, interactive learning modules, translation tools, customizable learning experiences, and a vibrant user community. Users can access content in various sign languages. The app promotes not only language acquisition but also cultural understanding. By addressing linguistic diversity and cultural nuances, this app stands as a vital resource for both Deaf and hearing communities, fostering a more inclusive and understanding world
17
Barbu, Monica, Dragos-Daniel Iordache, Ionuț Petre, Dragos-Cătălin Barbu, and Lidia Băjenaru. "Framework Design for Reinforcing the Potential of XR Technologies in Transforming Inclusive Education." Applied Sciences 15, no. 3 (2025): 1484. https://doi.org/10.3390/app15031484.
Full textAbstract:
This study presents a novel approach to inclusive education by integrating augmented reality (XR) and generative artificial intelligence (AI) technologies into an immersive and adaptive learning platform designed for students with special educational needs. Building upon existing solutions, the approach uniquely combines XR and generative AI to facilitate personalized, accessible, and interactive learning experiences tailored to individual requirements. The framework incorporates an intuitive Unity XR-based interface alongside a generative AI module to enable near real-time customization of content and interactions. Additionally, the study examines related generative AI initiatives that promote inclusion through enhanced communication tools, educational support, and customizable assistive technologies. The motivation for this study arises from the pressing need to address the limitations of traditional educational methods, which often fail to meet the diverse needs of learners with special educational requirements. The integration of XR and generative AI offers transformative potential by creating adaptive, immersive, and inclusive learning environments. This approach ensures real-time adaptability to individual progress and accessibility, addressing critical barriers such as static content and lack of inclusivity in existing systems. The research outlines a pathway toward more inclusive and equitable education, significantly enhancing opportunities for learners with diverse needs and contributing to broader social integration and equity in education.
18
Tamrakar, Vishesh. "Real-Time Object Detection and Recognition with Computer Vision." International Journal for Research in Applied Science and Engineering Technology 12, no. 5 (2024): 1677–81. http://dx.doi.org/10.22214/ijraset.2024.61921.
Full textAbstract:
Abstract: Object detection, a fundamental aspect of computer vision, is essential for identifying and localizing objects within images or video frames, leveraging advancements in deep learning, particularly convolutional neural networks (CNNs), to enhance precision and speed. Its applications span diverse domains, from autonomous vehicles and surveillance systems to augmented reality and human-computer interaction. Our project focuses on engineering a real-time object detection system, integrating deep learning and computer vision methodologies. Anchored on the robust Single Shot Multibox Detector (SSD) architecture and reinforced by the efficiency and accuracy of the MobileNetV3 backbone, our system utilizes a pre-trained SSD MobileNetV3 model and comprehensive annotations from the COCO dataset to adeptly detect and recognize a wide array of objects within live video streams or archived footage. It seamlessly processes video frames from various sources, annotating detected objects in real-time to provide instant visual feedback. Offering customizable confidence thresholds and support for multiple video sources, our project showcases the transformative potential of deep learning and computer vision, advancing realtime object detection across domains like surveillance and interactive systems. By pushing the boundaries of object detection technology, our project aims to enhance safety, efficiency, and user experiences in various applications, promising to redefine the landscape of computer vision with innovation and advancement.
19
Misrita, Misrita, Ikrimah Ikrimah, and Bahing Bahing. "Incorporating local content stories into innovative e-book development for high school students in Central Kalimantan, Indonesia." Journal on English as a Foreign Language 14, no. 2 (2024): 651–82. http://dx.doi.org/10.23971/jefl.v14i2.9045.
Full textAbstract:
Many studies have shown the enhancement of student engagement by integrating local content into digital learning resources. However, little is known about the interactively and culturally relevant materials in incorporating customizable and engaging content for students. The present study aims to develop an e-book focusing on narrative texts that incorporate local content stories for high school students in Central Kalimantan, Indonesia. This research and development study utilized the ADDIE model and TPACK framework. The research involved 35 students in the eleventh grade at the senior high school. It also involved three English teachers and three external validators. Data were garnered through questionnaires, observations and interviews. The quantitative data were analyzed using descriptive statistics analysis, and qualitative data were analyzed using thematic analysis. Results show that expert validation indicated high-quality media presentation and local content integration. In addition, students’ feedback revealed a remarkable attractiveness, suggesting that the e-book significantly enhances educational outcomes. These findings demonstrate the efficacy of the ADDIE model and TPACK framework in creating relevant learning experiences. The study underscores the importance of integrating local content in digital educational tools, offering broad implications for curriculum development and the creation of engaging culturally relevant educational materials.
20
Naples, Jennifer G., Tracie Rothrock-Christian, and Jamie N. Brown. "Characteristics of Postgraduate Year 1 Pharmacy Residency Programs at Veterans Affairs Medical Centers." Journal of Pharmacy Practice 28, no. 4 (2015): 425–29. http://dx.doi.org/10.1177/0897190014568386.
Full textAbstract:
Purpose: Although the characteristics of pharmacy postgraduate year 1 (PGY1) residency programs have been examined among large academic medical centers, there are no identified studies comparing the attributes of individual programs in the Veterans Affairs (VA) Health Administration System. The primary objective of this study was to describe and contrast characteristics of VA PGY1 residency programs. Methods: This was a cross-sectional survey of VA pharmacy residency programs. An online survey was distributed electronically to residency program directors of VA PGY1 residencies. Results: Responses from 33 (33%) PGY1 programs were available for the analysis. Programs reported growth over the previous 2 years and expected continued expansion. There was a wide variety of learning opportunities, although experiences were customizable based on residents’ interests. Notably, many programs allowed residents to seek rotations at other locations if specific experiences were not available on-site. Additionally, most programs had a mandatory staffing component and required residents to present the results of residency research projects. Conclusion: There is a high degree of variability among individual VA facilities with regard to the requirements and opportunities available to PGY1 pharmacy residents. This assessment is able to characterize the currently established residency programs and allows for an active comparison of programs in a nationally integrated health care system.
21
Karpova, Olena. "Social Media in Academia: Trends, Preferences, and the Implications for Student Privacy and Customization." International Scientific Journal of Universities and Leadership, no. 19 (June 30, 2025): 92–104. https://doi.org/10.31874/2520-6702-2025-19-92-104.
Full textAbstract:
This study investigates the transformative role of social media in higher education, with a focus on trends, student preferences, and the implications for privacy and learning customization. Drawing on a large-scale quantitative survey of 1,820 students aged from 25 countries-including Ukraine, EU states, the US, Africa, and Asia-the research explores how social networks are reshaping both formal and non-formal educational practices. The findings reveal that social media platforms are not only preferred channels for communication and entertainment but are increasingly used for academic purposes such as accessing study materials, participating in group discussions, watching educational videos, and engaging with educational communities. Notably, approximately 30% of respondents use social media for work and studies, indicating a paradigm shift from traditional, teacher-driven content delivery to student-centered, customizable learning experiences. The study reveals the growing importance of non-formal education. Social media facilitates this trend by enabling flexible, peer-to-peer learning environments that correspond with students’ individual preferences and needs. However, the research also highlights significant concerns regarding data privacy and the ethical use of student information, with many students unaware of the risks associated with academic social media use. The interdisciplinary methodology, grounded in both educational theory and digital psychology, demonstrates that while social media increases learning engagement and motivation, it also requires the development of advanced institutional policies to safeguard student privacy. The findings suggest that modern universities should adapt by integrating social media into curricula and student services, while also addressing privacy challenges to fully implement the benefits of digital learning ecosystems.
22
Aaron Paul M. Dela Rosa. "Leveraging Technology for Teaching and Learning: Developing a Django-based Quiz Application for Education." Journal of Information Systems Engineering and Management 10, no. 13s (2025): 81–90. https://doi.org/10.52783/jisem.v10i13s.2008.
Full textAbstract:
This study presents the development and evaluation of the Rapid Personalized Assessment Platform for Quizzes (RPAP-Quiz), an innovative web-based application designed to enhance assessment practices in educational settings. Utilizing the Python Django web framework, RPAP-Quiz addresses critical challenges such as adaptability to diverse learning needs and secure assessment delivery. The application empowers educators to manage classes, create customizable quizzes, and monitor student performance while incorporating advanced anti-cheating measures to ensure academic integrity. On the student side, features like secure quiz participation, anti-cheating, and a user-friendly interface promote engagement and critical thinking. A descriptive research methodology guided the study, focusing on user perceptions of the platform’s acceptability, evaluated through ISO/IEC 25010:2023 quality standards. Sixty respondents, including teachers and students, assessed the application across nine criteria, achieving an overall rating of “Extremely Acceptable.” Key strengths identified were functional suitability, ease of interaction, and security, highlighting RPAP-Quiz’s capacity to meet the evolving demands of online assessments. Despite these strengths, minor concerns regarding reliability and performance efficiency were noted, attributed to network dependencies and the strict enforcement of anti-cheating protocols. This research stresses the potential of RPAP-Quiz to transform assessment practices, offering an accessible solution that aligns with modern educational objectives. Recommendations include expanding anti-cheating features and enhancing system flexibility to support broader applications. RPAP-Quiz exemplifies the integration of technology in fostering secure, efficient, and equitable educational experiences for teachers and learners alike.
23
Patterson, Clinton A., Chi-Ning Chang, Courtney N. Lavadia, Marta L. Pardo, Debra A. Fowler, and Karen Butler-Purry. "Transforming doctoral education: preparing multidimensional and adaptive scholars." Studies in Graduate and Postdoctoral Education 11, no. 1 (2019): 17–34. http://dx.doi.org/10.1108/sgpe-03-2019-0029.
Full textAbstract:
Purpose Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow. Design/methodology/approach The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience. Findings Current global doctoral education models and literature were reviewed. These findings informed the new TDEM. Practical implications Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness. Social implications Within the TDEM framework, doctoral students develop valuable knowledge and transferable skills. These developments increase doctoral student career adaptability and preparedness, as well as enables graduates to appropriately respond to global and societal complex problems. Originality/value This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.
24
Alrasheedy, Alian A. "Multidisciplinary Integrated Pharmacotherapy Curriculum in a Doctor of Pharmacy Program: Educators’ Perceptions, Views, and Perspectives." Journal of Medical Education and Curricular Development 7 (January 2020): 238212051989727. http://dx.doi.org/10.1177/2382120519897279.
Full textAbstract:
Background: In pharmacy education, an integrated curriculum in which the full spectrum of foundational and pharmaceutical sciences is integrated with pharmacotherapy and clinical pharmacy is considered relatively new. At Unaizah College of Pharmacy (UCP), Qassim University, Saudi Arabia, a 6-year PharmD program was developed with a multidisciplinary integrated pharmacotherapy curriculum. The integrated pharmacotherapy curriculum represents approximately half of the didactic curriculum. Objective: The aim of this study was to evaluate the perceptions, the views, and experiences of academic faculty members regarding the impact and implementation of the multidisciplinary integrated pharmacotherapy curriculum in the PharmD program. Methods: A cross-sectional study was conducted with all pharmacy faculty members involved in the integrated curriculum. The data-capturing technique in this study was a Web-based survey. In addition, the survey included an open-ended section in which the participants were encouraged to provide comments/feedback and share their experiences about the integrated curriculum. Results: The majority of participants (96.88%, n = 31) believed that the integrated curriculum is well suited for developing problem-solving skills needed in pharmacy practice. Similarly, 93.76% (n = 30) believed that the integrated curriculum results in better student learning experiences. Of the participants, 81.26% (n = 26) believed it results in a better understanding and application of pharmaceutical sciences in practice compared with traditional courses. Moreover, 71.88% (n = 23) considered that the required depth and breadth of the content related to their disciplines is achievable with this model. Of all participants, 96.88% (n = 31) believed that the successful implementation of this integrated curriculum needs strong collaboration, effective communication, good coordination between all departments, and a flexible, fully customizable, and effective e-learning system. Moreover, all participants believed that full integration requires careful design and implementation to ensure no overlapping or marginalization of topics/disciplines. In this study, 62.51% (n = 20) believed that the fully integrated curriculum results in a relatively higher workload compared with traditional courses. Conclusions: The majority of faculty members had positive perceptions regarding the multidisciplinary integrated pharmacotherapy curriculum. Moreover, the majority had positive views and experiences regarding the implementation of this integrated curriculum. The study identified several factors that helped in the successful implementation of this curriculum. Moreover, several challenges have been identified, including more investment in time and effort to implement this fully integrated curriculum.
25
Chatto, Francis Daryl M. "Enhancing Timeliness and Efficiency in Quarterly Report Submissions: Implementation of an Online Reporting System in Education." Asian Journal of Education and Social Studies 51, no. 3 (2025): 305–14. https://doi.org/10.9734/ajess/2025/v51i31827.
Full textAbstract:
Aims: This action research study aimed to determine the impact of an online reporting system (RFCNHS Q-ORS) on the timely submission of quarterly proficiency level reports by teachers in a school in Davao City, Philippines. Timely reporting is essential for effective educational monitoring and decision-making processes that directly impact student learning outcomes. Study Design: A mixed-methods approach using quantitative and qualitative data collection and analysis was employed. Methodology: Eight classroom teachers participated in the study. Data was collected through monitoring checklists for quarterly report submissions before and after implementation of the Q-ORS during the 2022-2023 academic year. Qualitative data were gathered through focus group discussions to explore teachers' experiences with the new system. Descriptive statistics and thematic analysis were used to analyze the data. Limitations of this study include the small sample size and implementation at a single institution, which may affect generalizability of findings. Results: Prior to implementation, only 25% of Subject Teachers submitted reports on or before deadlines, while 75% submitted them late. Among Learning Area Coordinators, 100% submitted reports after the deadline. Following Q-ORS implementation, 100% of Subject Teachers submitted reports on time (62.5% before deadline, 37.5% on deadline), and 100% of Learning Area Coordinators submitted on time (75% before deadline, 25% on deadline). Thematic analysis of teachers' perceptions revealed three major themes: Ease of Use and Accessibility, Adaptability and Support, and Improved Reporting Compliance. Conclusion: The RFCNHS Quarterly Online Reporting System significantly improved the timely submission of quarterly proficiency level reports. The findings support the efficacy of digital reporting systems in enhancing administrative efficiency in educational institutions. Recommendations include implementing user-customizable interfaces, providing comprehensive training materials in multiple formats, and conducting similar validation studies.
26
Zuhour, Raed, Maitry Patel, Rojano Kashani, et al. "Utility of learning health systems in radiation oncology." JCO Oncology Practice 20, no. 10_suppl (2024): 413. http://dx.doi.org/10.1200/op.2024.20.10_suppl.413.
Full textAbstract:
413 Background: Current health information systems lack a robust framework for longitudinal integration of internal experiences and external evidence into existing workflows. The result is labor intensive, error-prone and fragmented systems plagued with process gaps. Learning health systems (LHS) can be a potential solution to address these gaps. We created and implemented a novel LHS framework in radiation oncology (RO). We hypothesize that this framework can be leveraged to identify and implement opportunities for improvement using a patient-oriented endpoint of time from radiation simulation to treatment start (RSTS). Methods: An RO-LHS was developed through a collaboration between an academic, multi-facility radiation oncology department and an industry partner (Medlever). The end-to-end clinical workflow was embedded into the Medlever platform following an interdisciplinary, iterative analysis with representatives from key teams (clerical, finance and clinical). A novel nomenclature was created to label standardized, customizable templates, which choreograph logic-driven tasks that cover all sub-steps of RSTS. The primary endpoint of RSTS was compared pre- and post-implementation, stratified by key variables, such as facility, staff member, and radiation treatment modality. Results: The iterative workflow analysis identified >700 variables and decision points necessary for >200 cancer and benign conditions routinely managed in RO. >450 treatment protocols were templated.180 logic-driven tasks were created and linked to key parameters, resulting in a choregraphed precision workflow for each patient. Using the first iteration of the build, a total of 512 patients were managed during a 50-day period (03/01/2024-04/20/2024) and were compared to 2875 patients treated prior to implementation. Post-implementation, RSTS was shortened by 36.4% (p<0.001). We identified significant differences in RSTS by radiation modalities (protons vs all others), across facilities, and by providers (p<0.01 for all). Analysis of fractional domain of RSTS, 56% of the time was driven by physician-directed tasks, while 44% was comprised of physics and dosimetry-driven work. Physician-directed tasks had the greatest heterogeneity in time to completion. The biggest variation was noted for the contouring completion task. Significant differences were identified by provider (p<0.001) in nearly each step of the process, including steps not directly tied to physician’s work. Conclusions: Through an inter-disciplinary implementation of the first iteration of a LHS in our RO department, we have significantly shortened RSTS. The implementation and analysis has also enabled us to better understand underlying heterogeneities and identify further opportunities for optimization of RSTS. An LHS framework provides a generalizable solution that could be adapted in other RO clinics.
27
Nassar, Haifa. "Challenges of Post-Editing in English to Arabic Machine Translation of Technical Texts: A Study of Technological and Linguistic Barriers." International Journal of Linguistics, Literature and Translation 8, no. 4 (2025): 01–15. https://doi.org/10.32996/ijllt.2025.8.4.1.
Full textAbstract:
The increasing reliance on machine translation (MT) for English-to-Arabic technical texts presents significant linguistic and technological challenges, necessitating extensive human post-editing. This study examines these challenges by analyzing machine-translated technical texts and assessing the post-editing process undertaken by professional translators. Despite advancements in neural machine translation, English-Arabic translation remains problematic due to syntactic, morphological, and terminological discrepancies between the two languages. The study employs House’s (1997) Translation Quality Assessment (TQA) Model to evaluate machine translation quality and the impact of post-editing interventions. Methodologically, ten technical texts were selected from car and hair dryer manuals and translated using Google Translate. Two professional translators, each holding a PhD in translation, post-edited these texts in a two-stage process, producing a single collaboratively refined version. Semi-structured interviews were then conducted to explore the translators' experiences, the challenges they faced, and their perspectives on the effectiveness of MT tools. The analysis of the interviews revealed key technological and linguistic barriers, including inconsistent terminology, unnatural sentence structures, and difficulties in maintaining semantic and pragmatic accuracy. The findings highlight that MT tools struggle with context-sensitive technical terms, resulting in inaccuracies that demand significant human intervention. Additionally, issues such as word order mismatches, poor handling of Arabic morphology, and ineffective recognition of formal registers contribute to the post-editing workload. The study recommends improvements in MT systems, including enhanced AI-driven context recognition, customizable glossaries, and adaptive learning mechanisms to refine MT accuracy over time. By addressing these gaps, MT tools can better integrate into professional translation workflows, reducing post-editing efforts while improving the quality of English-to-Arabic technical translations.
28
Parakh, Abhishek, and Mahadevan Subramaniam. "Galore." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (2022): 8. http://dx.doi.org/10.53735/cisse.v9i1.142.
Full textAbstract:
The use of customizable learning objects in multiple different formats such as visual, auditory, text, interactive widgets and newly defined learning objects called gamelets have a potential to tremendously enhance experiential learning. A parameterized environment, called Galore, that integrates such learning objects into a seamless experience based on student learning styles and preferences for teaching difficult counter and intuitive concepts in quantum communications is described.
29
Pawar, Harshal. "Excalibur: AI-Assisted Note Management with Automated Revision Scheduling and Knowledge Retention Insights." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 04 (2025): 1–9. https://doi.org/10.55041/ijsrem45817.
Full textAbstract:
Abstract - This paper presents Excalibur, an innovative web and mobile application developed to enhance knowledge retention and content management for learners. The tool enables users to document their daily learnings through multimedia inputs such as text, images, audio, and hyperlinks, organized within a hierarchical folder structure for efficient categorization by subject and topic. Excalibur integrates a spaced repetition-based reminder system prompting content review on weekly, monthly, quarterly, and annual intervals, supporting long-term retention. It also features an emergency review mode, offering AI-generated flashcard summaries for rapid topic revision. Additional functionalities include customizable folders, intelligent search and tagging, progress tracking, and secure authentication. Designed for students, professionals, and lifelong learners, Excalibur aims to transform the learning experience by combining modern technology with scientifically-backed revision techniques. Key Words: spaced repetition, content management, learning app, AI flashcards, knowledge retention, personalized learning.
30
Lancaster, Samuel M., Akshay Sanghi, Si Wu, and Michael P. Snyder. "A Customizable Analysis Flow in Integrative Multi-Omics." Biomolecules 10, no. 12 (2020): 1606. http://dx.doi.org/10.3390/biom10121606.
Full textAbstract:
The number of researchers using multi-omics is growing. Though still expensive, every year it is cheaper to perform multi-omic studies, often exponentially so. In addition to its increasing accessibility, multi-omics reveals a view of systems biology to an unprecedented depth. Thus, multi-omics can be used to answer a broad range of biological questions in finer resolution than previous methods. We used six omic measurements—four nucleic acid (i.e., genomic, epigenomic, transcriptomics, and metagenomic) and two mass spectrometry (proteomics and metabolomics) based—to highlight an analysis workflow on this type of data, which is often vast. This workflow is not exhaustive of all the omic measurements or analysis methods, but it will provide an experienced or even a novice multi-omic researcher with the tools necessary to analyze their data. This review begins with analyzing a single ome and study design, and then synthesizes best practices in data integration techniques that include machine learning. Furthermore, we delineate methods to validate findings from multi-omic integration. Ultimately, multi-omic integration offers a window into the complexity of molecular interactions and a comprehensive view of systems biology.
31
Saira Arif * and F. N. Alavi. "EasyGPT: A Streamlined Deep Learning Simulator." International Journal of Emerging Multidisciplinaries: Computer Science & Artificial Intelligence 4, no. 1 (2025): 26. https://doi.org/10.54938/ijemdcsai.2025.04.1.455.
Full textAbstract:
This series of papers introduces EasyGPT, a minimalistic, flexible and novel deep learning implementation of the Transformer architecture for the simulation and testing of Natural Language Processing (NLP) applications. Built to open industry standards, our model combines a customizable modular design which enables, among other things, model selection, hyperparameter configuration and user-selectable tokenization engine plugins. In this first paper in the series, we discuss the overall system design of EasyGPT, and evaluate its performance by fine-tuning the DistilGPT2 model on the DailyDialog dataset. Our work provides both a simple way for those starting in AI research to experience ChatGTP-like chatbot technologies at the coding level, as well as providing a foundation for the transition towards more realistic and complex model-building and experimentation.
32
Loftus, Neil, and Husnu S. Narman. "Use of Machine Learning in Interactive Cybersecurity and Network Education." Sensors 23, no. 6 (2023): 2977. http://dx.doi.org/10.3390/s23062977.
Full textAbstract:
Cybersecurity is a complex subject for students to pursue. Hands-on online learning through labs and simulations can help students become more familiar with the subject at security classes to pursue cybersecurity education. There are several online tools and simulation platforms for cybersecurity education. However, those platforms need more constructive feedback mechanisms, and customizable hands-on exercises for users, or they oversimplify or misrepresent the content. In this paper, we aim to develop a platform for cybersecurity education that can be used either with a user interface or command line and provide auto constructive feedback for command line practices. Moreover, the platform currently has nine levels to practice for different subjects of networking and cybersecurity and a customizable level to create a customized network structure to test. The difficulty of objectives increases at each level. Moreover, an automatic feedback mechanism is developed by using a machine learning model to warn users about their typographical errors while using the command line to practice. A trial was performed with students completing a survey before and after using the application to test the effects of auto-feedback on users’ understanding of the subjects and engagement with the application. The machine learning-based version of the application has a net increase in the user ratings of almost every survey field, such as user-friendliness and overall experience.
33
Jagtap, Avantika Anil, Aditya Rajendra Mane, Dhairyasheel Santosh Shinde, Pooja Amar Jugale, and Pratham Prakash Nimbalkar. "A Survey on Revolutionizing E-Learning: Notes, Chatbots and Data Analysis." Journal of Data Processing and Business Analytics 1, no. 2 (2024): 1–3. http://dx.doi.org/10.48001/jodpba.2024.121-3.
Full textAbstract:
In today's technology-driven era, E-Learning Management Systems (LMS) are revolutionizing education and professional development. These comprehensive digital platforms facilitate the delivery, administration, and evaluation of online courses and training programs. With features such as progress tracking, assessments, and detailed reporting, LMSs offer a structured, flexible, and accessible learning experience. They have transformed traditional classrooms into virtual learning spaces, offering online courses, blended learning programs, and entirely digital degree programs in the academic realm. In the corporate world, businesses rely on these systems to provide professional development and compliance training, ensuring consistency and standardization across geographical locations. Highly adaptable and customizable, E-Learning Management Systems cater to diverse learning needs, incorporating features like discussion forums, chat tools, and interactive multimedia content to enhance engagement and collaboration among learners.
34
Aini, Alifia Nur, and Mahendra Wardhana. "Designing Interface and User Experience of Elementary School Learning Applications Using Design Thinking." Jurnal Ilmiah Manajemen Kesatuan 13, no. 1 (2025): 195–208. https://doi.org/10.37641/jimkes.v13i1.3067.
Full textAbstract:
Indonesia's entry into the Education 4.0 era emphasizes integrating cyber technology into learning, as reflected in the implementation of the Merdeka Curriculum, which aims to foster the Pancasila Student Profile. Despite this, low student motivation and interest, particularly in mathematics, remain key challenges. This study aims to design an interactive learning application tailored to elementary school students to address these issues. Using the Design Thinking methodology, five stages—empathize, define, ideate, prototype, and test—were employed, involving questionnaires, interviews, usability testing via Maze.co, and user experience evaluation (UEQ). The findings reveal that the application includes structured curriculum-based materials, customizable quizzes, and discussion forums. Usability testing achieved a success rate exceeding 80%, and UEQ results ranged from above average to excellent. Although the application effectively increases engagement and learning outcomes, improvements in visual elements, such as color selection and illustrations, are recommended to enhance the user experience further. This research underscores the significance of user-centered design in creating impactful educational tools that motivate and engage students while supporting educators' instructional goals.
35
Vasuki, M. "“Chain Defender: A Blockchain-Driven Machine Learning Framework for App Security”." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 06 (2025): 1–9. https://doi.org/10.55041/ijsrem49767.
Full textAbstract:
ABSTRACT Android apps serve various purposes, including productivity, entertainment, communication, gaming, and utility. They leverage the capabilities of smartphones and tablets, providing users with a diverse and customizable experience. However, this widespread adoption has also attracted a darker side in the form of Android malware. Malicious applications, often disguised as legitimate software, exploit vulnerabilities within the Android OS to compromise user security and privacy. Recognizing the critical need to address the escalating threat of Android malware, the project aims to develop a robust Android malware detection system. This projecct intends to provide a proactive defense against evolving malware threats, ensuring the security and integrity of Android users and their devices. Keywords: Remote Control option, UDP Communication, Mouse Share, Keyboard, Input Block
36
Bhosale, Rutul D., Manav Waghmare, Ayushi Lanjewar, Priyam Sarkhel, and Prof Rachna Chapate. "A Review on: CheckMateX." International Journal for Research in Applied Science and Engineering Technology 12, no. 11 (2024): 2316–20. https://doi.org/10.22214/ijraset.2024.65642.
Full textAbstract:
Abstract: Checkmate X is an advanced chess engine designed to provide an engaging and realistic chess experience through sophisticated algorithms and artificial intelligence. This engine incorporates Minimax with Alpha-Beta Pruning and Recurrent Convolutional Neural Networks (RCNNs) for efficient move evaluation and adaptive gameplay, catering to players of all levels. Features like multiplayer functionality, training modes, and customizable AI make Checkmate X a versatile platform for both competitive play and learning. Our study presents the architecture, algorithms, and performance metrics that underscore the engine’s effectiveness in delivering human-like strategies and training utilities
37
Ahire, Pratiksha, and Ashtul Ms.A.S. "Smart Book Assistant: AI-Enabled Digital Reading Platform." Journal of Advancement in Electronics Design 8, no. 2 (2025): 23–28. https://doi.org/10.5281/zenodo.15605891.
Full textAbstract:
<em>This research paper presents the development and implementation of Smart Book Assistant, a next-generation AI- powered digital library designed to enhance the reading experience through intelligent recommendations, real-time summaries, and offline accessibility. Unlike conventional e-readers, this system leverages natural language processing (NLP) and machine learning (ML) to streamline book discovery, improve reading comprehension, and enable cross-device continuity. With integration of 50,000+ public domain books via Feedbooks API and a responsive PWA interface, the Smart Book Assistant provides a customizable, smart, and accessible platform for digital readers across the globe.</em>
38
Zulfa, Adelia Oktaviana. "EFL Students’ Perception Towards Kahoot! as A Gamification Tool in English Learning." Educalingua 2, no. 2 (2024): 106–18. http://dx.doi.org/10.26877/educalingua.v2i2.1214.
Full textAbstract:
Technology in education forces teachers to modify their teaching strategies by implementing gamification as a tool in teaching and learning process. Kahoot is a popular gamification tool in English learning. Using a qualitative research design, this study aimed to determine the EFL students' perception of the gamification tool in an English learning environment. Thirty-six (36) students of 10th grade from a public senior high school in Semarang, Central Java, Indonesia. The participants were asked to complete a closed-ended questionnaire using Google Forms to gain information about their perceptions of the educational environment. The findings revealed that the students generally have a positive perception of Kahoot! as a gamification tool in the English learning process. The interactive and competitive nature of the quizzes increases students' motivation and engagement in the learning process, which can enhance students' engagement and motivation in the classroom. The students generally perceive Kahoot! as an effective, fun, and effective educational environment that enhances students' learning experience and creates a vibrant and engaging classroom environment. By combining motivation, collaboration, competition, fun, interest, excitement, and an energetic environment, Kahoot! can enhance the English learning experience, promote interaction and collaboration, and offer customizable features.
39
Van Oostveen, Roland, Wendy Barber, and Elizabeth Childs. "GELO and GreX: A framework and dashboard to investigate technology competency and culture." Networked Learning Conference 12 (August 16, 2024): 399–400. http://dx.doi.org/10.54337/nlc.v12.8705.
Full textAbstract:
Participation in 4th Industrial Revolution society is increasingly dependent upon competencies related to the use of digital technologies for a wide variety of purposes. A person’s competence in the use of digital technologies has implications for a wide variety of contexts and situations, including learning in physical as well as virtual spaces, career choices and employability, digital citizenship, cultural orientations and values, and even democracy (Erstad, 2010). This workshop will provide an overview of the Global Educational Learning Observatory (GELO) project and invite participants to experience a variety of self-assessment tools accessed through the customizable dashboard, the Global Readiness Explorer (GREx). The GELO project attempts to provide a framework for an international network of institutions utilizing data-driven evidence to inform evolving best practices for online and mobile learning. To achieve this, the project (i) assembles a nucleus of formal educational institutions, (ii) constructs the necessary tools to extend research on formal learning models, and (iii) reaches into the workplace as well as other more public spaces to integrate with informal learning settings. The primary source of data derives from a customizable dashboard, the Global Readiness Explorer (GREx), and the tools that can be implemented within it. These tools are designed to give individuals, organizations, and institutions the means to construct complex profiles that can be used to identify gaps in competency attainment and development. Through small group activities, participants will examine and discuss the various tool suites in the GREx including the digital learning competency profiler (DCP); the fully online learning community survey instrument (FOLCS); the Personal Cultural Orientation Scale (PCOS) and others. In this workshop, participants will choose a self-assessment instrument to participate in and then discuss their experience with a focus on improving the GREx tool suite for global use. In addition, participants will examine the GREx for use with their students as a component of determining readiness for moving into fully online learning environments. The workshop will conclude with an explanation of the global educational learning observatory (GELO), and participants will be invited to join this global research network.
40
Abdelilah, Nossair, and El Housni Hamza. "Eating Smart: Advancing Health Informatics with the Grounding DINO-based Dietary Assistant App." International Journal of Scientific Research and Innovative Studies 3, no. 3 (2024): 26–34. https://doi.org/10.5281/zenodo.11243881.
Full textAbstract:
<strong>Abstract:</strong> The Smart Dietary Assistant project combines technology and Machine Learning (ML) to offer personalized advice for people with dietary concerns such as diabetes. This approach focuses on the user helping them make decisions about their diet using the Grounding DINO model. Grounding DINO uses a text encoder and image backbone to improve detection accuracy without relying on a labeled dataset making it practical for real world situations with various food types. This model uses a 52.5 AP score on the COCO dataset and attention mechanisms that leverage features based on user-provided labels and food images to allow precise object recognition. The feature is at the core of the user app, turning smartphones into a helpful dietary advisor that enables people to manage their health effectively. The app can use your device camera to take photos that will be analyzed by the model for detection and categorize the food items correctly. This is what differs in this system: it decides to be free and not to be connected to annoying cloud databases of information. The application uses a database managed by itself that is of PostgreSQL type, ensuring the preservation of data integrity and control. This database hosting information includes all types of food products, from profiles to health insights drawn from their consumption by human beings. This helps in effective and efficient data access speed, reliability, and enhances user privacy through localized storage within the organizational infrastructure. The app focuses on improving the experiences of the users, considering that it allows them to create profiles through which they describe themselves based on preferences and tips on nutrition. In addition to calories information, the app provides insights to nutrients such as proteins, vitamins, and minerals. This makes it possible for one to decide the kind of food to take, either for weight management, muscle building, or managing health conditions. On the other part, it also assesses food compatibility versus profiles and gives personal recommendations for alternatives and recipes. Such kind of personal help is highly convenient for persons with needs as it helps them take their healthy options confidently. Developed using React Native and TypeScript, the Smart Dietary Assistant app guarantees operation across devices and platforms. It incorporates technologies beyond modeling to ensure optimal performance in food recognition, scalability for future enhancements and seamless integration, with other dietary tools. Users have the option to enjoy features like using the camera to scan food items, for tracking habits and receiving insightful analysis. They can also interact with an assistant for recommendations. The protection of data is ensured through user authentication whereas customizable settings enhance the user experience. React Native enables smooth screen transitions. The expo camera allows scanning capabilities. Local storage efficiently manages data to create an easy/appealing to use interface. The Smart Dietary Assistant app’s interface stands out for striking a balance between aesthetics and usability. The use of buttons, and a vibrant color scheme enhances user experience by making navigation and feature selection simple. The chatbot feature, represented by an avatar encourages user engagement and personalized guidance seeking. Users find camera scanning convenient although it is noted that varying lighting conditions may affect accuracy. It is this appreciation that opened doors to improvement that can guarantee success in all situations. The choice of a self-hosted PostgreSQL database for this project re-emphasizes its importance in the realms of health informatics and nutritional science. This is data that can be stored without really depending on outside cloud services, and just with that, the same can be retained as reliable information, since there are chances that it can be changed from the outside. In the future, the Smart Dietary Assistant is planned to be empowered with collaboration with devices. With this development, the application can sync with fitness trackers and smartwatches to give time-based suggestions from physiological data such as blood sugar level and calories burnt. This will connect users to devices that give them individualized advice regarding their health needs, depending on the style of activity. The application is open to collaborations with AI-powered tools in the development of personalized recipes and meal plans that would give the user an easy time adhering to his preferences, dietary restrictions, and time-in sync physiological information. With conditions like diabetes, this holistic approach to diet management is deemed beneficial because it would make the app utilities more effective, always supports objectives for weight management or muscle building, and therefore supports the overall well-being of the user. <strong>Key words: </strong>Food Image Recognition, Machine Learning in Nutrition, Zero-Shot Object Detection.
41
Obohwemu, Dr Kennedy Oberhiri. "EMPOWERING INDEPENDENT LEARNING THROUGH ASSISTIVE TECHNOLOGY: A QUANTITATIVE STUDY ON ITS IMPACT FOR STUDENTS WITH DISABILITIES." AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS 6, no. 11 (2024): 97–98. http://dx.doi.org/10.37547/tajssei/volume06issue11-08.
Full textAbstract:
BACKGROUND The integration of assistive technologies in educational settings offers a promising avenue to enhance the learning experience for students with disabilities. These technologies, including voice recognition software, screen readers, and customizable learning management systems (LMS), have the potential to promote autonomy and engagement by accommodating diverse learning needs. This research will evaluate the effectiveness of these assistive technologies in supporting independent learning among these students. RESEARCH AIM The research aims to assess the usage and accessibility of assistive technologies in GBS, quantify their impact on students with disabilities, and identify the most effective technologies for enhancing learning outcomes. METHODS The study will involve surveys and performance metrics analysis among students with disabilities across various campuses of GBS. Statistical methods, including regression analysis and t-tests, will be employed to analyse the data. RESULTS Expected findings include detailed insights into assistive technology usage patterns and quantitative evidence of their impact on independent learning and academic performance. Recommendations for effective assistive technologies will be provided. CONCLUSION This research is expected to offer empirical evidence on the role of assistive technologies in supporting independent learning for students with disabilities, guiding educational institutions towards creating more inclusive environments.
42
Kumar, Ankit. "Impact of Internet of Things on Home Appliances." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 04 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem30767.
Full textAbstract:
The way household appliances operate and communicate with consumers has completely changed as a result of the Internet of Things (IoT). This abstract explores how the Internet of Things affects household appliances, emphasizing how it affects user experience, convenience, and energy efficiency. With the use of smartphones and other smart devices and IoT connectivity, users can effortlessly integrate and control their appliances, giving them the ability to monitor and operate them remotely from any location. Tasks like receiving notifications, changing settings, and even starting appliance functions when away from home are made possible by this convenience. Furthermore, by using automation and data-driven insights, IoT makes it possible for home appliances to operate more energy efficiently. With sensors and connectivity, smart appliances can adjust their performance according to usage patterns and environmental factors in real time, saving energy and money on utility bills. IoT-enabled appliances can also take part in demand response initiatives, which helps with overall energy saving efforts. IoT-enabled appliances greatly improve user experience with their customizable features and user-friendly interfaces. The performance and lifespan of appliances are increased by machine learning algorithms that examine user behavior and preferences to make personalized suggestions, optimize settings, and foresee maintenance requirements. Keywords: Communication, Smart devices, Connectivity, Remotely, Sensors, Automation, Customizable features, User- friendly, Energy efficiently
43
Vankudoth, Suman, Vamshi Teega, Meera Alphy Dr., and Shirisha K. "EXPENSE TRACKER." Recent Trends in Cloud Computing and Web Engineering 6, no. 3 (2024): 22–28. https://doi.org/10.5281/zenodo.13304555.
Full textAbstract:
<em>The abstract proposes the development of an Expense Tracker to address the challenges of managing expenses in a rapidly changing economic environment. As financial landscapes evolve, individuals encounter increasing complexity in tracking and managing their expenditures. The proposed system leverages advanced technologies such as machine learning, artificial intelligence, and data analytics to provide a sophisticated, user- centric platform for monitoring, analyzing, and optimizing personal spending habits. One of the core features of the Expense Tracker is real-time transaction tracking. This functionality enables the system to capture and update transactions instantaneously, providing users with an accurate and up-to-date overview of their financial activities. By ensuring that users are always aware of their current financial status, the Expense Tracker empowers them to make informed decisions promptly, thereby enhancing their financial management capabilities. Additionally, the Expense Tracker incorporates automated categorization, a feature that utilizes machine learning algorithms to classify expenses into predefined and customizable categories. This automation decreases the need for manual input, reduces errors, and offers a seamless user experience. By improving the accuracy of spending analysis, users can gain a clearer understanding of their financial behaviors and make adjustments as needed. The system also supports customizable budget allocation, allowing users to set and adjust budgets according to their individual needs and financial goals.</em>
44
Akash, K., L. Akhil, Y. G. P. N. Pavan, M. Akhilesh, A. Akshaydeep, and Prof T. Ramya. "Black and White Image Colorization with Deep Learning." International Journal for Research in Applied Science and Engineering Technology 12, no. 6 (2024): 41–44. http://dx.doi.org/10.22214/ijraset.2024.62950.
Full textAbstract:
Abstract: The project "Black and White Image Colorization with Deep Learning" develops a system to automatically infuse colors into grayscale images through cutting-edge deep learning approaches. Utilizing convolutional neural networks (CNNs) and generative adversarial networks (GANs), the system aims to deliver both realistic and visually pleasing colorization outcomes. This process includes training the deep learning models on diverse image datasets, optimizing the model parameters, and using advanced loss functions to ensure precise color representation.This project addresses the complex challenges associated with adding colors to monochrome images and also seeks to improve user experience by introducing customizable options such as style modification and color tweaks. By merging deep learning with computer vision techniques, this initiative is poised to contribute significantly to various image processing fields, especially in the restoration of historical images and the enhancement of visual content production. With thorough experimentation and ongoing refinements, the project aspires to establish a reliable and easy-to-use system that advances the state of image colorization technology in the modern digital age..
45
Edmondson, Alyssa, Kersten Brinkworth, Pavel Kruchek, Jodi M. Smith, and Laura Baker. "163 A customizable training curriculum for developing and enhancing clinical research professional expertise and performance across a five-state region." Journal of Clinical and Translational Science 9, s1 (2025): 48–49. https://doi.org/10.1017/cts.2024.820.
Full textAbstract:
Objectives/Goals: The Competency-Based All-Level Training (COBALT) curriculum standardizes learning for clinical research coordinators (CRCs) across multiple institutions within Washington, Wyoming, Alaska, Montana, and Idaho (WWAMI), with flexible, topic-specific training at all experience levels, in both academic and industry-sponsored research. Methods/Study Population: The COBALT curriculum was developed in collaboration with subject matter experts, managers of CRCs, and other clinical research professionals from institutions across the WWAMI region. A thorough assessment of existing training programs within the region helped identify gaps and unmet needs. The curriculum was designed within a user-friendly learning management system that can be accessed across institutions. It has been piloted with diverse groups and committees of CRCs, professionals, and institutional leaders in clinical and translational science. Ongoing evaluation is being conducted qualitatively using built-in assessment surveys, demonstrations, and interviews. Results/Anticipated Results: The anticipated outcome is the creation of a highly standardized and efficient training program for clinical research professionals across multiple institutions in the WWAMI region. This program will be carefully tailored to each professional’s level of experience, ensuring personalized skill development. By aligning training with diverse expertise levels, the initiative aims to significantly elevate the quality, consistency, and overall performance of clinical research efforts across the regional research community. Discussion/Significance of Impact: The COBALT curriculum provides a vetted learning curriculum for CRCs, with a tailorable training plan that helps them collaborate with their supervisors to tailor training to their career goals. This ensures that the curriculum is not only comprehensive but also adaptable to individual needs.
46
Ramya, M., S. Prakash, and D. Tamilselvam. "CREATING A WEB APPLICATION AND ELEVATE LEARNING QUIZ." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 07 (2024): 1–8. http://dx.doi.org/10.55041/ijsrem36815.
Full textAbstract:
This project aims to develop the implementation of a quiz web application using the Django framework, aimed at providing an intuitive and efficient platform for conducting quizzes online. The project focuses on creating a user-friendly interface for both quiz creators and participants, incorporating features such as user authentication, quiz creation, real- time quiz taking, and performance analytics. Utilizing Django's powerful tools and libraries, the application offers seamless integration of components like views, templates, models, and URLs, ensuring scalability, flexibility, and security. Key functionalities include the ability to create quizzes with customizable settings, such as time limits and question types, dynamic rendering of quiz content using templates, and interaction with a backend database for storing and retrieving quiz data. Additionally, the application provides comprehensive performance analytics for quiz creators and participants, enabling insights into quiz performance, participant engagement, and areas for improvement. Through its robust architecture and user-centric design, the quiz web application aims to revolutionize the way quizzes are conducted and experienced in an online environment, catering to educators, trainers, and organizations seeking an efficient and engaging quiz platform. Key Words: django,quiz web application,user-friendly interface
47
Tatarinov, Konstantin A., Nikolai N. Anikienko, Inna A. Savchenko, and Sergei M. Muzyka. "THE POTENTIAL OF IMMERSIVE TECHNOLOGIES IN THE KNOWLEDGE ECONOMY." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2/5, no. 143 (2024): 38–44. http://dx.doi.org/10.36871/ek.up.p.r.2024.02.05.005.
Full textAbstract:
The Internet and its associated devices have become firmly embedded in our daily lives. Digitalization is changing the learning process as well as any social reality. By 2030, humanity will stop using smartphones, laptops and televisions. Work, training, entertainment and possibly meetings between people will take place in visualization helmets (HMD). Rigid learning concepts are becoming outdated and are being replaced by flexibly customizable digital applications. New technologies such as virtual and augmented reality are penetrating the educational landscape, which leads to new opportunities for interaction, digital expansion of reality and the creation of spatial worlds for learning (Learning Experience). Often, entire worlds are simulated in these virtual realities, into which students can immerse themselves in completely different roles. Learning in such worlds is already effectively used in many fields of activity. Through the use of virtual reality, students will receive an exciting visualization of their future work, which corresponds to a constructivist understanding of learning, in which a person can choose the direction of development himself. The article reveals both the enormous possibilities of using immersive technologies in the field of education and highlights potential problems.
48
L., Gonzales Christianne. "USER-CENTERED DEVELOPMENTAND EXPERIENCE EVALUATION OF A COMPUTER- ASSISTED SYSTEMFOR ICT CONTENT CREATIONIN SPECIAL NEEDS EDUCATIONAT SANTACRUZ INTEGRATED NATIONAL HIGH SCHOOL." international journal of advanced research in computer science 16, no. 3 (2025): 196–204. https://doi.org/10.26483/ijarcs.v16i3.7275.
Full textAbstract:
The study focuses on the user-centered development and experience evaluation of a computer-assisted system designed for ICT content creation in special needs education at Santa Cruz Integrated National High School. The primary objective is to enhance educational equity and inclusion by providing customized, engaging, and accessible educational content tailored to SNED (Special Needs Education) learners' unique needs. The research involves developing the tool, designing user-friendly instructional materials, assessing the tool’s effectiveness, and gathering data to improve teacher-student relationships. The study highlights the importance of investing in technology-driven solutions for learners with special needs to promote educational equity and inclusion. The tool's features, such as adaptive learning algorithms, customizable materials, sign language functionality, and augmented reality, ensure that it caters to the diverse needs of SNED learners. Feedback from teachers and students indicates that the tool is user-friendly and effective in improving the learning experience. The iterative development process, which involved multiple stages of prototyping, testing, and refinement, ensured that the tool met the specific needs of its users. The study concludes that the developed computer-assisted technology tool effectively enhances the learning process for SNED learners and recommends further research, continuous professional development for teachers, regular updates to the tool, and collaboration among stakeholders for successful implementation and adoption.
49
V, Dineshkumar. "DRIVER DROWSINESS DETECTION AND CREATING SAFETY MEASURES USING OPENCV,PYTHON." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 04 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem31964.
Full textAbstract:
Accidents due to driver drowsy driving is significantly increasing in high ratio now days. So we proposed an AI based solution to reduce the driver drossy driving accident by alerting the driver when they fall asleep. This is an brief abstract that explains system working and principles. This paper present a novel, Real-Time Driver Drowsiness Detection System(DDDS) that utilizes a multi-model approach for fatigue assessment. The system incorporates computer vision and machine learning techniques to analyze facial features, eye movements, and physical signal(if applicable) captured through a webcam processing techniques enhance data processing techniques enhanced data quality for better analysis.Facial landmarks are identified to locate the eyes, and features like Eye Aspect Ratio(EAR) are used to detect signs of fatigue. The system employs a multimodal approach, utilizing computer vision techniques to analyze facial features and eye movements captured through a webcam. Specifically, the DDDS leverages the Haar cascade algorithm for efficient facial landmark detection and the Histogram of Oriented Gradients (HOG) algorithm for feature extraction from facial regions of interest. This combination allows for accurate localization and analysis of key features like eyes. Additionally, the system explores the potential of physiological data (e.g., heart rate variability) for a more comprehensive analysis (if applicable). Machine learning techniques (if applicable) can be employed on the combined features, including those extracted using Haar and HOG, for enhanced fatigue classification. Upon detecting drowsiness, the DDDS triggers customizable alerts (visual, audio, or haptic) to warn the driver. The system additionally explores the potential of physiological data (e.g., heart rate variability) for fatigue detection, offering a more comprehensive approach (if applicable).A machine learning model can be employed on the combined features for robust fatigue classification. Upon detection of drowsiness,the DDDS triggers customizable alerts ( visual, audio, or haptic) to warn the driver. This system addresses limitations of existing solution by: 1.Real-Time processing:Ensuring immediate detection and response to fatigue signs. 2.Multi feature analysis: Combining facial features, eye movements,and physiological data for robust detection. 3.Customizable alerts: Providing drivers control over alert type for a personalized experience. The evaluation methodology employs a dataset of [data type e.g.., image, videos] to access the system’s performance.Metrics like accuracy,precision,recall,and F1-score will be used to evaluate the effectiveness of the DDDS in detecting drowsy driving. This research aims to contribute to safer roads by developing a comprehensive and adaptable Driver Drowsiness Detection System. II.KEYWORDS: Drowsy Driving, Driver Monitoring,Computer Vision, Machine Learning,Eye Tracking, Fatigue Detection,Physiological Signs(if applicable)
50
Avuçlu, Emre, and Selahattin Özdemir. "An Interactive and Advanced Online Exam Platform For Both Teachers and Students." International Scientific and Vocational Studies Journal 9, no. 1 (2025): 33–41. https://doi.org/10.47897/bilmes.1613874.
Full textAbstract:
The world of education is constantly transforming with the advancement of technology. Today, in addition to traditional methods, digital tools have begun to be widely used to support education and training processes. In this context, online electronic quiz applications play a very important role in evaluating student performance and enriching the learning experience. In this study, an online quiz application was developed using nextjs, tailwindcss and prisma technologies, respectively. The app introduced a solution that allows teachers to create interactive and customizable quizzes for their lessons. Our application offers teachers the flexibility to determine the desired number of questions for each quiz, along with the option to choose courses and topics. Additionally, teachers can add and edit their own questions. Teachers can evaluate students' in-depth understanding with questions they select from a wide pool of questions and create quizzes that suit their learning objectives. By adding their own questions, teachers can create quizzes that better suit course materials and student needs, further personalizing students' learning. In this way, both the student and the teacher can apply the quiz efficiently and quickly.