The rapid development of digital technologies has enabled significant advances in the training of workers working in hazardous conditions. VR technologies have made it possible not only to make the training process cheaper, but also to transfer it to a safe space. Employees, when working in hazardous conditions, often have to deal with complex technical operations and at the same time strictly follow safe work rules and work procedures. The paper examines the interaction of time spent on tasks, stress (based on biomarkers: HR, HRV, GSR), safe behavior in training skills by simulating work in dangerous conditions in VR. In doing this, 50 experiments were performed testing VR applications for work in hazardous conditions in the construction sector. The results of the study showed that time spent on tasks and stress influence the safe behavior at work (number of errors) when working in hazardous environments. Moreover, immersion in VR was assessed using the adapted Slater-Usoh-Steed questionnaire (SUS), and based on the interview after simulation, insights are provided on how to enhance the immersion in VR applications for training of workers working in hazardous conditions.
The benefits of learning analytics for education are discussed in the article. First, at the theoretical part authors reveal the concept of learning analytics also discuss how learning analytics technologies help to improve the teaching and learning process. Second, the article emphasizes the increasing use of technology in education what goes hand in hand with the areas of learning analytics and artificial intelligence in education, also the particular focus on how data can be used to improve the teaching-learning process. When teaching/learning takes place in a digitally based learning environment, some learner interaction with the digital learning tool occurs, which leads to a specific learner’s learning experience, which results in high digital data flows. These data describe the individual learning activities of learners in learning systems or the interactions of learners in groups. The analysis of such data is an area of learning analytics. The focus of the article oriented to main beneficiaries – teachers. Moreover, in the article authors discuss the benefits of learning analytics on teachers’ pedagogical work. The empirical part of the article presents the results of a qualitative study: semi-structured interviews with 7 teachers from Norwegian and 10 teachers from Lithuanian, who are applying learning analytics (digital platforms that integrate learning analytics tools) tools in teaching/learning process. The semi-structured interview method allowed to gather the research participants’ insights into the use of learning analytics in schools from the perspective of teachers. Content analysis of the informants’ answers revealed teachers’ opinion on the benefits of learning analytics for teaching and learning, teachers’ competencies to work with learning analytics tools, empowering teachers to use learning analytics tools and to make data-based pedagogical decisions. The comparative analysis allowed disclosing some differences in a way how teachers in Norway and Lithuania approach digital technologies and implement them in teaching-learning process.
Learning analytics is identified as one of the essential preconditions for ensuring the quality of learning for each student and is associated with the wider possibilities of organizing individualized learning. One of the priorities of Lithuanian education is the individualization and personalization of science and mathematics teaching, which is related to one of the priorities of Lithuanian education, that is recognizing the need to develop students' mathematics, science, and technology competencies as well as to foster a culture of innovation in schools. The importance of integrated teaching (learning) for the sustainable development of a student's science and mathematics competence is recognized. However, problems arise in addressing the issues of integrated science and mathematics organization in the classroom, in finding the most appropriate didactic solutions at the level of a student and a classroom. The benefits of learning analytics in modern education are not in doubt, but in educational practice the approach to it is ambiguous: the search for learning analytics tools, the system of its use, the definitions of benefits for the learner. It is acknowledged that in the discourse of the use of learning analytics in science education, there is little research, examples of pedagogical practice that contain analysis of the possibilities of digital platforms with artificial intelligence and learning analytics tools, and the analysis of teachers' experiences. In the conducted qualitative study (focus group discussion) with mathematics and science teachers, who have accumulated experience in working with digital platforms and applying artificial intelligence-based learning analytics, the possibilities of using learning analytics in the lesson have been disclosed. Focus groups participants are teachers who in 2021. September - December participated in a project with the aim to test learning analytics tools in science education and math lessons. The results of the study revealed that teachers do not question the benefits of integrating digital platforms with artificial intelligence-based learning analytics in identifying student (classroom) learning gaps, learning characteristics, and making evidence-based decisions about learning differentiation and individualization. The results of the focus group discussion with science education and mathematics teachers regarding the use of digital teaching and learning platforms integrating learning analytics in lessons revealed that the priority of learning analytics in lessons is to identify and capture gaps in students' learning achievements and knowledge in a timely manner. The analysis of a student (students) learning data that is provided by digital platforms, which integrate artificial intelligence and learning analytics, allows teachers to make the most appropriate decisions about the organization of teaching: to differentiate and individualize teaching, to consistently develop pupils' general competencies. The results of the discussion highlighted the benefits of learning analytics tools for the learner (students): learning analytics tools allow students to see personal progress; receive the tasks assigned to them individually; implement collaborative learning; engage (intellectually and emotionally) in learning activities; learn not only during lessons. An important criterion for the integration of mathematics and science lessons is the use of the learning analytics tools, the joint work of teachers in analyzing students' learning strengths and weaknesses, finding the best learning opportunities, and making similar or different lesson organization decisions. Participants of the study emphasized the importance of learning analytics data in planning and organizing integrated mathematics and science lessons, i.e. synergistic opportunities for learning analytics in the organization of integrated mathematics and science education. The results of the research do not allow making generalized conclusions that would be suitable for the whole Lithuania, however the results of the research revealed that the development of models for the application of learning analytics and the analysis of their effectiveness are important directions for further research. Keywords: focus group interviews, learning analytics, science education, math lessons
Dirbtinis intelektas vis labiau skverbiasi į mokyklas ir edukacijos procesą. Tad svarbu nustatyti, kaip jis gali padėti tobulinti mokymo(si) procesą. Šiame straipsnyje apžvelgiamos ir sisteminamos šiuolaikinės dirbtiniu intelektu paremtos edukacinės technologijos, atskleidžiant jų galimus privalumus ir trūkumus, kuriant personalizuotas mokymo(si) aplinkas. Siekiant išsikelto tikslo, taikytas mokslinės literatūros analizės metodas. Jo pagrindu skiriamos pagrindinės dirbtinio intelekto integravimo į edukacines technologijas tendencijos, jos išsamiai aptariamos. Teigiama, kad įvertinus dirbtinio intelekto privalumus ir galimybes edukacijoje, jis turėtų būti vertinamas kaip edukacijos praktiką transformuojantis procesas, kur būtina iš esmės persvarstyti pagrindinius vaidmenis. Svarbiausias efektyvaus dirbtinio intelekto naudojimo edukacijoje veiksnys – mokytojų raštingumas dirbtinio intelekto srityje.
The article discusses the benefits of learning analytics for education: the theoretical part reveals the concept of learning analytics, discusses how learning analytics technologies help to improve the teaching / learning process. The focus is on the most important group of learning analytics beneficiaries - teachers. The benefits of learning analytics in teachers’ pedagogical work are discussed. The empirical part of the article presents the results of a qualitative study for the analysis of teachers’ experiences. The study involved 17 teachers from Lithuanian general education schools with experience in working with learning analytics tools. The semi-structured interview method allowed to gather the research participants’ insights into the use of learning analytics in Lithuanian schools from the perspective of teachers. Qualitative analysis of the content of the informants’ answers revealed teachers’ opinion on the benefits of learning analytics for teaching and learning, teachers’ competencies to work with learning analytics tools, empowering teachers to use learning analytics tools and to make data-based pedagogical decisions.
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