The purposes of this research study are to develop an intelligent virtual universal learning (IVUL) model and to evaluate its appropriateness. The study consisted of two phases. Phase 1 involved the development of the IVUL model for univer-sal learning. The conceptual frameworks and theories in the documents and re-search studies on universal design for learning, intelligent learning and virtual learning were studied by the researchers. All main components were then synthe-sised to design the IVUL model. This process can be divided into three main steps: engagement, representation, and action and expression. Each step has sub-steps: access, build and internalise. However, the details of these are dependent on the main steps. The second component is the intelligent learning process, an important process of the model that drives learners to automatically learn by themselves. Artificial intelligence is used as a crucial component that promotes and supports each learner to meet learning goals and objectives according to the universal learning model. The third component is the virtual learning process, which results in learning through computer environments and the Internet. Phase 2 involved an evaluation of the appropriateness of the IVUL model, with in-depth interviews with 20 experts in education and digital technologies. The appropriate-ness of the model was evaluated using the 5-point Likert scale. The findings show that the designed IVUL model can be used for learning development at the highest level.
This research aimed to develop learning activities in drawing and painting to promote mental health among older adults and to study the results and the satisfaction of the older adults towards learning activities in drawing and painting. The qualitative and quantitative research methods were conducted. The samples consisted of 200 older people, who were members of the senior citizens school in the community, as well as 12 school administrators and related staff who were involved with the activities designed. Quantitative data were analyzed using frequency and percentage, and qualitative data were analyzed by using content analysis. The findings revealed that the process of designing learning activities included three main activities: 1) preparing before learning through hand massage; 2) drawing by using exercise sheets and 3) painting or coloring on designed sheets. The observation results showed most of the older adults showed confidence in drawing and painting, and most of them had fun during drawing and painting activities. The older adults were satisfied with the overall program at the highest level (97%). The experience of learning from the activities indicated that they were happy with the designed learning activities. The outcomes of the designed learning activities support the older adults in terms of potential, value awareness, and self-efficacy.
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