An empirical study of intelligent virtual universal learning platforms

Chaiyarak, Sakchai; Nilsook, Prachyanun; Wannapiroon, Panita

doi:10.1109/ri2c51727.2021.9559785

Cited by 8 publications

(4 citation statements)

References 33 publications

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“…It is possible to apply the IVUL model for developing learners and meeting individual learning requirements by making it consistent with the universal designs based on the conceptual frameworks and guidelines of the universal learning developments of the Centre for Applied Special Technology, for improving the efficiency of the education for all learners (CAST) [23] [24]. It is a process that supports all learners, with physical, emotional, social and intellectual differences and those with learning disabilities, to learn and develop skills and to meet the learning goals according to their potential [5] [6].…”

Section: Discussionmentioning

confidence: 99%

IVUL Model: An Intelligent Learning Development Process

Chaiyarak¹,

Nilsook²,

Wannapiroon³

2022

Int. J. Emerg. Technol. Learn.

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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.

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Section: Discussionmentioning

confidence: 99%

IVUL Model: An Intelligent Learning Development Process

Chaiyarak¹,

Nilsook²,

Wannapiroon³

2022

Int. J. Emerg. Technol. Learn.

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“…Interactive discussions, group projects, and peer-to-peer feedback comes under collaborative learning [12], [17]. It has been observed that the community-based learning contributes for network opportunities such as connections with like-minded individuals and potential mentors [8], [13], [18], [19]. By integrating mentorship platforms and online communities, platforms like GuidifyMe aims to create a holistic ecosystem where individuals can access personalized guidance while leveraging the collective wisdom and support of a vibrant community.…”

Section: Mentorship Platforms and Online Communitiesmentioning

confidence: 99%

A Study on the Efficacy of the Mentorship Platform in Education and Career Advancement

Verma,

Vishwakarma,

Negi

2024

Int. J. Res. Publ. Rev.

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“…This issue was partially studied by Cui et al (2017), who in their conclusions emphasised the use of certain important programmes. Similarly, Chaiyarak et al (2021) identified the relevance of digital technologies, including for teaching astronomy. The importance of virtual reality and other digital opportunities for teaching astronomy has also been repeatedly emphasised (de Moraes Rossetto et al, 2023;Haleem et al, 2022), as well as national experience in distance learning (Gargano et al, 2018).…”

Section: Research Problemmentioning

confidence: 99%

“…According to researchers, the main directions of digitalisation of astronomy education may be the use of augmented, virtual, and mixed realities, cloud computing technologies, special online learning platforms, mobile applications, and other digital technologies (Potkonjak et al, 2016). At the same time, the possibilities of distance and blended learning should not be dismissed, as they will require appropriate digitalisation of library collections in educational institutions (Chaiyarak et al, 2021;Kamińska et al, 2019). According to researchers, the most popular virtual platforms with educational content within Europe are Coursera (37 million users), Edx (18 million users), XuetangX (14 million users), Udacity (10 million users), FutureLearn (8.7 million users) (Anthony Jnr & Noel, 2021).…”

Section: Modern Virtual Platforms In Teaching Astronomy: the Essentia...mentioning

confidence: 99%

The role of virtual platforms in modern astronomy education: analysis of innovative approaches

2023

FeD

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The purpose of the article was to study the role of virtual platforms in modern astronomy teaching by identifying and using innovative approaches as well as conducting an empirical study on this topic. To achieve this goal, the scientific methods of descriptive statistics and comparative analysis were used. Subsequently, qualitative interviews were transcribed, and the thematic analysis was used in order to identify recurring themes and patterns in the data. At the same time, a content analysis of the professional literature (41 items) on the integration of virtual platforms into the educational process (including the use of its achievements for teaching astronomy) was carried out. The results showed that the use of virtual platforms in the process of teaching astronomy is one of the promising innovative technological trends that requires further study. The study found that almost all the surveyed specialists used digital tools in their teaching and learning process at least once a week, which is in line with international standards. The interest in the latest technologies, such as artificial intelligence, indicates the relevance of global trends in education in Ukraine, especially in the context of astronomy. In this regard, it is important considering the issues of corporate ethics, the introduction of new approaches to the organisation of the educational process, structural and managerial changes, and pedagogical strategies aimed at adapting to new realities. The scientific novelty of the paper is the use of empirical data to determine the role of virtual platforms in teaching astronomy in Ukraine. The conclusions indicated that these innovative approaches contribute to the improvement of the level of astronomy understanding and to the increase of students' interest in learning about the universe. They allow creating more dynamic and interactive lessons for the learning process.

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An empirical study of intelligent virtual universal learning platforms

Cited by 8 publications

References 33 publications

IVUL Model: An Intelligent Learning Development Process

IVUL Model: An Intelligent Learning Development Process

A Study on the Efficacy of the Mentorship Platform in Education and Career Advancement

The role of virtual platforms in modern astronomy education: analysis of innovative approaches

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