An intelligent universal virtual laboratory (UVL)

Duarte, M.; Butz, B.P.

doi:10.1109/ssst.2002.1027009

Cited by 8 publications

(2 citation statements)

References 4 publications

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“…Diagnosing strengths or gaps in student knowledge, and providing automated feedback In most of the studies (n = 4) of this group, ITS are presented as a rather one-way communication from computer to student, concerning the gaps in students' knowledge and the provision of feedback. Three examples in the field of STEM have been found: two of them where the virtual assistance is presented as a feature in virtual laboratories by tutoring feedback and supervising student behaviour (Duarte, Butz, Miller, & Mahalingam, 2008;Ramírez, Rico, Riofrío-Luzcando, Berrocal-Lobo, & Antonio, 2018), and the third one is a stand-alone ITS in the field of Computer Science (Paquette et al, 2015). One study presents an ITS of this kind in the field of second language learning (Dodigovic, 2007).…”

Section: Intelligent Tutoring Systemsmentioning

confidence: 99%

Systematic review of research on artificial intelligence applications in higher education – where are the educators?

Zawacki‐Richter

Marín

Bond

et al. 2019

Int J Educ Technol High Educ

883

325

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According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.

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Section: Intelligent Tutoring Systemsmentioning

confidence: 99%

Systematic review of research on artificial intelligence applications in higher education – where are the educators?

Zawacki‐Richter

Marín

Bond

et al. 2019

Int J Educ Technol High Educ

883

325

View full text Add to dashboard Cite

show abstract

“…Users observe the real-time experiment performance through the cameras with real conditions and reliable results. Duarte et al (2008) [32] used the Universal Virtual Laboratory (UVL) for students who have limited or no use of their hands and arms. UVL aim is to provide them a self-paced realistic lab experience and a smart lab assistant for directions and feedback.…”

Section: Cmentioning

confidence: 99%

Natural Sciences Teaching By using of ICTs to Individuals with Special Educational Needs

Kontopoulou¹,

Drigas²

2020

IJMH

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Individuals with special educational needs have the right to enjoy the same quality of services in all areas of their lives and to have equal access to information and knowledge as their fellow human beings without difficulties. Information and communication technologies (ICTs) as a tool on these individuals’ education can contribute in the best possible way to the development of their skills, to building the knowledge required and ensuring equal opportunities in their social lives with the effect of their self- esteem and self-sufficiency reinforcement and consequently their integration into society so that they can live in harmony and equality with all its members. This research is a bibliographic review focusing on the usefulness of Information and Communication Technologies in teaching of the Natural Sciences. The choice of topic was based on the attempt to inform for teaching of Natural Sciences through ICTs as an alternative way of learning for people with special educational needs. The results demonstrated that ICTs are valuable cognitive tool for children with special educational needs on natural sciences learning and also these are useful tool for teachers to be able to teach these sciences. The conclusion is that ICTs should be integrated in teaching of the natural sciences

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Foundation for the Study of Computer-Supported Collaborative Learning Requiring Immersive Presence

Sharda

Romano

Lucca

et al. 2004

Journal of Management Information Systems

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An intelligent universal virtual laboratory (UVL)

Cited by 8 publications

References 4 publications

Systematic review of research on artificial intelligence applications in higher education – where are the educators?

Systematic review of research on artificial intelligence applications in higher education – where are the educators?

Natural Sciences Teaching By using of ICTs to Individuals with Special Educational Needs

Foundation for the Study of Computer-Supported Collaborative Learning Requiring Immersive Presence

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