Application of Learning Software in Basic Education Students with Intellectual Disabilities: A Systematic Review of the Literature

Ubaldo, Alfredo Leonidas Vasquez; Gutierrez-Barreto, Vanessa Yeni; Sierra-Liñan, Fernando; Cabanillas-Carbonell, Michael

doi:10.3991/ijep.v13i1.35677

Cited by 2 publications

(2 citation statements)

References 51 publications

(134 reference statements)

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“…The findings of this study are consistent with earlier research that examined how students perceived similar technologies like the FFC for different applications such as intellectual disabilities [27], STEM subjects [28], flipped classrooms [29], smart classrooms [30], subject websites [31], and remote learning [32]. Student satisfaction was found to be predictably associated with classroom facilities.…”

Section: Discussionsupporting

confidence: 88%

Survey Analysis on Engineering Students’ Experience of Future-fit Classroom Learning Environment

Olorunfemi,

Longe,

Darsot

2023

Int. J. Eng. Ped.

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The success of every educational activity hinges on the quality of the students’ learning experiences. This survey-based study analysed engineering students’ perceptions of their learning experiences in a future-fit classroom (FFC) compared with conventional classrooms. In this study, structured interviews using online questionnaire, that were filled out by the students, was employed as a tool. Descriptive statistics for mean, coefficient of variation (CV), as well as linear correlation coefficient, were performed to evaluate the connection between their responses using the KNIME analytical software. According to the study, the typical response rate at which individuals responded to agree to questions regarding their educational experience in the FFC classroom is approximately 82 mean percentage score (MPS) with a CV of 0.196. Also, the mean response rate from the students who agreed that the University management should invest in FFCs is 86 MPS and 0.288 CV. Key insights from the further analysis include the correlation of students’ responses to interpret the determining factors for their responses. These results indicate that most of the students that participated in the study are prepared to have more experiences in the FFCs for improved technology-enhanced learning and new pedagogy. Education policymakers should consider the use of communication and information technology in university classrooms to enhance students’ engagement and improve pedagogy, which can lead to improved academic performance.

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Section: Discussionsupporting

confidence: 88%

Survey Analysis on Engineering Students’ Experience of Future-fit Classroom Learning Environment

Olorunfemi,

Longe,

Darsot

2023

Int. J. Eng. Ped.

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“…The impact of the GPT-3 (Generative Pre-trained Transformer 3) language model on educational paradigms has been very significant in recent years [3]. This technological advance [4] has brought about a profound change in the way educators approach the teaching [5] and learning process [6]. ChatGTP has facilitated the development of synchronous personalized teaching and self-learning systems [7], wherein the system can adjust its content based on the individual needs of the students [8].…”

Section: Introductionmentioning

confidence: 99%

We Can Rely on ChatGPT as an Educational Tutor: A Cross-Sectional Study of its Performance, Accuracy, and Limitations in University Admission Tests

Beltozar-Clemente,

Díaz-Vega,

Zapata-Paulini

et al. 2024

Int. J. Eng. Ped.

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The aim of this research was to evaluate the performance of ChatGPT in answering multiple-choice questions without images in the entrance exams to the National University of Engineering (UNI) and the Universidad Nacional Mayor de San Marcos (UNMSM) over the past five years. In this prospective exploratory study, a total of 1182 questions were gathered from the UNMSM exams and 559 questions from the UNI exams, encompassing a wide range of topics including academic aptitude, reading comprehension, humanities, and scientific knowledge. The results indicate a significant (p < 0.001) and higher proportion of correct answers for UNMSM, with 72% (853/1182) of questions answered correctly. In contrast, there is no significant difference (p = 0.168) in the proportion of correct and incorrect answers for UNI, with 52% (317/552) of questions answered correctly. Similarly, in the World History course (p = 0.037), ChatGPT achieved its highest performance at a general level, with an accuracy of 91%. However, this was not the case in the language course (p = 0.172), where it achieved the lowest score of 55%. In conclusion, to fully harness the potential of ChatGPT in the educational setting, continuous evaluation of its performance, ongoing feedback to enhance its accuracy and minimize biases, and tailored adaptations for its use in educational settings are essential.

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Application of Learning Software in Basic Education Students with Intellectual Disabilities: A Systematic Review of the Literature

Cited by 2 publications

References 51 publications

Survey Analysis on Engineering Students’ Experience of Future-fit Classroom Learning Environment

Survey Analysis on Engineering Students’ Experience of Future-fit Classroom Learning Environment

We Can Rely on ChatGPT as an Educational Tutor: A Cross-Sectional Study of its Performance, Accuracy, and Limitations in University Admission Tests

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