Sikhism, a vibrant and inclusive religion, provides a rich tapestry of teachings and traditions. Introducing children to Sikhi through interactive learning and play not only enhances their understanding but also fosters a deep connection with the values and principles of Sikhism. This holistic approach engages children actively, making the learning journey enjoyable, memorable, and impactful. Given the dire need to engage in such a holistic approach, various such activities and their specific examples are described here.

AI-powered interactive learning platforms represent a significant advancement in modern education, aiming to enhance the learning experience through personalized, engaging, and adaptive methodologies. These platforms leverage artificial intelligence to create dynamic educational environments that cater to the diverse needs of students, transforming traditional learning paradigms. The introduction of interactive 2D and 3D simulations allows learners to immerse themselves in subjects, making complex concepts more accessible and enjoyable. Gamification elements further motivate students by turning learning (...) into an engaging game where they can earn rewards and achieve milestones, fostering a sense of accomplishment and commitment to their educational journey. Moreover, these platforms utilize real-time data analytics to tailor content according to individual learning styles and paces, ensuring that each student receives the support they need to master concepts effectively. This personalized approach not only enhances comprehension but also significantly improves information retention rates compared to conventional static content. The integration of bilingual resources promotes inclusivity, enabling students from various linguistic backgrounds to engage fully with the material. As educational institutions increasingly adopt these AI-driven solutions, they are not only addressing the challenges posed by overcrowded classrooms and varying student needs but are also preparing learners for a future where critical thinking, creativity, and problem-solving skills are paramount. In essence, AI-powered interactive learning platforms are redefining education by merging technology with innovative pedagogical strategies. They offer a holistic approach that goes beyond mere academic achievement, nurturing essential skills that will equip students for success in an ever-evolving world. As these platforms continue to evolve and expand their capabilities, they hold the potential to unlock every child's learning potential, making education a more personalized and impactful experience for all. (shrink)

AI-powered interactive learning platforms represent a significant advancement in modern education, aiming to enhance the learning experience through personalized, engaging, and adaptive methodologies. These platforms leverage artificial intelligence to create dynamic educational environments that cater to the diverse needs of students, transforming traditional learning paradigms. The introduction of interactive 2D and 3D simulations allows learners to immerse themselves in subjects, making complex concepts more accessible and enjoyable. Gamification elements further motivate students by turning learning (...) into an engaging game where they can earn rewards and achieve milestones, fostering a sense of accomplishment and commitment to their educational journey. Moreover, these platforms utilize real-time data analytics to tailor content according to individual learning styles and paces, ensuring that each student receives the support they need to master concepts effectively. This personalized approach not only enhances comprehension but also significantly improves information retention rates compared to conventional static content. The integration of bilingual resources promotes inclusivity, enabling students from various linguistic backgrounds to engage fully with the material. As educational institutions increasingly adopt these AI-driven solutions, they are not only addressing the challenges posed by overcrowded classrooms and varying student needs but are also preparing learners for a future where critical thinking, creativity, and problem-solving skills are paramount. In essence, AI-powered interactive learning platforms are redefining education by merging technology with innovative pedagogical strategies. They offer a holistic approach that goes beyond mere academic achievement, nurturing essential skills that will equip students for success in an ever-evolving world. As these platforms continue to evolve and expand their capabilities, they hold the potential to unlock every child's learning potential, making education a more personalized and impactful experience for all. (shrink)

This project is a robust online education platform designed to streamline learning and teaching experiences. It integrates features for course management, user authentication, and interactive learning. Core functionalities include user registration, tutor and student profile management, course search and enrollment, video content streaming, and interactive elements like bookmarks, comments, and likes to enhance user engagement. The backend, powered by PHP, ensures dynamic content delivery, while the frontend employs CSS and JavaScript for a user-friendly interface. The database, (...) structured using SQL, efficiently handles data related to courses, users, and interactions. This platform is scalable and adaptable, making it ideal for educational institutions or independent tutors aiming to offer seamless virtual learning experiences. (shrink)

The rapid advancement of technology and the unprecedented disruptions caused by the COVID-19 pandemic have significantly reshaped the educational landscape worldwide, accelerating the demand for digital, interactive, and student-centered learning tools. This study explored the development and effectiveness of interactive self-learning materials (iSLeMs) designed for Computer System Servicing (CSS), aiming to address the limitations of traditional teaching methods in technical-vocational education. Developed using the Lumi application, the iSLeMs incorporated multimedia elements such as videos, quizzes, and self-assessment (...) tools to promote active, technology-enhanced learning. The research focused on enhancing engagement and academic performance among Grade 11 TVL-ICT students at Lambayong National High School. Using a quasi- experimental design, two groups were studied: one engaged with the interactive iSLeMs, while the other continued with conventional instruction. Each group consisted of thirty- four students selected through cluster sampling to maintain class integrity and reduce sampling bias. To ensure content quality, six expert validators—including ICT professionals, master teachers, and DepEd personnel—reviewed the iSLeMs for relevance, accessibility, suitability, and educational value. Pre-tests and post-tests were administered to measure learning gains. Statistical analysis demonstrated that students who used the iSLeMs showed clear improvements in understanding and retention. As a result, both null hypotheses were rejected, confirming significant differences in the academic performance and gain scores between the control and experimental groups. The findings affirm the value of interactive learning tools in fostering engagement, deeper comprehension, and more inclusive learning experiences for 21st-century learners navigating a digitally driven, post-pandemic world. (shrink)

Coach–athlete interaction is a central component of skill learning in sports. When done well, interventions by a coach can shape an athlete’s perceptual, motivational, and physical capacities and dramatically improve performance. Such interaction is not well modelled by thinking of a coach as transferring rules and directives to the individual athlete. Instead, an ecological perspective on coaching encourages attention to interactions during play, and the diverse ways it can support athlete development and performance. This paper uses microethnographic analysis of (...) a Muay Thai developmental bout to showcase methods that track rich and dynamic real-world interactions between coach and athlete to ground better theoretical understanding of skill learning in the wild. Based on close analysis of coach–athlete interactions, including during and between rounds of a bout, we examine how skill is achieved in a complex learning environment. We suggest how specific coaching interventions scaffold a novice’s capacity to perform and identify five coaching functions – diagnosis, strategy, implementation, affirmation and consolidation – that were part of the coach’s approach to enhancing the fighter’s performance. Intensive field-based methods like microethnography can more precisely chart the complex ecological features of authentic skill learning and coaching and move us beyond individualistic or exclusively laboratory-based understandings of skill. (shrink)

This study developed and validated E-learning Self-directed Interactive Modules (E-SelfIMo) for Earth Science. The study employed Research and Development method, using the Borg and Gall development procedure, in creating eight e-modules using Kotobee software, evaluating them by experts and students, and determining their effectiveness in terms of students' conceptual understanding. Experts agreed that E-SelfIMo met the DepEd standards for non-printed learning materials, and students attested to their high validity in content, format, and usefulness. Pretest and posttest results (...) for the effectiveness of E-SelfIMo revealed that students exposed to the E-SelfIMo have progressed from “Near Mastery” to “Near Full Mastery” in the chosen Earth Science topics, showing more significant improvement in their conceptual understanding than the control group. This study concludes that E-SelfIMo supports interactive, active, and self-directed learning thereby, improving students’ motivation, engagement, interest, and performance. The E-SelfIMo could be used with technology integration as a teaching and learning tool. -/- . (shrink)

This research aimed to explain the defense of oral interactions in the presence of information and communication technologies such as WhatsApp (WA) as well as to explore some of the positive contributions of WA used in building the Real Life Communication, especially in the learning environment. By applying the Exploratory design, this research involved 4 participants from various educational backgrounds as a purposively selected data source indicated as WA users at once. Data were collected through Focus Group Discussion, Interview, (...) and Observation and analyzed by several stages i.e. data reduction, displaying data, categorizing, and verifying and concluding. The results showed that oral interactions can decrease both in the language community and learning environment as the dominant use of WA that is not wise. Nevertheless, the use of WA applications also had some positive contributions in building a real relationship. Finally, the assumption that the negative impact of using the WA application should be able to change the mindset and positive attitude of the scholars in initiating and defending an oral interaction in the learning environment. (shrink)

This study sought to determine the effect of using a researcher-developed e-learning self- directed interactive module (E-SelfIMo) in enhancing the conceptual understanding of selected earth science concepts by senior high school students in the STEM strand of Sorsogon National High School. The study used a mixed -methods approach, consisting of an explanatory sequential research design and a randomized pretest-posttest control group, to compare the conceptual understanding levels of an experimental group of 30 students exposed to E-SelfIMo with 30 (...) students in a control group. An unpaired t-test revealed no significant difference between the initial (pretest) levels of conceptual understanding of the two groups [t(58) = 0.2445, p = 0.40]. After exposure to E-SelfIMo, After exposure to E-SelfIMo, the experimental group demonstrated a significantly highe r level of conceptual understanding (x̄ = 129.8, SD = 7.35) than the control group (x̄ = 112.63, SD = 9.84), t(58) = 7.66, p = 0.0001. This result was also supported by the large effect size, with a Cohe n’s d value of 1.996. Qualitative analysis also supported the quantitative findings, reporting significant knowledge gains, improved learning skills, greater engagement, enhanced understanding, and positive overall learning experiences among participants due to the interactive simulations, multimedia content, and self-directed nature. The study concludes that students exposed to E-SelfIMo demonstrated significantly highe r levels of conceptual understanding, indicating its positive effect on learning outcomes. (shrink)

Interactions between an intelligent software agent and a human user are ubiquitous in everyday situations such as access to information, entertainment, and purchases. In such interactions, the ISA mediates the user’s access to the content, or controls some other aspect of the user experience, and is not designed to be neutral about outcomes of user choices. Like human users, ISAs are driven by goals, make autonomous decisions, and can learn from experience. Using ideas from bounded rationality, we frame these interactions (...) as instances of an ISA whose reward depends on actions performed by the user. Such agents benefit by steering the user’s behaviour towards outcomes that maximise the ISA’s utility, which may or may not be aligned with that of the user. Video games, news recommendation aggregation engines, and fitness trackers can all be instances of this general case. Our analysis facilitates distinguishing various subcases of interaction, as well as second-order effects that might include the possibility for adaptive interfaces to induce behavioural addiction, and/or change in user belief. We present these types of interaction within a conceptual framework, and review current examples of persuasive technologies and the issues that arise from their use. We argue that the nature of the feedback commonly used by learning agents to update their models and subsequent decisions could steer the behaviour of human users away from what benefits them, and in a direction that can undermine autonomy and cause further disparity between actions and goals as exemplified by addictive and compulsive behaviour. We discuss some of the ethical, social and legal implications of this technology and argue that it can sometimes exploit and reinforce weaknesses in human beings. (shrink)

We argue that the concept of practical wisdom is particularly useful for organizing, understanding, and improving human-machine interactions. We consider the relationship between philosophical analysis of wisdom and psychological research into the development of wisdom. We adopt a practical orientation that suggests a conceptual engineering approach is needed, where philosophical work involves refinement of the concept in response to contributions by engineers and behavioral scientists. The former are tasked with encoding as much wise design as possible into machines themselves, as (...) well as providing sandboxes or workspaces to help various stakeholders build practical wisdom in systems that are sufficiently realistic to aid transferring skills learned to real-world use. The latter are needed for the design of exercises and methods of evaluation within these workspaces, as well as ways of empirically assessing the transfer of wisdom from workspace to world. Systematic interaction between these three disciplines (and others) is the best approach to engineering wisdom for the machine age. (shrink)

The Learning Management System (LMS) Portal is a comprehensive web-based platform designed to facilitate educational institutions in managing and delivering digital learning content. It allows administrators to manage courses, instructors to upload learning materials and assignments, and students to access resources, submit work, and track their progress. The portal simplifies communication between students and educators and supports remote learning environments. With user-friendly interfaces and real-time interaction features, it bridges the gap between traditional classrooms and modern e- (...) class='Hi'>learning practices. (shrink)

Autism Spectrum Disorder (ASD) affects children's ability to communicate, socialize, and engage in learning activities. This project presents the development of a user-friendly web application designed to support children with autism through interactive and educational features tailored to their needs. The application incorporates visual aids, gamified learning modules, speech and text-based communication tools, and progress tracking features. It is developed using modern web technologies to ensure accessibility across devices and ease of use for both children and caregivers. (...) By integrating psychological and pedagogical insights, the application provides personalized learning paths. These paths adjust based on user interaction and progress, helping reinforce positive behavior and learning outcomes. Tools for emotion recognition and routine scheduling are also embedded to support emotional development and daily structure. Parents, educators, and therapists can monitor the child’s activities and performance through a dedicated dashboard, enabling informed decisions and personalized interventions. The system emphasizes security, privacy, and adaptability, ensuring a safe digital environment. The development followed a user-centered approach, involving feedback from parents and specialists during design and testing phases. The outcome is a holistic support system that addresses both educational and emotional needs. The project not only aids autistic children in learning but also empowers their support systems, paving the way for inclusive digital education. Future improvements include AI integration for adaptive learning and expanded multilingual support.. (shrink)

Throughout history, education has always been essential for humanity's justice and fundamental for the creation of a free and satisfying society with the dissemination of knowledge. Hence, in addition to the life occurrences educating people, traditional higher education methods have played an important role for a long period. However, the age of technology has changed the educational system along with the people's lifestyles to meet the continuously changing conditions. During the past twenty years, the Information and Communication Technologies (ICTs) led (...) to the emergence of e-learning non-traditional educational methods bringing about an innovative dimension of virtual learning. With its beneficial features provided by the Internet and various technologies, this method passes the control of time and location from the tutors to the students during the learning process. Despite the entrance of online education into the students' life many years ago, the Covid-19 outbreak initiated in 2020 turned this method into the only possible way of education for almost two years. Afterward, plenty of studies investigated its effects on students' social and academic life, mostly considering its negative impacts on their mental health and motivation due to interaction issues. They also pointed out the specific problems of tactile learner students in the lack of face-to-face design courses. As an innovative solution able to be adopted, game technologies, increasing immersion of the learner in a real-world skill, and triggering motivation are one of the best methods integrated into educational systems. Known as serious games, these games, adopted by almost any domain, convey educational content along with entertainment, increasing interaction. They train or enhance a certain skill or topic to the player by immersing them. While serious games are more expanded nowadays, they are still not being played by the mass public due to people's immersiveness expectations of a game. Hence, the Head-Mounted Displays (HMDs), with their emergence, increased the players' engagement and immersion with all types of virtual environments in digital games. This technology, however, evolved serious games area most, among others, by enabling the opportunity to provide a riskless and low-cost learning environment for real-world skills. In the process of suggesting serious games as a replacement for the traditional educational methods, the most important factor is being aware of their effectiveness for education. Generally, digital games, one of the world's biggest and fastest-growing industries, rely heavily on the virtual landscape, a major part of its development process. Its design demands remarkable effort, and it directly affects the whole game's characteristics. Hence, serious games, as a type of digital game, carry the same attributes. With the appearance of virtual reality technology, gaming started to gain more immersiveness and engagement with artificial elements and environments. Although virtual landscapes were always being developed since the emergence of digital games, the studies taking virtual landscapes into account are mostly using them as a tool for enhancing real spaces, not as a domain for the sake of its development. While other design domains are applying various design methodologies, it is challenging to find a standard design methodology for the design and production of virtual landscapes in the gaming industry, leading to inconsistent and low-quality results. Hence, it comes to the question of what is the virtual landscapes' role in serious games and their effect on the data comprehension rate. Since the literature lacks regarding the gradual change of the virtual landscape in serious games and the content they transmit, this thesis aims to figure out the gradual chronological evolution of the virtual landscapes in serious games. It also aims to seek how this change and the virtual reality technology invention have affected the contents transmitted by digital games and its influence on the player interaction and learning rate. To do so, in the process of this thesis, we developed, tested, and evaluated various serious games, both text-based and with 360° photos. The steps taken revealed the reluctance of the players to follow the providing educational content and their inadequacy of interaction. Hence, the thesis seeks the reasons ending to this result and the ways of increasing this learning rate. Afterward, the thesis uses a currently available but not massively used digital game classification methodology. This methodology, which is based on the principles of architecture, landscape architecture, and urban planning, classifies the games based on their constituting virtual landscapes. Hence, the thesis considers all Steam games, one of the biggest video game digital distribution services, filtered with the 'education' tag, ending in 2531 digital games. Afterward, adding the 'game' tag the result reduced to 1102 games. Finally, with some manual filterings ignoring the irrelevant content, the final number decreased to 702. Sorting chronologically, we made an Excel database including the games' introductory information, the content they transmit, their release date, if they support HMD or not, and whether they are simulation games or not. Due to Steam's dating spectrum, our database includes games dating back from 1992 to 2020. Afterward, we classified all of these games using the virtual landscape classification methodology and generated their related codes based on their player scale, story, dimension, space shape, and interaction level. Investigating the results, they revealed some growth patterns relating to the content educated in the game, the VR technology, and the virtual landscape evolution. Adding the user reviews of Steam, we reverse engineered five of the best serious games on the database due to the digital game design methodology. This methodology divides the games' virtual environment into five layers, namely, player activity map (PAM), story layer, natural environment layer, virtual environment layer, and media layer. Reverse engineering the five best digital games ever, based on the IGN database, enabled us to compare the outcomes. Due to released data, we understand how the games' assets are distributed within the various layers of the virtual environment in the most successful games. Finally, the thesis aims to provide a framework based on these results for developing serious games to increase player interaction and enhance the learning rate. However, these results can be expanded to any virtual landscape other than only serious games' for their interaction enhancement. Currently, the landscape architecture domain only adopts the virtual landscape area as a tool for enhancing design in the real world. However, in the near future, landscape architects will perform in the virtual landscape area as a domain to be enhanced. Hence, that day, the results of this study will play an important role and will be a roadmap for generating highly interactive virtual landscapes. (shrink)

This document is based on integrating healthcare system and create a self-sustaining ecosystem that can help healthcare providers and hospitals to provide adequate as well as accurate treatment. This is now the age of smart computer. Machines have started to impersonate as human, with the advent of artificial intelligence, machine learning, and deep learning. Chatbot is classified as conversational software agents enabled by natural language processing, and is an excellent example of such system. A Chatbot is a program (...) which allows the user to start a conversation with the machine. These Chatbots can be used in health sector. Health Chatbots are capable of running one-on-one patient communications and of reviewing specific patient queries. The integration of Artificial Intelligence (AI) in healthcare is revolutionizing patient interaction through intelligent virtual health assistants. This project explores the development of an AI-powered virtual health assistant that leverages machine learning to enhance patient engagement, provide personalized health recommendations, and assist in preliminary diagnostics. The system utilizes Natural Language Processing (NLP) for understanding patient queries and predictive analytics for offering real-time responses based on medical data. By incorporating machine learning algorithms, the assistant continuously learns from user interactions to improve accuracy and efficiency. This approach aims to reduce the workload on healthcare professionals, improve accessibility to medical information, and enhance patient experience. The study evaluates the impact of AI-driven virtual health assistance on patient satisfaction, response accuracy, and healthcare delivery efficiency. The proposed solution demonstrates the potential of AI in creating a more accessible and intelligent healthcare ecosystem. (shrink)

Reinforcement Learning (RL) has emerged as a powerful technique for optimizing decision-making in dynamic, uncertain, and complex environments. The ability of RL algorithms to adapt and learn from interactions with the environment enables them to solve challenging problems in fields such as robotics, autonomous systems, finance, and healthcare. In dynamic environments, where conditions change in real-time, RL must continually update its policy to maximize cumulative rewards. This paper explores the application of RL in dynamic environments, with a focus on (...) its ability to optimize real-time decision-making for complex systems. We discuss the challenges associated with these environments, such as non-stationarity, partial observability, and the trade-off between exploration and exploitation. Furthermore, we review recent advancements in RL techniques, including deep reinforcement learning (DRL), multi-agent RL, and model-based RL, and how these methods are addressing the complexity of real-time decision-making. Finally, we present a roadmap for future research, highlighting open questions and potential applications of RL in various industries. (shrink)

Multimedia technology offers instructional designers an unprecedented opportunity to create richly interactive learning environments. With greater design freedom comes complexity. The standard answer to the problems of too much choice, disorientation, and complex navigation is thought to lie in the way we design interactivity in a system. Unfortunately, the theory of interactivity is at an early state of development. After critiquing the decision cycle model of interaction—the received theory in human computer interaction—I present arguments and observational data to (...) show that humans have several ways of interacting with their environments, which resist accommodation in the decision cycle model. These additional ways of interacting include: preparing the environment, maintaining the environment, and reshaping the cognitive congeniality of the environment. Understanding how these actions simplify the computational complexity of our mental processes is the first step in designing the right sort of resources and scaffolding necessary for tractable learner controlled learning environments. (shrink)

The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any given place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a (...) knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0' - an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows. (shrink)

Active learning of social studies teachers in Thailand 4.0 era is a learning process the new information. Learn more alert and lively. The learners have continued to initiate and focus on the content. From the creation of knowledge Interacting together. Act on your own. The teacher is to facilitate learning. Which can be applied in learning management in social studies courses. There are 4 steps as follows :Step 1Confrontation with social studies problems. Step 2 Identifying the (...) causes of social studies problems. Step 3 Finding methods for proving the truth of social studies and steps 4 Summary of social studies findings. From the above steps can be used to improve learning through social studies activities effectively. (shrink)

The ongoing and decades-long digitalisation of educational practices is largely motivated by the assumption that learning is best understood in terms of information processing. AI tutors and other educational AI tools leverage and accelerate this shift by presenting abstract, symbolic interactions as enhancing learning. Yet, while such AI implementations present as human-like, they are detached from physical, social, and ethical contexts and in fact herald a further shift towards disembodied learning. In this critical review, we develop a (...) fine-grained conceptual framework through which to examine AI in education and suggest ways to avoid further disembodying learning. To do so, we first examine the proliferation of AI in education. Second, we situate four interaction frames that AI affords through being assigned different roles, like with AI math tutor Khanmigo. Third, we present four aspects that educational AI operates on: sensorimotor, interpersonal, epistemic, and moral frictions for learning. Fourth, we advance a human-centred approach that aims to re-embody AI in education: namely, by outlining research and policy agenda's that enable educators and learners to flourish through meaningful AI interventions on the educational frictions examined. Finally, we conclude on the wider societal implications of these developments for the role of Big Tech, future research, and the development of AI literacy courses as required by the EU AI Act. (shrink)

This work explores the potential of big data analytics, natural language processing (NLP), and machine learning (ML) techniques in predicting cyberbullying on social media. By analyzing large-scale datasets consisting of user comments, posts, and interactions, the study aims to detect harmful content patterns, abusive language, and behavioral trends that indicate cyberbullyingThe rapid proliferation of social media has transformed communication and interaction, but it has also led to an alarming rise in cyberbullying incidents. Cyberbullying, characterized by repeated and intentional harassment (...) through digital platforms, has significant psychological and social consequences for victims, often leading to anxiety, depression, and even self-harm. Traditional methods of identifying and mitigating cyberbullying are often reactive and inefficient due to the vast volume of data generated across multiple platforms. Therefore, predictive models leveraging big data and artificial intelligence (AI) offer a proactive approach to detecting and preventing online harassment. Sentiment analysis, text classification, and deep learning models such as convolutional neural networks (CNNs) and recurrent neural networks (RNNs) are employed to enhance the accuracy of cyberbullying predictions. Additionally, graph-based techniques are utilized to examine social network structures and identify potential perpetrators and victims based on interaction patterns. Despite the promising potential of big datadriven approaches, challenges such as data privacy, ethical concerns, and algorithmic bias must be addressed to ensure fair and responsible implementation. The study also highlights the importance of real-time monitoring systems that can alert platform administrators or authorities when cyberbullying behavior is detected. The findings demonstrate that integrating AI with big data analytics significantly improves the accuracy and efficiency of cyberbullying detection, enabling early intervention and fostering a safer digital environment. Future research will focus on refining detection models to handle multilingual data, cultural nuances, and evolving forms of cyberbullying across diverse social media platforms. (shrink)

This documentary research aims to analyze and synthesize educational theories and relevant scholarly works to develop a conceptual learning model for teaching geography in primary education based on constructivist theory, with the goal of promoting lifelong learning competencies. The study is driven by the growing global emphasis on 21st-century education reforms that call for learner-centered pedagogies, critical thinking, and skills transferable beyond the classroom. Geography education, often underutilized in foundational skill-building, presents rich potential for developing these competencies when (...) informed by robust theoretical foundations. Constructivist theory, particularly the works of Piaget and Vygotsky, underpins this study. It views learning as an active, contextualized process whereby learners construct knowledge through interaction with their environment and peers. This research involves systematic analysis of academic texts, policy documents (e.g., OECD’s Education 2030 and UNESCO’s lifelong learning frameworks), and scholarly literature on geography instruction and constructivist pedagogy. The methodology includes document selection, thematic coding, comparative synthesis, and theoretical interpretation. Findings from the analysis suggest that constructivist-informed geography education supports the development of lifelong learning competencies, including critical thinking, collaboration, problem-solving, self-direction, and reflective thinking. The proposed learning model integrates four essential components: contextualized content, inquiry-based tasks, collaborative learning environments, and reflective practices. These elements collectively align with global educational goals and provide a structured pathway for curriculum innovation at the primary level. This conceptual model contributes to educational theory and practice by offering a framework for integrating constructivist principles into geography instruction. It supports curriculum designers, teacher educators, and policymakers in shaping pedagogical approaches that foster lifelong learning from an early age. (shrink)

Articulation disorders significantly impact children's speech intelligibility, academic performance and social interactions. Traditional intervention methods primarily focus on isolated phonetic corrections, often neglecting the cognitive, sensory-motor, and social aspects of speech production. The Dynamic Interactive Multimodal Speech (DIMS) Framework presents a comprehensive psycholinguistic approach that integrates visual, auditory, and tactile-kinesthetic cues, alongside neural plasticity-based reinforcement and social-environmental integration to enhance articulation therapy. This study explores the theoretical underpinnings of multimodal speech processing and presents a case study of a six-year-old (...) child with articulation difficulties, demonstrating the effectiveness of the DIMS Framework over a 12-week intervention period. Findings indicate a 35% improvement in speech intelligibility, a 45% increase in phoneme accuracy, and enhanced speech motor coordination. Additionally, the study highlights the role of parental involvement, teacher-led reinforcement, and technology-assisted learning in promoting long-term retention and real-world application of articulation improvements. Despite its advantages, challenges such as the need for trained therapists, standardization issues and resource limitations must be addressed. Future research should explore neural mechanisms, AI-driven speech tools and scalable intervention models to optimize multimodal speech therapy. The DIMS Framework provides a transformative, evidence-based approach for improving articulation disorders in children. (shrink)

How can we improve business ethics education for the twenty first century? This study evaluates the effectiveness of a visual case exercise in the form of a 3D immersive game given to undergraduate students at two UK Universities as part of a mandatory business ethics module. We propose that due to evolving learning styles, the immersive nature of interactive games lends itself as a vehicle to make the learning of ethics more ‘concrete’ and ‘personal’ and therefore more (...) engaging. To achieve this, we designed and built an immersive 3D simulation game in the style of a visual case. The effectiveness of the game was evaluated using a mixed methods approach measuring recognised and adapted constructs from the technology acceptance model. Results demonstrate that students found the game beneficial to their learning of ethics with the development of knowledge and skills applicable to the real world and that they engaged with the process due to game elements. Findings demonstrate the potential for the development of simulated games to teach ethics at all levels and modes of delivery and the contribution of this type of visual case model as a pedagogic method. (shrink)

The meteoric rise of artificial intelligence (AI) has reshaped human society, enabling machines to perform tasks once deemed the exclusive domain of human cognition, from navigating complex urban landscapes to crafting eloquent prose. Yet, a profound philosophical question looms: Can these systems possess intentionality, the capacity to direct actions toward goals, beliefs, or desires with the nuanced depth of human consciousness? Franz Brentano defined intentionality as the "aboutness" of mental states, a quality intrinsic to human experience. This paper embarks on (...) an ambitious exploration of whether AI can transcend its algorithmic foundations to embody genuine intentionality, or whether it is destined to remain a sophisticated mimic, parroting intelligence without grasping its essence. Drawing on Ludwig Wittgenstein's concept of "forms of life," which posits that meaning arises from shared social and cultural contexts, I interrogate the contextual deficits that limit machine understanding. Through in-depth case studies of autonomous vehicles, large language models, Sniper the African grey parrot, and speculative scenarios such as AI-driven cultural preservation and interstellar diplomacy, I analyze the chasm between machine performance and human-like intentionality. This paper propose a groundbreaking framework for AI design, integrating dynamic learning, ethical embedding, and the novel concept of "synthetic forms of life," where machines might develop quasi-intentional states through prolonged, adaptive interactions with humans. By synthesizing insights from philosophy, cognitive science, neuroscience, and computer science, we argue that while current AI systems excel at simulating intelligence, they fall short of true intentionality due to their lack of lived experience. However, emerging paradigms like neuromorphic computing and embodied AI offer tantalizing possibilities for machines that might approximate meaning in ways that challenge our understanding of intelligence itself. This exploration poses a provocative question: If machines learn to "mean" something, will they redefine what it means to be human? Through rigorous analysis, technical depth, and speculative foresight, I aim to spark a reimagining of AI's potential and its implications for humanity's future. (shrink)

This study explores the implementation and effectiveness of Visible Learning strategies in primary schools, focusing on understanding how these strategies work to enhance student learning outcomes. Visible Learning, as proposed by Hattie (2009), emphasizes making learning processes explicit and visible to students, enabling them to engage in their learning journey actively. The study investigates the practical application of Visible Learning techniques in primary school classrooms, examining the impact on student achievement, motivation, and teacher-student interactions. (...) The findings highlight the importance of feedback, clear learning intentions, and teacher-student dialogue in creating a conducive learning environment. This study contributes valuable insights into the practical implementation of Visible Learning strategies, providing a roadmap for educators aiming to enhance the educational experience in primary schools. (shrink)

This study explores the implementation of John Hattie’s Visible Learning framework in Thai model schools, aimed at enhancing educational quality and preparing learners for the 21st century. The research identifies four critical elements of the framework: data-driven instruction, clear learning goals, effective teacher-student interactions, and fostering a culture of self-improvement. These components, when applied in Thai schools, have led to significant improvements in student outcomes, critical thinking, and engagement by making the learning process more transparent and measurable. (...) The framework promotes continuous reflection, active learning, and self-assessment, equipping students with essential skills for lifelong learning. Additionally, the study emphasizes the need for tailored feedback, professional development for teachers, and the integration of modern technology to enhance classroom learning experiences. Recommendations are made for expanding the framework’s adoption to address educational challenges in Thailand, such as unequal access to quality education and inconsistent teaching standards. The findings suggest that the broader application of Visible Learning could improve both educational equity and student preparedness for future success. Future research should focus on long-term impacts, comparative analysis, and the role of community and administrative support in sustaining the framework. (shrink)

This study investigates the implementation of a learning ecosystem within classrooms to enhance pedagogy through the lens of Visible Learning. Grounded in Hattie's (2009) framework, which emphasizes the importance of making learning visible and impactful, this research explores integrating diverse educational elements into the classroom environment. The study examines how a dynamic learning ecosystem, comprising interactive technologies, collaborative activities, formative assessments, and targeted feedback mechanisms, supports effective teaching methods. By utilizing Hattie's principles, this research aims (...) to unveil the nuances of Visible Learning within this ecosystem, shedding light on its impact on student engagement, understanding, and achievement. The findings not only contribute to the theoretical understanding of Visible Learning but also offer practical implications for educators striving to create optimal learning environments. (shrink)

This paper introduces the Longitudinal Human Computer Interaction Framework, a new model for understanding how large language systems develop stable behavioral patterns through extended interaction with a single human user. Traditional HCI research focuses on short term usability and task completion, while AI alignment studies emphasize training time interventions such as fine tuning or reinforcement learning. Longitudinal HCI describes a different phenomenon. A system with fixed parameters can show consistent and predictable behavioral change when it engages with a user (...) who provides long term continuity, ethical constraints, and stable reasoning patterns. -/- The framework explains how repeated interaction guides the model toward specific latent representations, reduces drift, improves contextual inference, and enhances safety in professional environments. These effects do not come from memory storage or parameter updates. They emerge from the human’s continuous input, correction, and moral structure. The paper outlines the mechanisms behind this interaction driven alignment, distinguishes it from traditional techniques, and demonstrates its relevance to clinical medicine and other safety critical fields. -/- Longitudinal HCI builds on the author’s earlier work on the Hudson Recursive Identity System and provides a foundation for future research on user specific stability, latent region convergence, and long horizon AI behavior. The paper offers a structured lens for studying how trustworthy AI systems can develop through enduring human partnership rather than through model retraining. (shrink)

The UDL model can also be approached through a Communities of Learning and Inquiry (CoI) view. This perspective allows the investigation of a generative learning situation by examining the interactions among environments, resources, learners and teachers. The aim of this work is to discuss, through a narrative review, the possibilities of transforming learning contexts into CoI environments (Lipman) and to identify key elements contributing to rely on complexity as a frame of learning processes. -/- Il modello (...) UDL può essere affrontato anche attraverso una prospettiva di Comunità di Apprendimento e Ricerca (CdR), consentendo l’analisi di un contesto di apprendimento generativo attraverso le interazioni tra ambienti, risorse, studenti e insegnanti. L'obiettivo è discutere, con una revisione narrativa, le possibilità di trasformare contesti di apprendimento in CdR (Lipman) e identificare gli elementi chiave di lettura della complessità come cornice dei processi di apprendimento. (shrink)

This paper explores the application of data mining techniques to discover learning patterns in e-learning platforms. With the increasing adoption of e-learning systems, vast amounts of user interaction data are generated, providing valuable insights into student behavior, engagement, and learning outcomes. This research aims to apply various data mining algorithms, including clustering, classification, and association rule mining, to analyze the data collected from e-learning platforms. The primary objective is to uncover hidden patterns related to student (...) activity, learning progression, and performance, which can aid in the development of personalized learning paths and intervention strategies. The results of this study demonstrate that data mining can effectively identify key learning patterns, such as user engagement trends, the impact of content interactions on performance, and predictors of student success and dropout. These findings highlight the potential of data-driven approaches to enhance e-learning systems by providing actionable insights for educators and administrators to optimize learning experiences. The paper concludes by discussing the implications of these findings for improving student retention, performance, and overall educational effectiveness in online learning environments. (shrink)

Purpose of the Study. This study aims to design, develop, and evaluate EcoQuest, an interactive digital story for teaching ecosystem topics to elementary students. Utilizing the Twine application, EcoQuest integrates interactive storytelling to create an engaging instructional tool for science education. Methodology. A descriptive-developmental research design, following the ADDIE model, was employed. EcoQuest was developed using Twine for interactivity, Canva for visual design, and AI-generated narration for audio. Supplementary videos were sourced from YouTube. The tool was evaluated by (...) science education and IT experts using the DepEd Learning Resources Management and Development System (LRMDS) tool and pilot-tested with Grade 6 Elementary student for usability and engagement. Main Findings. Expert evaluations confirmed that EcoQuest met high instructional and technical quality standards, while student feedback indicated that the interactive format enhanced engagement and ease of use. The study validated EcoQuest as a viable educational tool, demonstrating its potential to support ecosystem instruction in basic science education. Novelty/Originality of this Study. This study introduces EcoQuest as a localized, interactive, and curriculum-aligned instructional material for teaching ecosystems. Unlike traditional static materials, it employs branching narratives and multimedia elements to foster student engagement. By integrating digital storytelling into science education, EcoQuest provides an innovative approach to enhancing learning experiences in environmental science. (shrink)

This study is intended to determine the effects of using Teacher-Tech Instructor, a technology-aided intervention designed for independent learning sessions, on improving the scientific mastery of grade 4 learners of Mataas na Parang Elementary School. The intervention utilizes interactive presentations with basic programming features to facilitate and enhance the learning process. This study utilized the pretest-posttest single group design to determine the changes in the learning performance before and after the utilization of the intervention. Pretest and (...) posttest assessments, along with a survey, measured the intervention's effect. The data were analyzed using the mean, median, MPS, and Wilcoxon Signed-Rank Test at a significance threshold of 0.05. The findings revealed that the learners have low mastery or low achievement in the pretest while closely approximating mastery in the posttest, marking a significant improvement after using the intervention. It can also be observed that the MPS improved from 20.79% to 90.73% upon the use of the intervention, while the Wilcoxon test statistic of 0.00 which is less than 0.05, also suggests that the null should be rejected. Lastly, the learners strongly agree that the intervention helped with their independent learning study. These findings conclude that Teacher-Tech Instructor intervention improved the learning performance of grade 4 pupils in science effectively. Further, learners strongly agreed that the teacher tech-instructor, a tech-based instructional material, aided their independent learning effectively. The findings also highlight the importance of developing tech-based educational tools for independent learning in improving science proficiency among grade 4 learners. The study recommends extending these materials to other subjects and conducting SLAC sessions on interactive materials to maximize learning outcomes. (shrink)

In today's global society, learners are shifting their roles from passive recipients of knowledge to active participants in creating knowledge themselves. This necessitates that teachers encourage students to engage in higher-order thinking, discussions, interactions, and hands-on activities according to individual differences. Therefore, proactive learning materials in social studies are crucial guidelines that teachers can use to align with 21st-century classrooms. This approach aims to develop students' knowledge, skills, and attitudes for happy learning while solving problems when facing real-life (...) situations. (shrink)

This documentary research aims to analyze and synthesize educational theories and relevant scholarly works to develop a conceptual learning model for teaching geography in primary education based on constructivist theory, with the goal of promoting lifelong learning competencies. The study is driven by the growing global emphasis on 21st-century education reforms that call for learner-centered pedagogies, critical thinking, and skills transferable beyond the classroom. Geography education, often underutilized in foundational skill-building, presents rich potential for developing these competencies when (...) informed by robust theoretical foundations. Constructivist theory, particularly the works of Piaget and Vygotsky, underpins this study. It views learning as an active, contextualized process whereby learners construct knowledge through interaction with their environment and peers. This research involves systematic analysis of academic texts, policy documents (e.g., OECD’s Education 2030 and UNESCO’s lifelong learning frameworks), and scholarly literature on geography instruction and constructivist pedagogy. The methodology includes document selection, thematic coding, comparative synthesis, and theoretical interpretation. Findings from the analysis suggest that constructivist-informed geography education supports the development of lifelong learning competencies, including critical thinking, collaboration, problem-solving, self-direction, and reflective thinking. The proposed learning model integrates four essential components: contextualized content, inquiry-based tasks, collaborative learning environments, and reflective practices. These elements collectively align with global educational goals and provide a structured pathway for curriculum innovation at the primary level. This conceptual model contributes to educational theory and practice by offering a framework for integrating constructivist principles into geography instruction. It supports curriculum designers, teacher educators, and policymakers in shaping pedagogical approaches that foster lifelong learning from an early age. (shrink)

Reflecting on the past is often a critical ingredient for successful learning. The current research investigated how counterfactual thinking, reflecting on how prior experiences might have been different, motivates effective learning from these previous experiences. Specifically, we explored how the structure of counterfactual reflection – their additive (‘‘If only I had”) versus subtractive (‘‘If only I had not”) nature – influences performance in dyadic-level strategic interactions. Building on the functionalist account of counterfactuals, we found across two experiments that (...) generating additive counterfactuals about a previous negotiation produced an advantage for negotiators over their previous performance compared to subtractive counterfactuals, both in terms of obtaining value for oneself and conceiving creative agreements. Additive counterfactuals enabled negotiators to more effectively extract lessons from past experiences to improve their current negotiation performance. (shrink)

Philosophers of science are increasingly arguing for and addressing the need to do work that is socially and scientifically engaged. However, we currently lack well-developed frameworks for thinking about how we should engage other expert communities and what the epistemic benefits are of doing so. In this paper, I draw on Collins and Evans' concept of ‘interactional expertise’ – the ability to speak the language of a discipline in the absence of an ability to practice – to consider the epistemic (...) benefits that can arise when philosophers engage scientific communities. As Collins and Evans argue, becoming an interactional expert requires that one ‘hang out’ with members of the relevant expert community in order to learn crucial tacit knowledge needed to speak the language. Building on this work, I argue that acquiring interactional expertise not only leads to linguistic fluency, but it also confers several ‘socio-epistemic’ benefits such as the opportunity to cultivate trust with scientific communities. These benefits can improve philosophical work and facilitate the broader uptake of philosophers' ideas, enabling philosophers to meet a variety of epistemic goals. As a result, having at least some philosophers of science acquire interactional expertise via engagement will likely enhance the diversity of epistemic capacities for philosophy of science as a whole. For some philosophers of science, moreover, the socio-epistemic benefits identified here may be more important than the ability to speak the language of a discipline, suggesting the need for a broader analysis of interactional expertise, which this paper also advances. (shrink)

The objective of the research is to test the feasibility of implementing Structured Rational Thinking to learn disciplinary principles, evaluate written language, and answer the questions: What are its epistemological foundations? What explains why rational thinking is not common in people? How do students modify their conceptualization of thematic principles through it? And how does it help students to build knowledge and express it? Rational thinking was theoretically framed and its derivation into types of structured thinking: logical, methodical, and narrative; (...) and its characterization according to its content, purpose, and structure, in its classical and modern forms. The hypothesis was: "people stop thinking rationally due to the lack of applying a method to order and properly conduct thoughts; one aspect is the method and another is the thought that it generates." Mixed methodology; results, it is expected that 50 students surveyed generate knowledge and language attached to objectified reality. Test 1: the level of understanding was assessed according to types of thinking, in ranges of: little, moderately and a lot, coded with ordinal values in intervals from 0 to 2, by interaction matrix. Test 2: table identifying levels of rational thinking, interval scale: 1 to 2 low level, 3 to 4 medium, 5 to 6 high, more than 6 very high. Conclusions, the effects of not applying a type of thinking that orders ideas to interpret reality and generate proven knowledge, far from conjectures, are outlined. The best thinking, guides reason when faced with compound and dynamic facts. (shrink)

Typically, fair machine learning research focuses on a single decision maker and assumes that the underlying population is stationary. However, many of the critical domains motivating this work are characterized by competitive marketplaces with many decision makers. Realistically, we might expect only a subset of them to adopt any non-compulsory fairness-conscious policy, a situation that political philosophers call partial compliance. This possibility raises important questions: how does partial compliance and the consequent strategic behavior of decision subjects affect the allocation (...) outcomes? If k% of employers were to voluntarily adopt a fairness-promoting intervention, should we expect k% progress (in aggregate) towards the benefits of universal adoption, or will the dynamics of partial compliance wash out the hoped-for benefits? How might adopting a global (versus local) perspective impact the conclusions of an auditor? In this paper, we propose a simple model of an employment market, leveraging simulation as a tool to explore the impact of both interaction effects and incentive effects on outcomes and auditing metrics. Our key findings are that at equilibrium: (1) partial compliance by k% of employers can result in far less than proportional (k%) progress towards the full compliance outcomes; (2) the gap is more severe when fair employers match global (vs local) statistics; (3) choices of local vs global statistics can paint dramatically different pictures of the performance vis-a-vis fairness desiderata of compliant versus non-compliant employers; (4) partial compliance based on local parity measures can induce extreme segregation. Finally, we discuss implications for auditors and insights concerning the design of regulatory frameworks. (shrink)

A positive learning experience stems from active engagement with the lesson and greater interaction in learning activities. This study investigated the types of learning experience of students in Bato School of Fisheries, Leyte, Philippines such as Hands-on, Minds-on and Authentic Learning. Also, the study analyzed the students’ level of achievement in learning mathematics under each type of learning experience. The study employed a random of 25% of the grade 7 students for experimental design that (...) involves qualitative and quantitative approach. Result shows that the Hands-on learning experience of students is in beginning level which needs a proper guidance of the mathematics teacher. It is shown that students are more capable of Hands-on group activities in mathematics. For Minds-on learning experience, students are also in beginning level, however, it is found out that they are good in critical thinking processes which create and recreate mathematics concepts for the core topics. Furthermore, authentic learning experience is in beginning level, lowest among the 3 types of learning experience. This means that students must develop their problem solving skills in mathematics with the aid of suitable teaching strategies. Anyhow, it is found out that these students have a proficient level in mathematics achievement probably by their past knowledge. Hence, a good level of achievement in mathematics can be maintain or improve through enhancing the 3 types of learning experience especially the authentic aspect. (shrink)

Machine learning systems (MLS) that model low-level processes are the cornerstones of current AI systems. These ‘indirect’ learners are good at classifying kinds that are distinguished solely by their manifest physical properties. But the more a kind is a function of spatio-temporally extended properties — words, situation-types, social norms — the less likely an MLS will be able to track it. Systems that can interact with objects at the individual level, on the other hand, and that can sustain this (...) interaction, can learn responses to increasingly abstract properties, including representational ones. This representational capacity, arguably the mark of intelligence, then, is not available to current MLS’s. (shrink)

This paper synthesizes four studies conducted at a special education independent school and affiliated liberal arts university with teachers, senior high school students, and college learners 18 and up, focusing on applying AI to (1) design course blueprints, (2) create comic strip assignments, (3) mediate interactive Socratic discussions, and (4) use learning data to assist students with disabilities in mathematics classes. Gordon Pask’s cybernetics is used to visualize interactions to show how AI acts as a component in emergent (...) networks of minds in motion. The four sets of results, taken together, showcase how to implement principles of cybernetics in designing AI-mediated collaborative classrooms. Five out of six configurations of AI’s collaborative use outlined by Mike Sharples that the author’s research program has so far explored are presented through the four study scenarios and tied back to grey areas carved out by experts in AI education research concerned with design and implementation, classroom relationships, and assessment. Implications of current progress in the principal investigator’s research and further directions yet to be undertaken in implementing a series of subject-specific educational scenarios to utilize AI as a collaborative coach are discussed. Practical suggestions to shepherd effective AI-mediated curriculum design, classroom problem-solving and information acquisition, as well as nimble student evaluation are provided. (shrink)

Today e-commerce has had tremendous growth in the past years primarily due to changes in technology and customer’s buying behavior. One of the big shifts in the process has been the use of ML in advertising which has the capability to transform the marketing domain together with consumer interactions. This paper discusses the viability of using machine learning for designing realistic models of advertising to increase effectiveness of target and personalized advertising, as well as conversion rates in e-commerce. Several (...) techniques are explored in the study, such as supervised and unsupervised learning, recommender systems, and content optimization with natural language processing. By using case studies and experimental models, we discuss how and to what extent ML is beneficial in e-commerce advertising transformation. The results presented in this paper indicate that using machine learning in advertising has a potential of dramatically improving the customer experience while simultaneously increasing brand recognition and sales. (shrink)

This paper presents a human-computer interaction model with a three layers learning mechanism in a pervasive environment. We begin with a discussion around a number of important issues related to human-computer interaction followed by a description of the architecture for a multi-agent cooperative design system for pervasive computing environment. We present our proposed three- layer HCI model and introduce the group formation algorithm, which is predicated on a dynamic sharing niche technology. Finally, we explore the cooperative reinforcement learning (...) and fusion algorithms; the paper closes with concluding observations and a summary of the principal work and contributions of this paper. (shrink)

Phenomenon-based learning is learning activities management processes that Connected to Transdisciplinary in The Classroom of Social Studies Teachers by encouraging learners to collaboratively observe interesting phenomena and can be found in the real-world on interdisciplinary to lead the group discussion in a wider perspective as well as to inform learners about attention issues, problems, and questioning under the context of observable phenomena that consist of 6 steps as follows: Step 1: Choose an interesting social phenomenon; Step 2: Observe (...) social phenomena together; Step 3: Search for information on social phenomena; Step 4: Implementation as planned; Step 5: Present and reflect the idea, and Step 6: Assess based on an actual condition. In each step can encourage learners to interact among learners in groups, hands-on, and learning together that lead to building on explicit knowledge and applying it to the daily life of each learner more effectively. (shrink)

The advent of digital games in language classrooms has ushered in a new era of interactive and dynamic learning experiences. Among these platforms, Kahoot stands out as an engaging and entertaining gaming platform, capturing the attention of both instructors and students. Despite the previous studies on the impact of Kahoot on language learning motivation, they have predominantly focused on assessing the effects of Kahoot before and after instruction overlooking direct comparisons with traditional instructional methods. Consequently, the present (...) study utilized a quasi-experimental research design, and participants were divided into two groups: an experimental group that received instruction using Kahoot, and a control group that followed traditional instructional methods. This research design allowed for a direct comparison of the impact of Kahoot on students’ motivation to learn the language. The results revealed a significant positive impact of Kahoot on students’ motivation to learn English. The students perceived Kahoot as engaging and enjoyable, resulting in heightened enthusiasm and interest inlanguage learning. These findings highlight the transformative potential of Kahoot as a catalyst for enhancing language learning motivation. Integrating Kahoot and other innovative online platforms into EFL instruction can create dynamic, interactive learning environments that foster student engagement and motivation. (shrink)

Generative AI has rapidly advanced in recent years, producing impressive outcomes across various domains such as art, music, writing, and design. While much of this progress is attributed to deep learning techniques like GANs (Generative Adversarial Networks) and VAEs (Variational Autoencoders), reinforcement learning (RL) has emerged as a promising approach for enhancing the creative potential of generative models. By framing content generation as a sequential decision-making process, RL enables AI models to improve through interaction with their environment, receiving (...) feedback in the form of rewards or penalties. This ability to learn through trial and error closely mirrors human creativity, where experimentation and feedback drive improvement. In this paper, we explore the intersection of reinforcement learning (RL) and generative AI, examining how RL techniques can be applied to enhance the creative capabilities of AI models. Unlike supervised learning, which requires large labeled datasets, reinforcement learning allows AI to learn in environments where direct supervision is minimal or absent. This opens up possibilities for AI to autonomously generate novel content in an iterative, adaptive manner. By using reward signals to guide the learning process, generative AI models can explore a wider range of possibilities, fostering creativity and novelty. We delve into various techniques within reinforcement learning, such as policy gradient methods, Q-learning, and actor-critic architectures, to understand how these methods contribute to the creativity of generative models. Case studies and applications from diverse fields, such as image generation, music composition, and game design, demonstrate the practical utility of combining RL and generative AI. Ultimately, this paper argues that reinforcement learning holds immense potential for training machines not just to replicate human creativity, but to push the boundaries of it. (shrink)

Using cutting-edge computer vision and machine learning techniques, this research study suggests a real-time system for hand gesture recognition and text conversion using OpenCV and MediaPipe. The system processes live video input, detects hand movements, and translates specific gestures into corresponding text outputs. By leveraging a deep learning-based hand tracking model and a rule-based gesture classification method, the approach ensures efficient and accurate recognition. The primary applications of this system include enhancing human-computer interaction, assisting individuals with speech impairments, (...) and facilitating non-verbal communication. The methodology involves capturing hand movements using a webcam, identifying key landmarks, and classifying gestures into predefined categories. Experimental results demonstrate the system’s effectiveness under various lighting conditions, achieving reliable performance for simple gestures. Future improvements will focus on integrating advanced machine learning models to expand gesture recognition capabilities and improve accuracy. This work highlights the potential of computer vision-based gesture recognition for real-world applications in assistive technology and automation. (shrink)

Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – (...) how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors. -/- . (shrink)

This study investigated the role of language learning apps and software, specifically the Duolingo app, in developing the English language proficiency among first-year Bachelor’s in Elementary Education (BEED) students at Davao de Oro State College. The study was conducted in response to the existing gap in understanding how digital language tools specifically support the development of English proficiency among BEED students. Guided by this gap, the study’s objective was to determine the extent to which language learning apps can (...) enhance vocabulary, pronunciation, and comprehension. Utilizing a mixed-method sequential explanatory research design, the study employed both quantitative and qualitative methods to provide a comprehensive analysis of the data. The conducted pretest and posttest results demonstrated a statistically significant improvement in students’ English language proficiency, in terms of vocabulary, pronunciation, and comprehension. Supported by the thematic analysis of interviews and focus group discussions based on students’ impressions and perceptions, it was revealed that students found Duolingo to be a practical, user-friendly, and engaging learning tool for developing English language proficiency. They highlighted the application’s flexibility, interactive design, immediate feedback, and progress monitoring, as well as the autonomy it provides in their language learning journey. However, it was also emphasized that the challenges in terms of accessibility barriers are due to internet dependency and coming across unfamiliar words. Despite these minor challenges, the findings suggest that integrating digital language tools, such as Duolingo, can significantly aid in developing English language proficiency and supporting more interactive, student-centered approaches in teacher education programs. (shrink)