Integrating AI and Learning Analytics for Data-Driven Pedagogical Decisions and Personalized Interventions in Education

This research study delves into the conceptualization, development, and deployment of an innovative learning analytics tool, leveraging the capabilities of OpenAI's GPT-4 model. This tool is designed to quantify student engagement, map learning progression, and evaluate the efficacy of diverse instructional strategies within an educational context. Through the analysis of various critical data points such as students' stress levels, curiosity, confusion, agitation, topic preferences, and study methods, the tool offers a rich, multi-dimensional view of the learning environment. Furthermore, it employs Bloom's taxonomy as a framework to gauge the cognitive levels addressed by students' questions, thereby elucidating their learning progression. The information gathered from these measurements can empower educators by providing valuable insights to enhance teaching methodologies, pinpoint potential areas for improvement, and craft personalized interventions for individual students. The study articulates the design intricacies, implementation strategy, and thorough evaluation of the learning analytics tool, underscoring its prospective contributions to enhancing educational outcomes and bolstering student success. Moreover, the practicalities of integrating the tool within existing educational platforms and the requisite robust, secure, and scalable technical infrastructure are addressed. This research opens avenues for harnessing AI's potential in shaping the future of education, facilitating data-driven pedagogical decisions, and ultimately fostering a more conducive, personalized learning environment.Comment: 22 pages, 7 figures, 8537 word

A Mobile Game for Learning Cyber-Attacks and Their Prevention

This paper's primary goal is to use Bloom's Revised Taxonomy educational objectives in creating Cyber Air-Attack. It's a game that teaches fundamental concepts about cybersecurity. Because it simplifies and makes learning simple, the course material was designed with Bloom's Revised Taxonomy. This taxonomy divides the course material into increasing levels of complexity, with the basics being the most basic and the advanced being the most complex. We reviewed all literature to understand the area of research and identify any gaps in previous research. Cyber Air-Attack targets amateur computer users. They will be taught about cybersecurity basics, cyber threats, and countermeasures. This paper will teach you how to identify and prevent cyberattacks

Development of Test Instruments Based on Cognitive Processes and Knowledge Dimensions on Environmental Chemistry

This research aims to develop an instrument that can measure the achievement of student learning outcomes in chemistry education in Environmental Chemistry courses, which refers to Bloom's Taxonomy, which has been revised along with the dimensions of knowledge from Anderson & Krathwohl. The research method used in this research is research and development with 4 (four) stages of research 1) define; 2) design; 3) develop; and 4) dissemination. The validation of this instrument was carried out by two experts in the field of chemistry and tested on 20 students. The instrument used is in the form of a description that takes the cognitive domains C1 to C3. In addition, in the instrument there are also 4 (four) dimensions of knowledge tested, namely factual, conceptual, procedural, and metacognitive. Based on the results of expert validation, it was found that in content there were no problems only in the use of verbs in the instrument requiring more operational verbs and based on the test results it was found that all the questions given showed that 30.15% of the questions were categorized as easy, 44, 80% were categorized as moderate and 25.05% were categorized as difficult. This study shows that the knowledge dimension in Bloom's taxonomy needs to be applied by considering the knowledge dimension to develop thinking skills in students

Augmented Reality in Learning Settings: A Systematic Analysis of its Benefits and Avenues for Future Studies

Despite its increasing use in various settings, Augmented Reality (AR) technology is still often considered experimental, partly due to a lack of clear understanding of the benefits of using AR. This study systematically reviews research on the use of AR in learning settings. Our analysis of 93 relevant articles offers 21 benefits related to the learning gains and outcomes of using AR. Our study shows that the positive effects of using AR on learners’ motivation and joy have been well-studied, whereas the effects on independent learning, concentration, spontaneous learning, critical thinking, and practical skills have not yet been examined in detail. Beyond classifying and discussing the benefits of using AR in learning settings, we elaborate avenues for future studies. We specifically point to the importance of conducting long-term studies to determine the value of using AR in learning beyond the initial novelty and exploring the integration of AR with other technologies

Enhancing Student Learning, Engagement, and Employment Through Inclusive Curriculum Design

The diverse student body at Queen Mary University of London requires an effective approach to ensure equal opportunity in higher education. This includes promoting equality, inclusion, equity, and access to services. To address this, the authors present a case study about a redesigned cloud computing module to enhance student engagement, employability, and intercultural learning. The module's learning outcomes are based on the students' graduate attributes and cross-disciplinary abilities, as defined by professional frameworks. To support equal opportunity and facilitate multicultural growth, they have updated the education and learning model to include innovative teaching methods and materials for efficient curriculum delivery. This study establishes the foundation for an action research review of cloud computing that aims to create an inclusive curriculum

chatGPT for generating questions and assessments based on accreditations

This research aims to take advantage of artificial intelligence techniques in producing students assessment that is compatible with the different academic accreditations of the same program. The possibility of using generative artificial intelligence technology was studied to produce an academic accreditation compliant test the National Center for Academic Accreditation of Kingdom of Saudi Arabia and Accreditation Board for Engineering and Technology. A novel method was introduced to map the verbs used to create the questions introduced in the tests. The method allows a possibility of using the generative artificial intelligence technology to produce and check the validity of questions that measure educational outcomes. A questionnaire was distributed to ensure that the use of generative artificial intelligence to create exam questions is acceptable by the faculty members, as well as to ask about the acceptance of assistance in validating questions submitted by faculty members and amending them in accordance with academic accreditations. The questionnaire was distributed to faculty members of different majors in the Kingdom of Saudi Arabias universities. one hundred twenty responses obtained with eight five percentile approval percentage for generate complete exam questions by generative artificial intelligence . Whereas ninety eight percentage was the approval percentage for editing and improving already existed questions.Comment: 12 Pages, 4 Figures, ACITY 13th International Conference on Advances in Computing and Information Technology (ACITY 2023

Benefits of Using Augmented Reality in Learning Settings: A Systematic Literature Review

Over the last years, Augmented Reality (AR) technology has been increasingly used in various settings. Yet, AR is still often considered as experimental, which is partly due to the unclear picture of the benefits of using AR. This study systematically reviews research on using AR in learning settings. By examining 93 relevant articles, we identified 21 benefits related to AR learning gains and outcomes. To obtain a comprehensive and coherent overview of the benefits, we classified them based on Fink’s taxonomy of significant learning. Our analysis shows that the positive effects of using AR on learners’ motivation and joy have been well-studied, whereas the effects on independent learning, concentration, spontaneous learning, critical thinking, and practical skills have not yet been examined in detail. Our study provides directions for future studies on using AR in learning settings and can also help to improve learning designs

Purpose of the use of technologies in the contemporary models of Corporate University

This paper aims to identify the purpose of the use of technologies in the contemporary models of corporate university: Stakeholder University (SU) and Networked Corporate University (NCU). To accomplish it, we carried out a systematic search in the main electronic bases of scientific documents, categorizing the studies by means of the revised Bloom\u27s Taxonomy. This search enabled to distinguish the purpose of the use of technologies in corporate universities, such as the purpose of integration between different stakeholders in relation to knowledge. The research highlights the Corporate University in addition to an environment of education; but an area of innovation in which the integration of stakeholders, university and organization constitutes an important interaction and sharing networks. By identifying the technological characteristics and tools, it points out new approaches of technological integration in the mediation between stakeholders in order to promote networked learning. That is, to remember, understand, apply, analyze, evaluate, and create (Bloom\u27s Taxonomy), but, especially, to generate value from these relationships. The conclusion is that the distance education technologies, the knowledge media, and the engineering and knowledge management tools arise as enablers of the purpose of creating technologies to generate shared knowledge and stakeholder interaction, according to the models of SU and NCU