Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Leading Undergraduate Students to Big Data Generation

People are facing a flood of data today. Data are being collected at unprecedented scale in many areas, such as networking, image processing, virtualization, scientific computation, and algorithms. The huge data nowadays are called Big Data. Big data is an all encompassing term for any collection of data sets so large and complex that it becomes difficult to process them using traditional data processing applications. In this article, the authors present a unique way which uses network simulator and tools of image processing to train students abilities to learn, analyze, manipulate, and apply Big Data. Thus they develop students handson abilities on Big Data and their critical thinking abilities. The authors used novel image based rendering algorithm with user intervention to generate realistic 3D virtual world. The learning outcomes are significant

Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis

The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse

Augmented reality in architecture and construction education: state of the field and opportunities

Over the past decade, the architecture and construction (AC) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Complex and intricate digital technologies and mobile computing such as simulation, computational design and immersive technologies, have been exploited for different purposes such as reducing cost and time, improving design and enhancing overall project efficiency. Immersive technologies and augmented reality (AR), in particular, have proven to be extremely beneficial in this field. However, the application and usage of these technologies and devices in higher education teaching and learning environments are yet to be fully explored and still scarce. More importantly, there is still a significant gap in developing pedagogies and teaching methods that embrace the usage of such technologies in the AC curricula. This study, therefore, aims to critically analyse the current state-of-the-art and present the developed and improved AR approaches in teaching and learning methods of AC, addressing the identified gap in the extant literature, while developing transformational frameworks to link the gaps to their future research agenda. The conducted analysis incorporates the critical role of the AR implications on the AC students’ skillsets, pedagogical philosophies in AC curricula, techno-educational aspects and content domains in the design and implementation of AR environments for AC learning. The outcomes of this comprehensive study prepare trainers, instructors, and the future generation of AC workers for the rapid advancements in this industry

Proceedings of the 9th Arab Society for Computer Aided Architectural Design (ASCAAD) international conference 2021 (ASCAAD 2021): architecture in the age of disruptive technologies: transformation and challenges.

The ASCAAD 2021 conference theme is Architecture in the age of disruptive technologies: transformation and challenges. The theme addresses the gradual shift in computational design from prototypical morphogenetic-centered associations in the architectural discourse. This imminent shift of focus is increasingly stirring a debate in the architectural community and is provoking a much needed critical questioning of the role of computation in architecture as a sole embodiment and enactment of technical dimensions, into one that rather deliberately pursues and embraces the humanities as an ultimate aspiration

A Scoping Review on Virtual Reality-Based Industrial Training

The fourth industrial revolution has forced most companies to technologically evolve, applying new digital tools, so that their workers can have the necessary skills to face changing work environments. This article presents a scoping review of the literature on virtual reality-based training systems. The methodology consisted of four steps, which pose research questions, document search, paper selection, and data extraction. From a total of 350 peer-reviewed database articles, such as SpringerLink, IEEEXplore, MDPI, Scopus, and ACM, 44 were eventually chosen, mostly using the virtual reality haptic glasses and controls from Oculus Rift and HTC VIVE. It was concluded that, among the advantages of using this digital tool in the industry, is the commitment, speed, measurability, preservation of the integrity of the workers, customization, and cost reduction. Even though several research gaps were found, virtual reality is presented as a present and future alternative for the efficient training of human resources in the industrial field.This work was supported by Instituto Superior Tecnológico Victoria Vásconez Cuvi. The authors appreciate the opportunity to analyze topics related to this paper. The authors must also recognize the supported bringing by Universidad Tecnica de Ambato (UTA) and their Research and Development Department (DIDE) under project CONIN-P-256-2019, and SENESCYT by grants “Convocatoria Abierta 2011” and “Convocatoria Abierta 2013”

From Immersive to Metaverse: The Gap of Learning and Technology in Agriculture Education Application

Immersive technologies such as augmented reality, virtual reality, social media, virtual avatars, and online games have supported education. Agriculture, as one of the essentials process for human well-being, demands interaction-rich and content-rich educational technology to increase student understanding of the complex agriculture environment. The current trend of education technology is starting to shift to the metaverse. However, there is a gap between the current implementation of immersive technologies and the mature metaverse. Moreover, previous research indicates the lack of emphasis on learning theory, learning content, and design elements for immersive application in education. This research aims to identify those gaps, especially in agriculture education. We systematically analyze previous publications which developed an immersive application for agriculture education in higher education. We conclude that (1) most of the learning content and design element of metaverse technology is underutilized; (2) there are many implementation gaps between the current implementation with a mature metaverse; and (3) A mature metaverse education is complex and expensive, so careful long-term planning and identifying use cases is recommended. These gaps are essential for subsequent research on developing metaverse for education, especially in agriculture. We hope the results of this research will provide educators with a baseline knowledge of metaverse technologies to make better decisions on utilizing metaverse in educational institutions.Teknologi imersif seperti augmented reality, virtual reality, media sosial, avatar virtual, dan game online telah mendukung pendidikan. Pertanian, sebagai salah satu proses penting untuk kesejahteraan manusia, menuntut teknologi pendidikan yang kaya interaksi dan konten untuk meningkatkan pemahaman siswa tentang lingkungan pertanian yang kompleks. Tren teknologi pendidikan saat ini mulai bergeser ke metaverse. Namun, ada kesenjangan antara penerapan teknologi imersif saat ini dan metaverse yang matang. Selain itu, penelitian sebelumnya menunjukkan kurangnya penekanan pada teori pembelajaran, konten pembelajaran, dan elemen desain untuk aplikasi imersif dalam pendidikan. Penelitian ini dilakukan untuk mengidentifikasi kesenjangan tersebut, khususnya dalam pendidikan pertanian. Kami secara sistematis menganalisis publikasi sebelumnya yang mengembangkan aplikasi mendalam untuk pendidikan pertanian di pendidikan tinggi. Kami menyimpulkan bahwa (1) sebagian besar konten pembelajaran dan elemen desain teknologi metaverse kurang dimanfaatkan; (2) ada banyak kesenjangan implementasi antara implementasi saat ini dengan metaverse yang matang; dan (3) Pendidikan metaverse yang matang adalah kompleks dan mahal, sehingga perencanaan jangka panjang yang cermat dan mengidentifikasi kasus penggunaan dianjurkan. Kesenjangan ini penting untuk penelitian selanjutnya tentang pengembangan metaverse untuk pendidikan, terutama di bidang pertanian. Kami berharap hasil penelitian ini akan memberi pendidik pengetahuan dasar tentang teknologi metaverse untuk membuat keputusan yang lebih baik dalam memanfaatkan metaverse di lembaga pendidikan