scholarly journals Multiple Agent Roles in an Adaptive Virtual Classroom Environment

2010 ◽  
pp. 250-256 ◽  
Author(s):  
Gregor Mehlmann ◽  
Markus Häring ◽  
René Bühling ◽  
Michael Wißner ◽  
Elisabeth André
Keyword(s):  
Classroom Environment ◽  
Virtual Classroom ◽  
Multiple Agent

AI-Based Virtual Classroom Simulator With a Recommendation System in Preservice Teacher Training During COVID-19

2022 ◽  
pp. 33-45
Author(s):  
Şeyma Çağlar Özhan ◽  
Arif Altun
Keyword(s):  
Artificial Intelligence ◽  
Teacher Training ◽  
Classroom Management ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Recommendation System ◽  
Management Strategies ◽  
Virtual Classroom ◽  
Learning Tools ◽  
Classroom Management Strategies

Teaching practicum is an essential component of any teacher training program. It usually involves theoretical knowledge related to content and teaching in general, classroom management strategies, and skills utilized when confronted with challenging situations. Distance learning tools may impact knowledge transfer. Using artificial intelligence-based virtual classrooms posed a challenge for pre-service teachers to address teaching and learning due to the COVID-19 pandemic. This study addresses incorporating an artificial intelligence-based virtual classroom environment with a recommendation feature as an open-access software to help pre-service teachers develop their teaching skills. Also, the study addresses recommendations to support educators' professional development. Finally, further recommendations and future directions provide thought-provoking ideas for using artificial intelligence-based virtual settings for teaching.

scholarly journals Applying Virtual Reality to Audiovisual Speech Perception Tasks in Children

2020 ◽  
Vol 29 (2) ◽  
pp. 244-258 ◽  
Author(s):  
Maeve Salanger ◽  
Dawna Lewis ◽  
Timothy Vallier ◽  
Tessa McDermott ◽  
Andrew Dergan
Keyword(s):  
Virtual Reality ◽  
Speech Perception ◽  
Classroom Environment ◽  
Virtual Classroom ◽  
Audiovisual Speech Perception ◽  
Laboratory Environment ◽  
Perception Task ◽  
Hearing Research ◽  
Head Mounted Display ◽  
Research With Children

Purpose The primary purpose of this study was to explore the efficacy of using virtual reality (VR) technology in hearing research with children by comparing speech perception abilities in a typical laboratory environment and a simulated VR classroom environment. Method The study included 48 final participants (40 children and eight young adults). The study design utilized a speech perception task in conjunction with a localization demand in auditory-only (AO) and auditory–visual (AV) conditions. Tasks were completed in simulated classroom acoustics in both a typical laboratory environment and in a virtual classroom environment accessed using an Oculus Rift head-mounted display. Results Speech perception scores were higher for AV conditions over AO conditions across age groups. In addition, interaction effects of environment (i.e., laboratory environment and VR classroom environment) and visual accessibility (i.e., AV vs. AO) indicated that children's performance on the speech perception task in the VR classroom was more similar to their performance in the laboratory environment for AV tasks than it was for AO tasks. AO tasks showed improvement in speech perception scores from the laboratory to the VR classroom environment, whereas AV conditions showed little significant change. Conclusion These results suggest that VR head-mounted displays are a viable research tool in AV tasks for children, increasing flexibility for audiovisual testing in a typical laboratory environment.

scholarly journals Structure and Procedure for Developing an Online Course

2021 ◽  
pp. 83-98
Author(s):  
Chi P. Diep ◽  
Giang T.L. Nguyen ◽  
Nga T. Vo
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Course Design ◽  
Virtual Classroom ◽  
Learning Goals ◽  
Online Course ◽  
Asynchronous Learning ◽  
Learning Needs ◽  
Long Distance ◽  
Education Experience

Online teaching or e-learning allows learners to participate in a virtual classroom environment based on web and based on digital applications or digital tools, to interact with learning content and (possibly) with teacher and other peers from a long distance to achieve learning goals defined by their learning needs. The article provides some theoretical backgrounds of online teaching related to the advantages and limitations of online teaching, the forms of online teaching (synchronous learning, asynchronous learning, blended learning), structure of implementing an online course supporting dialogical and deep learning. The article also shares the experiences of Ho Chi Minh City University of Technology and Education (HCMUTE) in implementing online teaching, especially asynchronous teaching on learning management systems (LMS, FHQLMS) and gives some recommendations for lecturers to improve the quality of organizing online courses. Based on the theoretical analysis method with the literature review and the synthesis of practical education experience from HCMUTE, a four-step and 5W-1H online course design process is suggested

scholarly journals EVALUATION PROTOCOLS IN SCIENCE LABORATORY LEARNING THROUGH ICT TECHNOLOGIES

2021 ◽  
pp. 282-288
Author(s):  
Lakshmi S Bose
Keyword(s):  
Undergraduate Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Evaluation Method ◽  
Virtual Classroom ◽  
Science Laboratory ◽  
Learning And Teaching ◽  
Evaluation Protocol ◽  
Virtual Lab ◽  
Laboratory Learning

Science Laboratory learning using ICT, evaluation protocol is an important part of quality of assurance and to provide feedback for teaching and learning. Virtual lab is widely used ICT technology for the last five years to asssit new faculties in sceince. In this study, we focuss the purpose of assement and raising various difficulties associated with current evaluation techniques in learning and teaching. Assessment is based on test which includes different types of questionnaire for undergraduate students (N=150). Index of learning is conducted among these students, identified reflective and non-reflective learners. From our results, it is difficult to assess student’s knowledge gained from traditional or virtual classroom environment from single questionnaire protocol, especially for Visual-Verbal aspects in MCQ approach. Essay type questionnaire and Yes/No questions, the method is constrained to find solutions. We also discuss dependable factors and its percentage affecting for different questionnaire. The Cronbach’s alpha value is high for descriptive type questionnaire rather than MCQ, which show internal consistency, is high for descriptive type. T-test is conducted for the variation from one type questionnaire with combination type questionnaire. Current evaluation method does not fulfill the actual goals and this will lead to even misleading the assessment criteria rather than what they gained.

scholarly journals Uso de Metodologia Ativa no Ensino Remoto: Um Recurso para Melhorar o Aprendizado / The use of Active Methodologies in Remote Learning: A tool to improve Learning

2021 ◽  
Vol 15 (57) ◽  
pp. 421-435
Author(s):  
Piedley Macedo Saraiva ◽  
José Rogério Lima de Brito ◽  
Marcello De Barros Silva Torres ◽  
Hesler Piedade Caffé Filho
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Dropout Rate ◽  
Global Scale ◽  
Virtual Classroom ◽  
Educational Institutions ◽  
Teaching Model ◽  
Hybrid Teaching ◽  
The Impact

Resumo: Com o surgimento da tecnologia educacional, as escolas adotaram métodos de ensino que divergem do ambiente típico de sala de aula. O ensino à distância está sendo usado em escala global e muitas instituições educacionais estão começando a implementar modelos de aprendizagem híbridos. Nesse sentido, essa pesquisa questionou quais os impactos do modelo de ensino híbrido no exercício das atividades do psicopedagogo. Diante disso, parte-se do pressuposto que o aprendizado híbrido é mais do que apenas colocar parte metade do currículo em uma sala de aula virtual. Este estudo tem como objetivo geral analisar verificar quais os impactos do modelo de ensino híbrido no exercício das atividades do psicopedagogo. Essa pesquisa se classifica como uma revisão de bibliográfica realizada de forma exploratória. Quanto a relevância acadêmica, esse estudo se faz justificável, visto que, a taxa de evasão escolar teve um crescimento no ano de 2021.Palavras-chave: Pscicopedago; Ensino online; Novas tendências. Abstract: With the rise of educational technologies, schools have adopted teaching methods that diverge from the typical classroom environment. Distance learning is being used on a global scale and many educational institutions are starting to implement hybrid learning models. In this sense, this research questioned the impacts of the hybrid teaching model in the exercise of the activities of the psychopedagogist. Therefore, it is assumed that hybrid learning is more than just putting half of the curriculum in a virtual classroom. This study aims to analyze the impact of the hybrid teaching model in the exercise of the activities of the psychopedagogist. This research is classified as a bibliographic review carried out in an exploratory manner. As for academic relevance, this study is justifiable, since the school dropout rate had an increase in the year 2021.Keywords:  Psychopedagogy. Online teaching. New tendencies.

scholarly journals Foreign Language Virtual Class Room: Anxiety Creator or Healer?

2020 ◽  
Vol 13 (11) ◽  
pp. 130
Author(s):  
Mohammad Tanvir Kaisar ◽  
Sabrina Yasmin Chowdhury
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Virtual Classroom ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom ◽  
E Learning ◽  
Real Picture

Virtual classroom using technology is a novel dimension in distance learning and teaching pedagogy during the pandemic situation across the globe. Researchers regard e-learning as an opportunity for future teaching and learning approach. Therefore, recent pieces of literature on Foreign Language Anxiety, Technological anxiety and E-learning using virtual classroom inspires the current researchers to foster a real picture of Bangladeshi educational institutions. The study aims at investigating whether the virtual classroom situation creates anything new in Foreign Language Anxiety or heals the learners from anxiety experienced in the physical classroom. A self-made Foreign Language Virtual Classroom Anxiety Scale (FLVCAS) was conducted through 104 students’ participation from three public and three private universities of Bangladesh. Through the tertiary level learners’ physical language classroom and virtual language classroom participation, the quantitative data has been collected. In-depth interview and focus group discussion have also been conducted to collect qualitative data. The study also shows findings and important recommendations for the concerned so that virtual language classroom environment and anxiety-free ‘Foreign Language Virtual Classroom’ can be implemented.

scholarly journals Edu VR: Design and Implementation of Virtual Classroom Environment in VR for Remote Learning

2021 ◽  
Author(s):  
Karan K V ◽  
Yashwanth Krishnan B ◽  
Ranjana R ◽  
Subha T
Keyword(s):  
Online Education ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Forced Migration ◽  
Virtual Classroom ◽  
Assessment System ◽  
Level Of Involvement ◽  
Short Period ◽  
High Level ◽  
Video Calling

Due to the unanticipated, forced migration of classroom activities to a fully remote format because of the coronavirus pandemic, there is a critical need for progress in the online education system. Not only that, but online education is the way of the future, and its infrastructure must be enhanced for teaching and learning to be effective. Engaging the students and enhancing their focus is one of the major concerns in the current video calling-based system. In this research, we propose a VR and AR-based virtual classroom environment system called "Edu VR" which encourages students to learn with a high level of involvement and attentiveness. We have divided the system into 2 distinct categories. one amongst which incorporates the virtual reality classroom, wherever the students can have a similar feel of actual school with peer-to-peer-based interactions and student-to-teacher interactions with Unity3D. We are able to conjointly deploy AR models with Vuforia, which permits the teachers to take classes more efficiently with student’s engagement. The other category involves the AI-based classroom assessment system, which enables teachers to produce assessments, which in turn are proctored by Artificial Intelligence. The results are automatically sent to the student within a short period, with the assistance of text similarity analysis for evaluating the answer scripts with Machine learning. This approach solves the drawbacks of video call-based systems with enhanced focus and engagement.

Sign in / Sign up

Export Citation Format

Share Document