Design and Research of Virtual Reality Course Management System Based on Artificial Intelligence

Today, artificial intelligence and virtual reality are rapidly developing as a new technology, and major universities and training institutions have opened relevant courses one after another. However, the traditional course management system cannot meet the needs of virtual reality technology. Therefore, the virtual reality course management system based on artificial intelligence has become an important technological breakthrough to solve this problem. The purpose of this article is to study the design of a virtual reality course management system based on artificial intelligence. This article first, on the basis of fully understanding the core concepts of virtual reality, transforms the curriculum management needs into actual functions for design, and designs the three key functional modules of the design and research of the virtual reality curriculum management system based on artificial intelligence in detail. At the same time, the software architecture and database of the system are rationally designed, the system is designed and explained, and the key points in the main functional modules are explained in more detail. Finally, combined with the artificially designed virtual reality curriculum management system based on artificial intelligence, the application technology, education application and application experience analysis are carried out through questionnaire survey. The results of the questionnaire show that 47% of students are “very willing” to join the immersive virtual reality classroom teaching, and 40% of students choose “more willing”, indicating that students are more willing to accept the management system model.

Moodle e-course management system as a tool for holding distance Olympiads at university

The article reveals the functionality of the e-courses management system Moodle as a tool for holding Olympiads in a distance format. The technology of development of tasks for the Olympiad is described, taking into account their implementation in Moodle, and two ways of presenting tasks are shown: 1) as a single test with a given number of questions and with different forms of test questions; 2) in the form of several separate tests, distributed over course modules. It is substantiated that the choice of the way of presenting tasks depends on the specifics of the Olympiad and on the presence/absence of the need to divide tasks into thematic modules. A description of the types of test questions that can be used for the tasks of the Olympiad is given: open form, closed form, multiple choice, essays, etc. As an example, the stages of developing an Olympiad in information security for students of pedagogical university are described. The system of tasks of the Olympiad is given and it is shown how to present these tasks in Moodle for automatic and manual checking. The technology described in the article allows the development of distance Olympiads for both students and schoolchildren. Students of pedagogical university were selected as the target audience. The procedure for evaluating the Olympiad tasks completed by students in manual and automated form is demonstrated with specific examples.

Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses

Designing and delivering outcome-based courses that emphasize learner-centric educational discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in the virtual space requires a well-defined framework with key constituents that interact based on ordered sequences of events. Despite the pressing need for a quality assurance system for today’s virtual, real-time courses, such a system has not been systematically designed. A coherent quality assurance system requires a clear framework that defines the interacting constituents. This work proposes a conceptual and generic “Quality Assurance” (QA) framework, based on experiences primarily in Science, Technology, Engineering, and Mathematics (STEM) fields, for the effective design and delivery of outcome-based virtual, real-time courses that incorporate active learning practices. This Quality Assurance framework may be adjusted to serve as a blueprint that, once adjusted by institutions to accommodate their missions, guides institutions in developing or amending their policies and procedures for the design and delivery of virtual, real-time courses; in addition, such a framework is important for institutions to develop Quality Assurance systems that integrate mechanisms for continuous improvement. The proposed quality assurance framework includes three constituents: a “Teaching and Learning Support” (TLS) that trains educators on pedagogical approaches and the capabilities of the institution’s Learning Management System (LMS); an “Information and Communication Technology Support” (ICTS) that assists educators with the technologies and tools available in the learning management system; and a “Course Management System” (CMS) that encapsulates course design, delivery, and assessment; this study focuses primarily on this “Course Management System” constituent.