CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: evolving learning</title> <meta name="description" content="Search results for: evolving learning"> <meta name="keywords" content="evolving learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="evolving learning" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="evolving learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7692</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: evolving learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7692</span> Evolving Knowledge Extraction from Online Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhibo%20Xiao">Zhibo Xiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Tharini%20Nayanika%20de%20Silva"> Tharini Nayanika de Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Kezhi%20Mao"> Kezhi Mao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present an evolving knowledge extraction system named AKEOS (Automatic Knowledge Extraction from Online Sources). AKEOS consists of two modules, including a one-time learning module and an evolving learning module. The one-time learning module takes in user input query, and automatically harvests knowledge from online unstructured resources in an unsupervised way. The output of the one-time learning is a structured vector representing the harvested knowledge. The evolving learning module automatically schedules and performs repeated one-time learning to extract the newest information and track the development of an event. In addition, the evolving learning module summarizes the knowledge learned at different time points to produce a final knowledge vector about the event. With the evolving learning, we are able to visualize the key information of the event, discover the trends, and track the development of an event. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evolving%20learning" title="evolving learning">evolving learning</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20extraction" title=" knowledge extraction"> knowledge extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20graph" title=" knowledge graph"> knowledge graph</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title=" text mining"> text mining</a> </p> <a href="https://publications.waset.org/abstracts/61571/evolving-knowledge-extraction-from-online-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61571.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7691</span> Technology in English Language Teaching and Its Benefits in Improving Language Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasir%20Naseem">Yasir Naseem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this fast-growing and evolving world, usage and adoption of technology have displayed an essential component of the learning process, both in and out of the class, which converges and incorporates every domain of the learning aspects. It aids in learning distinct entities irrespective of their levels of challenge. It also incorporates both viewpoints of learning, i.e., competence as well as the performances of the learner. In today's learning scenario, nearly every language class ordinarily uses some form of technology. It integrates with various teaching methodologies and transforms in a way that now it grew as an integral part of the language learning courses. It has been employed to facilitate, promote, and enhances language learning. It facilitates educators in numerous ways and enhances their methodologies by equipping them to modify classroom activities, which covers every aspect of language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a> </p> <a href="https://publications.waset.org/abstracts/130827/technology-in-english-language-teaching-and-its-benefits-in-improving-language-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130827.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7690</span> Perceptions toward Adopting Virtual Reality as a Learning Aid in Information Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Alfalah">S. Alfalah</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Falah"> J. Falah</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Alfalah"> T. Alfalah</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Elfalah"> M. Elfalah</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Falah"> O. Falah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The field of education is an ever-evolving area constantly enriched by newly discovered techniques provided by active research in all areas of technologies. The recent years have witnessed the introduction of a number of promising technologies and applications to enhance the teaching and learning experience. Virtual Reality (VR) applications are considered one of the evolving methods that have contributed to enhancing education in many fields. VR creates an artificial environment, using computer hardware and software, which is similar to the real world. This simulation provides a solution to improve the delivery of materials, which facilitates the teaching process by providing a useful aid to instructors, and enhances the learning experience by providing a beneficial learning aid. In order to assure future utilization of such systems, students’ perceptions were examined toward utilizing VR as an educational tool in the Faculty of Information Technology (IT) in The University of Jordan. A questionnaire was administered to IT undergraduates investigating students’ opinions about the potential opportunities that VR technology could offer and its implications as learning and teaching aid. The results confirmed the end users’ willingness to adopt VR systems as a learning aid. The result of this research forms a solid base for investing in a VR system for IT education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information" title="information">information</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/69029/perceptions-toward-adopting-virtual-reality-as-a-learning-aid-in-information-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69029.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7689</span> Application of Digital Tools for Improving Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20L.%20Jim%C3%A9nez">José L. Jiménez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of technology in the classroom is an issue that is constantly evolving. Digital age students learn differently than their teachers did, so now the teacher should be constantly evolving their methods and teaching techniques to be more in touch with the student. In this paper a case study presents how were used some of these technologies by accompanying a classroom course, this in order to provide students with a different and innovative experience as their teacher usually presented the activities to develop. As students worked in the various activities, they increased their digital skills by employing unknown tools that helped them in their professional training. The twenty-first century teacher should consider the use of Information and Communication Technologies in the classroom thinking in skills that students of the digital age should possess. It also takes a brief look at the history of distance education and it is also highlighted the importance of integrating technology as part of the student's training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20tools" title="digital tools">digital tools</a>, <a href="https://publications.waset.org/abstracts/search?q=on-line%20learning" title=" on-line learning"> on-line learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title=" social networks"> social networks</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/17565/application-of-digital-tools-for-improving-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17565.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7688</span> Evolving Convolutional Filter Using Genetic Algorithm for Image Classification</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rujia%20Chen">Rujia Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajit%20Narayanan"> Ajit Narayanan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Convolutional neural networks (CNN), as typically applied in deep learning, use layer-wise backpropagation (BP) to construct filters and kernels for feature extraction. Such filters are 2D or 3D groups of weights for constructing feature maps at subsequent layers of the CNN and are shared across the entire input. BP as a gradient descent algorithm has well-known problems of getting stuck at local optima. The use of genetic algorithms (GAs) for evolving weights between layers of standard artificial neural networks (ANNs) is a well-established area of neuroevolution. In particular, the use of crossover techniques when optimizing weights can help to overcome problems of local optima. However, the application of GAs for evolving the weights of filters and kernels in CNNs is not yet an established area of neuroevolution. In this paper, a GA-based filter development algorithm is proposed. The results of the proof-of-concept experiments described in this paper show the proposed GA algorithm can find filter weights through evolutionary techniques rather than BP learning. For some simple classification tasks like geometric shape recognition, the proposed algorithm can achieve 100% accuracy. The results for MNIST classification, while not as good as possible through standard filter learning through BP, show that filter and kernel evolution warrants further investigation as a new subarea of neuroevolution for deep architectures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuroevolution" title="neuroevolution">neuroevolution</a>, <a href="https://publications.waset.org/abstracts/search?q=convolutional%20neural%20network" title=" convolutional neural network"> convolutional neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=filters" title=" filters"> filters</a>, <a href="https://publications.waset.org/abstracts/search?q=kernels" title=" kernels"> kernels</a> </p> <a href="https://publications.waset.org/abstracts/136990/evolving-convolutional-filter-using-genetic-algorithm-for-image-classification" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7687</span> Understanding Innovation, Mentorship, and Motivation in Teams, a Design-Centric Approach for Undergraduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Z.%20Tang">K. Z. Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Ameek"> K. Ameek</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Kuang"> K. Kuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid product development cycles and changing economic conditions compel businesses to find new ways to stay relevant and effective. One of the ways which many companies have adopted is to spur innovations within the various team-based units in the organization. It would be relevant and important to ensure our graduates are ready to excel in such evolving conditions within their professional eco-systems. However, it is not easy to understand the interplays of nurturing team innovation and improving students’ learning, in the context of engineering education. In this study, we seek to understand team innovation and explore ways to improve students’ performance and learning, via motivation and mentorship. Learning goals from a group of students are collected during a carefully designed two-week long summer programme to provide insights on the main themes, within the context of learning and working in a team. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=team%20innovation" title="team innovation">team innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=mentorship" title=" mentorship"> mentorship</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/60354/understanding-innovation-mentorship-and-motivation-in-teams-a-design-centric-approach-for-undergraduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7686</span> The Library as a Metaphor: Perceptions, Evolution, and the Shifting Role in Society Through a Librarian's Lens</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nihar%20Kanta%20Patra">Nihar Kanta Patra</a>, <a href="https://publications.waset.org/abstracts/search?q=Akhtar%20Hussain"> Akhtar Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This comprehensive study, through the perspective of librarians, explores the library as a metaphor and its profound significance in representing knowledge and learning. It delves into how librarians perceive the library as a metaphor and the ways in which it symbolizes the acquisition, preservation, and dissemination of knowledge. The research investigates the most common metaphors used to describe libraries, as witnessed by librarians, and analyzes how these metaphors reflect the evolving role of libraries in society. Furthermore, the study examines how the library metaphor influences the perception of librarians regarding academic libraries as physical places and academic library websites as virtual spaces, exploring their potential for learning and exploration. It investigates the evolving nature of the library as a metaphor over time, as seen by librarians, considering the changing landscape of information and technology. The research explores the ways in which the library metaphor has expanded beyond its traditional representation, encompassing digital resources, online connectivity, and virtual realms, and provides insights into its potential evolution in the future. Drawing on the experiences of librarians in their interactions with library users, the study uncovers any specific cultural or generational differences in how people interpret or relate to the library as a metaphor. It sheds light on the diverse perspectives and interpretations of the metaphor based on cultural backgrounds, educational experiences, and technological familiarity. Lastly, the study investigates the evolving roles of libraries as observed by librarians and explores how these changing roles can influence the metaphors we use to represent them. It examines the dynamic nature of libraries as they adapt to societal needs, technological advancements, and new modes of information dissemination. By analyzing these various dimensions, this research provides a comprehensive understanding of the library as a metaphor through the lens of librarians, illuminating its significance, evolution, and its transformative impact on knowledge, learning, and the changing role of libraries in society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=library" title="library">library</a>, <a href="https://publications.waset.org/abstracts/search?q=librarians" title=" librarians"> librarians</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a> </p> <a href="https://publications.waset.org/abstracts/169301/the-library-as-a-metaphor-perceptions-evolution-and-the-shifting-role-in-society-through-a-librarians-lens" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7685</span> A Numerical Method for Diffusion and Cahn-Hilliard Equations on Evolving Spherical Surfaces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jyh-Yang%20Wu">Jyh-Yang Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheng-Gwo%20Chen"> Sheng-Gwo Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present a simple effective numerical geometric method to estimate the divergence of a vector field over a curved surface. The conservation law is an important principle in physics and mathematics. However, many well-known numerical methods for solving diffusion equations do not obey conservation laws. Our presented method in this paper combines the divergence theorem with a generalized finite difference method and obeys the conservation law on discrete closed surfaces. We use the similar method to solve the Cahn-Hilliard equations on evolving spherical surfaces and observe stability results in our numerical simulations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conservation%20laws" title="conservation laws">conservation laws</a>, <a href="https://publications.waset.org/abstracts/search?q=diffusion%20equations" title=" diffusion equations"> diffusion equations</a>, <a href="https://publications.waset.org/abstracts/search?q=Cahn-Hilliard%20equations" title=" Cahn-Hilliard equations"> Cahn-Hilliard equations</a>, <a href="https://publications.waset.org/abstracts/search?q=evolving%20surfaces" title=" evolving surfaces"> evolving surfaces</a> </p> <a href="https://publications.waset.org/abstracts/56432/a-numerical-method-for-diffusion-and-cahn-hilliard-equations-on-evolving-spherical-surfaces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56432.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7684</span> Education, Learning and Management: Empowering Individuals for the Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ngong%20Eugene%20Ekia">Ngong Eugene Ekia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is the foundation for the success of any society as its impact transcends across all sectors, including economics, politics, and social welfare. It is through education that individuals acquire the necessary knowledge and skills to succeed in life and contribute meaningfully to society. However, the world is changing rapidly, and it is vital for education systems to adapt to these changes to remain relevant. In this paper, we will discuss the current trends and challenges in education and management and propose solutions that can enable individuals to thrive in an ever-evolving world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=access%20to%20education" title="access to education">access to education</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching%20and%20learning" title=" effective teaching and learning"> effective teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=strong%20management%20practices" title=" strong management practices"> strong management practices</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20empowering%20and%20personal%20development" title=" and empowering and personal development"> and empowering and personal development</a> </p> <a href="https://publications.waset.org/abstracts/166861/education-learning-and-management-empowering-individuals-for-the-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7683</span> A Readiness Framework for Digital Innovation in Education: The Context of Academics and Policymakers in Higher Institutions of Learning to Assess the Preparedness of Their Institutions to Adopt and Incorporate Digital Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lufungula%20Osembe">Lufungula Osembe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The field of education has witnessed advances in technology and digital transformation. The methods of teaching have undergone significant changes in recent years, resulting in effects on various areas such as pedagogies, curriculum design, personalized teaching, gamification, data analytics, cloud-based learning applications, artificial intelligence tools, advanced plug-ins in LMS, and the emergence of multimedia creation and design. The field of education has not been immune to the changes brought about by digital innovation in recent years, similar to other fields such as engineering, health, science, and technology. There is a need to look at the variables/elements that digital innovation brings to education and develop a framework for higher institutions of learning to assess their readiness to create a viable environment for digital innovation to be successfully adopted. Given the potential benefits of digital innovation in education, it is essential to develop a framework that can assist academics and policymakers in higher institutions of learning to evaluate the effectiveness of adopting and adapting to the evolving landscape of digital innovation in education. The primary research question addressed in this study is to establish the preparedness of higher institutions of learning to adopt and adapt to the evolving landscape of digital innovation. This study follows a Design Science Research (DSR) paradigm to develop a framework for academics and policymakers in higher institutions of learning to evaluate the readiness of their institutions to adopt digital innovation in education. The Design Science Research paradigm is proposed to aid in developing a readiness framework for digital innovation in education. This study intends to follow the Design Science Research (DSR) methodology, which includes problem awareness, suggestion, development, evaluation, and conclusion. One of the major contributions of this study will be the development of the framework for digital innovation in education. Given the various opportunities offered by digital innovation in recent years, the need to create a readiness framework for digital innovation will play a crucial role in guiding academics and policymakers in their quest to align with emerging technologies facilitated by digital innovation in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20innovation" title="digital innovation">digital innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=DSR" title=" DSR"> DSR</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=opportunities" title=" opportunities"> opportunities</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a> </p> <a href="https://publications.waset.org/abstracts/168399/a-readiness-framework-for-digital-innovation-in-education-the-context-of-academics-and-policymakers-in-higher-institutions-of-learning-to-assess-the-preparedness-of-their-institutions-to-adopt-and-incorporate-digital-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7682</span> Evaluating Machine Learning Techniques for Activity Classification in Smart Home Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Talal%20Alshammari">Talal Alshammari</a>, <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Alshammari"> Nasser Alshammari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Sedky"> Mohamed Sedky</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20Howard"> Chris Howard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the widespread adoption of the Internet-connected devices, and with the prevalence of the Internet of Things (IoT) applications, there is an increased interest in machine learning techniques that can provide useful and interesting services in the smart home domain. The areas that machine learning techniques can help advance are varied and ever-evolving. Classifying smart home inhabitants’ Activities of Daily Living (ADLs), is one prominent example. The ability of machine learning technique to find meaningful spatio-temporal relations of high-dimensional data is an important requirement as well. This paper presents a comparative evaluation of state-of-the-art machine learning techniques to classify ADLs in the smart home domain. Forty-two synthetic datasets and two real-world datasets with multiple inhabitants are used to evaluate and compare the performance of the identified machine learning techniques. Our results show significant performance differences between the evaluated techniques. Such as AdaBoost, Cortical Learning Algorithm (CLA), Decision Trees, Hidden Markov Model (HMM), Multi-layer Perceptron (MLP), Structured Perceptron and Support Vector Machines (SVM). Overall, neural network based techniques have shown superiority over the other tested techniques. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activities%20of%20daily%20living" title="activities of daily living">activities of daily living</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20of%20things" title=" internet of things"> internet of things</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20home" title=" smart home"> smart home</a> </p> <a href="https://publications.waset.org/abstracts/85195/evaluating-machine-learning-techniques-for-activity-classification-in-smart-home-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85195.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7681</span> A Review of Machine Learning for Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devatha%20Kalyan%20Kumar">Devatha Kalyan Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Aravindraj%20D."> Aravindraj D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadathulla%20A."> Sadathulla A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data are now rapidly expanding in all engineering and science and many other domains. The potential of large or massive data is undoubtedly significant, make sense to require new ways of thinking and learning techniques to address the various big data challenges. Machine learning is continuously unleashing its power in a wide range of applications. In this paper, the latest advances and advancements in the researches on machine learning for big data processing. First, the machine learning techniques methods in recent studies, such as deep learning, representation learning, transfer learning, active learning and distributed and parallel learning. Then focus on the challenges and possible solutions of machine learning for big data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/72161/a-review-of-machine-learning-for-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7680</span> Virtual Reality Learning Environment in Embryology Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salsabeel%20F.%20M.%20Alfalah">Salsabeel F. M. Alfalah</a>, <a href="https://publications.waset.org/abstracts/search?q=Jannat%20F.%20Falah"> Jannat F. Falah</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Muhaidat"> Nadia Muhaidat</a>, <a href="https://publications.waset.org/abstracts/search?q=Amjad%20Hudaib"> Amjad Hudaib</a>, <a href="https://publications.waset.org/abstracts/search?q=Diana%20Koshebye"> Diana Koshebye</a>, <a href="https://publications.waset.org/abstracts/search?q=Sawsan%20AlHourani"> Sawsan AlHourani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational technology is changing the way how students engage and interact with learning materials. This improved the learning process amongst various subjects. Virtual Reality (VR) applications are considered one of the evolving methods that have contributed to enhancing medical education. This paper utilizes VR to provide a solution to improve the delivery of the subject of Embryology to medical students, and facilitate the teaching process by providing a useful aid to lecturers, whilst proving the effectiveness of this new technology in this particular area. After evaluating the current teaching methods and identifying students ‘needs, a VR system was designed that demonstrates in an interactive fashion the development of the human embryo from fertilization to week ten of intrauterine development. This system aims to overcome some of the problems faced by the students’ in the current educational methods, and to increase the efficacy of the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment" title=" student assessment"> student assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=3D" title=" 3D"> 3D</a>, <a href="https://publications.waset.org/abstracts/search?q=embryology" title=" embryology"> embryology</a> </p> <a href="https://publications.waset.org/abstracts/115016/virtual-reality-learning-environment-in-embryology-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115016.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7679</span> Affective (And Effective) Teaching and Learning: Higher Education Gets Social Again</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Zizka">Laura Zizka</a>, <a href="https://publications.waset.org/abstracts/search?q=Gaby%20Probst"> Gaby Probst</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Covid-19 pandemic has affected the way Higher Education Institutions (HEIs) have given their courses. From emergency remote where all students and faculty were immediately confined to home teaching and learning, the continuing evolving sanitary situation obliged HEIs to adopt other methods of teaching and learning from blended courses that included both synchronous and asynchronous courses and activities to hy-flex models where some students were on campus while others followed the course simultaneously online. Each semester brought new challenges for HEIs and, subsequently, additional emotional reactions. This paper investigates the affective side of teaching and learning in various online modalities and its toll on students and faculty members over the past three semesters. The findings confirm that students and faculty who have more self-efficacy, flexibility, and resilience reported positive emotions and embraced the opportunities that these past semesters have offered. While HEIs have begun a new semester in an attempt to return to ‘normal’ face-to-face courses, this paper posits that there are lessons to be learned from these past three semesters. The opportunities that arose from the challenge of the pandemic should be considered when moving forward by focusing on a greater emphasis on the affective aspect of teaching and learning in HEIs worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching%20and%20learning" title="effective teaching and learning">effective teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/142689/affective-and-effective-teaching-and-learning-higher-education-gets-social-again" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142689.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7678</span> Predictive Modeling of Student Behavior in Virtual Reality: A Machine Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gayathri%20Sadanala">Gayathri Sadanala</a>, <a href="https://publications.waset.org/abstracts/search?q=Shibam%20Pokhrel"> Shibam Pokhrel</a>, <a href="https://publications.waset.org/abstracts/search?q=Owen%20Murphy"> Owen Murphy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the ever-evolving landscape of education, Virtual Reality (VR) environments offer a promising avenue for enhancing student engagement and learning experiences. However, understanding and predicting student behavior within these immersive settings remain challenging tasks. This paper presents a comprehensive study on the predictive modeling of student behavior in VR using machine learning techniques. We introduce a rich data set capturing student interactions, movements, and progress within a VR orientation program. The dataset is divided into training and testing sets, allowing us to develop and evaluate predictive models for various aspects of student behavior, including engagement levels, task completion, and performance. Our machine learning approach leverages a combination of feature engineering and model selection to reveal hidden patterns in the data. We employ regression and classification models to predict student outcomes, and the results showcase promising accuracy in forecasting behavior within VR environments. Furthermore, we demonstrate the practical implications of our predictive models for personalized VR-based learning experiences and early intervention strategies. By uncovering the intricate relationship between student behavior and VR interactions, we provide valuable insights for educators, designers, and developers seeking to optimize virtual learning environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interaction" title="interaction">interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20modeling" title=" predictive modeling"> predictive modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/172739/predictive-modeling-of-student-behavior-in-virtual-reality-a-machine-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172739.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7677</span> Effect of Open-Ended Laboratory toward Learners Performance in Environmental Engineering Course: Case Study of Civil Engineering at Universiti Malaysia Sabah</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Bolong">N. Bolong</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Makinda"> J. Makinda</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Saad"> I. Saad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Laboratory activities have produced benefits in student learning. With current drives of new technology resources and evolving era of education methods, renewal status of learning and teaching in laboratory methods are in progress, for both learners and the educators. To enhance learning outcomes in laboratory works particularly in engineering practices and testing, learning via hands-on by instruction may not sufficient. This paper describes and compares techniques and implementation of traditional (expository) with open-ended laboratory (problem-based) for two consecutive cohorts studying environmental laboratory course in civil engineering program. The transition of traditional to problem-based findings and effect were investigated in terms of course assessment student feedback survey, course outcome learning measurement and student performance grades. It was proved that students have demonstrated better performance in their grades and 12% increase in the course outcome (CO) in problem-based open-ended laboratory style than traditional method; although in perception, students has responded less favorable in their feedback. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=open-ended%20laboratory" title=" open-ended laboratory"> open-ended laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20engineering%20lab" title=" environmental engineering lab"> environmental engineering lab</a> </p> <a href="https://publications.waset.org/abstracts/13413/effect-of-open-ended-laboratory-toward-learners-performance-in-environmental-engineering-course-case-study-of-civil-engineering-at-universiti-malaysia-sabah" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13413.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7676</span> Strategic Cyber Sentinel: A Paradigm Shift in Enhancing Cybersecurity Resilience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayomide%20Oyedele">Ayomide Oyedele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the dynamic landscape of cybersecurity, "Strategic Cyber Sentinel" emerges as a revolutionary framework, transcending traditional approaches. This paper pioneers a holistic strategy, weaving together threat intelligence, machine learning, and adaptive defenses. Through meticulous real-world simulations, we demonstrate the unprecedented resilience of our framework against evolving cyber threats. "Strategic Cyber Sentinel" redefines proactive threat mitigation, offering a robust defense architecture poised for the challenges of tomorrow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title="cybersecurity">cybersecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=threat%20intelligence" title=" threat intelligence"> threat intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20defenses" title=" adaptive defenses"> adaptive defenses</a> </p> <a href="https://publications.waset.org/abstracts/176797/strategic-cyber-sentinel-a-paradigm-shift-in-enhancing-cybersecurity-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7675</span> Leveraging Learning Analytics to Inform Learning Design in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Jiang">Mingming Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review aims to offer an overview of existing research on learning analytics and learning design, the alignment between the two, and how learning analytics has been leveraged to inform learning design in higher education. Current research suggests a need to create more alignment and integration between learning analytics and learning design in order to not only ground learning analytics on learning sciences but also enable data-driven decisions in learning design to improve learning outcomes. In addition, multiple conceptual frameworks have been proposed to enhance the synergy and alignment between learning analytics and learning design. Future research should explore this synergy further in the unique context of higher education, identifying learning analytics metrics in higher education that can offer insight into learning processes, evaluating the effect of learning analytics outcomes on learning design decision-making in higher education, and designing learning environments in higher education that make the capturing and deployment of learning analytics outcomes more efficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title="learning analytics">learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title=" learning design"> learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20in%20higher%20education" title=" big data in higher education"> big data in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environments" title=" online learning environments"> online learning environments</a> </p> <a href="https://publications.waset.org/abstracts/149822/leveraging-learning-analytics-to-inform-learning-design-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7674</span> Bilingual Gaming Kit to Teach English Language through Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarayu%20Agarwal">Sarayu Agarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to teach English (secondary language) by bridging the understanding between the Regional language (primary language) and the English Language (secondary language). Here primary language is the one a person has learned from birth or within the critical period, while secondary language would be any other language one learns or speaks. The paper also focuses on evolving old teaching methods to a contemporary participatory model of learning and teaching. Pilot studies were conducted to gauge an understanding of student’s knowledge of the English language. Teachers and students were interviewed and their academic curriculum was assessed as a part of the initial study. Extensive literature study and design thinking principles were used to devise a solution to the problem. The objective is met using a holistic learning kit/card game to teach children word recognition, word pronunciation, word spelling and writing words. Implication of the paper is a noticeable improvement in the understanding and grasping of English language. With increasing usage and applicability of English as a second language (ESL) world over, the paper becomes relevant due to its easy replicability to any other primary or secondary language. Future scope of this paper would be transforming the idea of participatory learning into self-regulated learning methods. With the upcoming govt. learning centres in rural areas and provision of smart devices such as tablets, the development of the card games into digital applications seems very feasible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary-building%20card%20games" title=" vocabulary-building card games"> vocabulary-building card games</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20through%20gamification" title=" learning through gamification"> learning through gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20education" title=" rural education"> rural education</a> </p> <a href="https://publications.waset.org/abstracts/40222/bilingual-gaming-kit-to-teach-english-language-through-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40222.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7673</span> The Evolving Customer Experience Management Landscape: A Case Study on the Paper Machine Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Babak%20Mohajeri">Babak Mohajeri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sen%20Bao"> Sen Bao</a>, <a href="https://publications.waset.org/abstracts/search?q=Timo%20Nyberg"> Timo Nyberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Customer experience is increasingly the differentiator between successful companies and those who struggle. Currently, customer experiences become more dynamic; and they advance with each interaction between the company and a customer. Every customer conversation and any effort to evolve these conversations would be beneficial and should ultimately result in a positive customer experience. The aim of this paper is to analyze the evolving customer experience management landscape and the relevant challenges and opportunities. A case study on the “paper machine” companies is chosen. Hence, this paper analyzes the challenges and opportunities in customer experience management of paper machine companies for the case of “road to steel”. Road to steel shows the journey of steel from raw material to end product (i.e. paper machine in this paper). ALPHA (Steel company) and BETA (paper machine company), are chosen and their efforts to evolve the customer experiences are investigated. Semi-structured interviews are conducted with experts in those companies to identify the challenges and opportunities of the evolving customer experience management from their point of view. The findings of this paper contribute to the theory and business practices in the realm of the evolving customer experience management landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Customer%20Experience%20Management" title="Customer Experience Management">Customer Experience Management</a>, <a href="https://publications.waset.org/abstracts/search?q=Paper%20Machine" title=" Paper Machine "> Paper Machine </a>, <a href="https://publications.waset.org/abstracts/search?q=Value%20Chain%20Management" title=" Value Chain Management"> Value Chain Management</a>, <a href="https://publications.waset.org/abstracts/search?q=Risk%20Analysis" title=" Risk Analysis"> Risk Analysis</a> </p> <a href="https://publications.waset.org/abstracts/66770/the-evolving-customer-experience-management-landscape-a-case-study-on-the-paper-machine-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7672</span> Incorporating Adult Learners’ Interests into Learning Styles: Enhancing Education for Lifelong Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christie%20DeGregorio">Christie DeGregorio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's rapidly evolving educational landscape, adult learners are becoming an increasingly significant demographic. These individuals often possess a wealth of life experiences and diverse interests that can greatly influence their learning styles. Recognizing and incorporating these interests into educational practices can lead to enhanced engagement, motivation, and overall learning outcomes for adult learners. This essay aims to explore the significance of incorporating adult learners' interests into learning styles and provide an overview of the methodologies used in related studies. When investigating the incorporation of adult learners' interests into learning styles, researchers have employed various methodologies to gather valuable insights. These methodologies include surveys, interviews, case studies, and classroom observations. Surveys and interviews allow researchers to collect self-reported data directly from adult learners, providing valuable insights into their interests, preferences, and learning styles. Case studies offer an in-depth exploration of individual adult learners, highlighting how their interests can be integrated into personalized learning experiences. Classroom observations provide researchers with a firsthand understanding of the dynamics between adult learners' interests and their engagement within a learning environment. The major findings from studies exploring the incorporation of adult learners' interests into learning styles reveal the transformative impact of this approach. Firstly, aligning educational content with adult learners' interests increases their motivation and engagement in the learning process. By connecting new knowledge and skills to topics they are passionate about, adult learners become active participants in their own education. Secondly, integrating interests into learning styles fosters a sense of relevance and applicability. Adult learners can see the direct connection between the knowledge they acquire and its real-world applications, which enhances their ability to transfer learning to various contexts. Lastly, personalized learning experiences tailored to individual interests enable adult learners to take ownership of their educational journey, promoting lifelong learning habits and self-directedness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integration" title="integration">integration</a>, <a href="https://publications.waset.org/abstracts/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/abstracts/search?q=transferability" title=" transferability"> transferability</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a> </p> <a href="https://publications.waset.org/abstracts/175775/incorporating-adult-learners-interests-into-learning-styles-enhancing-education-for-lifelong-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175775.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7671</span> E-Learning Approach for Improving Classroom Teaching to Enhance Students' Learning in Secondary Schools in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chika%20Ethel%20Esege">Chika Ethel Esege</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic learning is learning facilitated by technology which has basically altered approaches globally, including the field of education. This trend is compelling educators to focus on approaches that improve classroom practices in order to enhance students’ learning and participation in a global digital society. However, e-learning is not fully utilized across subject disciplines particularly in the field of humanities, in the context of Nigerian secondary education. This study focused on the use of e-learning to enhance the development of digital skills, particularly, collaboration and communication in secondary school students in Nigeria. The study adopted an ‘action research’ involving 210 students and 7 teachers, who utilised the e-learning platform designed by the researcher for the survey. Mixed methods- qualitative and quantitative- were used for data collection including questionnaire, observation, interview, and analysis of statutory documents. The data were presented using frequency counts for questionnaire responses and figures of screenshots for learning tasks. The VOD Burner software was also used to analyse interviews and video recordings. The study showed that the students acquired collaboration and communication skills through e-learning intervention lesson, and demonstrated satisfaction with this approach. However, the study further revealed that the traditional teaching approach could not provide digital education or develop the digital skills of the students. Based on these findings, recommendations were made that the Nigerian Government should incorporate digital content across subject disciplines into secondary school education curricular and provide adequate infrastructure in order to enable educators to adopt relevant approaches necessary for the enhancement of students’ learning especially in a technologically evolving and advancing world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20collaboration%20and%20communication%20skills" title="developing collaboration and communication skills">developing collaboration and communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20learning" title=" electronic learning"> electronic learning</a>, <a href="https://publications.waset.org/abstracts/search?q=improving%20classroom%20teaching" title=" improving classroom teaching"> improving classroom teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools%20in%20Nigeria" title=" secondary schools in Nigeria"> secondary schools in Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/86397/e-learning-approach-for-improving-classroom-teaching-to-enhance-students-learning-in-secondary-schools-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86397.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7670</span> OSEME: A Smart Learning Environment for Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Stefanidakis"> Michael Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, advances in information and communication technologies offer a range of opportunities for new approaches, methods, and tools in the field of education and training. Teacher-centered learning has changed to student-centered learning. E-learning has now matured and enables the design and construction of intelligent learning systems. A smart learning system fully adapts to a student's needs and provides them with an education based on their preferences, learning styles, and learning backgrounds. It is a wise friend and available at any time, in any place, and with any digital device. In this paper, we propose an intelligent learning system, which includes an ontology with all elements of the learning process (learning objects, learning activities) and a massive open online course (MOOC) system. This intelligent learning system can be used in music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20learning%20systems" title="intelligent learning systems">intelligent learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/168933/oseme-a-smart-learning-environment-for-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7669</span> How to Guide Students from Surface to Deep Learning: Applied Philosophy in Management Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lihong%20Wu">Lihong Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Raymond%20Young"> Raymond Young</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to learn is one of the most critical skills in the information age. However, many students do not have a clear understanding of what learning is, what they are learning, and why they are learning. Many students study simply to pass rather than to learn something useful for their career and their life. They have a misconception about learning and a wrong attitude towards learning. This research explores student attitudes to study in management education and explores how to intercede to lead students from shallow to deeper modes of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20learning" title=" surface learning"> surface learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/143479/how-to-guide-students-from-surface-to-deep-learning-applied-philosophy-in-management-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">501</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7668</span> Blended Learning through Google Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses that good learning involves all academic groups in the school. Blended learning is learning outside the classroom. Google Classroom is a free service learning app for schools, non-profit organizations and anyone with a personal Google account. Facilities accessed through computers and mobile phones are very useful for school teachers and students. Blended learning classrooms using both traditional and technology-based methods for teaching have become the norm for many educators. Using Google Classroom gives students access to online learning. Even if the teacher is not in the classroom, the teacher can provide learning. This is the supervision of the form of the teacher when the student is outside the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20app" title=" learning app"> learning app</a>, <a href="https://publications.waset.org/abstracts/search?q=google%20classroom" title=" google classroom"> google classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a> </p> <a href="https://publications.waset.org/abstracts/108493/blended-learning-through-google-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108493.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7667</span> The Design of the Blended Learning System via E-Media and Online Learning for the Asynchronous Learning: Case Study of Process Management Subject </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimploi%20Tirastittam">Pimploi Tirastittam</a>, <a href="https://publications.waset.org/abstracts/search?q=Suppara%20Charoenpoom"> Suppara Charoenpoom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays the asynchronous learning has granted the permission to the anywhere and anything learning via the technology and E-media which give the learner more convenient. This research is about the design of the blended and online learning for the asynchronous learning of the process management subject in order to create the prototype of this subject asynchronous learning which will create the easiness and increase capability in the learning. The pattern of learning is the integration between the in-class learning and online learning via the internet. This research is mainly focused on the online learning and the online learning can be divided into 5 parts which are virtual classroom, online content, collaboration, assessment and reference material. After the system design was finished, it was evaluated and tested by 5 experts in blended learning design and 10 students which the user’s satisfaction level is good. The result is as good as the assumption so the system can be used in the process management subject for a real usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20learning" title=" asynchronous learning"> asynchronous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20management" title=" process management"> process management</a> </p> <a href="https://publications.waset.org/abstracts/12177/the-design-of-the-blended-learning-system-via-e-media-and-online-learning-for-the-asynchronous-learning-case-study-of-process-management-subject" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7666</span> Development of Evolutionary Algorithm by Combining Optimization and Imitation Approach for Machine Learning in Gaming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rohit%20Mittal">Rohit Mittal</a>, <a href="https://publications.waset.org/abstracts/search?q=Bright%20Keswani"> Bright Keswani</a>, <a href="https://publications.waset.org/abstracts/search?q=Amit%20Mithal"> Amit Mithal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper provides a sense about the application of computational intelligence techniques used to develop computer games, especially car racing. For the deep sense and knowledge of artificial intelligence, this paper is divided into various sections that is optimization, imitation, innovation and combining approach of optimization and imitation. This paper is mainly concerned with combining approach which tells different aspects of using fitness measures and supervised learning techniques used to imitate aspects of behavior. The main achievement of this paper is based on modelling player behaviour and evolving new game content such as racing tracks as single car racing on single track. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evolution%20algorithm" title="evolution algorithm">evolution algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic" title=" genetic"> genetic</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=imitation" title=" imitation"> imitation</a>, <a href="https://publications.waset.org/abstracts/search?q=racing" title=" racing"> racing</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming" title=" gaming"> gaming</a> </p> <a href="https://publications.waset.org/abstracts/8773/development-of-evolutionary-algorithm-by-combining-optimization-and-imitation-approach-for-machine-learning-in-gaming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8773.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">646</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7665</span> A Study on the HTML5 Based Multi Media Contents Authority Tool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heesuk%20Seo">Heesuk Seo</a>, <a href="https://publications.waset.org/abstracts/search?q=Yongtae%20Kim"> Yongtae Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online learning started in the 1990s, the spread of the Internet has been through the era of e-learning paradigm of online education in the era of smart learning change. Reflecting the different nature of the mobile to anywhere anytime, anywhere was also allows the form of learning, it was also available through the learning content and interaction. We are developing a cloud system, 'TLINKS CLOUD' that allows you to configure the environment of the smart learning without the need for additional infrastructure. Using the big-data analysis for e-learning contents, we provide an integrated solution for e-learning tailored to individual study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authority%20tool" title="authority tool">authority tool</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20analysis" title=" big data analysis"> big data analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=HTML5" title=" HTML5"> HTML5</a> </p> <a href="https://publications.waset.org/abstracts/56924/a-study-on-the-html5-based-multi-media-contents-authority-tool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56924.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7664</span> The Different Learning Path Analysis of Students with Different Learning Attitudes and Styles in Arts Creation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tracy%20Ho">Tracy Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=Huann-Shyang%20Lin"> Huann-Shyang Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mina%20Lin"> Mina Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the different learning path of students with different learning attitude and learning styles in Arts Creation. Based on direct instruction, guided-discovery learning, and discovery learning theories, a tablet app including the following three learning areas were developed for students: (1) replication and remix practice area, (2) guided creation area, and (3) free creation area. Thirty. students with different learning attitude and learning styles were invited to use this app. Students’ learning behaviors were categorized and defined. The results will provide both educators and researchers with insights that can form a useful foundation for designing different content and strategy with the application of new technologies in school teaching. It also sheds light on how an educational App can be designed to enhance Arts Creation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=App" title="App">App</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20creation" title=" arts creation"> arts creation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20attitude" title=" learning attitude"> learning attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=tablet" title=" tablet"> tablet</a> </p> <a href="https://publications.waset.org/abstracts/72549/the-different-learning-path-analysis-of-students-with-different-learning-attitudes-and-styles-in-arts-creation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72549.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7663</span> Modern Machine Learning Conniptions for Automatic Speech Recognition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Jagadeesh%20Kumar">S. Jagadeesh Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This expose presents a luculent of recent machine learning practices as employed in the modern and as pertinent to prospective automatic speech recognition schemes. The aspiration is to promote additional traverse ablution among the machine learning and automatic speech recognition factions that have transpired in the precedent. The manuscript is structured according to the chief machine learning archetypes that are furthermore trendy by now or have latency for building momentous hand-outs to automatic speech recognition expertise. The standards offered and convoluted in this article embraces adaptive and multi-task learning, active learning, Bayesian learning, discriminative learning, generative learning, supervised and unsupervised learning. These learning archetypes are aggravated and conferred in the perspective of automatic speech recognition tools and functions. This manuscript bequeaths and surveys topical advances of deep learning and learning with sparse depictions; further limelight is on their incessant significance in the evolution of automatic speech recognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20speech%20recognition" title="automatic speech recognition">automatic speech recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning%20methods" title=" deep learning methods"> deep learning methods</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning%20archetypes" title=" machine learning archetypes"> machine learning archetypes</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20learning" title=" Bayesian learning"> Bayesian learning</a>, <a href="https://publications.waset.org/abstracts/search?q=supervised%20and%20unsupervised%20learning" title=" supervised and unsupervised learning"> supervised and unsupervised learning</a> </p> <a href="https://publications.waset.org/abstracts/71467/modern-machine-learning-conniptions-for-automatic-speech-recognition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">447</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=256">256</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=257">257</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evolving%20learning&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>