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intellectually engaging learning environments</title> <meta name="description" content="Search results for: intellectually engaging learning environments"> <meta name="keywords" content="intellectually engaging learning environments"> <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 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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="intellectually engaging learning environments"> <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> 9218</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: intellectually engaging learning environments</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9218</span> Leading, Teaching and Learning “in the Middle”: Experiences, Beliefs, and Values of Instructional Leaders, Teachers, and Students in Finland, Germany, and Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brandy%20Yee">Brandy Yee</a>, <a href="https://publications.waset.org/abstracts/search?q=Dianne%20Yee"> Dianne Yee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through the exploration of the lived experiences, beliefs and values of instructional leaders, teachers and students in Finland, Germany and Canada, we investigated the factors which contribute to developmentally responsive, intellectually engaging middle-level learning environments for early adolescents. Student-centred leadership dimensions, effective instructional practices and student agency were examined through the lens of current policy and research on middle-level learning environments emerging from the Canadian province of Manitoba. Consideration of these three research perspectives in the context of early adolescent learning, placed against an international backdrop, provided a previously undocumented perspective on leading, teaching and learning in the middle years. Aligning with a social constructivist, qualitative research paradigm, the study incorporated collective case study methodology, along with constructivist grounded theory methods of data analysis. Data were collected through semi-structured individual and focus group interviews and document review, as well as direct and participant observation. Three case study narratives were developed to share the rich stories of study participants, who had been selected using maximum variation and intensity sampling techniques. Interview transcript data were coded using processes from constructivist grounded theory. A cross-case analysis yielded a conceptual framework highlighting key factors that were found to be significant in the establishment of developmentally responsive, intellectually engaging middle-level learning environments. Seven core categories emerged from the cross-case analysis as common to all three countries. Within the visual conceptual framework (which depicts the interconnected nature of leading, teaching and learning in middle-level learning environments), these seven core categories were grouped into Essential Factors (student agency, voice and choice), Contextual Factors (instructional practices; school culture; engaging families and the community), Synergistic Factors (instructional leadership) and Cornerstone Factors (education as a fundamental cultural value; preservice, in-service and ongoing teacher development). In addition, sub-factors emerged from recurring codes in the data and identified specific characteristics and actions found in developmentally responsive, intellectually engaging middle-level learning environments. Although this study focused on 12 schools in Finland, Germany and Canada, it informs the practice of educators working with early adolescent learners in middle-level learning environments internationally. The authentic voices of early adolescent learners are the most important resource educators have to gauge if they are creating effective learning environments for their students. Ongoing professional dialogue and learning is essential to ensure teachers are supported in their work and develop the pedagogical practices needed to meet the needs of early adolescent learners. It is critical to balance consistency, coherence and dependability in the school environment with the necessary flexibility in order to support the unique learning needs of early adolescents. Educators must intentionally create a school culture that unites teachers, students and their families in support of a common purpose, as well as nurture positive relationships between the school and its community. A large, urban school district in Canada has implemented a school cohort-based model to begin to bring developmentally responsive, intellectually engaging middle-level learning environments to scale. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmentally%20responsive%20learning%20environments" title="developmentally responsive learning environments">developmentally responsive learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescents" title=" early adolescents"> early adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20level%20learning" title=" middle level learning"> middle level learning</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20years" title=" middle years"> middle years</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20practices" title=" instructional practices"> instructional practices</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectually%20engaging%20learning%20environments" title=" intellectually engaging learning environments"> intellectually engaging learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20dimensions" title=" leadership dimensions"> leadership dimensions</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20agency" title=" student agency"> student agency</a> </p> <a href="https://publications.waset.org/abstracts/39386/leading-teaching-and-learning-in-the-middle-experiences-beliefs-and-values-of-instructional-leaders-teachers-and-students-in-finland-germany-and-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39386.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">304</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">9217</span> VR/AR Applications in Personalized Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andy%20Wang">Andy Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personalized learning refers to an educational approach that tailors instruction to meet the unique needs, interests, and abilities of each learner. This method of learning aims at providing students with a customized learning experience that is more engaging, interactive, and relevant to their personal lives. With generative AI technology, the author has developed a Personal Tutoring Bot (PTB) that supports personalized learning. The author is currently testing PTB in his EE 499 – Microelectronics Metrology course. Virtual Reality (VR) and Augmented Reality (AR) provide interactive and immersive learning environments that can engage student in online learning. This paper presents the rationale of integrating VR/AR tools in PTB and discusses challenges and solutions of incorporating VA/AR into the Personal Tutoring Bot (PTB). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title="personalized learning">personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on%20practice" title=" hands-on practice"> hands-on practice</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%2FAR%20tools" title=" VR/AR tools"> VR/AR tools</a> </p> <a href="https://publications.waset.org/abstracts/175539/vrar-applications-in-personalized-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175539.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">9216</span> Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mari%20A.%20Virtanen">Mari A. Virtanen</a>, <a href="https://publications.waset.org/abstracts/search?q=Elina%20Haavisto"> Elina Haavisto</a>, <a href="https://publications.waset.org/abstracts/search?q=Eeva%20Liikanen"> Eeva Liikanen</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20K%C3%A4%C3%A4ri%C3%A4inen"> Maria Kääriäinen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ubiquitous learning and the use of ubiquitous learning environments herald a new era in higher education. Ubiquitous environments fuse together authentic learning situations and digital learning spaces where students can seamlessly immerse themselves into the learning process. Definitions of ubiquitous learning are wide and vary in the previous literature and learning environments are not systemically described. The aim of this scoping review was to identify the criteria and the use of ubiquitous learning environments in higher education contexts. The objective was to provide a clear scope and a wide view for this research area. The original studies were collected from nine electronic databases. Seven publications in total were defined as eligible and included in the final review. An inductive content analysis was used for the data analysis. The reviewed publications described the use of ubiquitous learning environments (ULE) in higher education. Components, contents and outcomes varied between studies, but there were also many similarities. In these studies, the concept of ubiquitousness was defined as context-awareness, embeddedness, content-personalization, location-based, interactivity and flexibility and these were supported by using smart devices, wireless networks and sensing technologies. Contents varied between studies and were customized to specific uses. Measured outcomes in these studies were focused on multiple aspects as learning effectiveness, cost-effectiveness, satisfaction, and usefulness. This study provides a clear scope for ULE used in higher education. It also raises the need for transparent development and publication processes, and for practical implications of ubiquitous learning environments. <p class="card-text"><strong>Keywords:</strong> <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=learning%20environment" title=" learning environment"> learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=scoping%20review" title=" scoping review"> scoping review</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning" title=" ubiquitous learning"> ubiquitous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=u-learning" title=" u-learning"> u-learning</a> </p> <a href="https://publications.waset.org/abstracts/58401/ubiquitous-learning-environments-in-higher-education-a-scoping-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58401.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">263</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">9215</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">172</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">9214</span> The AI Arena: A Framework for Distributed Multi-Agent Reinforcement Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edward%20W.%20Staley">Edward W. Staley</a>, <a href="https://publications.waset.org/abstracts/search?q=Corban%20G.%20Rivera"> Corban G. Rivera</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashley%20J.%20Llorens"> Ashley J. Llorens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advances in reinforcement learning (RL) have resulted in recent breakthroughs in the application of artificial intelligence (AI) across many different domains. An emerging landscape of development environments is making powerful RL techniques more accessible for a growing community of researchers. However, most existing frameworks do not directly address the problem of learning in complex operating environments, such as dense urban settings or defense-related scenarios, that incorporate distributed, heterogeneous teams of agents. To help enable AI research for this important class of applications, we introduce the AI Arena: a scalable framework with flexible abstractions for distributed multi-agent reinforcement learning. The AI Arena extends the OpenAI Gym interface to allow greater flexibility in learning control policies across multiple agents with heterogeneous learning strategies and localized views of the environment. To illustrate the utility of our framework, we present experimental results that demonstrate performance gains due to a distributed multi-agent learning approach over commonly-used RL techniques in several different learning environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reinforcement%20learning" title="reinforcement learning">reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent" title=" multi-agent"> multi-agent</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=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/135925/the-ai-arena-a-framework-for-distributed-multi-agent-reinforcement-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135925.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">159</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">9213</span> The Effects of a Digital Dialogue Game on Higher Education Students’ Argumentation-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omid%20Noroozi">Omid Noroozi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital dialogue games have opened up opportunities for learning skills by engaging students in complex problem solving that mimic real world situations, without importing unwanted constraints and risks of the real world. Digital dialogue games can be motivating and engaging to students for fun, creative thinking, and learning. This study explored how undergraduate students engage with argumentative discourse activities which have been designed to intensify debate. A pre-test, post-test design was used with students who were assigned to groups of four and asked to debate a controversial topic with the aim of exploring various 'pros and cons' on the 'Genetically Modified Organisms (GMOs)'. Findings reveal that the Digital dialogue game can facilitate argumentation-based learning. The digital Dialogue game was also evaluated positively in terms of students’ satisfaction and learning experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentation" title="argumentation">argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20game" title=" digital game"> digital game</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/55649/the-effects-of-a-digital-dialogue-game-on-higher-education-students-argumentation-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55649.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">321</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">9212</span> An Approximation Technique to Automate Tron</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Jayashree">P. Jayashree</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Rajkumar"> S. Rajkumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the trend of virtual and augmented reality environments booming to provide a life like experience, gaming is a major tool in supporting such learning environments. In this work, a variant of Voronoi heuristics, employing supervised learning for the TRON game is proposed. The paper discusses the features that would be really useful when a machine learning bot is to be used as an opponent against a human player. Various game scenarios, nature of the bot and the experimental results are provided for the proposed variant to prove that the approach is better than those that are currently followed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20Intelligence" title="artificial Intelligence">artificial Intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=automation" title=" automation"> automation</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=TRON%20game" title=" TRON game"> TRON game</a>, <a href="https://publications.waset.org/abstracts/search?q=Voronoi%20heuristics" title=" Voronoi heuristics"> Voronoi heuristics</a> </p> <a href="https://publications.waset.org/abstracts/60483/an-approximation-technique-to-automate-tron" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60483.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">467</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">9211</span> Engaging Teacher Inquiry via New Media in Traditional and E-Learning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20A.%20Walzer">Daniel A. Walzer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the options for course delivery and development expand, plenty of misconceptions still exist concerning e-learning and online course delivery. Classroom instructors often discuss pedagogy, methodologies, and best practices regarding teaching from a singular, traditional in-class perspective. As more professors integrate online, blended, and hybrid courses into their dossier, a clearly defined rubric for gauging online course delivery is essential. The transition from a traditional learning structure towards an updated distance-based format requires careful planning, evaluation, and revision. This paper examines how new media stimulates reflective practice and guided inquiry to improve pedagogy, engage interdisciplinary collaboration, and supply rich qualitative data for future research projects in media arts disciplines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20media" title=" new media"> new media</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/53257/engaging-teacher-inquiry-via-new-media-in-traditional-and-e-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53257.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">307</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">9210</span> Student Diversity in Higher Education: The Impact of Digital Elements on Student Learning Behavior and Subject-Specific Preferences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pia%20Kastl">Pia Kastl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By combining face-to-face sessions with digital selflearning units, the learning process can be enhanced and learning success improved. Potentials of blended learning are the flexibility and possibility to get in touch with lecturers and fellow students face-toface. It also offers the opportunity to individualize and self-regulate the learning process. Aim of this article is to analyse how different learning environments affect students’ learning behavior and how digital tools can be used effectively. The analysis also considers the extent to which the field of study affects the students’ preferences. Semi-structured interviews were conducted with students from different disciplines at two German universities (N= 60). The questions addressed satisfaction and perception of online, faceto-face and blended learning courses. In addition, suggestions for improving learning experience and the use of digital tools in the different learning environments were surveyed. The results show that being present on campus has a positive impact on learning success and online teaching facilitates flexible learning. Blended learning can combine the respective benefits, although one challenge is to keep the time investment within reasonable limits. The use of digital tools differs depending on the subject. Medical students are willing to use digital tools to improve their learning success and voluntarily invest more time. Students of the humanities and social sciences, on the other hand, are reluctant to invest additional time. They do not see extra study material as an additional benefit their learning success. This study illustrates how these heterogenous demands on learning environments can be met. In addition, potential for improvement will be identified in order to foster both learning process and learning success. Learning environments can be meaningfully enriched with digital elements to address student diversity in higher education. <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=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a> </p> <a href="https://publications.waset.org/abstracts/165094/student-diversity-in-higher-education-the-impact-of-digital-elements-on-student-learning-behavior-and-subject-specific-preferences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165094.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">70</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">9209</span> Business Skills Laboratory in Action: Combining a Practice Enterprise Model and an ERP-Simulation to a Comprehensive Business Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karoliina%20Nisula">Karoliina Nisula</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuli%20Pekkola"> Samuli Pekkola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Business education has been criticized for being too theoretical and distant from business life. Different types of experiential learning environments ranging from manual role-play to computer simulations and enterprise resource planning (ERP) systems have been used to introduce the realistic and practical experience into business learning. Each of these learning environments approaches business learning from a different perspective. The implementations tend to be individual exercises supplementing the traditional courses. We suggest combining them into a business skills laboratory resembling an actual workplace. In this paper, we present a concrete implementation of an ERP-supported business learning environment that is used throughout the first year undergraduate business curriculum. We validate the implementation by evaluating the learning outcomes through the different domains of Bloom’s taxonomy. We use the role-play oriented practice enterprise model as a comparison group. Our findings indicate that using the ERP simulation improves the poor and average students’ lower-level cognitive learning. On the affective domain, the ERP-simulation appears to enhance motivation to learn as well as perceived acquisition of practical hands-on skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20simulations" title="business simulations">business simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ERP%20systems" title=" ERP systems"> ERP systems</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20environments" title=" learning environments"> learning environments</a> </p> <a href="https://publications.waset.org/abstracts/76976/business-skills-laboratory-in-action-combining-a-practice-enterprise-model-and-an-erp-simulation-to-a-comprehensive-business-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76976.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">259</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">9208</span> Mobile-Assisted Language Learning (MALL) Applications for Interactive and Engaging Classrooms: APPsolutely!</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajda%20Osifo">Ajda Osifo</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Radwan"> Amanda Radwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile-assisted language learning (MALL) or m-learning which is defined as learning with mobile devices that can be utilized in any place that is equipped with unbroken transmission signals, has created new opportunities and challenges for educational use. It introduced a new learning model combining new types of mobile devices, wireless communication services and technologies with teaching and learning. Recent advancements in the mobile world such as the Apple IOS devices (IPhone, IPod Touch and IPad), Android devices and other smartphone devices and environments (such as Windows Phone 7 and Blackberry), allowed learning to be more flexible inside and outside the classroom, making the learning experience unique, adaptable and tailored to each user. Creativity, learner autonomy, collaboration and digital practices of language learners are encouraged as well as innovative pedagogical applications, like the flipped classroom, for such practices in classroom contexts are enhanced. These developments are gradually embedded in daily life and they also seem to be heralding the sustainable move to paperless classrooms. Since mobile technologies are increasingly viewed as a main platform for delivery, we as educators need to design our activities, materials and learning environments in such a way to ensure that learners are engaged and feel comfortable. For the purposes of our session, several core MALL applications that work on the Apple IPad/IPhone will be explored; the rationale and steps needed to successfully implement these applications will be discussed and student examples will be showcased. The focus of the session will be on the following points: 1-Our current pedagogical approach, 2-The rationale and several core MALL apps, 3-Possible Challenges for Teachers and Learners, 4-Future implications. This session is aimed at instructors who are interested in integrating MALL apps into their own classroom planning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MALL" title="MALL">MALL</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=iPads" title=" iPads"> iPads</a>, <a href="https://publications.waset.org/abstracts/search?q=apps" title=" apps"> apps</a> </p> <a href="https://publications.waset.org/abstracts/11636/mobile-assisted-language-learning-mall-applications-for-interactive-and-engaging-classrooms-appsolutely" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11636.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">394</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">9207</span> Technological Affordances: Guidelines for E-Learning Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clement%20Chimezie%20Aladi">Clement Chimezie Aladi</a>, <a href="https://publications.waset.org/abstracts/search?q=Itamar%20Shabtai"> Itamar Shabtai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A review of the literature in the last few years reveals that little attention has been paid to technological affordances in e-learning designs. However, affordances are key to engaging students and enabling teachers to actualize learning goals. E-learning systems (software and artifacts) need to be designed in such a way that the features facilitate perceptions of the affordances with minimal cognition. This study aimed to fill this gap in the literature and encourage further research in this area. It provides guidelines for facilitating the perception of affordances in e-learning design and advances Technology Affordance and Constraints Theory by incorporating the affordance-based design process, the principles of multimedia learning, e-learning design philosophy, and emotional and cognitive affordances. <p class="card-text"><strong>Keywords:</strong> <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=technology%20affrodances" title=" technology affrodances"> technology affrodances</a>, <a href="https://publications.waset.org/abstracts/search?q=affordance%20based%20design" title=" affordance based design"> affordance based design</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%20design" title=" e-learning design"> e-learning design</a> </p> <a href="https://publications.waset.org/abstracts/176036/technological-affordances-guidelines-for-e-learning-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176036.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">62</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">9206</span> Active Learning: Increase Learning through Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihan%20Albayati">Jihan Albayati</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20Abdullah"> Kim Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster focuses on the significance of active learning strategies and their usage in the ESL classroom. Active learning is a big shift from traditional lecturing to active student engagement which can enhance and enrich student learning; therefore, engaging students is the core of this approach. Students learn more when they participate in the process of learning such as discussions, debates, analysis, synthesis, or any form of activity that requires student involvement. In order to achieve active learning, teachers can use different instructional strategies that are conducive to learning and the selection of these strategies depends on student learning outcomes. Active learning techniques must be carefully designed and integrated into the classroom to increase critical thinking and student participation. This poster provides a concise definition of active learning and its importance, instructional strategies, active learning techniques and their impact on student engagement. Also, it demonstrates the differences between passive and active learners. <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=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered" title=" student-centered"> student-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/65881/active-learning-increase-learning-through-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65881.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">9205</span> A Research Agenda for Learner Models for Adaptive Educational Digital Learning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felix%20B%C3%B6ck">Felix Böck</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, data about learners and their digital activities are collected, which could help educational institutions to better understand learning processes, improve them and be able to provide better learning assistance. In this research project, custom knowledge- and data-driven recommendation algorithms will be used to offer students in higher education integrated learning assistance. The pre-requisite for this is a learner model that is as comprehensive as possible, which should first be created and then kept up-to-date largely automatically for being able to individualize and personalize the learning experience. In order to create such a learner model, a roadmap is presented that describes the individual phases up to the creation and evaluation of the finished model. The methodological process for the research project is disclosed, and the research question of how learners can be supported in their learning with personalized, customized learning recommendations is explored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research%20agenda" title="research agenda">research agenda</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20model" title=" user model"> user model</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20model" title=" learner model"> learner model</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=adaptive%20educational%20digital%20learning%20environments" title=" adaptive educational digital learning environments"> adaptive educational digital learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning%20paths" title=" personalized learning paths"> personalized learning paths</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendation%20system" title=" recommendation system"> recommendation system</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation" title=" adaptation"> adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=personalization" title=" personalization"> personalization</a> </p> <a href="https://publications.waset.org/abstracts/192209/a-research-agenda-for-learner-models-for-adaptive-educational-digital-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192209.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">16</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">9204</span> Socio-Cultural Adaptation Approach to Enhance Intercultural Collaboration and Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadoua%20Ouamani">Fadoua Ouamani</a>, <a href="https://publications.waset.org/abstracts/search?q=Narj%C3%A8s%20Bellamine%20Ben%20Saoud"> Narjès Bellamine Ben Saoud</a>, <a href="https://publications.waset.org/abstracts/search?q=Henda%20Hajjami%20Ben%20Gh%C3%A9zala"> Henda Hajjami Ben Ghézala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last few years and over the last decades, there was a growing interest in the development of Computer Supported Collaborative Learning (CSCL) environments. However, the existing systems ignore the variety of learners and their socio-cultural differences, especially in the case of distant and networked learning. In fact, within such collaborative learning environments, learners from different socio-cultural backgrounds may interact together. These learners evolve within various cultures and social contexts and acquire different socio-cultural values and behaviors. Thus, they should be assisted while communicating and collaborating especially in an intercultural group. Besides, the communication and collaboration tools provided to each learner must depend on and be adapted to her/his socio-cultural profile. The main goal of this paper is to present the proposed socio-cultural adaptation approach based on and guided by ontologies to adapt CSCL environments to the socio-cultural profiles of its users (learners or others). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CSCL" title="CSCL">CSCL</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20profile" title=" socio-cultural profile"> socio-cultural profile</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation" title=" adaptation"> adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a> </p> <a href="https://publications.waset.org/abstracts/31593/socio-cultural-adaptation-approach-to-enhance-intercultural-collaboration-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31593.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">360</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">9203</span> A Machine Learning Approach for Performance Prediction Based on User Behavioral Factors in E-Learning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naduni%20Ranasinghe">Naduni Ranasinghe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning environments are getting more popular than any other due to the impact of COVID19. Even though e-learning is one of the best solutions for the teaching-learning process in the academic process, it’s not without major challenges. Nowadays, machine learning approaches are utilized in the analysis of how behavioral factors lead to better adoption and how they related to better performance of the students in eLearning environments. During the pandemic, we realized the academic process in the eLearning approach had a major issue, especially for the performance of the students. Therefore, an approach that investigates student behaviors in eLearning environments using a data-intensive machine learning approach is appreciated. A hybrid approach was used to understand how each previously told variables are related to the other. A more quantitative approach was used referred to literature to understand the weights of each factor for adoption and in terms of performance. The data set was collected from previously done research to help the training and testing process in ML. Special attention was made to incorporating different dimensionality of the data to understand the dependency levels of each. Five independent variables out of twelve variables were chosen based on their impact on the dependent variable, and by considering the descriptive statistics, out of three models developed (Random Forest classifier, SVM, and Decision tree classifier), random forest Classifier (Accuracy – 0.8542) gave the highest value for accuracy. Overall, this work met its goals of improving student performance by identifying students who are at-risk and dropout, emphasizing the necessity of using both static and dynamic data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance%20prediction" title="academic performance prediction">academic performance prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <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=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20model" title=" predictive model"> predictive model</a> </p> <a href="https://publications.waset.org/abstracts/146791/a-machine-learning-approach-for-performance-prediction-based-on-user-behavioral-factors-in-e-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146791.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">157</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">9202</span> Effective Student Engaging Strategies to Enhance Academic Learning in Middle Eastern Classrooms: An Action Research Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anjum%20Afrooze">Anjum Afrooze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The curriculum at General Sciences department in Prince Sultan University includes ‘Physical science’ for Computer Science, Information Technology and Business courses. Students are apathetic towards Physical Science and question, as to, ‘How this course is related to their majors?’ English is not a native language for the students and also for many instructors. More than sixty percent of the students come from institutions where English is not the medium of instruction, which makes student learning and academic achievement challenging. After observing the less enthusiastic student cohort for two consecutive semesters, the instructor was keen to find effective strategies to enhance learning and further encourage deep learning by engaging students in different tasks to empower them with necessary skills and motivate them. This study is participatory action research, in which instructor designs effective tasks to engage students in their learning. The study is conducted through two semesters with a total of 200 students. The effectiveness of this approach is studied using questionnaire at the end of each semester and teacher observation. Major outcomes of this study were overall improvement in students attitude towards science learning, enhancement of multiple skills like note taking, problem solving, language proficiency and also fortifying confidence. This process transformed instructor into engaging and reflecting practitioner. Also, these strategies were implemented by other instructors teaching the course and proved effective in opening a path to changes in related areas of the course curriculum. However, refinement in the strategies could be done based on student evaluation and instructors observation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20activity" title="group activity">group activity</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=reasoning%20skills" title=" reasoning skills"> reasoning skills</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20learning" title=" science learning"> science learning</a> </p> <a href="https://publications.waset.org/abstracts/94347/effective-student-engaging-strategies-to-enhance-academic-learning-in-middle-eastern-classrooms-an-action-research-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94347.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">145</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">9201</span> Design and Construction of an Intelligent Multiplication Table for Enhanced Education and Increased Student Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Alikhani%20Koopaei">Zahra Alikhani Koopaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the fifth lesson of the third-grade mathematics book, students are introduced to the concept of multiplication. However, some students showed a lack of interest in learning this topic. To address this, a simple electronic multiplication table was designed with the aim of making the concept of multiplication entertaining and engaging for students. It provides them with moments of excitement during the learning process. To achieve this goal, a device was created that produced a bell sound when two wire ends were connected. Each wire end was connected to a specific number in the multiplication table, and the other end was linked to the corresponding answer. Consequently, if the answer is correct, the bell will ring. This study employs interactive and engaging methods to teach mathematics, particularly to students who have previously shown little interest in the subject. By integrating game-based learning and critical thinking, we observed an increase in understanding and interest in learning multiplication compared to before using this method. This further motivated the students. As a result, the intelligent multiplication table was successfully designed. Students, under the instructor's supervision, could easily construct the device during the lesson. Through the implementation of these operations, the concept of multiplication was firmly established in the students' minds. Engaging multiple intelligences in each student enhances a more stable and improved understanding of the concept of multiplication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20multiplication%20table" title="intelligent multiplication table">intelligent multiplication table</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=construction" title=" construction"> construction</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=increased%20interest" title=" increased interest"> increased interest</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/176502/design-and-construction-of-an-intelligent-multiplication-table-for-enhanced-education-and-increased-student-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176502.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">69</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">9200</span> ECE Teachers’ Evolving Pedagogical Documentation in MAFApp: ICT Integration for Collective Online Thinking in Early Childhood Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20Adlerstein-Grimberg">Cynthia Adlerstein-Grimberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Bralic-Echeverr%C3%ADa"> Andrea Bralic-Echeverría</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An extensive and controversial research debate discusses pedagogical documentation (PD) within early childhood education (ECE) as integral to ECE teachers' professional development. The literature converges in acknowledging that ICT integration in PD can be fundamental for children's and teachers' collaborative learning by making their processes visible and open to reflection. Controversial issues about PD emerge around ICT integration and the use of multimedia applications and platforms, displacing the physical experience involved in this pedagogical practice. Authors argue that online platforms make PD become a passive device to demonstrate accountability and performance. Furthermore, ICT integration would make educators inform children and families of pedagogical processes, positioning them more as consumers instead of involving them in collective thinking and pedagogical decision-making. This article analyses how pedagogical documentation mediated by a multimedia application (MAFApp) allows for the positive strengthening of an ECE pedagogical online community that thinks collectively about learning environments. In doing so, the paper shows how ICT integration supports ECE teachers' collective online thinking, enabling them to move from the controversial version of online PD, where they only act as informers of children's learning and assume a voyeuristic perspective, towards a collective online thinking that builds professional development and supports pedagogical decision-making about learning environments. This article answers How ECE teachers' pedagogical documentation evolves with ICT integration using the MAFApp multimedia application in a national ECE online community. From a posthumanist stance, this paper draws on an 18-month collaborative ethnographic immersion in Chile's unique public ECE online PD community. It develops a unique case study of an online ECE pedagogical community mediated by a multimedia application called MAFApp. This ECE online community includes 32 Chilean public kindergartens, 45 ECE teachers, and 72 assistants, who produced 534 pedagogical documentation. Fieldwork included 35 in-depth interviews, 13 discussion groups, and the constant comparison method for the PD coding. Findings show ICT integration in PD builds collective online thinking that evolves through four moments of growing complexity: 1) teachernalism of built environments, 2) onlookerism of children's anecdotes in learning environments; 3) storytelling of children's place-making, and 4) empowering pedagogies for co-creating learning environments. ICT integration through the MAFApp multimedia application enabled ECE teachers to build collective online thinking, making pedagogies of place visible and engaging children in co-constructing learning environments. This online PD is a continuous professional learning space for ECE teachers, empowering pedagogies of place. In conclusion, ICT integration into PD progressively empowers pedagogies of place in Chilean public ECE. Strengthening collective online thinking using the MAFApp multimedia application sharply contrasts with some recent PD research findings. ICT integration to PD enabled strong collective online thinking. Doing so makes PD operate as a place of professional development, pedagogical reflective encounters, and experimentation while inhabiting their own learning environments with children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20integration" title=" ICT integration"> ICT integration</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20application" title=" multimedia application"> multimedia application</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20collective%20thinking" title=" online collective thinking"> online collective thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20documentation" title=" pedagogical documentation"> pedagogical documentation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/179349/ece-teachers-evolving-pedagogical-documentation-in-mafapp-ict-integration-for-collective-online-thinking-in-early-childhood-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179349.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">71</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">9199</span> Game-Based Learning in a Higher Education Course: A Case Study with Minecraft Education Edition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salvador%20Antelmo%20Casanova%20Valencia">Salvador Antelmo Casanova Valencia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study documents the use of the Minecraft Education Edition application to explore immersive game-based learning environments. We analyze the contributions of fourth-year university students who are pursuing a degree in Administrative Computing at the Universidad Michoacana de San Nicolas de Hidalgo. In this study, descriptive data and statistical inference are detailed using a quasi-experimental design using the Wilcoxon test. The instruments will provide data validation. Game-based learning in immersive environments necessarily implies greater student participation and commitment, resulting in the study, motivation, and significant improvements, promoting cooperation and autonomous learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title="game-based learning">game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</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=Minecraft" title=" Minecraft"> Minecraft</a> </p> <a href="https://publications.waset.org/abstracts/128707/game-based-learning-in-a-higher-education-course-a-case-study-with-minecraft-education-edition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128707.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">163</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">9198</span> Curriculum-Based Multi-Agent Reinforcement Learning for Robotic Navigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyeongbok%20Kim">Hyeongbok Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Lingling%20Zhao"> Lingling Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaohong%20Su"> Xiaohong Su</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deep reinforcement learning has been applied to address various problems in robotics, such as autonomous driving and unmanned aerial vehicle. However, because of the sparse reward penalty for a collision with obstacles during the navigation mission, the agent fails to learn the optimal policy or requires a long time for convergence. Therefore, using obstacles and enemy agents, in this paper, we present a curriculum-based boost learning method to effectively train compound skills during multi-agent reinforcement learning. First, to enable the agents to solve challenging tasks, we gradually increased learning difficulties by adjusting reward shaping instead of constructing different learning environments. Then, in a benchmark environment with static obstacles and moving enemy agents, the experimental results showed that the proposed curriculum learning strategy enhanced cooperative navigation and compound collision avoidance skills in uncertain environments while improving learning efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20learning" title="curriculum learning">curriculum learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hard%20exploration" title=" hard exploration"> hard exploration</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent%20reinforcement%20learning" title=" multi-agent reinforcement learning"> multi-agent reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=robotic%20navigation" title=" robotic navigation"> robotic navigation</a>, <a href="https://publications.waset.org/abstracts/search?q=sparse%20reward" title=" sparse reward"> sparse reward</a> </p> <a href="https://publications.waset.org/abstracts/162478/curriculum-based-multi-agent-reinforcement-learning-for-robotic-navigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162478.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">92</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">9197</span> Impact of Gaming Environment in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Md.%20Ataur%20Rahman%20Bhuiyan">Md. Ataur Rahman Bhuiyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Quazi%20Mahabubul%20Hasan"> Quazi Mahabubul Hasan</a>, <a href="https://publications.waset.org/abstracts/search?q=Md.%20Rifat%20Ullah"> Md. Rifat Ullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research, we did explore the effectiveness of the gaming environment in education and compared it with the traditional education system. We take several workshops in both learning environments. We measured student’s performance by providing a grading score (by professional academics) on their attitude in different criteria. We also collect data from survey questionnaires to understand student’s experiences towards education and study. Finally, we examine the impact of the different learning environments by applying statistical hypothesis tests, the T-test, and the ANOVA test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20analysis" title=" statistical analysis"> statistical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=human-computer%20interaction" title=" human-computer interaction"> human-computer interaction</a> </p> <a href="https://publications.waset.org/abstracts/140355/impact-of-gaming-environment-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140355.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">230</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">9196</span> Perceived Stigma, Perception of Burden and Psychological Distress among Parents of Intellectually Disable Children: Role of Perceived Social Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saima%20Shafiq">Saima Shafiq</a>, <a href="https://publications.waset.org/abstracts/search?q=Najma%20Iqbal%20Malik"> Najma Iqbal Malik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was aimed to explore the relationship of perceived stigma, perception of burden and psychological distress among parents of intellectually disabled children. The study also aimed to explore the moderating role of perceived social support on all the variables of the study. The sample of the study comprised of (N = 250) parents of intellectually disabled children. The present study utilized the co-relational research design. It consists of two phases. Phase-I consisted of two steps which contained the translation of two scales that were used in the present study and tried out on the sample of parents (N = 70). The Affiliated Stigma Scale and Care Giver Burden Inventory were translated into Urdu for the present study. Phase-1 revealed that translated scaled entailed satisfactory psychometric properties. Phase -II of the study was carried out in order to test the hypothesis. Correlation, linear regression analysis, and t-test were computed for hypothesis testing. Hierarchical regression analysis was applied to study the moderating effect of perceived social support. Findings revealed that there was a positive relationship between perceived stigma and psychological distress, perception of burden and psychological distress. Linear regression analysis showed that perceived stigma and perception of burden were positive predictors of psychological distress. The study did not show the moderating role of perceived social support among variables of the present study. The major limitation of the study is the sample size and the major implication is awareness regarding problems of parents of intellectually disabled children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20stigma" title="perceived stigma">perceived stigma</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20burden" title=" perception of burden"> perception of burden</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20distress" title=" psychological distress"> psychological distress</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title=" perceived social support"> perceived social support</a> </p> <a href="https://publications.waset.org/abstracts/131992/perceived-stigma-perception-of-burden-and-psychological-distress-among-parents-of-intellectually-disable-children-role-of-perceived-social-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131992.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">213</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">9195</span> Creating Positive Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samia%20Hassan">Samia Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Fouzia%20Latif"> Fouzia Latif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In many countries, education is still far from being a knowledge industry in the sense of own practices that are not yet being transformed by knowledge about the efficacy of those practices. The core question of this paper is why students get bored in class? Have we balanced between the creation and advancement of an engaging learning community and effective learning environment? And between, giving kids confidence to achieve their maximum and potential goals, we sand managing student’s behavior. We conclude that creating a positive learning environment enhances opportunities for young children to feel safe, secure, and to supported in order to do their best learning. Many factors can use in classrooms aid to the positive environment like course content, class preparation, and behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective" title="effective">effective</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=positive" title=" positive"> positive</a> </p> <a href="https://publications.waset.org/abstracts/21838/creating-positive-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21838.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">574</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">9194</span> An Evaluation Framework for Virtual Reality Learning Environments in Sports Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20J.%20Foo">Jonathan J. Foo</a>, <a href="https://publications.waset.org/abstracts/search?q=Keng%20Hao%20Chew"> Keng Hao Chew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interest in virtual reality (VR) technologies as virtual learning environments have been on the rise in recent years. With thanks to the aggressively competitive consumer electronics environment, VR technology has been made affordable and accessible to the average person with developments like Google Cardboard and Oculus Go. While the promise of virtual access to unique virtual learning environments with the benefits of experiential learning sounds extremely attractive, there are still concerns over user comfort in the psychomotor, cognitive, and affective domains. Reports of motion sickness and short durations create doubt and have stunted its growth. In this paper, a multidimensional framework is proposed for the evaluation of VR learning environments within the three dimensions: tactual quality, didactic quality, and autodidactic quality. This paper further proposes a mixed-methods experimental research plan that sets out to evaluate a virtual reality training simulator in the context of amateur sports fencing. The study will investigate if an immersive VR learning environment can effectively simulate an authentic learning environment suitable for instruction, practice, and assessment while providing the user comfort in the tactual, didactic, and autodidactic dimensions. The models and recommendations developed for this study are designed in the context of fencing, but the potential impact is a guide for the future design and evaluation of all VR developments across sports and technical classroom education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autodidactic%20quality" title="autodidactic quality">autodidactic quality</a>, <a href="https://publications.waset.org/abstracts/search?q=didactic%20quality" title=" didactic quality"> didactic quality</a>, <a href="https://publications.waset.org/abstracts/search?q=tactual%20quality" title=" tactual quality"> tactual quality</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/120719/an-evaluation-framework-for-virtual-reality-learning-environments-in-sports-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120719.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">135</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">9193</span> Analytical Study of Educational Theories of Educational Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Krishan%20Tiwari">Ajay Krishan Tiwari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on educational psychology have demonstrated the interest of the child's psychological and cognitive environment in the quality of their school commitment. The educational psychologist works with children and adolescents to remedy these factors. The task of the educational psychologist is to liberate the child and adolescent intellectually. Its purpose is to harmonize the child with the system of learning. Psychoanalytic support requires practice in creativity, reading, math, and meditation methods. The goal of educational psychology is to restore the desire and enjoyment of learning. The educational psychologist takes into account the concerns and personality traits that hinder student learning and restores self-esteem. Educational psychologists specialize in supporting children or adolescents who have a different approach to learning. Its role is to consider the child as a whole (cognitive, affective, physical, school, family factors, etc.). It welcomes the child's way of thinking and participates in its development. It is an essential point of contact between the child and his school environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title="educational psychology">educational psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20theories" title=" educational theories"> educational theories</a>, <a href="https://publications.waset.org/abstracts/search?q=psychologist" title=" psychologist"> psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20environment" title=" cognitive environment"> cognitive environment</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoanalytic%20support" title=" psychoanalytic support"> psychoanalytic support</a>, <a href="https://publications.waset.org/abstracts/search?q=enjoyment%20of%20learning" title=" enjoyment of learning"> enjoyment of learning</a> </p> <a href="https://publications.waset.org/abstracts/179614/analytical-study-of-educational-theories-of-educational-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179614.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">73</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">9192</span> An Assessment of Experiential Learning Outcomes of Study Abroad Programs in Hospitality: A Learning Style Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radesh%20Palakurthi">Radesh Palakurthi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine the impact of experiential learning on learning outcomes in hospitality education. This paper presents the results of an online survey of students from the U.S. studying abroad and their self-reported change in learning outcomes as assessed using the Core Competencies Model for the Hospitality Industry developed by Employment and Training Development Office of the U.S. Department of Labor. The impact of student learning styles on learning outcomes is also evaluated in this study. Kolb’s Learning Styles Inventory Model was used to assess students’ learning style. The results show that students reported significant improvements in their learning outcomes because of engaging in study abroad experiential learning programs. The learning styles of the students had significant effect on one of core learning outcomes- personal effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hospitality%20competencies" title="hospitality competencies">hospitality competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=hospitality%20education" title=" hospitality education"> hospitality education</a>, <a href="https://publications.waset.org/abstracts/search?q=Kolb%E2%80%99s%20learning%20style%20inventory" title=" Kolb’s learning style inventory"> Kolb’s learning style inventory</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title=" study abroad"> study abroad</a> </p> <a href="https://publications.waset.org/abstracts/91044/an-assessment-of-experiential-learning-outcomes-of-study-abroad-programs-in-hospitality-a-learning-style-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91044.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">221</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">9191</span> Educators’ Perceived Capacity to Create Inclusive Learning Environments: Exploring Individual Competencies and District Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thuy%20Phan">Thuy Phan</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Luallin"> Stephanie Luallin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education policies have demonstrated benefits for students with and without disabilities in the US. There are several laws that relate to inclusive education, such as 'No Child Left Behind', 'The Individuals with Disabilities Education Act'. However, the application of these inclusive education laws and policies vary per state and school district. Classroom teachers in an inclusive classroom often experience confusion as to how to apply these policies in order to create appropriate inclusive learning environments that meet the abilities and needs of their diverse student population. The study aims to investigate teachers’ perspective of their capacities to create an appropriate learning environment for their diverse student population including students with disabilities. Qualitative method is implemented in this study, using open-end interview questions to investigate teachers’ perspective of their capacities to create an appropriate inclusive learning environment for all students based on current inclusive education laws and district policies in the state of Colorado, USA. These findings may indicate a lack of confidence in teachers’ capacity to create appropriate inclusive learning environments based on laws and district policies; including challenges that classroom teachers may experience in creating inclusive learning environments. The purpose of this study is to examine the adequate preparation of classroom teachers in creating inclusive classrooms with the intent of determining implications for developing policies in inclusive education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educator%E2%80%99s%20capacity" title="educator’s capacity">educator’s capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20learning%20environment" title=" inclusive learning environment"> inclusive learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a> </p> <a href="https://publications.waset.org/abstracts/90900/educators-perceived-capacity-to-create-inclusive-learning-environments-exploring-individual-competencies-and-district-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90900.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">9190</span> A Comparative Study of Twin Delayed Deep Deterministic Policy Gradient and Soft Actor-Critic Algorithms for Robot Exploration and Navigation in Unseen Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Romisaa%20Ali">Romisaa Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a comparison between twin-delayed Deep Deterministic Policy Gradient (TD3) and Soft Actor-Critic (SAC) reinforcement learning algorithms in the context of training robust navigation policies for Jackal robots. By leveraging an open-source framework and custom motion control environments, the study evaluates the performance, robustness, and transferability of the trained policies across a range of scenarios. The primary focus of the experiments is to assess the training process, the adaptability of the algorithms, and the robot’s ability to navigate in previously unseen environments. Moreover, the paper examines the influence of varying environmental complexities on the learning process and the generalization capabilities of the resulting policies. The results of this study aim to inform and guide the development of more efficient and practical reinforcement learning-based navigation policies for Jackal robots in real-world scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jackal%20robot%20environments" title="Jackal robot environments">Jackal robot environments</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcement%20learning" title=" reinforcement learning"> reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=TD3" title=" TD3"> TD3</a>, <a href="https://publications.waset.org/abstracts/search?q=SAC" title=" SAC"> SAC</a>, <a href="https://publications.waset.org/abstracts/search?q=robust%20navigation" title=" robust navigation"> robust navigation</a>, <a href="https://publications.waset.org/abstracts/search?q=transferability" title=" transferability"> transferability</a>, <a href="https://publications.waset.org/abstracts/search?q=custom%20environment" title=" custom environment"> custom environment</a> </p> <a href="https://publications.waset.org/abstracts/172526/a-comparative-study-of-twin-delayed-deep-deterministic-policy-gradient-and-soft-actor-critic-algorithms-for-robot-exploration-and-navigation-in-unseen-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172526.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">102</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">9189</span> Social Learning and the Flipped Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albin%20Wallace">Albin Wallace</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the use of social learning platforms in conjunction with the emergent pedagogy of the ‘flipped classroom’. In particular the attributes of the social learning platform “Edmodo” is considered alongside the changes in the way in which online learning environments are being implemented, especially within British education. Some observations are made regarding the use and usefulness of these platforms along with a consideration of the increasingly decentralized nature of education in the United Kingdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=Edmodo" title=" Edmodo"> Edmodo</a>, <a href="https://publications.waset.org/abstracts/search?q=Internet" title=" Internet"> Internet</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20platforms" title=" learning platforms "> learning platforms </a> </p> <a href="https://publications.waset.org/abstracts/14705/social-learning-and-the-flipped-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14705.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> 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