Research

12 pages, 1125 KiB

Open AccessArticle

Evolutionary Game Analysis of Artificial Intelligence Such as the Generative Pre-Trained Transformer in Future Education

by Yanwei You, Yuquan Chen, Yujun You, Qi Zhang and Qiang Cao

Sustainability 2023, 15(12), 9355; https://0-doi-org.brum.beds.ac.uk/10.3390/su15129355 - 09 Jun 2023

Cited by 10 | Viewed by 2014

Abstract

As an emerging research area since generative artificial intelligence (represented by Chat Generative Pre-trained Transformer (ChatGPT)) has been accessible to the public, especially in education, appropriate AI application could bring numerous benefits to education; however, its abuse has the potential to be harmful. [...] Read more.

As an emerging research area since generative artificial intelligence (represented by Chat Generative Pre-trained Transformer (ChatGPT)) has been accessible to the public, especially in education, appropriate AI application could bring numerous benefits to education; however, its abuse has the potential to be harmful. In this paper, we aimed to explore the potential of AI in the future of education with the analytical method of evolutionary game analysis (EGA). By studying the behavior of two agents, the school and the students, EGA can be used to identify strategies that can be used to improve the effectiveness of the education model in the context of the AI era. A stable evolutionary strategy for the school and students was devised under a variety of scenarios. Additionally, we conducted a numerical analysis to further explore the impact of several key factors on the stable strategy. The results indicated that schools should adopt positive supervision to standardize the use of AI in education, and students should be more active in becoming involved in AI technology. Based on this study, we believe that the school has the ability to provide effective suggestions and practical guidelines to help students succeed academically and embrace future trends in AI education. Full article

(This article belongs to the Special Issue Sustainable Learning in Education of Sustainability)

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16 pages, 7214 KiB

Open AccessArticle

Immersive University Model: A Tool to Increase Higher Education Competitiveness

by Artem Artyukhov, Iurii Volk, Oleksandr Dluhopolskyi, Elena Mieszajkina and Agata Myśliwiecka

Sustainability 2023, 15(10), 7771; https://0-doi-org.brum.beds.ac.uk/10.3390/su15107771 - 09 May 2023

Cited by 3 | Viewed by 1510

Abstract

The current paper substantiates the effectiveness of immersive learning applications for youth. Emphasis is placed on the fact that the “immersion” of students can be carried out not only through virtual and augmented reality but also in any constructed environment that provides any [...] Read more.

The current paper substantiates the effectiveness of immersive learning applications for youth. Emphasis is placed on the fact that the “immersion” of students can be carried out not only through virtual and augmented reality but also in any constructed environment that provides any “immersion” in active and interactive teaching methods. A bibliometric analysis was conducted for the “immersive learning” search query to identify keywords and phrases’ main clusters and their relationships. Based on the bibliometric analysis, the concept of forming an immersive learning model based on a sequential transition between the “dimensions” was formed. The model is developed considering the degree of involvement in the learning scenarios. A multidimensional classification model for immersive learning tools is proposed. A university case of building an immersive learning environment as part of the “electronic university” information system is presented. A technological solution is proposed for evaluating the effectiveness of testing immersive learning tools. Full article

(This article belongs to the Special Issue Sustainable Learning in Education of Sustainability)

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27 pages, 5695 KiB

Open AccessArticle

Investigating the Relationship between Users’ Behavioral Intentions and Learning Effects of VR System for Sustainable Tourism Development

by Po-Yuan Su, Peng-Wei Hsiao and Kuo-Kuang Fan

Sustainability 2023, 15(9), 7277; https://0-doi-org.brum.beds.ac.uk/10.3390/su15097277 - 27 Apr 2023

Cited by 4 | Viewed by 1911

Abstract

Macao is a tourist city. It is home to the Ruins of Saint Paul’s, a unique 100-year-old landmark, which is still standing with manual maintenance, even after three fires and reconstruction events. Therefore, the continuous preservation of its culture, heritage education, and construction [...] Read more.

Macao is a tourist city. It is home to the Ruins of Saint Paul’s, a unique 100-year-old landmark, which is still standing with manual maintenance, even after three fires and reconstruction events. Therefore, the continuous preservation of its culture, heritage education, and construction are important issues for Macao. With the development of digital technology in recent years, users can quickly search historical sites and save two-dimensional and three-dimensional images and videos through smartphones. These methods also enhance the communication power of culture. Virtual browsing on a smartphone requires computing power and storage space; yet, virtual reality devices are not widely used. Therefore, augmented reality and virtual reality are rarely used simultaneously for three-dimensional interactive guided tours and operation experiences on the same theme. However, by quickly creating virtual reality scenarios and preserving historical sites on mobile devices, 4DAGE’s 4DKanKan technology can provide augmented reality and metaverse virtual reality experiences. 4DKanKan can also integrate mobile guides and navigation software to connect mobile devices and assist in cultural inheritance and conduct sustainable education. This research linked this technology to the web by incorporating augmented reality and virtual reality technology to make designs and discussed the influences among service design, behavioral intentions, and learning effects. We collated and analyzed relevant data and text materials through systematic testing, observation, operation processes, and semi-structured interviews. The PLS multigroup structural model was used to explore and analyze the degree of influence and explanatory power of system quality, information quality, behavioral intention, and learning effects among themselves. The results of this study show that most users accepted the proposed innovative mode of operation and found it to be interesting and fun. Augmented reality is not limited by space or time; however, virtual reality devices taking too long to operate, switching too frequently, and having too many functional interfaces can cause operational problems. This study identified and modified the influencing factors and problems of the proposed system, with the aim of continuing to expand the applications of 4DKanKan to other cultural attractions or museums in the future. In addition, the research results can provide a reference for the sustainable development of related cultural sites. Full article

(This article belongs to the Special Issue Sustainable Learning in Education of Sustainability)

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43 pages, 44592 KiB

Open AccessArticle

The Design of a Novel Digital Puzzle Gaming System for Young Children’s Learning by Interactive Multi-Sensing and Tangible User Interfacing Techniques

by Chao-Ming Wang, Bo-Ting Lee and Ting-Yun Lo

Sustainability 2023, 15(4), 3036; https://0-doi-org.brum.beds.ac.uk/10.3390/su15043036 - 07 Feb 2023

Cited by 2 | Viewed by 2505

Abstract

In the fast-developing digital era, improving young children’s learning abilities by information technology has become a goal of early childhood education. Accordingly, a novel digital puzzle gaming system for young children’s learning is proposed, which is based on interactive multi-sensing and tangible user [...] Read more.

In the fast-developing digital era, improving young children’s learning abilities by information technology has become a goal of early childhood education. Accordingly, a novel digital puzzle gaming system for young children’s learning is proposed, which is based on interactive multi-sensing and tangible user interfacing techniques. Three childhood education factors—digital learning, puzzle gaming, and interactive interfacing—are considered in the system design. Firstly, the needs in the development of the physical and mental functions, as well as the cognition and learning capabilities, of children aged 4–6 years are reviewed. Next, the existing studies of digital gaming for education are analyzed. Then, the proposed system was constructed to combine visual, auditory, and animation interfaces for easy uses by young children. The effectiveness of the system for young children’s learning was evaluated statistically using the SPSS based on the users’ and experts’ opinions collected from the methods of behavior observation, interview, and questionnaire survey. Several facts about young children’s learning have been found: (1) simple tangible interfaces can bring forth good gaming experiences to children; (2) rich visual and sound effects can enhance game-playing pleasures; (3) digital puzzle gaming have positive impacts on learning in early childhood education. In conclusion, the design of a digital puzzle gaming system like the proposed one with simple and physical interactive interfacing can bring forth a good gaming experience to children, and rich visual and sound effects can enhance the game-playing pleasure, indicating that digital puzzle gaming has a positive impact on young children’s learning in early childhood education. Full article

(This article belongs to the Special Issue Sustainable Learning in Education of Sustainability)

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25 pages, 1080 KiB

Open AccessArticle

Exploring the Causal Effects of Outdoor Play on School Readiness of Preschoolers in the Klang Valley, Malaysia

by Mal Kong Sia, Wong Chin Yew and Xin Wei Low

Sustainability 2023, 15(2), 1170; https://0-doi-org.brum.beds.ac.uk/10.3390/su15021170 - 08 Jan 2023

Cited by 1 | Viewed by 2651

Abstract

According to research, preschool physical environments (PPE) that promote outdoor play have a positive impact on children’s overall wellbeing, as well as their total developmental competence and academic learning, which then directly affects their school readiness prior to entering primary school. This study [...] Read more.

According to research, preschool physical environments (PPE) that promote outdoor play have a positive impact on children’s overall wellbeing, as well as their total developmental competence and academic learning, which then directly affects their school readiness prior to entering primary school. This study analyses the causative impacts of outdoor play on preschoolers’ school readiness for primary school in Klang Valley, Malaysia. Additionally, we attempted to extend a prior research conceptual model on outdoor play in studying the link between PPE and preschoolers’ school readiness. From June to August 2022, 84 private preschool operators from the Klang Valley took part in the survey to offer their viewpoints; however, only 72 completed questionnaires could be used for PLS-SEM analysis using SmartPLS 4. It has been discovered that outdoor play does, in fact, have a favorable, considerable impact on academic learning and school readiness. Other findings offer more proof of the causal links between outdoor play and children’s development. Important stakeholders, such as preschool providers, preschool designers, preschool educators, as well as parents, should make sure that appropriate outdoor play yards are provided in preschools for children’s full development and academic learning, as well as for preschoolers’ readiness for school. Full article

(This article belongs to the Special Issue Sustainable Learning in Education of Sustainability)

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20 pages, 2911 KiB

Open AccessArticle

The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom

by Omar Altwijri, Elham Alsadoon, Ahmad Abdul-Wahhab Shahba, Walid Soufan and Saud Alkathiri

Sustainability 2022, 14(22), 14957; https://0-doi-org.brum.beds.ac.uk/10.3390/su142214957 - 11 Nov 2022

Cited by 4 | Viewed by 1525

Abstract

Enhancing faculty performance and student interaction during the lecture is essential to achieve sustainable learning development. The current study aims to evaluate the effect of using “Student response systems (SRS)” on faculty performance and student interaction in the classroom. The faculty members at [...] Read more.

Enhancing faculty performance and student interaction during the lecture is essential to achieve sustainable learning development. The current study aims to evaluate the effect of using “Student response systems (SRS)” on faculty performance and student interaction in the classroom. The faculty members at King Saud University were encouraged to join a university-scale educational project that involve utilizing SRSs within their classes. From Fall 2016 to Fall 2019, a total of 371 faculty members and 19,746 students were enrolled in the current study. By the end of each semester, faculty and student satisfaction surveys were distributed to evaluate their perceptions of using SRS in the class. The faculty members’ and students’ response rates were 75.7% and 38.1%, respectively, and represented 18 different colleges from different disciplines within the university. Furthermore, the study covered a wide range of study levels for bachelor’s degrees ranging from levels 1–10. The study demographics showed that 60% of the total participating faculty members and 64% of students were females. Interestingly, the majority of participating faculty members (40%) and students (44%) belong to health colleges. Among the most beneficial effects of using SRSs, is that it increased the interaction, focus, and participation of students in the lecture and stimulated their desire to attend and prepare for the lecture. It also helped the faculty members to improve their teaching strategies and enabled them to know the weaknesses or strengths of students, which in turn led to the improvement of the entire educational process. The majority of faculty members as well as the students recommend applying it in other courses and future semesters. These findings were generally consistent over the whole studied seven semesters. SRSs offer a potential tool to improve faculty teaching practices, enhance student engagement, and achieve sustainable learning development among different disciplines. Full article

(This article belongs to the Special Issue Sustainable Learning in Education of Sustainability)

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27 pages, 1702 KiB

Open AccessArticle

Innovative Approach to Assist Architecture Teachers in Choosing Practical Sessions

by Oriol Pons-Valladares, S. M. Amin Hosseini and Jordi Franquesa

Sustainability 2022, 14(12), 7081; https://0-doi-org.brum.beds.ac.uk/10.3390/su14127081 - 09 Jun 2022

Cited by 7 | Viewed by 2037

Abstract

This article presents the first results of the project Architecture 360, which focuses on learning alternatives for developing working skills in higher education courses, and specifically construction competences for architecture students. The project aims to help teachers to choose the best learning solutions [...] Read more.

This article presents the first results of the project Architecture 360, which focuses on learning alternatives for developing working skills in higher education courses, and specifically construction competences for architecture students. The project aims to help teachers to choose the best learning solutions for their classes from numerous alternatives of strategies, dynamics and activities. The assistance is based on developing a new approach that combines several methods (strengths, weaknesses, opportunities and threats (SWOT); multi-criteria decision-making; Delphi; and the Knapsack problem) and draws from teachers’ experience, a panel of experts’ expertise, the revised Bloom Taxonomy and neuroscience for education. The new approach to assisting university teachers in choosing the best practical learning alternatives was successfully developed and validated for the case study of a course at Barcelona Architecture School. In general, the approach defined the main strengths, weaknesses, opportunities and threats of 26 learning alternatives. In the case study, the following optimized set of alternatives were identified: blended learning, challenge-based learning, reflective learning, videos of real cases, case studies, site visits, interactive simulation and gamification. Moreover, 23 activities were analysed. It was concluded, for instance, that active alternatives would improve implementation, including teachers’ available teaching materials and dedication outside class. Full article

(This article belongs to the Special Issue Sustainable Learning in Education of Sustainability)

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20 pages, 309 KiB

Open AccessArticle

Comparing the Learning Approaches of Transfer Students and Direct Entrants in an Asian Higher Education Context

by Kin Cheung, Ceci Sze Wing Ho, Hilda Tsang and Elaine Lau

Sustainability 2022, 14(5), 2523; https://0-doi-org.brum.beds.ac.uk/10.3390/su14052523 - 22 Feb 2022

Cited by 2 | Viewed by 1546

Abstract

Transfer students (TSs) transitioning from community college (CC) to university have been found to experience adjustment challenges different from those experienced by direct entrants (DEs) admitted straight from high school, which in turn influences their approaches to learning. Learning can enhance the transition [...] Read more.

Transfer students (TSs) transitioning from community college (CC) to university have been found to experience adjustment challenges different from those experienced by direct entrants (DEs) admitted straight from high school, which in turn influences their approaches to learning. Learning can enhance the transition towards sustainability, and it is influenced by various factors. However, there have been limited studies examining the factors associated with TSs’ and DEs’ learning approaches. To fill this research gap, this current study used a cross-sectional survey with both TSs (n = 841) and DEs (n = 978) to identify the factors. Our results indicated that the TSs had a higher rate of adoption of surface approaches (SA) to learning than DEs, while TSs and DEs shared some similar predictors of their learning approaches. The results suggest that the commitment of education stakeholders is essential for sustainable learning. They should improve the transfer system by providing adequate support and reduce disparities in the allocation of resources to TSs and DEs, as these affect learning approaches. Full article

(This article belongs to the Special Issue Sustainable Learning in Education of Sustainability)

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