Application of AI in Basic Sciences Towards Sustainable Outcomes of Engineering Education | Chapter 17 | Digital Crossroads: Integrating Humanities, Science and Technology Edition 1

The engineering education system has been in dire need of reform for the past five years to meet the demands of society in the 6G era. AI intervention and the Internet of Things are paving the path to success in the smart engineering education system. Still, students entering professional courses are facing challenges in addressing the correlation of basic sciences with engineering course outcomes. In view of the impending educational revolution brought about by deep learning in the basic sciences, it is critical to understand how this development will influence current pedagogical practices to design and implement long-term AI solutions for engineering education. One potential solution is to make our classrooms more collaborative spaces where students and teachers work together to achieve positive learning outcomes using artificial intelligence in the 6G era. The main purpose of this research is to examine how artificial intelligence (AI) intervention in basic sciences changes education in areas such as intelligent tutoring systems, AI-powered collaborative learning, AI-powered automated assessment, and AI-powered customized learning. In this study cluster and multistage sampling techniques were used for sample size 1000. The data set consists of students, alumni as employers and employees of different places irrespective of educational institutions. The results of action plan implementation and conceptual activities emphasizing real-time applications with and without AI intervention were analyzed by standard deviation and linear regression analysis. In addition to the improvised engagement and retention rates of aspiring engineers, the present study incorporates the ongoing endeavors to improve instructional methods, embrace technological advances, and tackle inclusive challenges to guarantee AI intervention in basic sciences education.

 

Author (s) Details

 

K.S. Rudramamba
Department of Physics, VNR Vignana Jyothi Institute of Engineering and Technology, Hyderabad-500090, Telangana, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48859-10-5/CH17

A Nexus of Group and Collaborative Learning Facilities for Stimulating Oral Interaction of Learners from Saudi Arabia | Chapter 08 | Current Research in Language, Literature and Education Vol. 6

 Collaborative learning is an instructional strategy that allows students to learn by assisting one another in a classroom setting. The present study focuses on promoting oral contact among students through group and collaborative learning. A qualitative survey research was conducted with 10 tenth-grade male pupils ranging in age from 14 to 15 years old. A total of 10 students from collaborative learning classrooms were chosen at random and interviewed about their experiences in that environment. Students' attitudes about a collaborative learning environment were transcribed and sorted into categories using the information gathered through interviews. The majority of pupils found the collaborative learning atmosphere was really useful to them, according to the data. It increased their self-assurance, enhanced their oral presentation skills, taught them responsibility, and provided them with opportunities permitted them to participate in a range of activities and to respect the opinions of others As a result, EFL education programmes should include collaborative learning methods for in-service and pre-service instructors.

Author(S) Details

Abdulbagi Babiker Ali Abulhassan
English Department, Addair University college, Jazan university, K.S.A.

Fatima Ibrahih Altayeb Hamid
English Department, Addair University college, Jazan university, K.S.A.

View Book:- https://stm.bookpi.org/CRLLE-V6/article/view/7025

Collaborative Learning and Its Positive Impact in the Cognitive Development of Children with Learning Disabilities | Chapter 08 | Current Research in Language, Literature and Education Vol. 2

 The goal of this study is to get a better knowledge of the qualities directly linked to collaborative learning and their impact on the cognitive development of students with Learning Disabilities. These students will surely struggle to build cognitive talents as well as acquire new knowledge. They also have a persistent concern about improving their behaviour, improving their communication abilities, and finally establishing strong relationships with their surroundings. The purpose of this study is to show how collaborative learning can help students with Learning Disabilities who are having trouble with the above-mentioned issues. The repertory of different forms of collaborative learning activities that are considered suitable for serving learning purposes directed at students with impairments is also provided in this research. Finally, this article shows that the employment of ICTs and multimedia in a collaborative learning environment increases students' enthusiasm in learning and increases their attention span.

Author(S) Details 

Irini Skopeliti
University of Patras, Greece.

Asimina Riga
Hellenic Open University, Greece and University of Nicosia, Cyprus

View Book:- https://stm.bookpi.org/CRLLE-V2/article/view/5288

Study on Computer Supported Collaborative Learning in Greek Inclusive Secondary Education | Chapter 05 | Current Research in Language, Literature and Education Vol. 2

 In terms of learning purposes directed at students with learning disabilities, computer supported collaborative learning methods are considered beneficial because they increase students' interest and engagement in the learning process, improve their cognitive abilities, and help them develop self-esteem, problem-solving strategies, and, finally, a solid collaborative attitude. The purpose of this study is to briefly describe the benefits of computer-assisted collaborative learning activities, as well as to demonstrate specific practises and paradigms related to the inclusion of students with Special Educational Needs in Greek secondary schools. To accomplish this goal, the researchers conduct an ICT literature evaluation on computer-mediated collaborative and inclusive learning approaches in Greek secondary schools. As a result, this article suggests that there has been little development in Greece in terms of developing collaborative inclusive learning environments. The reason for this is that such an educational perspective has yet to be constitutionalized as an essential and methodologically clarified component of political agendas that set the conditions for the practical implementation of Computer Supported Collaborative Learning in the Greek educational system.

Author(S) Details 

Asimina Riga
Hellenic Open University, Grecce and University of Nicosia, Cyprus

Vasiliki Ioannidi
Hellenic Open University, Grecce and University of Nicosia, Cyprus.

Nikolaos Papayiannis
American Literature and Culture, Aristotle University of Thessaloniki, Greece.

View Book:- https://stm.bookpi.org/CRLLE-V2/article/view/5285