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18 pages, 1644 KiB

Open AccessArticle

The Exploration of Combining Hologram-like Images and Pedagogical Agent Gesturing

by Robert O. Davis, Joseph Vincent, Eun Byul Yang, Yong Jik Lee and Ji Hae Lee

Information 2025, 16(5), 350; https://doi.org/10.3390/info16050350 - 27 Apr 2025

Viewed by 236

Abstract

The split-attention principle suggests that separating onscreen information sources can overburden working memory and impede learning. While research has traditionally focused on the separation of images and text, relatively little is known about the impact of multiple simultaneous visual inputs. This study examined [...] Read more.

The split-attention principle suggests that separating onscreen information sources can overburden working memory and impede learning. While research has traditionally focused on the separation of images and text, relatively little is known about the impact of multiple simultaneous visual inputs. This study examined the split-attention principle in a multimedia environment featuring a pedagogical agent performing gestures, with hologram-like images either integrated centrally with the agent or spatially separated. A within-subjects design (N = 80) investigated the impact on satisfaction, cognitive load, and cued recall. The quantitative findings revealed no significant differences between the two spatial conditions. Preliminary qualitative insights from a limited sample of six individual interviews suggested that some participants may employ strategies to simplify complex designs and manage perceived cognitive load. Based on these limited qualitative observations, this research tentatively proposes the “pruning principle”, a metacognitive strategy where learners actively “prune” extraneous information to optimize cognitive resources. These findings underscore the importance of considering individual differences and metacognitive strategies in multimedia design. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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17 pages, 229 KiB

Open AccessArticle

Assessing the Impact of Prior Coding and Artificial Intelligence Learning on Non-Computing Majors’ Perception of AI in a University Context

by Yong-Jik Lee and Robert O. Davis

Information 2025, 16(4), 277; https://doi.org/10.3390/info16040277 - 29 Mar 2025

Viewed by 293

Abstract

Artificial intelligence (AI) has emerged as a critical subject in global educational contexts, not only within computing majors but also across all academic disciplines. This shift mirrors the rise of digital literacy in the late 20th century, positioning AI literacy as a needed [...] Read more.

Artificial intelligence (AI) has emerged as a critical subject in global educational contexts, not only within computing majors but also across all academic disciplines. This shift mirrors the rise of digital literacy in the late 20th century, positioning AI literacy as a needed skill for future generations. Despite its importance, there is ongoing debate about what exactly AI literacy entails and the skills it requires. While previous research has explored how computational thinking and varying educational levels affect AI literacy, there is a gap in related research on the impact of coding experience and the age at which students first learn about AI, especially for university students in non-computer-based majors. This exploratory study revealed that South Korean university students with prior coding experience consistently demonstrated significantly greater AI literacy than did those without prior coding experience. However, the age when students first learn about AI does not seem to play a major role in their overall perception of AI. These results suggest that the idea that coding experience might not be necessary for AI literacy needs additional investigation. However, further research is needed to fully understand the factors that contribute to AI literacy in non-computer-based university majors. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

20 pages, 1189 KiB

Open AccessArticle

Human-Centered Artificial Intelligence in Higher Education: A Framework for Systematic Literature Reviews

by Thang Le Dinh, Tran Duc Le, Sylvestre Uwizeyemungu and Claudia Pelletier

Information 2025, 16(3), 240; https://doi.org/10.3390/info16030240 - 18 Mar 2025

Cited by 1 | Viewed by 1123

Abstract

Human-centered approaches are vital to manage the rapid growth of artificial intelligence (AI) in higher education, where AI-driven applications can reshape teaching, research, and student engagement. This study presents the Human-Centered AI for Systematic Literature Reviews (HCAI-SLR) framework to guide educators and researchers [...] Read more.

Human-centered approaches are vital to manage the rapid growth of artificial intelligence (AI) in higher education, where AI-driven applications can reshape teaching, research, and student engagement. This study presents the Human-Centered AI for Systematic Literature Reviews (HCAI-SLR) framework to guide educators and researchers in integrating AI tools effectively. The methodology combines AI augmentation with human oversight and ethical checkpoints at each review stage to balance automation and expertise. An illustrative example and experiments demonstrate how AI supports tasks such as searching, screening, extracting, and synthesizing large volumes of literature that lead to measurable gains in efficiency and comprehensiveness. Results show that HCAI-driven processes can reduce time costs while preserving rigor, transparency, and user control. By embedding human values through constant oversight, trust in AI-generated findings is bolstered and potential biases are mitigated. Overall, the framework promotes ethical, transparent, and robust approaches to AI integration in higher education without compromising academic standards. Future work will refine its adaptability across various research contexts and further validate its impact on scholarly practices. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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19 pages, 2231 KiB

Open AccessArticle

Personality-Aware Course Recommender System Using Deep Learning for Technical and Vocational Education and Training

by Rana Hammad Hassan, Malik Tahir Hassan, Muhammad Shujah Islam Sameem and Muhammad Aasim Rafique

Information 2024, 15(12), 803; https://doi.org/10.3390/info15120803 - 12 Dec 2024

Cited by 3 | Viewed by 1928

Abstract

Personality represents enduring patterns, providing insights into an individual’s aptitude and behavior. Integrating these insights with learning tendencies shows promise in enhancing learning outcomes, optimizing returns on investment, and reducing dropout rates. This interdisciplinary study integrates techniques in advanced artificial intelligence (AI) with [...] Read more.

Personality represents enduring patterns, providing insights into an individual’s aptitude and behavior. Integrating these insights with learning tendencies shows promise in enhancing learning outcomes, optimizing returns on investment, and reducing dropout rates. This interdisciplinary study integrates techniques in advanced artificial intelligence (AI) with human psychology by analyzing data from the trades of Technical and Vocational Education and Training (TVET) education, by combining them with individual personality traits. This research aims to address dropout rates by providing personalized trade recommendations for TVET, with the goal of optimizing outcome-based personalized learning. The study leverages advanced AI techniques and data from a nationwide TVET program, including information on trades, trainees’ records, and the Big Five personality traits, to develop a Personality-Aware TVET Course Recommendation System (TVET-CRS). The proposed framework demonstrates an accuracy rate of 91%, and a Cohen’s Kappa score of 0.84, with an NMAE at 0.04 and an NDCG at 0.96. TVET-CRS can be effectively integrated into various aspects of the TVET cycle, including dropout prediction, career guidance, on-the-job training assessments, exam evaluations, and personalized course recommendations. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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19 pages, 484 KiB

Open AccessArticle

Preventing Dysgraphia: Early Observation Protocols and a Technological Framework for Monitoring and Enhancing Graphomotor Skills

by Silvia Ceccacci, Arianna Taddei, Noemi Del Bianco, Catia Giaconi, Dolors Forteza Forteza and Francisca Moreno-Tallón

Information 2024, 15(12), 781; https://doi.org/10.3390/info15120781 - 5 Dec 2024

Cited by 1 | Viewed by 1632

Abstract

Writing is first-order instrumental learning that develops throughout the life cycle, a complex process evolving from early childhood education. The identification of risk predictors of dysgraphia at age 5 has the potential to significantly reduce the impact of graphomotor difficulties in early primary [...] Read more.

Writing is first-order instrumental learning that develops throughout the life cycle, a complex process evolving from early childhood education. The identification of risk predictors of dysgraphia at age 5 has the potential to significantly reduce the impact of graphomotor difficulties in early primary school, which affects handwriting performance to such an extent that it can become illegible. Building on established scientific literature, this study focuses on screening processes, with particular attention to writing requirements. This paper proposes a novel prevention and intervention system based on new technologies for teachers and educators or therapists. Specifically, it presents a pilot study testing an innovative tactile device to analyze graphomotor performance and motor coordination in real time. The research explores whether this haptic device can be used as an effective pedagogical aid for preventing graphomotor issues in children aged 5 to 6 years. The results showed a high level of engagement and usability among young participants. Furthermore, the quality of graphomotor traces, respectively executed by children after virtual and physical training, were comparable, supporting the use of the tool as a complementary training resource for the observation and enhancement of graphomotor processes. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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24 pages, 3723 KiB

Open AccessArticle

Towards a QBLM-Based Qualification-Management Methodology Supporting Human-Resource Management and Development

by Adrian Vogler, Binh Vu, Matthias Then and Matthias Hemmje

Information 2024, 15(10), 600; https://doi.org/10.3390/info15100600 - 30 Sep 2024

Viewed by 1140

Abstract

This position paper presents a novel perspective on addressing the challenges of digital transformation in higher education through the development of a qualification-based learning model (QBLM) qualification management methodology. It argues that the rapid pace of technological advancement and the resulting need for [...] Read more.

This position paper presents a novel perspective on addressing the challenges of digital transformation in higher education through the development of a qualification-based learning model (QBLM) qualification management methodology. It argues that the rapid pace of technological advancement and the resulting need for continuous upskilling and reskilling necessitate a more dynamic and adaptive approach to human-resource management and development. The paper posits that by extending QBLM through the integration of artificial intelligence (AI) and machine learning (ML), a more effective system for analyzing competence requirements and designing personalized learning pathways can be created. The paper proposes a three-fold approach: (1) developing the FPHR ontology to support semantic annotation of HR qualifications in higher-education institutions (HEIs), (2) integrating this ontology into QBLM to ensure the machine-readability of qualifications, and (3) modeling a knowledge-based production process for HRs in skills-based learning. This paper outlines the current state of the art, presents conceptual models, and describes planned proof-of-concept implementations and evaluations. It contends that this approach will significantly enhance the effectiveness of human-resource development in the rapidly evolving digital knowledge society. By presenting this position, the paper aims to stimulate discussion and collaboration within the academic community on innovative approaches to qualification management in higher education. The work addresses critical issues arising from technological development and offers a forward-thinking solution to bridge the gap between current and future skill requirements in industry and academia. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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38 pages, 6519 KiB

Open AccessArticle

Digital Developmental Advising Systems for Engineering Students Based on Accreditation Board of Engineering and Technology Student Outcome Evaluations

by Wajid Hussain, Mak Fong and William G. Spady

Information 2024, 15(9), 520; https://doi.org/10.3390/info15090520 - 26 Aug 2024

Viewed by 1193

Abstract

The purpose of this research is to examine the benefits and limitations of the implementation of novel digital academic advising systems based on the principles of authentic outcome-based education (OBE) using automated collection and reporting processes for Accreditation Board for Engineering and Technology [...] Read more.

The purpose of this research is to examine the benefits and limitations of the implementation of novel digital academic advising systems based on the principles of authentic outcome-based education (OBE) using automated collection and reporting processes for Accreditation Board for Engineering and Technology (ABET) student outcomes data for effective developmental advising. We examine digital developmental advising models of undergraduate engineering programs in two universities that employ customized features of the web-based software EvalTools^® 6.0, including an advising module based on assessment methodology incorporating the faculty course assessment report, performance indicators, and hybrid rubrics classified according to the affective, cognitive, and psychomotor domains of Bloom’s learning model. A case study approach over a six-year period is adopted for this research. The two case studies present results of samples of developmental advising activity employing sequential explanatory mixed methods models using a combination of quantitative and qualitative analyses of (a) detailed students’ outcomes and performance indicator information and (b) self-evaluation of their professional development and lifelong learning skills. The findings of this study show that digital advising systems employing the faculty course assessment report using performance indicators and hybrid rubrics can provide comprehensive and realistic outcome data to help both developmental advisors and students easily identify the specific cause of performance failures, implement practical recommendations for remedial actions, and track improvements. Inherent strong skills can also be identified in academically weak students by observing patterns or trends of relatively better-performing outcomes to reinforce their natural affinity for learning specialized competencies to help them pursue related and successful career paths. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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16 pages, 1563 KiB

Open AccessArticle

Assessment in the Age of Education 4.0: Unveiling Primitive and Hidden Parameters for Evaluation

by Anil Verma, Parampreet Kaur and Aman Singh

Information 2024, 15(8), 486; https://doi.org/10.3390/info15080486 - 15 Aug 2024

Cited by 1 | Viewed by 1499

Abstract

This study delves into the nuanced aspects that influence the quality of education within the Education 4.0 framework. Education 4.0 epitomizes a contemporary educational paradigm leveraging IoT devices, sensors, and actuators to facilitate real-time and continuous assessment, thereby enhancing student evaluation methodologies. Within [...] Read more.

This study delves into the nuanced aspects that influence the quality of education within the Education 4.0 framework. Education 4.0 epitomizes a contemporary educational paradigm leveraging IoT devices, sensors, and actuators to facilitate real-time and continuous assessment, thereby enhancing student evaluation methodologies. Within this context, the study scrutinizes the pivotal role of infrastructure, learning environment, and faculty, acknowledged as fundamental determinants of educational excellence. Identifying five discrete yet crucial hidden parameters, awareness, accessibility, participation, satisfaction, and academic loafing, this paper meticulously examines their ramifications within the Education 4.0 landscape. Employing a comparative analysis encompassing pre- and post-implementation scenarios, the research assesses the transformative impact of Education 4.0 on the educational sector while dissecting the influence of these hidden parameters across these temporal contexts. The findings underscore the substantial enhancements introduced by Education 4.0, including the provision of real-time and continuous assessment mechanisms, heightened accessibility to educational resources, and amplified student engagement levels. Notably, the study advocates for bolstering stakeholders’ accountability as a strategic measure to mitigate academic loafing within an ambient educational milieu. In essence, this paper offers invaluable insights into the intricate interplay between hidden parameters and educational quality, elucidating the pivotal role of Education 4.0 in catalyzing advancements within the education industry. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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21 pages, 3037 KiB

Open AccessArticle

Enhancing Accessibility to Analytics Courses in Higher Education through AI, Simulation, and e-Collaborative Tools

by Celia Osorio, Noelia Fuster, Wenwen Chen, Yangchongyi Men and Angel A. Juan

Information 2024, 15(8), 430; https://doi.org/10.3390/info15080430 - 25 Jul 2024

Cited by 3 | Viewed by 3683

Abstract

This paper explores how the combination of artificial intelligence, simulation, and e-collaborative (AISEC) tools can support accessibility in analytics courses within higher education. In the era of online and blended learning, addressing the diverse needs of students with varying linguistic backgrounds and analytical [...] Read more.

This paper explores how the combination of artificial intelligence, simulation, and e-collaborative (AISEC) tools can support accessibility in analytics courses within higher education. In the era of online and blended learning, addressing the diverse needs of students with varying linguistic backgrounds and analytical proficiencies poses a significant challenge. This paper discusses how the combination of AISEC tools can contribute to mitigating barriers to accessibility for students undertaking analytics courses. Through a comprehensive review of existing literature and empirical insights from practical implementations, this paper shows the synergistic benefits of using AISEC tools for facilitating interactive engagement in analytics courses. Furthermore, the manuscript outlines practical strategies and best practices derived from real-world experiences carried out in different universities in Spain, Ireland, and Portugal. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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11 pages, 3014 KiB

Open AccessArticle

An Ecosystem for the Provision of Digital Accessibility for People with Special Needs

by Galina Bogdanova, Todor Todorov, Nikolay Noev, Negoslav Sabev, Neda Chehlarova, Mirena Todorova-Ekmekci and Aleksandar Krastev

Information 2024, 15(6), 315; https://doi.org/10.3390/info15060315 - 28 May 2024

Cited by 2 | Viewed by 1765

Abstract

Digital technologies occupy an important place in today’s developing world. They are also strongly related to new trends in educational technologies. In this context, the digital accessibility of this new environment for people with various special needs is of particular concern. A novel [...] Read more.

Digital technologies occupy an important place in today’s developing world. They are also strongly related to new trends in educational technologies. In this context, the digital accessibility of this new environment for people with various special needs is of particular concern. A novel tool for assessment of the technological ecosystem, designed to provide digital accessibility to people with special needs, is described in the paper. The overall structure and the initial test of the system are discussed in the paper. The conceptual framework of the ecosystem and its ontological model are described. Special attention is paid to the accessibility of digital learning and e-learning for people with special needs from a robotic perspective. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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Review

Jump to: Research

20 pages, 1805 KiB

Open AccessReview

Review of Robotics Activities to Promote Kindergarteners’ Communication, Collaboration, Critical Thinking, and Creativity

by Sophia Rapti, Theodosios Sapounidis and Sokratis Tselegkaridis

Information 2025, 16(4), 260; https://doi.org/10.3390/info16040260 - 23 Mar 2025

Viewed by 594

Abstract

Communication, collaboration, critical thinking, and creativity are core 21st century skills. Meanwhile, educational robotics is regarded as a contributor to their promotion. Hence, education tries to embrace them in school curricula. Yet, there is a lack of reviews in the existing literature presenting [...] Read more.

Communication, collaboration, critical thinking, and creativity are core 21st century skills. Meanwhile, educational robotics is regarded as a contributor to their promotion. Hence, education tries to embrace them in school curricula. Yet, there is a lack of reviews in the existing literature presenting the robotics activities used to promote children’s communication, collaboration, creativity, and critical thinking from an early age. Consequently, this study employed a thematic literature review aiming to 1. map the research field of robotics activities suitable for promoting kindergarteners’ skills, 2. facilitate researchers and teachers in their current and future work related to robotics, and 3. provide guidelines and a model flow related to robotics activities for supporting educators in integrating them into their school reality. The PRISMA Flow Diagram and the Atlas.ti software were used to investigate the Scopus database and the Taylor and Francis register. Finally, 16 papers were examined out of 349 initially retrieved and published from 2014 to 2025. Based on our findings, a few interventions have been aimed at fostering kindergarteners’ communication, collaboration, creativity, and critical thinking via educational robotics, but there is rarely a clear record of robotics activities achieving that. Moreover, there is no specific model or guideline for developing such activities in kindergarten. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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25 pages, 4520 KiB

Open AccessReview

AI Chatbots in Education: Challenges and Opportunities

by Narius Farhad Davar, M. Ali Akber Dewan and Xiaokun Zhang

Information 2025, 16(3), 235; https://doi.org/10.3390/info16030235 - 17 Mar 2025

Cited by 1 | Viewed by 5105

Abstract

With the emergence of artificial intelligence (AI), machine-learning (ML), and chatbot technologies, the field of education has been transformed drastically. The latest advancements in AI chatbots (such as ChatGPT) have proven to offer several benefits for students and educators. However, these benefits also [...] Read more.

With the emergence of artificial intelligence (AI), machine-learning (ML), and chatbot technologies, the field of education has been transformed drastically. The latest advancements in AI chatbots (such as ChatGPT) have proven to offer several benefits for students and educators. However, these benefits also come with inherent challenges, that can impede students’ learning and create hurdles for educators. The study aims to explore the benefits and challenges of AI chatbots in educational settings, with the goal of identifying how they can address existing barriers to learning. The paper begins by outlining the historical evolution of chatbots along with key elements that encompass the architecture of an AI chatbot. The paper then delves into the challenges and limitations associated with the integration of AI chatbots into education. The research findings from this narrative review reveal several benefits of using AI chatbots in education. AI chatbots like ChatGPT can function as virtual tutoring assistants, fostering an adaptive learning environment by aiding students with various learning activities, such as learning programming languages and foreign languages, understanding complex concepts, assisting with research activities, and providing real-time feedback. Educators can leverage such chatbots to create course content, generate assessments, evaluate student performance, and utilize them for data analysis and research. However, this technology presents significant challenges concerning data security and privacy. Additionally, ethical concerns regarding academic integrity and reliance on technology are some of the key challenges. Ultimately, AI chatbots offer endless opportunities by fostering a dynamic and interactive learning environment. However, to help students and teachers maximize the potential of this robust technology, it is essential to understand the risks, benefits, and ethical use of AI chatbots in education. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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19 pages, 1909 KiB

Open AccessFeature PaperReview

The Integration of Artificial Intelligence in Inclusive Education: A Scoping Review

by Silvio Marcello Pagliara, Gianmarco Bonavolontà, Mariella Pia, Stefania Falchi, Antioco Luigi Zurru, Gianni Fenu and Antonello Mura

Information 2024, 15(12), 774; https://doi.org/10.3390/info15120774 - 3 Dec 2024

Viewed by 7859

Abstract

This scoping review seeks to map the landscape of how Artificial Intelligence (AI) is leveraged within educational environments to support students with disabilities and inclusive strategies and experiences. The research question concerns the role and impact of AI across diverse educational settings and, [...] Read more.

This scoping review seeks to map the landscape of how Artificial Intelligence (AI) is leveraged within educational environments to support students with disabilities and inclusive strategies and experiences. The research question concerns the role and impact of AI across diverse educational settings and, in particular: “How is Artificial Intelligence (AI) being utilized within educational settings to support individuals with disabilities and promote inclusive education?”. The review explores this question under four pivotal dimensions: Educational Context, Disabilities and Special Needs, Artificial Intelligence Technologies, and Inclusivity and Inclusive Practice. Each contributes to a comprehensive understanding of the interdisciplinary nature of this inquiry. To ensure a comprehensive analysis, four major research databases have been used: Scopus, EBSCO, ERIC, and Web of Science (WoS). This robust search strategy enabled us to capture a wide array of relevant literature. The review also addresses ethical considerations essential for the responsible integration of AI in education, such as privacy, accessibility, and bias. By mapping existing research and identifying gaps, this scoping review lays the groundwork for future advancements in AI-driven inclusive educational practices. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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42 pages, 1569 KiB

Open AccessReview

Digital Educational Tools for Undergraduate Nursing Education: A Review of Serious Games, Gamified Applications and Non-Gamified Virtual Reality Simulations/Tools for Nursing Students

by Vasiliki Eirini Chatzea, Ilias Logothetis, Michail Kalogiannakis, Michael Rovithis and Nikolas Vidakis

Information 2024, 15(7), 410; https://doi.org/10.3390/info15070410 - 15 Jul 2024

Cited by 4 | Viewed by 6994

Abstract

Educational technology has advanced tremendously in recent years, with several major developments becoming available in healthcare professionals’ education, including nursing. Furthermore, the COVID-19 pandemic resulted in obligatory physical distancing, which forced an accelerated digital transformation of teaching tools. This review aimed to summarize [...] Read more.

Educational technology has advanced tremendously in recent years, with several major developments becoming available in healthcare professionals’ education, including nursing. Furthermore, the COVID-19 pandemic resulted in obligatory physical distancing, which forced an accelerated digital transformation of teaching tools. This review aimed to summarize all the available digital tools for nursing undergraduate education developed from 2019 to 2023. A robust search algorithm was implemented in the Scopus database, resulting in 1592 publications. Overall, 266 relevant studies were identified enrolling more than 22,500 undergraduate nursing students. Upon excluding multiple publications on the same digital tool, studies were categorized into three broad groups: serious games (28.0%), gamified applications (34.5%), and VR simulations and other non-gamified digital interventions (37.5%). Digital tools’ learning activity type (categories = 8), geographical distribution (countries = 34), educational subjects (themes = 12), and inclusion within a curriculum course (n = 108), were also explored. Findings indicate that digital educational tools are an emerging field identified as a potential pedagogical strategy aiming to transform nursing education. This review highlights the latest advances in the field, providing useful insights that could inspire countries and universities which have not yet incorporated digital educational tools in their nursing curriculum, to invest in their implementation. Full article

(This article belongs to the Special Issue Accessibility and Inclusion in Education: Enabling Digital Technologies)

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