In this paper, a goal-setting oriented adaptive learning paths recommendation system is designed and implemented, aiming to provide learners with targeted and effective preparation for their career entry/reorientation based on competences taxonomies. This system combines the principles of the classic recommendation system by utilizing a hybrid method that integrates content-based and knowledge-based recommendations. Complementary to the hybrid method, the SMART goal-setting approach is applied, assisting learners in setting specific, measurable, achievable, relevant, and time-bound learning objectives. The primary hypothesis explored in this work is to what extent the combination of competence-based course recommendations and goal-setting offers learners a goal-setting oriented learning path optimizing their educational journey. A mixed-methods approach was utilized, grounding system development in key theories and taxonomies. Ultimately, both quantitative and qualitative user testing were conducted to evaluate the effectiveness and usability of the prototype and to discuss the hypothesis of the research.
This study focuses on the relationship between culture and technology acceptance in higher education among students from the MENA region, at times when technological integration in higher education institutions is inevitable, and where investigating the impact of cultural dynamics becomes important. We look into the diverse MENA region's local cultural frameworks, understanding their influence on the acceptance of technology and the quality of distance higher education as perceived by students. We used triangulation, combining qualitative exploratory case studies, surveys, and bibliographic analysis. Through an empirical study approach, we investigate the impact of Hofstede's cultural dimensions, that of Power Distance, Uncertainty Avoidance, and Collectivism vs Individuality, on higher education students' perceptions of technology use. It questions how different occupational cultures from the MENA region could shape perceptions of technology, affecting its adoption and quality. This study shows how educators could be more culturally sensitive when designing distance learning courses, and could also facilitate cross-cultural collaboration to bridge the gap between cultural diversity and technology integration in distance learning courses. The main objective of this study is to identify, from diverse MENA region students' remote focus group experiences, elements that could highlight the impact of cultural dimensions on the acceptance of technology in higher education. Investigating the MENA region aims to fill the gap in the theory related to the issue of technology adoption in distance learning. It has the ambition to contribute to the growing body of evidence concerning the moderating impact of culture on technology acceptance and quality of education.
The primary objective of this paper was to find out how completing a task in the metaverse using VR technology, as opposed to doing it in the real world, affects students. In addition, they wanted to find out if there were any differences between the genders. For this purpose, a two group experiment with pre- and post study questionnaires was conducted with 33 students from the University of Innsbruck and the Management Center Innsbruck. The participants were divided into two groups and had 15 min to solve a Sudoku puzzle with VR glasses or a tablet. To measure the experience, several questionnaires were filled out. These were used to record the workload, which was calculated using the standardized NASA TLX score developed by Hart S. (1986). The dimensions of "Mental Demand", "Physical Demand", "Temporal Demand", "Performance", "Effort", and "Frustration" were assessed simultaneously. Subsequently, the results were differentiated between the two environments. It was found that the workload in both groups did not differ significantly. In the subscales, we can find a different situation. Particularly striking is the difference that emerged in physical exertion. With a significance of p < 0.001, this was much higher in virtual reality than in the real world. When looking at the genders separately, it became apparent that the males showed lower exertion than their female colleagues in almost all categories. This applies to four out of six dimensions in the tablet group, and in the other group, it applies to all categories.
The Technical University of Ethiopia (TVTI), in a synergistic endeavor with the Korea International Cooperation Agency (KOICA), is at the forefront of an innovative eLearning initiative, revolutionizing technical education through the adept integration of open-source tools. Central to this transformation is Moodle, an open-source learning management system, which, alongside OBS Studio and OpenShot Video Editor, forms the cornerstone of this forward-thinking project. This abstract details the trajectory and achievements of the "Capacity Enhancement Project for Vocational Education and Training Managers and Instructors in Ethiopia.'' It emphasizes the strategic employment of Moodle as a platform for course management and content delivery and as an active participant in the development environment, fostering a collaborative and interactive learning space, including server reconfiguration for better performance. The complementary use of OBS Studio and OpenShot Video Editor has enriched the educational content, offering an immersive and engaging learning experience. The narrative highlights the project's significant milestones, its collaborative nature with KOICA, and the impactful educational transformation. It underscores the scalability of this open-source model and its potential adaptability in similar educational infrastructures across developing nations. As the project concludes, its story will exemplify the transformative impact of open-source technologies, heralding a new era of inclusive and quality-driven education and setting new benchmarks for future educational initiatives in Ethiopia and other developing countries.
This study delves into the impact of collaborative writing using Google Docs and Google Gemini on the critical writing skills of 35 Grade 11 students enrolled in a mandatory Thai Language course at a Demonstration School in Bangkok. Participants underwent a structured writing process within small groups, received training on the platforms, and were closely monitored to ensure the integrity of the collaborative process. The study strictly adhered to ethical principles throughout. Employing a mixed-methods approach, the findings suggest promising results, indicating significant improvements in overall critical writing skills. Thematic content analysis of qualitative responses reveals six common themes regarding participants' opinions on Google Gemini and collaborative online writing. These themes highlight Google Gemini's proficiency in assisting with word arrangement, information retrieval, collaboration, and enhancing critical writing. The tool's role in diversifying perspectives and improving the completeness of critical writing is also emphasized. The study provides valuable insights into the multifaceted contributions of Google Gemini to critical writing enhancement.
