In this paper, Game pedagogy in technical learning is implemented effectively on open source moodle: GNOMIO. Subject specific technical questions are asked while designing the game. This will provide the knowledge enhancement of students. It will be helpful in improving skill set of students. The game pedagogy can attract much concentration of learners. Higher thinking order questions can be framed while designing the game, which can achieve the competency in the learners. In this paper, crossword game is explained as a case study. If the game is to be designed in moodle: Gnomio, it should be equipped with glossary which must have all the questions with respect to Bloom's Taxonomy. The questions can be fetched from glossary for game design purpose.
With a steep increase in awareness and advancement in technologies over the past decade the standards and content of curriculum receives constant upgradation. In the current scenario, students often find it exhausting to learn the voluminous matter presented to them. In these cases, it is essential to find an approach beyond conventional means to prove as an aid while studying. One such tool is a Mind Map. Although the tool is proven to be effective, the process of creating a Mind Map is found to be laborious. Our inventive software is designed to obtain useful information from a video lecture. This is done by utilizing the content obtained by crowd sourcing, splitting the video into multiple subtopics and then transcribing the same. The tool then processes this data and extracts keywords relevant to the area of discussion. Following this, the tool organizes these key phrases so that it can be represented as a hierarchical Mind Map. Each node contains necessary phrases and all nodes and these nodes are carefully ordered. Additionally, the Map is made interactive and dynamic in order to enhance the students' experience.
This paper assesses the impact of gender, parents' education, preschool and medium of the class in influencing academic results with special attention given to written and oral tests. The data used for the analysis was gathered by the Chennai chapter of Asha, an NGO working to improve the education of rural and urban schools in Tamil Nadu. They conducted oral and written assessments in about 90 primary government schools in Tamil Nadu in the subjects of Math, English, and Tamil. The data collected from these schools comprised of student's age, height, weight, parent's educational qualification and details about their preschool. Apart from these, details about the school were gathered from a website hosted and maintained by the National University of Educational Planning and Administration (NUEPA). This included school details such as the number of students, teachers and their qualifications, the facilities, etc. The results show that the medium of the class, the type of preschool attended and the gender of a student have a correlation with the performance while factors such as body mass index, student-teacher ratio and school infrastructure quality have a small or negligible correlation with the performance.
Continuous improvement of an intelligent tutoring system (ITS) involves fine-tuning its workings from time to time. We performed a series of data-driven analyses on student log data from Mindspark to understand usage patterns and identify ways to make the ITS more effective. We found that eighty percent of students did not complete all topics on Mindspark as they spent less than the recommended time on Mindspark and repeated concepts. The repetition of concepts was not because they used Mindspark insincerely. We are making improvements to the system based on the findings.
The increasing ubiquity of Artificial Intelligence in consumer products, toys, and various smart technologies and applications creates the necessity for the current generation of children to forge a finer understanding of the technology. One way to achieve such a form of comprehension and resourcefulness is through meaningful engagement with AI in an educational context. Inclusion of AI literacy and AI thinking in the school curriculum are in their early adoption phases in various countries. This paper explores the efforts put forth in AI curriculum implementation in schools through teacher education programs in India. The early and post-training perspectives of the teachers have been observed, and the challenges reported by teachers in influential factors such as lapses in policy communication, infrastructure, pedagogy, content delivery and the influence of culture in the context of Indian schools have been discussed. The results indicate a poor belief state in the potential of AI among teachers and the interest to explore peer teaching and game-based approaches in the classroom to introduce AI, among other findings.
