i-Comments: On-screen Individualized Comments for Online Learning Support

With the rapid development of digitization in education, online learning has become an alternative and promising way to enable flexible learning scenarios. Especially after COVID-19, online learning draws more and more attention. However, online learning has inherent disadvantages and problems. One of them is that learners have difficulty in concentrating, and the other one is that they may feel lonely during lessons. In this study, a new model of on-screen individualized comments, namely i-Comments, is proposed for online learning support. In the proposed model, three elements, i.e., timing, content, and quantity of i-Comments, are defined respectively, which are used to help learners improve concentration and decrease the feeling of loneliness. Furthermore, an experiment is designed to evaluate the model and verify whether the proposed model can help learners gain a better learning experience and improve their learning effectiveness. © 2022 IEEE.

HOW ARTIFICIAL INTELLIGENCE HAS CHANGED E-LEARNING EDUCATION IN THE META ERA

The world is changing at an incredible rate, and different processes are using technology more and more every day. One of the most widely used applications of artificial intelligence today is to simplify employee tasks and office automation. In the future, robots can, like an author, produce articles or create conferences and instructional videos. The more intelligent AI becomes, the more advanced the new education system will be. In such days, the educational method for each person may be different depending on his/her situation. The speed of teaching and learning, interaction with the teacher, and reaching answers in the intelligent education system increases. Artificial intelligence provides a variety of facilities for students with different physical problems. An increasing need for the use of the latest technology advances in learning students and students will accelerate their growth and progress and gives them the ability to confront the challenges of the ever-competitive world. After the epidemic of the COVID-19 virus, both teachers and knowledge have been educated to a new understanding of technology use, which means that strategies for coping with real-world restrictions (such as what time limitations caused by this pandemic and quarantine have been witnessed) are more and more practical. © Proceedings of the International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022. All rights reserved.

Impact of Transitioning to Remote Learning on Student Learning Interactions and Sense of Belonging Among Public Health Graduate Students

Student learning interactions and a sense of belonging are imperative to academic success within distance education settings. In March 2020, during the COVID-19 pandemic, students who intended to be educated through in-person learning environments had to shift to remote learning suddenly. In public health, a field that emphasizes experiential and interactive learning, instructors and graduate students enrolled in residential in-person programs transitioned to remote learning with limited knowledge of how this transition would impact student learning interactions and a sense of belonging. To address these gaps, we examined how remote learning impacted Master of Public Health students’ learning interactions with peers, instructors, course content, as well as their sense of belonging in an overall sample and stratified by program year. We found that students perceived challenges interacting with peers, content, and instructors, such as a lack of community and an inability to interact with instructors during course discussions. Students reported not feeling a sense of belonging when engaging with peers and instructors. Findings from this study shed light on the challenges that emerged after students transitioned to remote learning, namely disrupted student learning interactions and a decreased sense of belonging. The study provides recommendations for future remote teaching, which may be of utility to university instructors and administrators tasked with creating and implementing an interactive remote learning curriculum that provides students with a community to foster learning. © 2022 Society for Public.

Research on the Current Situation and Strategies of College Students' Online Learning Interaction and Satisfaction during the COVID-19 Pandemic

With the introduction of the Educational Informationization 2.0 Action Plan, major colleges and universities have also launched online learning along with this educational wave. In order to analyze the interaction and satisfaction of college students' online learning, and to understand the current situation of college online learning, this paper uses a questionnaire survey research method. Based on the existing research results, this paper sorts out the factors that affect the interaction and satisfaction of college students' online learning. These include the basic characteristics of the survey object, teacher-student interaction, student-student interaction, interactive platform, learning resources, learning efficiency, learning literacy, learning platform, and satisfaction. This study found that the students of China West Normal University are quite satisfied with the online learning method, and also proposed strategies to improve the interaction and satisfaction of college students' online learning, such as setting teaching goals, guiding learners to learn, improving students' quality, and enhancing learners' information literacy. At the same time, the result has a certain reference effect for some international universities in online learning interaction and satisfaction. © 2022 ACM.

Mapping the Educational Applications of Augmented Reality Research using A Bibliometric Analysis

The use of technology in education is increasingly popular, especially during the COVID-19 pandemic, where all sectors are affected, especially education. The limitations of learning interactions such as practicum in the Lab become one of the obstacles during the learning process. Educational Applications of Augmented Reality is a solution to this challenge. The purpose of this study is to reveal research trends over the last twenty years with bibliometric analysis to examine the results of articles related to the use of Educational Applications of Augmented Reality (AR). For bibliometric mapping analysis, 943 articles were accessed and for content analysis from the Scopus database from 2001 to 2020. This study visually maps scientific publications in indexed digital techniques with bibliometric analysis in various countries. This study collects data from the Scopus database, uses the Scopus website analysis feature, and visualizes the bibliometric network using Vosviewer. The method used consists of five stages: determining search keywords, initial search results, refinement of search results, initial compilation, and data analysis. Among the articles most published and indexed by Scopus, papers published by researchers in the United States (US) have the highest number of publications (107), followed by Spain (91) and Italy with 43 academic publications. Computers and Education is the most cited journal, with 845 citations. This data was taken in July 2021. The processed data shows the pattern and trend of increasing international publications in Educational Applications of Augmented Reality, namely the Scopus index. © 2021 IEEE.