Teaching Simulations Supported by Artificial Intelligence in the Real World
Name
education-13-00187.pdf
Size
771.66 KB
Format
Adobe PDF
Checksum (MD5)
50a832b01996a0c53601cf93fd2d2ea1
Author(s)
Chaturvedi, Iti
Cambria, Erik
Welsch, Roy E.
Date Issued
February 10, 2023
Publisher
Multidisciplinary Digital Publishing Institute
Citation
Education Sciences 13 (2): 187 (2023)
Version
Final published version
Abstract
Video conferencing has enabled synchronous communication in a classroom and created multi-sensory content to stimulate learners. Artificial intelligence involves complex equations that are better taught using a constructive pedagogy where students experiment with alternative ways of solving the same problem. Multiple-choice questions have high reliability and can easily reveal student skill levels in a quick way. The Australian Computer Society accreditation exercise ensures that the content for each subject serves as a flexible template for teaching. The geographical extent of the country requires the presence of multiple subordinate campuses affiliated to a main campus. Following the concept of strands, it was also necessary to show continuity in learning and assessments between the first- and second-year subjects. Student feedback for subjects with artificial intelligence-based simulations showed that several students found it difficult to understand lectures and assignments. Hence, to measure student learning, we introduced a Kahoot quiz during the recess of each lecture that students could join through their mobile phones from different campuses. Software project management is challenging for students with vision or attention-related disorders. We taught them how to use charts to visually observe variables and narrow down possible relationships before performing in-depth analysis. One of the main purposes of education is employability. Hence, greater context to real world industry examples was introduced into lectures.
MIT Department
Sloan School of Management
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Creative Commons Attribution
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.3390/educsci13020187
