Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Application of the Metaverse in Education
| Application of the Metaverse in Education |
| Autore | Liu Dejian |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore Pte. Limited, , 2024 |
| Descrizione fisica | 1 online resource (171 pages) |
| Altri autori (Persone) |
HuangRonghuai
MetwallyAhmed Hosny Saleh TliliAhmed Fan LinEmma |
| Collana | Smart Computing and Intelligence Series |
| ISBN | 981-9712-98-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword by Dr. Pan Hui -- Foreword by Dr. Maiga Chang -- Acknowledgements -- Contents -- 1 Metaverse Learning: A New Frontier for Education -- 1.1 Introduction -- 1.2 Metaverse Conceptualization -- 1.3 Resources Needed to Use the Metaverse as a Learning Resource -- 1.4 Educational Opportunities of the Metaverse -- 1.4.1 Virtual Field Trips -- 1.4.2 Simulations and Role-Playing -- 1.4.3 Virtual Collaborations and Projects -- 1.4.4 Virtual Science Lab -- 1.4.5 Cultural Immersion -- 1.5 Advantages and Limitations of the Educational Metaverse -- 1.6 Conclusions -- References -- 2 "At the Edge" of the Metaverse in Teaching and Learning: An Interdisciplinary Conversation -- 2.1 Introduction -- 2.1.1 Research Questions -- 2.1.2 The Researchers -- 2.2 Methodology -- 2.3 Our Collaborative "Conversation" -- 2.3.1 Why Educators Need to Think About the Metaverse -- 2.3.2 What Educators Need to Do -- 2.3.3 Uses of the Metaverse in Education -- 2.3.4 Potential Difficulties in Implementation -- 2.4 Thematic Analysis -- 2.4.1 The Metaverse Affords Integrative Learning of Crosscutting Concepts -- 2.4.2 The Metaverse Offers Learners a More Concrete and Realistic Experience -- 2.4.3 The Metaverse Will Open New Possibilities for Learning -- 2.4.4 Using the Metaverse in Learning Can Cause Digital Divides -- 2.5 Discussion -- 2.6 Conclusion -- Note -- References -- 3 Education in the Metaverse -- 3.1 Introduction -- 3.2 Literature Review -- 3.3 Research Methods -- 3.3.1 Theoretical Frameworks for Learning -- 3.3.2 Sample Size -- 3.4 Design Processes -- 3.5 Results -- 3.5.1 Resources -- 3.6 Future Work -- 3.7 Conclusion -- References -- 4 Immersive Learning Design in the Metaverse: A Theoretical Literature Review Synthesis -- 4.1 Introduction -- 4.2 Background -- 4.2.1 Immersive Learning -- 4.2.2 Previous Literature Reviews.
4.2.3 Education in the Metaverse 1.0 Aka 3D Virtual Worlds -- 4.2.4 The Transfer of Learning in the Metaverse -- 4.2.5 Learning Theories in the Context of the Metaverse -- 4.3 Methodology -- 4.4 Instructional Design Approaches and Frameworks for Immersive Learning in the Metaverse -- 4.4.1 Replication -- 4.4.2 Adaptation -- 4.4.3 Reconceptualization -- 4.5 Discussion: Implications, Limitations, and Recommendations -- 4.5.1 Theoretical Implications -- 4.5.2 Practical Implications -- 4.5.3 Limitations -- 4.5.4 Recommendations for Future Work -- 4.6 Conclusion -- References -- 5 A Roadmap Toward Metaversity: Recent Developments and Perspectives in Education -- 5.1 Introduction -- 5.2 Campus-Wide Virtual-Physical Blended Environment -- 5.3 Virtual-Physical Blended Classroom -- 5.4 Beyond Skills and Knowledge: Cultivating All-Rounded Persons -- 5.5 Challenges and Future Recommendations -- 5.6 Conclusion -- References -- 6 The Potential of the GUYUK Metaverse for Mongolian Culture and Traditions -- 6.1 Introduction -- 6.2 Literature Review -- 6.3 GUYUK Metaverse -- 6.3.1 Introduction to the GUYUK Metaverse -- 6.3.2 Features of the GUYUK Metaverse -- 6.3.3 "Virtual Lunar New Year" Event -- 6.4 Final Remark -- 6.5 Conclusion -- References -- 7 Meta-In or Meta-Out of Students with Special Needs: A Systematic Review on the Use of Metaverse in Special Education -- 7.1 Introduction -- 7.1.1 Metaverse in Special Education -- 7.1.2 Research Gap and Study Objectives -- 7.2 Literature Review -- 7.3 Methodology -- 7.4 Findings -- 7.4.1 Distribution of Studies Based on the Publication Year and Countries -- 7.4.2 Types of Disabilities and Level of Education -- 7.4.3 Metaverse Technologies and Tools Adopted -- 7.4.4 Challenges of Metaverse in Special Education -- 7.5 Recommendations and Future Directions -- 7.6 Conclusion -- References. 8 Exploring Immersive Student Meetings in the Metaverse: Experiential Learning and Emergent Group Entitativity -- 8.1 Introduction -- 8.2 Related Work -- 8.3 Experiential Case Study: Immersive Seminar About Future of Workplace Meetings -- 8.3.1 Procedure -- 8.3.2 Participants -- 8.3.3 Setup -- 8.3.4 Measures -- 8.4 Results -- 8.5 Discussion -- 8.5.1 Summary and Interpretations of the Findings -- 8.5.2 Implications -- 8.5.3 Limitations -- 8.5.4 Conclusion and Future Work -- Appendix -- References -- 9 Application of the Metaverse in Education: Hotspots, Challenges and Future Directions -- 9.1 Hotspots and Scope of Metaverse in Education -- 9.1.1 Virtual Field Trips -- 9.1.2 Simulations and Role-Playing -- 9.1.3 Virtual Collaborations and Projects -- 9.1.4 Virtual Labs -- 9.1.5 Cultural Immersion -- 9.1.6 Immersive Storytelling/Story Reading -- 9.1.7 Immersive Meetings -- 9.1.8 Metaversity -- 9.1.9 Design -- 9.1.10 Metaverse for Students with Disability -- 9.2 Challenges -- 9.3 Opportunities and Future Trends. |
| Record Nr. | UNINA-9910855392003321 |
Liu Dejian
|
||
| Singapore : , : Springer Singapore Pte. Limited, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Current State of Open Educational Resources in the “Belt and Road” Countries [[electronic resource] /] / edited by Ronghuai Huang, Dejian Liu, Ahmed Tlili, Yuan Gao, Rob Koper
| Current State of Open Educational Resources in the “Belt and Road” Countries [[electronic resource] /] / edited by Ronghuai Huang, Dejian Liu, Ahmed Tlili, Yuan Gao, Rob Koper |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2020 |
| Descrizione fisica | 1 online resource (xix, 244 pages) : illustrations |
| Disciplina | 371.33 |
| Collana | Lecture Notes in Educational Technology |
| Soggetto topico |
Educational technology
International education Comparative education Education—Data processing Educational Technology Technology and Digital Education International and Comparative Education Computers and Education |
| ISBN | 981-15-3040-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Forward -- Preface -- Part One: Introduction -- Chapter 1: The Belt and Road initiative and open educational resources -- Chapter 2: Framework for OER progression -- Chapter 3: Advancement of OER development in China -- Part Two: Case studies -- Chapter 4: Bulgaria (Krassen Stefenov) -- Chapter 5: Lithuania (Airina Volungeviciene) -- Chapter 6: Lebanon (Fawzi Baroud) -- Chapter 7: Malaysia (Ramesh C. Sharma) -- Chapter 8: New Zealand (Pending) -- Chapter 9: Romania (Gabriela Grosseck) -- Chapter 10: Russia (Irina Radchenko) -- Chapter 11: Sri Lanka (Shironica P. Karunanayaka) -- Chapter 12: Thailand (Thapanee Thammetar) -- Chapter 13: South Africa (Brenda Mallinson) -- Part Three: Conclusion and way forward -- Chapter 14: Conclusion -- Chapter 15: Future pathways. |
| Record Nr. | UNINA-9910410016803321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Data Analytics Approaches in Educational Games and Gamification Systems [[electronic resource] /] / edited by Ahmed Tlili, Maiga Chang
| Data Analytics Approaches in Educational Games and Gamification Systems [[electronic resource] /] / edited by Ahmed Tlili, Maiga Chang |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (XX, 255 p. 69 illus., 56 illus. in color.) |
| Disciplina | 371.33 |
| Collana | Smart Computing and Intelligence |
| Soggetto topico |
Educational technology
Education—Data processing Educational Technology Technology and Digital Education Computers and Education |
| ISBN | 981-329-335-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Section 1: Introduction -- Chapter 1: The Importance of Applying Data Analytics Approaches in Educational Games and Gamification Systems -- Section 2: Learning Analytics in Educational Games and Gamification Systems -- Chapter 2: Learning Analytics in Educational Games: Potentials, Approaches, Challenges -- Chapter 3: Assessing Motivational Factors through Learning Analytics in Digital Game-Based Learning -- Chapter 4: Supporting Team-Based Learning in Challenge-Based Game-Based Learning -- Chapter 5: Towards an Analytics Framework for Educational Mini Games across Subjects -- Chapter 6: Sequential Data Mining Approaches in Game Analytics -- Chapter 7: iMoodle: An Intelligent Gamified Moodle to Identify “at-Risk” Students -- Section 3: Academic Analytics and Learning Assessment in Educational Games and Gamification Systems -- Chapter 8: The Effect of 3D Board Game on Learning Human Internal Organs for the Elementary Students -- Chapter 9: Online Multiplayer Educational Game with Analytics (OMEGA) -- Chapter 10: Educational Gamification Improves Business Performances -- Chapter 11: Benefits of a Gamification Platform for Assessing the Development of Computational Thinking -- Section 4: Modeling Learners and Finding Individual Differences by Educational Games and Gamification Systems -- Chapter 12: Educational Games: Modeling Individual Differences of Learners -- Chapter 13: Learning Modeling and Analytics in Computational Thinking Games for Education -- Chapter 14: Towards a New Unobtrusive Approach for Learner Profiling Using Games -- Chapter 15: Considering Personal, Functional, Psychological, Temporal, Playful, Implementable and Evaluative Properties in Gamification: A Conceptual Approach -- Section 5: Conclusion -- Chapter 16: General Guidelines of Incorporating Learning Analytics in Educational Games and Gamification Systems. |
| Record Nr. | UNINA-9910349298303321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education in the Post-COVID-19 Era--Opportunities and Challenges : Proceeding of 2022 International Conference on Learning and Teaching in the Digital World
| Education in the Post-COVID-19 Era--Opportunities and Challenges : Proceeding of 2022 International Conference on Learning and Teaching in the Digital World |
| Autore | Affouneh Saida |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer, , 2024 |
| Descrizione fisica | 1 online resource (194 pages) |
| Altri autori (Persone) |
SalhaSoheil
TliliAhmed Abu-EishehSameer |
| Collana | Lecture Notes in Educational Technology Series |
| ISBN | 981-9972-93-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Preface -- Contents -- Editors and Contributors -- 1 The Impact of COVID-19 Pandemic on Pre-school Education from the Point of View of Pre-school Teachers -- 1.1 Introduction -- 1.1.1 Problem Statement -- 1.1.2 Purpose of the Study -- 1.1.3 Research Questions -- 1.1.4 Significance of the Study -- 1.2 Literature Review -- 1.3 Methodology -- 1.3.1 Participants -- 1.3.2 Data Collection -- 1.4 Findings -- 1.4.1 Question #1 -- 1.4.2 Question #2 -- 1.4.3 Question #3 -- 1.4.4 Interview Questions -- 1.5 Discussion -- References -- 2 Impact of the COVID-19 Pandemic on School and Learning in Extremely Vulnerable Areas of Jerusalem -- 2.1 Introduction and Background -- 2.2 Context of the Study -- 2.3 School in East Jerusalem -- 2.4 Objective of the Study -- 2.4.1 Conceptual Framework -- 2.5 Research Methodology -- 2.5.1 Data Analysis -- 2.6 Results -- 2.7 Conclusion -- 2.7.1 Limitation -- References -- 3 Measuring Gamification Influence on Student's Academic Behaviour: The Case of BME Elective Course -- 3.1 Introduction -- 3.2 Literature Review -- 3.3 Research Methodology -- 3.3.1 Participants and Procedures -- 3.4 Analysis and Results -- 3.4.1 Engagement Levels -- 3.4.2 Dropout Rate -- 3.4.3 Academic Performance -- 3.4.4 Satisfaction Levels -- 3.5 Discussion and Conclusion -- References -- 4 Learners' Experiences with Emergency Remote Learning at the Palestinian University During COVID-19 in Light of the INEE Minimum Standards -- 4.1 Introduction and Background -- 4.1.1 Introduction -- 4.1.2 Research Questions, Objectives, and Significance -- 4.1.3 Conceptualizing Remote Teaching -- 4.1.4 Conceptual Framework -- 4.2 Research Design and Method -- 4.2.1 Research Design -- 4.2.2 Data Collection -- 4.2.3 Data Analysis -- 4.3 Research Findings -- 4.4 Discussion -- 4.5 Conclusion and Implications -- References.
5 Digital Literacy in the Palestinian Public Schools: The Influence of Gamification-Based Learning -- 5.1 Introduction -- 5.1.1 Problem Statement -- 5.1.2 Research Rationale -- 5.1.3 Research Questions -- 5.2 Literature Review -- 5.3 Research Design and Procedure -- 5.4 The Sample -- 5.5 Instruments -- 5.6 Reliability and Validity -- 5.7 Results and Discussion -- 5.8 Conclusion -- References -- 6 Effectiveness and Dark Sides of E-Learning in EFL Classrooms -- 6.1 Introduction -- 6.2 Literature Review -- 6.3 Method -- 6.3.1 Research Design -- 6.3.2 Tools -- 6.3.3 Sample -- 6.4 Results -- 6.4.1 Questionnaire Reliability -- 6.4.2 Demographic -- 6.5 Results of the Research Questions -- 6.5.1 Q1: Is Technology Integration Beneficial in Online EFL Classrooms During the Coronavirus Pandemic? -- 6.5.2 Q2: Do the Demographic Variables of Teachers (Gender, Academic Qualification, Years of Experience, Current Teaching Position and Class Size) Affect the Results? -- 6.5.3 Q3: What Are the Dark Sides of E-Learning During the Coronavirus Pandemic Regarding Technology Integration? -- 6.6 Discussion and Conclusion -- 6.7 Implementation of the Study -- 6.8 Limitations -- References -- 7 "Why Do We Learn?" Children's Perceptions and Future Insights -- 7.1 Introduction -- 7.1.1 Research Questions -- 7.2 Literature Review -- 7.3 Research Methodology -- 7.3.1 Research Design -- 7.3.2 Participants -- 7.3.3 Instrument and Interview Question -- 7.3.4 Data Analysis -- 7.3.5 Validity of Interviews -- 7.3.6 Inner Validity -- 7.3.7 Interview Stability -- 7.4 Results Analysis and Discussion -- 7.4.1 Results -- 7.4.2 The First Pillar (Intrinsic Motivation) -- 7.4.3 The Second Pillar (Extrinsic Motivations) -- 7.4.4 The Third Pillar (Unexpected Answers) -- 7.5 Discussion and Conclusion -- 7.5.1 Intrinsic Motivation -- 7.5.2 Extrinsic Motivations -- 7.5.3 Unexpected Answers. 7.5.4 Recommendations for Further Research -- References -- 8 Protecting the Virtual Classroom and Ensuring the Right to Quality Education as One of the Sustainable Development Goals -- 8.1 Introduction -- 8.2 Conceptual Framework for Research -- 8.2.1 Virtual Classroom -- 8.2.2 Sustainable Development Goals -- 8.2.3 The Right to a Good Education -- 8.3 Penally Protects the Virtual Classroom: -- 8.4 Elements of Civil Liability When the Privacy of the Virtual Class System is Violated -- 8.4.1 Harmful Act in Liability Arising from Infringement of the Virtual Class by Violating Its Privacy -- 8.4.2 Damage in Liability Arising from Violating the Privacy and Inviolability of the Virtual Class -- 8.4.3 The Causal Relationship in the Liability Arising from the Violation of the Privacy and Sanctity of the Virtual Classroom: -- 8.5 Discussion and Conclusion -- References -- 9 Using Educational Video to Enhance Creative Thinking Among Eight Grade Students -- 9.1 Introduction -- 9.2 Research Problem -- 9.3 Research Objectives -- 9.4 Research Questions -- 9.5 Hypothesis of the Research -- 9.6 The Importance of Studying -- 9.7 Scoop of the Study -- 9.8 The Spread of YouTube -- 9.9 The Scientific YouTube -- 9.9.1 The Scientific Concept of YouTube -- 9.9.2 Scientific Video Features -- 9.9.3 Scientific Video Formats -- 9.9.4 Using YouTube in Education -- 9.9.5 The Interaction of YouTube -- 9.9.6 Teaching Steps Using YouTube -- 9.9.7 The Concept of Thinking -- 9.9.8 The Components of Thinking -- 9.9.9 Thinking Patterns -- 9.9.10 The Concept of Creative Thinking -- 9.9.11 Components of Creative Thinking: -- 9.9.12 Features of Creative Thinking -- 9.9.13 Factors Affecting Creative Thinking -- 9.9.14 The Importance of Creative Thinking -- 9.9.15 The Meaning of Scientific Attitudes -- 9.9.16 The Importance of Scientific Trends -- 9.9.17 The Concept of Attitudes. 9.9.18 The Components of Attitudes -- 9.9.19 Characteristics of Attitudes -- 9.9.20 Previous Studies -- 9.10 The Method and the Processes -- 9.10.1 The Study's Approach -- 9.10.2 Study Group -- 9.10.3 Study Sample -- 9.10.4 Study Tools -- 9.10.5 Validity of the Test -- 9.10.6 The Constancy of Test -- 9.10.7 The Questionnaire -- 9.11 Study Procedures -- 9.11.1 Study Design -- 9.11.2 Statistical Processors -- 9.11.3 Study Findings and Its Discussions -- 9.11.4 Recommendations -- References -- 10 ON or OFF!? How Arab Students Perceive Using Webcams in Online Learning -- 10.1 Introduction -- 10.1.1 Using Webcams in Online Learning -- 10.1.2 Research Gap and Study Significance -- 10.2 Methodology -- 10.2.1 Participants -- 10.2.2 Data Collection and Analysis -- 10.3 Results -- 10.3.1 What is the Perception of Arab Students Towards Using Webcams in Online Learning? -- 10.3.2 What is the Impact of Gender on Arab Students' Perception of Using Webcams in Online Learning? -- 10.3.3 What is the Impact of Place of Residence on Arab Students' Perception of Using Webcams in Online Learning? -- 10.4 Discussion and Conclusion -- References -- 11 A Comparison Between Law and Shareea Faculties Experiences in Elearning During the Pandemic -- 11.1 Introduction -- 11.2 Methodology -- 11.3 Sampling -- 11.4 Analysis -- 11.5 Results -- 11.6 Discussions -- References. |
| Record Nr. | UNINA-9910770271503321 |
|
Affouneh Saida
|
||
| Singapore : , : Springer, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Radical solutions for education in a crisis context : COVID-19 as an opportunity for global learning / / Daniel Burgos, Ahmed Tlili, Anita Tabacco, editors
| Radical solutions for education in a crisis context : COVID-19 as an opportunity for global learning / / Daniel Burgos, Ahmed Tlili, Anita Tabacco, editors |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (XIV, 323 p. 59 illus., 53 illus. in color.) |
| Disciplina | 371.35 |
| Collana | Lecture notes in educational technology |
| Soggetto topico |
Distance education
COVID-19 (Disease) |
| ISBN | 981-15-7869-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 A Key Action Plan to Work in a Global Crisis -- Chapter 2 An International Curriculum in a Global Learning Context -- Chapter 3 How to Fight against Drop-Out and Demotivation -- Chapter 4 Analytics as a Support for Smart Learning -- Chapter 5 Open Science as a Key Tool for Global Learning -- Chapter 6 From the Paper Textbook to the Online Screen. A Smart Strategy to Survive as an Online Learner -- Chapter 7 Emotional Intelligence to Work with Students Online -- Chapter 8 From the Classroom to the Online Lesson. Adapted Methodology for Teachers -- Chapter 9 Psychological Tricks to Support Online Teachers -- Chapter 10 Case Studies through Countries. |
| Record Nr. | UNINA-9910484327103321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||