In the contemporary pedagogical landscape, we observe an intricate amalgamation of artificial intelligence (AI) and education technology (EdTech) paradigms, rendering transformative implications for the didactic methodologies deployed. To metamorphose passive receptacles of knowledge into active participants in their scholastic journeys, the integration of AI and EdTech into experiential learning necessitates a multi-faceted strategy underpinned by both theoretical constructs and empirical evidences.

Firstly, a synergistic confluence of AI-powered adaptive learning platforms with immersive EdTech tools can engender personalized learning trajectories. These AI algorithms, informed by intricate neural networks and deep learning architectures, discern learners' cognitive patterns, proclivities, and potential pitfalls, thereby curating bespoke instructional content that resonates with individual cognitive architectures.

Secondly, by harnessing the capabilities of virtual and augmented reality (VR & AR) interfaces, buttressed by AI-driven real-time analytics, we can simulate authentic environments wherein learners can immerse themselves, thereby fostering a more visceral, tangible grasp of abstract concepts. This can potentiate the transcendence from rote memorization to experiential comprehension.

Moreover, the deployment of AI-facilitated chatbots and virtual pedagogical assistants can provide learners with instantaneous feedback and scaffolding, thereby reinforcing the Kolb's Experiential Learning Cycle, where concrete experience and reflective observation are seamlessly integrated with abstract conceptualization and active experimentation.

In summation, the judicious integration of AI and EdTech in experiential learning calls for a harmonized orchestration of advanced computational algorithms, immersive technological interfaces, and a profound understanding of pedagogical theories, ultimately culminating in a more holistic, engaged, and authentic learning experience for the digital-native scholar.

Dear Ganesh Chavan, OECD's report may help you in this regard. "OECD FUTURE OF EDUCATION AND SKILLS 2030"

AI and education technology (EdTech) can be integrated into experiential learning in a number of ways.

Here are a few examples:

• Adaptive learning platforms: AI-powered adaptive learning platforms can tailor the learning experience to each individual student's needs and abilities. This can be done by tracking student progress, identifying areas where they need additional support, and providing personalized learning recommendations.
• Virtual reality (VR) and augmented reality (AR): VR and AR can be used to create immersive learning experiences that allow students to explore and interact with virtual environments. This can be particularly effective for teaching about complex or abstract concepts. For example, students could use VR to explore the inside of a human body or AR to learn about different historical periods.
• Simulation games: Simulation games can be used to provide students with hands-on experience in different situations. For example, students could play a simulation game to learn how to manage a business or fly a plane.
• AI-powered feedback tools: AI-powered feedback tools can provide students with immediate and personalized feedback on their work. This can help students to identify their strengths and weaknesses and to improve their performance over time.

Here are some specific examples of how AI and EdTech are being used to integrate experiential learning into the classroom:

• A medical school is using VR to train students on how to perform surgery.
• A business school is using a simulation game to teach students about the global economy.
• A history class is using AR to bring historical events to life for students.
• A science class is using AI-powered feedback tools to help students learn about the scientific method.

These are just a few examples of how AI and EdTech can be used to integrate experiential learning into the classroom. As AI and EdTech continue to develop, we can expect to see even more innovative and effective ways to use these technologies to enhance the learning experience.

It is important to note that AI and EdTech should not be used to replace traditional teaching methods. Instead, they should be used to supplement and enhance teaching and learning. When used effectively, AI and EdTech can help to create more engaging and effective learning experiences for all students.

Why not begin by harnessing the potential of artificial intelligence to generate potential solutions for your inquiries? In the context of Large Language Models and Generative AI, I hold the belief that there are three fundamental dimensions that warrant inclusion in our engagement with students (However, I would start by highlighting the limitations of this and any technology):

Facilitate opportunities for students to acquaint themselves with, experiment, and creatively explore the applications of Generative AI (perhaps work as a team to create specifically tailored prompts).

Present intricate scenarios that demand critical thinking, challenging students to explore how Generative AI can serve as both an enabler and a potential impediment in problem-solving.

Encourage students to delve into the ethical dimensions and broader implications of this technology: Does it act as an augmentation or replacement? Does it contribute to increased intellect or foster a sense of complacency?

The learners become excited and fulfilled when the learning experience becomes more real, active and accurate through the help of any device. The impartation of knowledge to learners becomes successful when the learners experience change of behaviour regarding the acquired new knowledge.

It is on this note that the visual aids become vital in the place of assisting learning to properly be achieved by the learners.

In education technology visual aids such as pictures, models graphs, charts or other visual information supplement word which help the audience understand and boost increase audience interest. They also act as reminders or notes for the speaker. The visual aids such as animation videos, pictures, projectors and films and others are motivational tools in enhancing learners attention in reading literary texts.

Integration of artificial intelligence which is a branch of computer science for writing computer programmes for creative problem solving is highly necessary in learning especially when it captures the expected content of the necessary lessons. Both artificial intelligence and education technology create visual aids as tools to assist in making lessons clearer and should be given more pragmatic attention in the curriculum implementation as a necessary approach in teaching-learning situation.

Dear Ganesh Chavan,

we can use Artificial Intelligence in educational technology with the help of special Digital Twins (DTs) set up for these purposes. In the future, DTs will certainly be used widely in teaching.

For a general idea of DTs, see my presentation at address:

https://www.researchgate.net/publication/366167747_Digital_Twins_in_IoT

As an appendix I have added some sources to confirm my statement.

Best regards

Anatol Badach

MDPI: Special Issue "Digital Twins and Future Intelligent Educational Environments"

https://www.mdpi.com/journal/education/special_issues/education_enviroment

Marco Furini, Ombretta Gaggi, Silvia Mirri, Manuela Montangero, Elvira Pelle, Francesco Poggi, Catia Prandi: Digital Twins and Artificial Intelligence as Pillars of Personalized Learning Models; DOI:10.1145/3478281

https://cacm.acm.org/magazines/2022/4/259419-digital-twins-and-artificial-intelligence-as-pillars-of-personalized-learning-models/abstract

Andi Qu: Revolutionizing Online Learning with Digital Twins

https://computing.mit.edu/wp-content/uploads/2023/06/Revolutionizing_Online_Learning_with_Digital_Twins.pdf

Unleashing the Potential of Digital Twins in Education - A Revolution in Learning

https://www.linkedin.com/pulse/unleashing-potential-digital-twins-education-learning-turner

What Are Digital Twins and How Can Higher Ed Use Them?

https://edtechmagazine.com/higher/article/2022/03/what-are-digital-twins-and-how-can-higher-ed-use-them

What is the digital twin technology? How can we unleash digital twins to transform language education? (5 questions answered: Short Musing)

https://www.languageeducatorsassemble.com/digital-twins-to-transform-language-education/

Remember that while AI and educational technology can greatly enhance experiential learning, it's essential to maintain a balance between technology and human interaction. Teachers play a crucial role in guiding and facilitating experiential learning, and technology should complement their efforts rather than replace them. Additionally, privacy and data security considerations should be a priority when implementing AI in educational settings.

Dear Ganesh Chavan

The penetration of the world of living, learning and working with ubiquitous trends such as digitalisation, big data, algorithmic relevance calculation, deep learning, semantic technologies and, last but not least, artificial intelligence has long been a fact. A general education relevant to civil society that promotes a look behind the surface of AI-supported applications and a media-competent approach to AI-supported technologies has hardly been provided by educational institutions, not least in teacher training. In principle, artificial intelligence literacy (AI literacy) faces the challenge of developing sustainable approaches that are effective in early childhood education, schools and universities, as many previous approaches are widely regarded as having failed.

With reference to conceptualisations of inclusive university didactics, AI-supported scenarios for individual and cooperative learning in media education are developed. Initially, existing tools and systems will be used as a accessible basis. These will be expanded with AI-enabled applications. Assistance tools for adaptive, individual and cooperative learning and working as well as corresponding learning analytics tools are central. These measures are committed to the primary goal of promoting students' digital, self, methodological and reflective competences in individual and cooperative learning. AI tools act as digital assistance systems to solve problems, plan learning steps and receive feedback on learning strategies.

With reference to conceptualisations of inclusive university didactics, AI-supported scenarios for individual and cooperative learning in media education are developed. Initially, existing tools and systems will be used as a accessible basis. These will be expanded with AI-enabled applications. Assistance tools for adaptive, individual and cooperative learning and working as well as corresponding learning analytics tools are central. These activities are committed to the primary goal of promoting students' digital, self, methodological and reflective competences in individual and cooperative learning. AI tools act as digital assistance systems to solve problems, plan learning steps and receive feedback on learning strategies.