Technology has enhanced the scope and span of the teaching and learning process but somehow it could not enhance the self-motivation and engagement among the students to the same scale. The lack of self-motivation and intermittent engagement is one of the prime challenges faced by educators today. Perplexing tasks for the faculty are to embroil students during the lecture.
Digital Twin (DT) technology is a relatively new notion that has piqued the interest of business and, more recently, academics. Advances in industry 4.0 principles have aided the expansion of DT technology, notably in the manufacturing sector. A DT is characterized in various manner but is best defined as the seamless integration of data between a physical and virtual system in both directions. The idea of DTs originated with NASA1, and the industrial sector embraced DTs as an abstract form of product lifecycle management (PLM).
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AI-powered Virtual and Gamification Learning Technologies have been advancing since September 2021, with advances such as intelligent virtual agents, adaptive learning systems, gamification and serious games, and Natural Language Processing (NLP).
Challenges include data privacy and ethical concerns, biases and fairness, user acceptance and trust, integration and infrastructure, and skill development and training. To harness the full potential of AI-driven learning technologies, it is important to address these challenges to ensure equitable and effective learning experiences.
In recent years, there have been significant advances in Virtual and Gamification Learning Technologies driven by Artificial Intelligence (AI). One major breakthrough is the integration of AI algorithms into virtual environments, enabling personalized and adaptive learning experiences. AI-powered virtual tutors can analyze learner behavior, provide real-time feedback, and tailor instruction to individual needs, enhancing engagement and knowledge retention.
Another notable development is the use of AI for natural language processing and dialogue systems in gamification learning. Intelligent chatbots and virtual characters can engage learners in realistic and interactive conversations, making the learning process more immersive and enjoyable. AI algorithms also facilitate dynamic content generation, allowing for customized challenges and simulations that adapt to the learner's progress.
However, these advancements come with their own set of challenges. One key obstacle is the ethical use of AI in educational settings. Ensuring privacy, data security, and transparency in AI-driven learning technologies is crucial. Additionally, there is a need for ongoing research and development to refine AI algorithms for more accurate learner analysis, personalized feedback, and adaptive content generation. Striking a balance between technological advancements and human interaction remains a challenge, as the human touch and social dynamics are vital aspects of effective learning experiences
Quizá el avance más reciente de la IA consiste en dotar a cada ser humano de un universo posible en términos de aprendizaje, pero a la vez, el desafío que entraña esta gran posibilidad es la pérdida de la necesidad de búsqueda más allá de un click, la pérdida de la conquista del conocimiento con los recursos propios de la mente y la curiosidad. En fin, la pérdida del sentido que da al objeto la aproximación del sujeto sin más que el deseo de conquistarlo
Dear Prof. Eduard Babulak, indeed there is a motivation and engagement deficit in education. Gamification can take several forms e.g. playful learning [1]. AI and immersive technologies (VR/AR) are indeed the next frontiers of gamification research as we analyze in a recent journal article [2]. Digital Twins should be considered in the context of Metaverse and XR [3]. In this context, one important challenge is the ethical dimensions of data privacy in XR [4].
[1] Mystakidis, S. (2021). Combat Tanking in Education - The TANC Model for Playful Distance Learning in Social Virtual Reality. International Journal of Gaming and Computer-Mediated Simulations, 13(4), 1–20. https://doi.org/10.4018/IJGCMS.291539
Article Combat Tanking in Education - The TANC Model for Playful Dis...
[2] Christopoulos, A., & Mystakidis, S. (2023). Gamification in Education. Encyclopedia, 3(4), 1223–1243. https://doi.org/10.3390/encyclopedia3040089
Article Gamification in Education
[3] Mystakidis, S., & Lympouridis, V. (2023). Immersive Learning. Encyclopedia, 3(2), 396–405. https://doi.org/10.3390/encyclopedia3020026
Article Immersive Learning
[4] Christopoulos, A., Mystakidis, S., Pellas, N., & Laakso, M.-J. (2021). ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers, 10(8), 92. https://doi.org/10.3390/computers10080092
Article ARLEAN: An Augmented Reality Learning Analytics Ethical Framework