Search Results for
"learning"

The imperative to align engineering education with the demands of Industry 4.0 necessitates a pedagogical shift from theoretical instruction to applied, hands-on learning. This study addresses the gap between academic curricula and industrial requirements by detailing the development of an integrated robotic system designed to enhance practical competencies in a smart manufacturing context. The research focuses on the design, implementation, and evaluation of automated production and quality inspection modules within the Industrial Engineering program at Pelita Harapan University. A multi-stage development method was employed, integrating a Dobot Magician robotic arm, color and ultrasonic sensors, and a programmable conveyor system into a cohesive educational platform. This approach facilitated the creation of two distinct learning modules for second and sixth-semester students, covering 3D printing, product inspection, robotic handling, and economic analysis. Iterative testing and refinement of the system resulted in a 97.3% success rate in autonomous inspection tasks, demonstrating its operational viability and effectiveness. The successful integration of this system provides a proven model for educational reform, effectively bridging theoretical knowledge with practical application and equipping students with the essential robotics, automation, and data-driven decision-making skills required for the evolving industrial landscape. © 2025 IEEE.

In response to the growing need for technology-integrated educational tools, particularly in underserved regions, this study presents the development and evaluation of a web-based career readiness instrument tailored for junior high school students in Kerinci Regency, Indonesia. The platform aims to enhance students' self-management skills and career planning competencies by providing structured and accessible digital guidance. Utilizing a Research and Development (R&D) methodology with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study incorporated key features such as self-assessment modules, interactive career guidance content, and progress tracking tools. The platform was piloted with 39 students and 7 guidance counselors, and its effectiveness was assessed through a paired sample t-test, showing statistically significant improvements (p < 0.05) in students' self-awareness, decision-making confidence, and time management related to career planning. Post-implementation feedback indicated that 85% of students gained better insight into their talents and interests, while 82% expressed increased confidence in selecting educational and career pathways. Despite the positive outcomes, several challenges were identified, including limited internet access, varying digital literacy levels, and insufficient integration of digital tools into the school curriculum. To address these barriers, the study recommends future enhancements such as mobile compatibility, AI-powered career recommendations, and targeted training for counseling staff. The findings underscore the potential of digital platforms to bridge gaps in career guidance services and contribute to the broader digital transformation of education in Indonesia, particularly for students in rural or resource-constrained areas. © 2025 IEEE.

With the rapid growth of the gaming industry, teaching game development in extracurricular education has become increasingly relevant. The analysis of the recommended extracurricular programs revealed that most of them do not completely cover contemporary game design approaches, suggest the use of outdated or expensive software, and advocate russian resources and services. This study presents a PyGame workshop for extracurricular Computer Science education. The workshop was designed as a step-by-step game creation guide, with each step logically connected to the previous and next lessons, ensuring gradual progress. The Python programming language and PyGame library were chosen for the workshop implementation due to their accessibility, extensive documentation, and suitability for beginners. The workshop was implemented as a website using Google Sites, providing easy access to learning materials, code examples, and resources. The collected feedback indicated high levels of engagement and satisfaction with the learning experience. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

Vocational education systems worldwide are under increasing pressure to adapt their curricula to the demands of digital transformation, particularly in enhancing English language integration within vocational competency frameworks. However, most existing curriculum designs are static and fail to dynamically respond to evolving learner needs and industry standards. To address this challenge, this study proposes a deep learning-driven framework for optimizing the English-Vocational competency matrix using advanced machine learning models. A simulation-based dataset was generated to replicate learner performance scenarios, and three models, Decision Tree (DT), Support Vector Machine (SVM), and Neural Network (NN), were developed and tested using Python in Google Colab. Results showed that the Neural Network significantly outperformed other models with an accuracy of 99.0%, precision of 100%, and F1-score of 99.1%, indicating its superior capability in capturing nonlinear patterns in educational data. This approach contributes a scalable and intelligent solution to dynamic curriculum adaptation in vocational education. The study concludes by recommending the integration of such models into adaptive learning platforms for real-time curriculum adjustment. The practical implication lies in enabling data-informed policy and pedagogical interventions, although limitations such as reliance on simulated data warrant future application to real-world datasets for validation. © 2025 IEEE.

Background: The integration of digital technologies into history education represents a fundamental transformation in pedagogical practice, yet comprehensive evidence synthesis regarding its effectiveness remains absent from the scholarly literature. This systematic review addresses this critical gap by evaluating empirical evidence on digital history teaching effectiveness at the undergraduate level. Methods: Following PRISMA 2020 guidelines, we conducted a systematic search of the Scopus database spanning 2013 to 2025. Inclusion criteria encompassed empirical studies involving undergraduate students (aged 18+) that evaluated digital interventions in history education. Two independent reviewers performed screening and data extraction, with discrepancies resolved through consensus. Results: From 46 initially identified records, six studies met inclusion criteria after rigorous screening. The included studies employed diverse digital interventions ranging from collaborative wiki platforms to augmented reality applications. Analysis revealed consistent positive effects on student engagement (100% of studies), moderate improvements in historical knowledge acquisition (67% of studies), and enhanced development of critical thinking skills through primary source analysis. Notably, studies incorporating TPACK (Technological Pedagogical Content Knowledge) frameworks demonstrated superior outcomes in both cognitive and affective domains. Conclusions: Digital technologies demonstrate substantial potential for enhancing history education, particularly in fostering student engagement and developing analytical capabilities. However, the evidence base remains limited by methodological heterogeneity and absence of long-term follow-up studies. Future research should prioritize randomized controlled designs and standardized outcome measures to establish more robust evidence for digital history pedagogy. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

The increasing integration of digital technologies in education has positioned Augmented Reality (AR) as a transformative tool. However, despite its proliferation from early marker based systems to sophisticated markerless applications, a comprehensive understanding of its pedagogical value and the practical challenges of its implementation remains a critical research gap. This study aims to bridge this gap by systematically synthesizing a diverse body of existing research. Utilizing a library research methodology, this paper analyzes peer reviewed scientific literature, including meta analyses and empirical studies, to examine both the multifaceted cognitive impacts of AR on learners and the most effective AR based educational strategies. The findings reveal that AR significantly enhances core cognitive functions including conceptual understanding, long term memory retention, and spatial visualization by facilitating embodied cognition and bridging abstract concepts with interactive, concrete experiences. Furthermore, this synthesis identifies that the most impactful pedagogical approaches are deeply integrated into the curriculum, manifesting as collaborative learning, contextual scaffolding, and authentic project based learning. In conclusion, while AR holds immense potential, its efficacy is contingent upon a holistic implementation that aligns technological capabilities with sound pedagogical principles and supportive institutional policies. Consequently, this work underscores the necessity for future development to focus on creating robust, standardized AR learning frameworks that prioritize content interoperability, establish clear learning analytics, and adhere to universal design principles to ensure scalable, accessible, and inclusive educational experiences, thereby addressing persistent adoption challenges. © 2025 IEEE.

This research examines the effectiveness of educational tools for the design of microprocessor systems in developing digital competence among engineering students. Through a quasi-experimental study that compares traditional teaching methods with an integrated approach using MCU 8051 IDE, STC-ISP, and PROTEUS DESIGN tools, we demonstrate significant improvements in student performance and skill development. The experimental group showed an increase in average academic scores and substantial enhancement in digital competencies compared to the control group. Our methodology emphasizes a practice-oriented approach that balances theoretical knowledge with hands-on experience through laboratory-based learning, simulation environments, and hardware implementation. The findings contribute to best practices in engineering education by establishing a comprehensive framework to develop digitally competent graduates prepared for industry challenges in the design of microprocessor systems. This research addresses the persistent gap between academic instruction and professional practice while aligning with European Digital Competence Standards adapted for engineering contexts. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

Despite the widespread perception of smartphones as a source of distraction in the classroom, their growing impact on the educational environment highlights the need for a pedagogically grounded approach to their purposeful use. This paper explores the potential of integrating mobile devices into the learning process in institutions of lower secondary education. A study was conducted to examine the frequency, purposes, and effects of smartphone use during computer science lessons among students in grades 5-9. The findings revealed a high level of students' digital activity and near-universal access to smartphones, contrasted with their limited educational application. A significant discrepancy was identified between the current content of the “Multimedia” topic in the grade 8 computer science curriculum and students' pre-existing digital skills. In response to these challenges, an original teaching methodology for the topic “Multimedia” was developed, incorporating m-learning technologies and the BYOD (Bring Your Own Device) model. The proposed approach emphasizes the use of smartphones for project-based learning activities focused on the creation and editing of multimedia content. Grounded in activity-based and project-oriented pedagogical principles, the methodology is aligned with students' actual digital competencies and takes into account the constraints of wartime educational settings. The approach has the potential to be adapted to other areas of the computer science curriculum or subjects requiring hands-on engagement with digital technologies. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

The 12th Workshop on Cloud Technologies in Education (CTE 2024), co-located with the 6th International Conference on History, Theory and Methodology of learning (ICHTML 2025), convened on May 12, 2025, in Kryvyi Rih, Ukraine, and showcased 17 peer-reviewed contributions addressing urgent challenges and innovations in digital education. This review synthesizes the proceedings into five thematic clusters: (1) technology-enhanced pedagogical frameworks, (2) interactive and game-based learning, (3) artificial intelligence and automated tools, (4) crisis-driven adaptation and resilience, and (5) systemic issues of curriculum, assessment, and digital leadership. Findings across these clusters demonstrate measurable gains in student engagement, motivation, and digital competencies, with effect sizes ranging from 0.42 to 0.61. At the same time, the contributions reveal critical challenges including post-training sustainability, infrastructural inequities, and the risks of overreliance on AI. Crisis contexts - pandemic-related remote teaching and wartime disruptions - emerged as powerful accelerators of digital adoption but also highlighted systemic vulnerabilities. Collectively, the proceedings underscore the necessity of aligning technological innovation with pedagogical purpose and institutional capacity. This synthesis positions the CTE 2024 contributions within global debates on the future of digital transformation in education, offering a roadmap for evidence-based, context-sensitive, and human-centered integration of technology into teaching and learning. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

This study analyzes the perceptions of vocational high school students regarding the application of SDL in Islamic religious education learning. The research method used is an exploratory sequential mixed methods design. Data were collected by distributing open-closed questionnaires to 42 volunteers as respondents. The results showed that there were 5 problem themes with an average score of 2.40-2.84, which is classified as high. This indicates that students still experience problems related to their learning independence due to their learning habits. This study has implications for the importance of teachers in innovating learning that can motivate students to direct their abilities to achieve the expected results. Therefore, this study shows that implementing SDL in Islamic religious education learning in vocational high schools is not easy, because students' high ability to access information from various digital media platforms and their learning habits that require practical activities, making them feel dissatisfied if learning only focuses on understanding the text. © 2025, Shaheed Benazir Bhutto Women University. All rights reserved.