Emerging Technologies

 edutechquest@blogspot.com

In the rapidly evolving landscape of adult education, integrating emerging technologies holds great potential to revolutionize learning experiences and empower learners.  As we explore the connection between technology and education, two standout innovations, Virtual Reality (VR) and Artificial Intelligence (AI) Tutoring Systems, emerge as promising tools to reshape adult learning paradigms.  In this discussion, we delve into the transformative capabilities of these technologies and their implications for enhancing adult education.  Through immersive simulations and personalized learning interventions, VR and AI tutoring systems offer dynamic pathways to engage learners, optimize instruction, and foster meaningful skill acquisition. By harnessing the power of these emerging technologies, educators can create immersive, adaptive learning environments that cater to adult learners' diverse needs and aspirations.  Let us delve deeper into the potential of VR and AI tutoring systems as catalysts for innovation in adult education.

Virtual Reality (VR): Virtual reality technology offers immersive, interactive experiences that can simulate real-world environments (Slater & Wilbur, 1997).  In adult education, VR can be utilized for hands-on training, simulations, and experiential learning activities (Merchant et al., 2014).  For example, VR simulations can allow adult learners to practice skills in a safe and controlled environment, such as medical procedures, public speaking, or technical tasks.  VR can also facilitate virtual field trips, allowing learners to explore distant locations or historical settings without leaving the classroom.

Artificial Intelligence (AI) Tutoring Systems: AI-powered tutoring systems leverage machine learning algorithms to provide students with personalized and adaptive learning experiences (VanLehn, 2011).  In adult education, AI tutoring systems can offer learners individualized support, feedback, and guidance based on their unique needs, preferences, and learning styles (Baker, 2016).  These systems can analyze learner data, track progress, and dynamically adjust instruction to optimize learning outcomes.  For example, AI tutors can provide remedial support in areas where learners struggle, offer additional practice opportunities, and tailor content delivery to match learners' pace and comprehension levels.

 

References:

Baker, R. S. (2016). Stupid tutoring systems, intelligent humans. International Journal of Artificial Intelligence in Education, 26(2), 600-614.

Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.

Slater, M., & Wilbur, S. (1997). A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments. Presence: Teleoperators & Virtual Environments, 6(6), 603-616.

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