5. Immersive AR, VR, and XR Environments: Facilitating Context-Based Learning and Education

 

Innovative Augmented Reality (AR), Virtual Reality (VR), and Extended Reality (XR) immersive technologies provide unparalleled opportunities to develop insightful context-based knowledge and skills when integrated into personal digital learning hubs. Available to the public since the 1980s and 1990s (Elmqaddem, 2019), these are Web2.0 era technologies that provide simulated real-world interactive scenarios and engaging immersive practice environments. Among adults, immersive technologies are increasingly being adopted and used for learning and work, and by 2030, 23 million jobs are projected to require their utilization (Wong & Humayoun, 2022). The appeal of these technologies originates with their ability to integrate both physical and virtual immersive interactive environments.  Employing approaches aligned with both constructivist (Vygotsky, 1978) and experiential learning (Dewey, 1938), users experience a sense of context awareness (Shoikova et al., 2017) as they experiment, manipulate objects, and make discoveries that construct knowledge and aid their understanding.

 

With the availability of Web3.0, these immersive technologies allow learners to be absorbed in self-contained artificial or simulated practice environments while experiencing them as real. Supported by integrated systems of devices that engage a user’s senses, immersive environments can present both learners and workers with rich, varied, and complex learning content while also assisting them in sharpening their technical, creative, and problem-solving skills. However, the types of virtual learning environments differ regarding the degree of immersion provided or the number and form of technical features needed (Rauschnabel et al., 2022).

 

Web2.5 Virtual Reality (VR)

Web2.0, virtual reality (VR) is like the experience of exploring the wonders of the ocean with others by visiting aquarium exhibitions siloed in Plexiglas-encased ocean environments. The outside world is shut out as you view a world under the sea with assorted varieties of fish, whales, sharks, stingrays, etc.  In contrast, VR systems integrated with Web3.0 technologies provide an interactive, more personalized, and dynamically changing viewing arrangement. In these environments, the spectators can interact with the creatures of the sea, creating a more optimized, immersive, and engaging experience. However, lacking the securities of blockchain technology, non-fungible tokens (NFTs), and other Web3.0 technologies, most VR educational and learning experiences today are akin to Web2.5.

 

Web2.5 VR systems require several integrated technologies to experience realistic images, sounds, and other sensations while fully immersed in a digital environment (Fernandes et al., 2023). Head-mounted displays (HMDs), like the Meta Quest 2, are needed to access a computer. A variety of sensors are available to experience touch (e.g., sensor gloves), track body movements (e.g., Omni One), or capture hand movements (e.g., Leap Motion). Therefore, the Web2.5 version of Virtual Reality is like a deep-sea diving expedition. Through software-generated realistic images, sounds, and other sensations, users are fully submerged in an ocean environment as they interact with whales, sharks, stingrays, porpoises, plants, currents, and other features. These contextualized interactive features appeal to training and education in diverse practice fields such as the military, medicine, and architecture.

 

Educational and training organizations are leveraging the benefits of VR for instructing learners in new, complex topics, and/or dangerous and unusual contexts:

1. Specialized virtual education and training environments have been designed to mimic high-risk and complicated practice settings, e.g., airplane cockpits, assorted military battlefields, chemical laboratories, and so on. After gaining theoretical knowledge, these context-based environments can be used to assist learners in sharpening their technical, creative, and problem-solving skills by applying their acquired knowledge to complete challenging tasks (Kamińska et al., 2019). Learners can safely simulate practice in highly complex, stressful, and potentially dangerous virtual environments, such as aviation flight training scenarios, military training exercises, and clinical practice interventions (Rizzo, 2013).
2. Mobile immersive classroom equipment allows educators and trainers to bring affordable, innovative virtual reality lessons into conventional classroom settings. For example, the mobile ClassVR unit connects to a portal (containing curriculum-linked 3-D virtual content, activities, and lessons) to teach practical skills following previously acquired knowledge (Kamińska et al., 2019). The unit provides standalone portable storage, sets of virtual reality headsets, wired hand-held controllers, and a portable charging station.
3. Specialized smart immersive classrooms use a Learning Management System of Virtual Context (LMSVC) to generate 3-D artificial virtual classroom displays of contemporary knowledge in a particular field and support the acquisition of theoretical knowledge such as terminology, dates, and scientific theories (Kamińska et al., 2019). Touch interactions allow learners to immerse themselves in virtual content using wireless sensors, haptics, and wearables (Memos et al., 2020). Augmented Reality learning opportunities are also viable options for educators and trainers.

 

Web2.5 Augmented Reality (AR)

Educators and trainers primarily use Augmented Reality (AR) as supplementary tools to promote students’ interactive experiences with coursework, encourage collaboration between students, improve motivation, and increase learning gains (Loveless, 2023). Through Web2.5 technologies, AR applications bring the virtual world into our own. It is like having a personalized underwater aquatic experience wherever you go, with digital elements from the ocean seamlessly integrated into your real-world environment (e.g., a shark on a loan company logo, or a sting-ray on a car) providing real-time information and creating new layers of interaction. By overlaying computer-generated augmentations on top of the real world, AR enhances (but does not replace) reality.

 

Educators are increasingly providing access to AR simulations in classroom and training situations. Some examples include:

1. Commercially available AR apps like Snapchat, Google Lens, and Math Solver can be paired with smartphones. These applications can enhance learning by blending digital components into the real world to enhance one another but remain easily distinguishable. For example,  Mondly provides 3-D language learning through a virtual teacher. It assists learners to practice their language skills seamlessly and interactively in various context-based settings such as coffee shops, and vacation travel.  
2. Smartphones can be paired with VR headsets (such as Oculus Quest 2) to access app-based 3-D immersive content (such as Unimersiv and Google Earth VR) (Bookwidgets Blog, 2021). 
3. Digital knowledge-sharing platforms (such as JigSpace) are centralized hubs for creating, storing, and sharing information via AR smartphone applications, which can be accessed by students, participants, and trainees.

 

While AR applications can be highly creative and insightful, the immersive learning experiences they provide pales in comparison to the promise of learning in the Metaverse.

Web3.0 Extended Reality (XR) and the Metaverse

Still under construction, the Metaverse offers a futuristic vision for Web3.0 immersive Extended Reality (XR) learning and training applications, which will increasingly shape the way people teach and learn in the modern world (Sutikno & Aisyahrani, 2023). Extended Reality applications allow learners to explore virtual environments, manipulate digital objects, collaborate with peers in remote locations, and engage in hands-on simulations that enhance understanding and retention of complex concepts. Learning in the Metaverse is like being submerged within a constantly evolving and interactive deep-sea experience where the physical and digital worlds seamlessly blend, allowing for deeper engagement, real-time collaboration, and experiential learning that breaks boundaries between traditional and digital spaces.

 

The emergent metaverse contains many self-sustaining synthetic digital worlds. Like a digital Oklahoma land rush, individuals and organizations aggressively use cryptocurrencies and blockchain transactions to purchase and secure ownership of expensive, commercially available tracts of digital space to create specialized worlds. Each world is comprised of user-controlled avatars, digital things, and 3D immersive virtual environments (e.g., university campuses, classrooms, conferences, workshops, libraries, and other computer-generated elements (Wang et al., 2022). For example, VictoryXR partners with over 20 higher education institutions to develop digital twin replicas of their campuses and provide various interactive courses in the Metaverse. Similarly, education and training investments in the metaverse can secure the provision of interactive, collaborative, personalized, safe, and adaptive learning experiences for high-risk training scenarios across geographical barriers (Srivastava, 2023). Using mixed reality Head-Mounted Display (HMD) devices, such as Microsoft's HoloLens or Apple Vision Pro in real time, adult learners (represented by avatars) can see and interact with virtual objects integrated into the real world while also being aware of, and interacting with, the physical environment as they tour campuses, take classes, attend conferences, participate in workshops, complete assignments, collaborate, and socialize with each other (Wang et al., 2022).

 

Selecting Immersive Learning Experiences

My reading of the digital tea leaves suggests your future as an adult learner will likely involve knowing how to use immersive technologies for education and training. Each application discussed in this Blog provides distinct advantages you should consider adding to your digital learning hub. However, creating functional applications can be expensive, and some people may experience discomfort when using connective devices. Also, creating digital twins of yourself in the Metaverse could create identity theft concerns as your digital twin includes your personal information. You should experiment with different immersive learning applications to ensure they are safe, secure, affordable, maintainable, and easy to use.

 

Up Next: The Internet of Things and Wearables

In my next blog post, I will analyze the contributions the Internet of Things and Wearables are making to learning and which of these should be considered for adult learners’ digital toolkits. 

 

Larry G. Martin, Ph.D.
Professor Emeritus, UWM
Follow me on X (formerly twitter) https://twitter.com/larry_martin29 and LinkedIn https://www.linkedin.com/in/larry-martin-142b528/

 

 

References

Beck, D., Morgado, L., & O'Shea, P. (2020). Finding the gaps about uses of immersive learning environments: a survey of surveys. Journal of Universal Computer Science, 26, 1043-1073.

Bookwidgets Blog, (2021). 20 Powerful virtual reality apps for your classroom of the future. https://www.bookwidgets.com/blog/2021/01/20-powerful-virtual-reality-apps-for-your-classroom-of-the-future (Downloaded 1/12/2023).

Bubeck, S., Chandrasekaran, V., Eldan, R., Gehrke, J., Horvitz, E., Kamar, E., ... & Zhang, Y. (2023). Sparks of artificial general intelligence: Early experiments with gpt-4. arXiv preprint arXiv:2303.12712.

Dewey, J. (1938). Experience and education. New York, NY: Macmillan.

Elmqaddem, N. (2019). Augmented reality and virtual reality in education. Myth or reality?. International journal of emerging technologies in learning, 14(3).

Fernandes, F. A., Rodrigues, C. S. C., Teixeira, E. N., & Werner, C. (2023). Immersive Learning Frameworks: A Systematic Literature Review. IEEE Transactions on Learning Technologies.

Kamińska, D., Sapiński, T., Wiak, S., Tikk, T., Haamer, R. E., Avots, E., ... & Anbarjafari, G. (2019). Virtual reality and its applications in education: Survey. Information, 10(10), 318.

Loveless, B (2023). Using Augmented Reality in the Classroom. https://www.educationcorner.com/augmented-reality-classroom-education.html (Downloaded, 1-23-2023)

Rauschnabel, P.A., He, J., Ro, Y. K. (2019). Antecedents to the adoption of augmented reality smart glasses: a closer look at privacy risks. Journal of Business Research, 92, pp. 374–384.

Rizzo, A., John, B., Newman, B., Williams, J., Hartholt, A., Lethin, C., & Buckwalter, J. G. (2013). Virtual reality as a tool for delivering PTSD exposure therapy and stress resilience training. Military Behavioral Health, 1(1), 52-58.

Srivastava, S. (2023). Metaverse in Training: Top 7 Use Cases and Benefits. https://appinventiv.com/blog/metaverse-in-training/

Sutikno, T., & Aisyahrani, A. I. B. (2023). Non-fungible tokens, decentralized autonomous organizations, Web 3.0, and the metaverse in education: From university to metaversity. Journal of Education and Learning (EduLearn), 17(1), 1-15.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Wang, Y., Su, Z., Zhang, N., Xing, R., Liu, D., Luan, T. H., & Shen, X. (2022). A survey on metaverse: Fundamentals, security, and privacy. IEEE Communications Surveys & Tutorials.

Wong, J., & Humayoun, S. R. (2022, August). Expanding Structural Engineering Education through Virtual Reality. In 2022 ASEE Annual Conference & Exposition.

 

4. Innovative Mobile Learning Technologies: Facilitating Just-in-Time Learning

 

 

Adults experiencing situational learning barriers (such as lack of employer support for learning, difficult work schedules, and/or family responsibilities) (Roosmaa & Saar, 2017) should add innovative mobile learning technologies to their digital learning hubs. Through the ubiquitous availability of mobile devices, adults increasingly engage in mobile learning (M-learning) using smartphones and small-screen devices. M-learning enables them to address situational learning barriers by accessing information independently of time and space and managing their own learning processes based on their individual differences (Talan, 2020). Through location-aware mobile devices, learning opportunities are immediately available and personalized to learners’ interests and needs (Bruck et al., 2012). They place students at the center of the teaching and learning process by prioritizing individual differences and helping learners analyze and synthesize information (Talan, 2020). With the widespread use of mobile apps on small-screen devices, new mobile learning opportunities are increasingly available to adults seeking to overcome situational barriers.

 

The Embrace of M-learning

The M-learning apps on mobile computing devices present an exciting new frontier in adult education. They offer flexibility, self-paced learning, access to global knowledge pools, and personalized content to deliver a unique learner-centered education (Talan, 2020). Students’ learning can take place anywhere throughout the day; and focus on work demands, self-improvement, or leisure (Wang et al., 2019). However, adults need access to these technologies to engage in M-learning.

 

Effective M-learning requires three essential elements. First, adults must have access to mobile learning devices (such as small, portable devices equipped with wireless communication abilities, strong computational power, and context-aware tools) (Wang et al., 2019). In 2021, most American adults owned these devices: 85 percent owned smartphones, and 50 percent owned tablets (Pew Research Mobile Factsheet, 2021). Second, adults need access to an appropriate communications infrastructure (such as the Internet) that can connect their mobile computing devices to relevant learning materials and/or other learners (Wang et al., 2019). About 93 percent of American adults use the Internet, and 75% have broadband Internet service at home (Pew Broadband Research, 2021). Third, adults should have access to learning activities, in traditional classrooms, outside the classroom, or in informal learning contexts (Wang et al., 2019). Through ownership of mobile devices and access to the Internet, most American adults can pursue learning activities through mobile learning apps.

 

Web2.5 Mobile Learning Apps       

Historically, mobile apps are Web2.0 tools available since the early 1990s. These legacy apps were like traditional radio stations that broadcasted the same songs or shows to all listeners without personalization. There was no real interaction; everyone received the same information simultaneously and in the same sequence. Similarly, adults could be frustrated using Web2.0 mobile apps. They only allowed learners to receive the same content in the same format and sequence, regardless of their individual learning preferences and needs.

 

Many M-learning apps are now more appealing to busy adults. They are successfully integrating elements of Web3.0 technologies that allow adults to gain online access to interactive learning materials, micro-learning, personalization, simulations, voice and image recognition capabilities, and rich educational games (Damyanov & Tsankov, 2018). These Web2.5-oriented apps are like a streaming service resembling Spotify that provides more highly personalized experiences. Through AI, they understand learner needs and preferences and recommend more personalized, efficient, and engaging learning experiences based on each person’s behavior, preferences, and performance. These empowering capacities have also gained the attention of established educational organizations, as mobile apps are now essential in educational courses (Talan, 2020).  Consequently, the worldwide market for M-learning apps is expected to grow from $7.98 billion U.S. dollars in 2015 to $325 billion by 2025 (Wang et al., 2019). This explosive growth has produced a dizzying array of desktop-first and mobile-first apps available to assist adults in learning a large quantity and variety of content.

 

         Desktop-First Mobile Apps. One way to make sense of mobile apps' confusing number and variety is to categorize them by the devices for which they were originally designed. For example, some desktop-first apps were designed specifically for desktop and laptop computers, allowing learners more extensive, in-depth, and longer learning sessions. Learners can use a mouse, keyboard, and large computer screens to engage a broad range of content for 30 minutes or more. Consequently, most mobile versions of desktop-first apps tend to be retrofitted into more compact mobile designs.

 

Desktop-first mobile apps are often available from a broad range of credit (and non-credit) courses in established education and training organizations supported by Learning Management Systems (such as Blackboard, Canvas, and Moodle). Similarly, these apps are available from digital learning platforms that support many general courses (such as Coursera, Udemy, LinkedIn Learning); literacy courses (such as Learning Upgrade); and language learning courses (such as Rosetta Stone). Many of these are fee-based platforms and typically require enrollment to access their mobile apps. Other platforms, including Khan Academy, TED Talks, and Sololearn, provide free mobile learning apps on various topics and assist learners in developing a wide range of knowledge and skills. These desktop-first mobile apps tend to have more limited functionality than desktop applications; however, they often have Web2.5 features (such as personalization and adaptive learning). A fuller range of Web2.5 mobile learning features is generally more apparent in mobile-first learning apps.

 

Mobile-First Learning Apps. Mobile-first learning apps (such as Babbel and Duolingo ) have been specifically designed for small-screen mobile learning applications but often provide access via desktop and laptop computers. They ensure that the apps are optimized for mobile devices through responsive designs, simplified layouts, and mobile-friendly interactions. Device-specific interactions and capabilities like touch gestures, sensors, and push notifications ensure that mobile-first app users can initiate swipe gestures for navigation, utilize the device camera for augmented reality features, or use push notifications for reminders about upcoming lessons or assignments. Also, location-based features can provide localized learning experiences. This can include location-specific content or recommendations based on the learner's location. Many of these features are integrated into the Duolingo Mobile app.

 

The Duolingo Mobile-First Learning App. The Duolingo mobile-first language learning app illustrates how using Web2.5 technologies can empower learners. It operates under a freemium business model and provides the core services of the app free of charge. Yet, it seamlessly integrates personalization, gamification, and adaptive learning experiences based on a user’s individual abilities, preferences, progress, and learning style (Viktor, 2021; Marr, 2020). Through smart learning environments, the platform uses several innovative approaches to keep learners updated and engaged on the app:

 

·      Intelligent tutoring systems enhance content based on learners' needs, strengths, and weaknesses (Marr, 2020). They provide helpful, personalized feedback, hints, and guidance during learning.

·      Mobile-Based microlearning units optimize the duration, focus, and benefits of learning into bite-sized learning modules, lessons, and short quizzes, that can be completed in a few minutes (Moore et al., 2024).  

·      Spaced repetitions optimize learners’ memories of targeted content by providing scheduled reviews of personalized language lessons over longer intervals (Marr, 2020; Tabibian et al., 2019).

·      Stealth assessment reduces learner anxieties by intentionally blurring the distinction between assessment and learning so that the learner is oblivious to the assessment process (Georgiadis et al., 2020).

 

Notwithstanding these innovative interventions, the Duolingo mobile app does not fully utilize the depth of Web3.0 technologies.

 

Web3.0 Mobile Apps

Fully Web3.0 mobile apps are scarce but still emerging. Nevertheless, one example is the BitDegree platform, which provides a mobile app for learning and exploring knowledge about blockchain technology. The platform offers many courses on cryptocurrencies and provides numerous educational materials to assist learners interested in digital currencies and blockchain technology. It utilizes blockchain tools (such as tokens and certificates) to track learning achievements transparently, award scholarships, and provide incentives.

 

Selecting M-learning Apps

As you consider mobile apps for adoption into your digital learning hub, you should ponder the extent to which you have access to appropriate M-learning tools and the types of apps suitable for your learning needs. Top of mind should be desktop-first and mobile-first Web2.5 learning apps capable of providing relevant learning experiences. Fully Web3.0 mobile apps are still in the development stage. You should be mindful of adopting developmental technology.

 

Up Next: Immersive Learning in Augmented and Virtual Reality Environments

In my next blog post, I analyze the key features of AR and VR environments and the tools that should be considered for adult learners’ digital tool kits. 

 

 

Larry G. Martin, Ph.D.
Professor Emeritus, UWM
Follow me on X (formerly twitter) https://twitter.com/larry_martin29 and LinkedIn https://www.linkedin.com/in/larry-martin-142b528/

 

 

 

References

Bruck, P. A., Motiwalla, L., & Foerster, F. (2012). Mobile learning with micro-content: a framework and evaluation.

Damyanov, I., & Tsankov, N. (2018). Mobile apps in daily learning activities. iJIM, 12(6).

Georgiadis, K., van Lankveld, G., Bahreini, K., & Westera, W. (2020). On the robustness of stealth assessment. IEEE Transactions on Games, 13(2), 180-192.

Marr, B. (2020) The Amazing Ways Duolingo Is Using Artificial Intelligence To Deliver Free Language Learning. https://www.forbes.com/sites/bernardmarr/2020/10/16/the-amazing-ways-duolingo-is-using-artificial-intelligence-to-deliver-free-language-learning/?sh=16c276275511

Moore, R. L., Hwang, W., & Moses, J. D. (2024). A systematic review of mobile-based microlearning in adult learner contexts. Educational Technology & Society, 27(1), 137-146.

Talan, T. (2020). The effect of mobile learning on learning performance: A meta-analysis study. Educational Sciences: Theory and Practice, 20(1), 79-103.

Roosmaa, E. L., & Saar, E. (2017). Adults who do not want to participate in learning: A cross-national European analysis of their perceived barriers. International Journal of Lifelong Education, 36(3), 254-277.

Tabibian, B., Upadhyay, U., De, A., Zarezade, A., Schölkopf, B., & Gomez-Rodriguez, M. (2019). Enhancing human learning via spaced repetition optimization. Proceedings of the National Academy of Sciences, 116(10), 3988-3993.

Viktor (2021). The Duolingo Business Model – How Does Duolingo Make Money? https://productmint.com/duolingo-business-model-how-does-duolingo-make-money/

Wang, Y. Y., Wang, Y. S., Lin, H. H., & Tsai, T. H. (2019). Developing and validating a model for assessing paid mobile learning app success. Interactive learning environments, 27(4), 458-477.

3. Distance Education Alternatives for Lifelong Learning: Web2.5 and 3.0 AI-Powered Online Digital Learning Platforms

 

By Larry G. Martin, PhD

 

Adult learners seeking to improve their knowledge or skills should consider adding one or more computer-based online digital learning platforms to their digital toolkits. These platforms are important alternatives to place-bound educational options. In the future, they are expected to become a preferable education and learning mode for self-study and life-long learning (Wang et al., 2020). Innovative Web 3.0 digital tools (e.g., artificial intelligence, machine learning, and others) are progressively being adopted by existing online platforms which emerged in the mid-1990s (Kentnor, 2015). These new tools create emergent Web2.5 platforms as they are grafted onto traditional online systems (including Massive Open Online Courses [MOOCs] such as Coursera and Udacity, and microlearning platforms like Skill share). Web 2.0 and 2.5 are the fastest-growing form of distance education, as evidenced by their adoption by 65% of colleges and universities (Kentnor, 2015). However, a transformative group of fully Web3.0 digital learning platforms are featuring a fuller array of Web3.0 tools and striving to make adult education and learning more affordable, decentralized, and trustworthy. Therefore, adult learners can now choose from various digital learning platforms.

 

Existing Web2.0 Platforms as Alternatives to Traditional Classrooms

Existing Web2.0 platforms were pioneered as alternatives to traditional classroom settings and offered online course marketplaces comprised of educational and learning customers, advertisers, service providers, producers, and suppliers (Nichols & LeBlanc, 2020). Like digital bookstores, these platforms offer educational content spanning various topics, and they have provided adult learners with increased flexibility, mobility, and affordability. E-learning is now a fundamental part of the student learning experience in adult and higher education (Urh et al., 2015). However, like off-the-shelf ready-made clothes, these platforms are pre-designed and generalized to fit a broad range of learning needs. Their business models differ in the extent to which they provide: free vs. paid membership, live teachers and/or coaches, general vs. specialized classes, quality instructional staff, certification of knowledge/skills, and recognition by accredited educational organizations. While some learners may locate what they need, many others face challenges in finding courses or learning pathways that align with their personal needs, costs, learning styles, and goals.

 

Consequently, the infrastructure of Web2.0 digital platforms has not been congruent with the needs and expectations of all online students (National University, 2023). For some students, the ineffective management of personal time has inhibited them from putting in maximum efforts towards learning. Also, untimely delays and the lack of timely and consistent interactive communication with teachers has caused frustration among students. These frustrations have been exacerbated by the inability of many students to receive timely feedback on completed assignments. Dispirited adult learners who witnessed a lack of engagement and fuzzy expectations from online teachers (National University, 2023) may reconsider these platforms after considering several emergent Web2.5 design changes. 

 

Emergent Web2.5 Learning Platforms

Emergent Web2.5 online learning platforms are embedding Web3.0 digital tools into existing Web2.0 platforms to provide more dynamic and effective educational environments for adult learners. Like specialized clothing stores offering alterations to off-the-rack pants, dresses, and suits, many traditional online learning platforms are transitioning to employing innovative Web3.0 tools to tailor their offerings. Nevertheless, they retain some of their existing Web2.0 structural configurations where a single authority owns both the platform and students’ data. Yet, they employ Web3.0 tools to offer innovative features (such as personalization); prediction of learning status, performance, or satisfaction; resource recommendations; and automatic assessments (Ouyang et al. 2022). Here are some examples of how AI assistants, gamification, adaptive learning, and VR and AR are being deployed to optimize several Web2.5 online digital platforms.

 

1.    Artificial Intelligence (AI) Assistants are providing learners personalized guidance, answers to questions, and targeted learning recommendations. Learner-centric information is being provided by context aware AI-powered chatbots that understand what content a learner is researching. Multiple-choice questions, essay responses, and rapid feedback are being provided by AI-automated grading systems to improve responsiveness. Also, personalized assessments and helpful feedback are being provided by AI-driven intelligent tutoring systems (Diwan et al., 2023). For example, Udemy utilizes AI to provide personalized course recommendations to learners; recommend specific video lectures within courses based on each learner’s occupational goals; and locate specific content so that learners can more quickly translate their unique knowledge and approaches into effective learning.

2.    Elements of Gamification include digital badges, leaderboards, or progress tracking, that can make learning more engaging, enjoyable, and motivating for adult learners (Belford, 2023). For example, Coursera incorporates social learning communities, gamification elements (e.g., badges), and adaptive learning technologies to provide learners personalized recommendations based on their progress and preferences.

3.    Adaptive Learning Technologies use real-time data analytics and algorithms to adjust instructional content, pacing, and delivery methods to provide optimized learning experiences to all students. For example, Pluralsight incorporates adaptive learning technologies to track learners' performance and skill levels and provide personalized content and recommendations.

4.    Virtual Reality (VR) and Augmented Reality (AR) technologies create immersive learning experiences by simulating real-world environments or overlaying digital content onto the physical world. For instance, Udacity incorporates VR simulations and projects to help learners enrolled in its courses and nanodegree programs to practice skills, explore complex concepts, and engage in hands-on learning in a realistic virtual environment.

 

These Web2.5 innovations in online learning platforms provide more flexible, engaging, and impactful learning options for personal digital learning hubs. Yet, they contain only some key futuristic features essential for transformative Web3.0 platforms.

 

Transformative Web3.0 Learning Platforms

Transformative Web3.0 platforms are designed to provide futuristic solutions to current and potential issues expected from the expanding usage of Web3.0 technologies. It is expected that without safeguards or interventions, Web 3.0 technologies will eventually concentrate a massive amount of digital data and power into the hands of a few centralized authorities and organizations (Belford, 2023). Through the decentralization of power and information individual learners can be empowered to take personal control of their data. Second, as learning organizations gather more and more personal data from platform users, Web3.0 technologies will unwittingly amplify the opportunities for unauthorized surveillance and increase the possibility of AI-generated discriminatory conduct (Belford, 2023). Personal data should thus be encrypted and controlled by individual students. Third, learning platforms can lead to feelings of isolation and should encourage learner engagement. Like a tailored suit, Web3.0 platforms address these concerns by encouraging learner engagement through decentralization, personal data control, peer-to-peer interaction, and ownership.

 

Fully Web3.0 digital learning platforms are being developed in targeted markets as alternatives to existing platforms. For example, Education Ecosystem is a project-based platform for professionals and college students interested in futuristic technology topics such as artificial intelligence, cybersecurity, game development, and data science. Alternatively, Studyum is being developed to address global learning barriers such as inequality, location, and unconventional learning styles that obstruct the ability of people worldwide to reach their full potential (Belford, 2023).

 

Education Ecosystem and Studyum are decentralized and utilize blockchain technology to record verified transactions (such as academic transcripts, credit transfers, or grade reports) to allow for greater transparency, personal data control, and security. Through distributed ownership, blockchain allows learners to engage course content and materials by incorporating real-time interactions, gaming elements, peer-to-peer learning, and tokenized rewards for participating on the platform (Ma, 2018). Both Education Ecosystem and Studyum use nonfungible tokens (i.e., LEDU BEP20 and  STUD) as unique digital assets that provide value, flexibility, and vitality to the learning process. As digital medals, certificates, or smart contracts, tokens can symbolize learner achievements that learners can track, trade, or redeem. They allow learners to participate in the platform's governance and own part of the platform.

 

Selecting Online Learning Platforms

Computer-based Web2.5 platforms are strong candidates for addition to digital learning hubs. They offer a broad range of topics, proven track-records, and improvements via Web3.0 technologies. Transformative Web3.0 platforms seem to be in the experimental design stage of development. Learners concerned about personal data security, and the centralization of power, should perhaps take a preemptive step into the future by adopting one or more of these platforms.

 

Up Next: Mobile E-Learning Platforms and Gamification

In my next blog post, I analyze mobile e-learning platforms’ key features (e.g., gamification), and which platforms should be considered for adult learners’ digital tool kits.

 

Larry G. Martin, Ph.D.
Professor Emeritus, UWM
Follow me on X (formerly twitter) https://twitter.com/larry_martin29 and LinkedIn https://www.linkedin.com/in/larry-martin-142b528/

 

 

References

Belford, D.T. (2023). The Revolutionary Impact of Web3 In eLearning. https://elearningindustry.com/revolutionary-impact-of-web3-in-elearning/amp

Diwan, C., Srinivasa, S., Suri, G., Agarwal, S., & Ram, P. (2023). AI-based learning content generation and learning pathway augmentation to increase learner engagement. Computers and Education: Artificial Intelligence, 4, 100110.

 Ma, S. (2018). Using blockchain to build decentralized access control in a peer-to-peer e-learning platform (Doctoral dissertation, University of Saskatchewan).

National University (2023). Challenges of Distance Learning for Students https://www.nu.edu/blog/challenges-of-distance-learning-for-students/

Nichols, T. P., & LeBlanc, R. J. (2020). Beyond apps: Digital literacies in a platform society. The Reading Teacher, 74(1), 103-109.

 Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27(6), 7893-7925.

 Urh, M., Vukovic, G., & Jereb, E. (2015). The model for introduction of gamification into e-learning in higher education. Procedia-Social and Behavioral Sciences, 197, 388-397.

Wang, X., Chen, W., Qiu, H., Eldurssi, A., Xie, F., & Shen, J. (2020, November). A Survey on the E-learning platforms used during COVID-19. In 2020 11th IEEE Annual Information Technology, Electronics and Mobile Communication Conference (IEMCON) (pp. 0808-0814). IEEE.