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Important Things to Know Before Developing Artificial Intelligence-Based Drone Learning Systems: From the Experience of Educational Practice

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Publicado en:International Journal of Online Pedagogy and Course Design vol. 15, no. 1 (2025), p. 1-15
Autor principal: Huang, Ted Yuan-Yen
Otros Autores: Liu, Eric Zhi-Feng, Sang, Harry Hung-Yu
Publicado:
IGI Global
Materias:
Problem solving
Pedagogy
Predictive analytics
Collaboration
Curricula
Scaffolding
Unmanned aerial vehicles
Core competencies
Cognitive ability
Cognition & reasoning
Artificial intelligence
Cooperation
Education
Learning analytics
Drones
Independent study
Adaptive learning
Guidelines
Educational Practices
Literature Reviews
Competence
Educational Resources
Influence of Technology
Group Instruction
Learning Processes
International Assessment
Cooperative Learning
Interpersonal Competence
At Risk Students
Agricultural Skills
Communities of Practice
Evaluative Thinking
Educational Assessment
Course Content
Lifelong Learning
Learner Engagement
Learning Modules
Educational Trends
Algorithms
Acceso en línea:Citation/Abstract
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Resumen:This study explored drone-based learning in educational contexts using a mixed-method design to identify key learning attributes. After completing researcher-developed drone tasks, 73 learners demonstrated a significantly improved understanding of drone concepts and proficiency in Blockly coding. However, learners perceived self-efficacy as significantly lower than other self-regulated strategies in drone activities. Task-based drone activities, facilitated by group settings, encouraged learners to develop metacognition through collective scaffolding methods, such as peer discussions and team testing. The identified learning attributes provide valuable insights for educators in designing assessments for collaborative drone problem-solving. Additionally, the interplay among effort regulation, problem-solving, and cooperativity observed in this study offers essential references for the future development of distributed expertise systems.
ISSN:2155-6873
2155-6881
DOI:10.4018/IJOPCD.376343
Fuente:Education Database