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An Empirical Study on Emerging Trends in Artificial Intelligence and its Impact on Higher Education

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Virendra Gawande at Colleges of Applied Sciences - Ibri
Virendra Gawande
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Huda Al Badi
Huda Al Badi
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Khaloud Al Makharoumi at University of Technology and Applied Sciences, Oman
Khaloud Al Makharoumi
  • University of Technology and Applied Sciences, Oman
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This paper investigates the various emerging trends in Artificial Intelligence (AI), and their impact on teaching and learning practices in Higher Education Institutions (HEIs). Many of the these AI technologies like Hologram technology, the technologies that supports Ubiquitous learning, technologies for Automated evaluations and grading, Green Computing, and Blended learning methodologies, can be used efficiently to shape the future of higher education and can bring innovations in teaching and learning. This study investigates the opportunities and the challenges in each of these areas, which might serve as a guideline for its adoption, and can also be extended further in the direction of research.
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International Journal of Computer Applications (0975 – 8887)
Volume 175– No. 12, August 2020
43
An Empirical Study on Emerging Trends in Artificial
Intelligence and its Impact on Higher Education
Virendra Gawande, PhD
College of Applied Sciences-Ibri,
Ministry of Higher Education,
Oman
Huda Al Badi
College of Applied Sciences-Ibri,
Ministry of Higher Education,
Oman
Khaloud Al Makharoumi
College of Applied Sciences-Ibri,
Ministry of Higher Education,
Oman
ABSTRACT
This paper investigates the various emerging trends in Artificial
Intelligence (AI), and their impact on teaching and learning
practices in Higher Education Institutions (HEIs). Many of the
these AI technologies like Hologram technology, the
technologies that supports Ubiquitous learning, technologies for
Automated evaluations and grading, Green Computing, and
Blended learning methodologies, can be used efficiently to
shape the future of higher education and can bring innovations
in teaching and learning. This study investigates the
opportunities and the challenges in each of these areas, which
might serve as a guideline for its adoption, and can also be
extended further in the direction of research.
Keywords
Artificial Intelligence, Hologram technology, Ubiquitous
learning, Automated evaluation, Green computing, Blended
learning
1. INTRODUCTION
The term Artificial Intelligence (AI) refers to the use of
technology aided systems that may have human like capacities
for problem solving, and also have thinking abilities. Recent
developments in the area of AI, is undoubtedly been substantial,
and clearly visible on various aspects in our society, ranging
from rendering medical services, aircraft flight control
management, manufacturing, satellite control, to leaving its
marks in the area of education as well. No doubt, the emergence
of AI in these areas is bringing a positive impact all over.
Innovations in the area of AI in education, is advocating new
possibilities that have an enormous potential to bring a
fundamental reform in higher education governance, and bring a
positive change. This study explores some of the potential
technologies in the area of AI that can be utilized to leverage the
Higher Education further.
2. PROBLEM STATEMENT
Rising number of students all over the Higher Education
Institutions (HEIs) every year, with the limited available
resources or inability to provide the resources adequately due to
various financial or economic constraints at HEIs, demands a
need for innovative solutions in the area of Higher Education
teaching and learning. Some of the earlier researches have
clearly indicated that the emerging developments in AI has a
tremendous potential to deal with this issue. It‟s not only dealing
with increasing number of students, but there are issues like,
self-paced learning, differentiated instruction within a
classroom, ubiquitous learning, increasing cost of delivering the
education in traditional setup, and many more that can be
addressed by effectively using the potential of AI in higher
education.
3. ANALYSIS
3.1. Hologram Technology
Holography is a form of photography that records the light
dispersed from a body and then generates a realistic image as 3D
Hologram. The 3D hologram technology can be integrated in
classrooms that may add a new dimension to the process of
teaching and learning. The implication of this technology is vast
and may enable the learners to experience the realistic content
via 3D Hologram visualizations, and thereby helping to improve
their learning curves. Holography is the technique of making
holograms. Developments in Hologram technology made it
possible to produce entirely computer-generated holograms to
simulate the objects or details that never existed.
3.1.1 3D Hologram Technology in education
In higher education 3D Hologram Technology may be used in
many different forms. For instance, a remotely located teacher
can virtually be visible in the classroom in 3D form, and can
interact with the students like a real life character. “This
technology was showcased by Edex, at the BETT2000
educational technology show in London” [5] [12]. This
technology can further enhance the process by virtually
visualizing prominent historical characters from the past, and
interact with audience. The Seoul's Alive Gallery Project, uses
3D hologram technology and brings various world-renowned
masterpieces of Western art to life again. It also includes the
virtual Mona Lisa answering questions from students. Also
another famous character Michelangelo explaining about fresco
technique that he used in his famous painting "The Last
Judgment", and also explained the work of another masterpiece
that he had completed earlier on the ceiling of the Sistine
Chapel, "The Creation of Adam" [8]. However, 3D Hologram
Technology, also have some disadvantages. It needs to have a
very fast and expensive next-generation broadband. “To use this
technology efficiently, it requires a well-equipped studio with
the attuned lighting and seamless video streaming systems that
might costs around 150,000 USD, as well as a state-of-the-art
display screens to visualize the holograms that costs around
215,000 USD” [7].
In education, the hologram may contribute an important role.
The reason is that students can be able to actually view and
visualize the concepts that are being taught during the class.
This might help them further to understand the topics in an
International Journal of Computer Applications (0975 – 8887)
Volume 175– No. 12, August 2020
44
efficient manner and enhance the students learning process.
When the concepts are visualized in front of students, they can
understand it in a much easier manner. Instructors just need to
strike the right balance of coaching to make things happen for
their students.
3.2. Ubiquitous learning
Jones and Jun [20], defines “Ubiquitous learning environment as
a setting in which students can become totally immersed in the
learning process”.
Ubiquitous = pervasive, omnipresent, everywhere
Learning = educational, instructive, didactic, pedagogical
Environment = surroundings, setting, situation, atmosphere
Thus, ubiquitous learning environment (ULE) is a setting that
includes pervasive education or learning tools. “Educational
resources are available and in progressing all around the student,
but the student may not even be conscious of the learning
process. Educational resources are present in the embedded
objects and students do not have to do any efforts in order to
learn” [20].
The term „Ubiquitous Computing‟ was coined by Mark Weiser
in the late 1980s. “Weiser's third wave in computing highlights a
many-to-one relationship between computer and human” [30].
This becomes more obvious and evident in the present
ubiquitous era. This also connects to the idea of u-learning that
is currently in its emerging form. Every student is having an
interaction with many embedded computing devices. In the
ubiquitous classroom, students is having access to Ubiquitous
Space (u-space) and interact with the multiple computing
devices.
With the evolution of more pervasive forms technologies, the
concept of ubiquitous computing and u-learning is getting more
embedded in various aspects of our life. Wearable computers
and embedded microchips are the examples. Many of the
technologies have become integrated into our lives over the
years, example includes; play stations, televisions, PCs, the
Internet and smart phones. Ubiquitous technology and u-
learning may be the new hope for the future of education
globally.
3.3. Green computing
“Efforts to minimize the power consumption associated with the
use of personal computers is referred to as green computing”
[29]. This is also leads to the practices of using computing
resources in efficient and environment friendly manner. Various
HEIs have realized this and started to feature on their websites
about green computing practices and the possible ways to reduce
carbon footprints. “Some examples are, Cornell University,
University of San Francisco, University of Texas at Arlington,
University of Colorado at Boulder, and University of Miami
School of Medicine” [29]. He also suggests the following
possible ways to decrease energy consumption at HEIs:
Power management: “to manage the power supply to a
computer devices so as to minimize the power
consumption, without affecting the quantity and quality of
the work” [16].
E-mails: Users may be encouraged to use e-mails, instead of
paper memos for any internal/external communications to
reduce energy consumption.
Online learning: Online learning platforms may use
learning management systems (LMS) and
videoconferencing to cut-back on the need for traditional
classrooms and also further reducing the costs associated
with travel and energy consumption.
The demand of online learning is increasing rapidly, and this
new drift has environmental benefits also. It is now possible for
students or learners to get enrolled for the course(s) online from
anywhere, without a need to physically travel to the HEI
campus, and hence minimizing their carbon footprints on the
environment. Travelling results in CO2 emissions and also
significant travelling expenses. Cornell University website
highlights, “The combination of travel to and from the location
of the training, as well as the facilities that house the learners
and the printed handouts take their toll on the environment” [9].
Online learning may also eliminate or reduce the need for
physical resources like number of classrooms, recurring
electrical and maintenance costs associated with Air-
conditioning and lighting, also the regular course assignments
and the handouts can be provided online using LMS, resulting in
the reduced cost of printing and the paper usage. Such cost
effective measures can minimize HEI‟s energy footprints on the
environment.
3.4. Blended Learning
The term “Blended Learning”, is getting widely used in
academic publications and conferences in addition in its use in
industry field. Blended learning can be defined as the process of
combining and integrating various web-based technologies such
as virtual classroom, active learning and streaming video to
achieve different educational objectives.
Many studies have been conducted to identify the advantages
and challenges in the design and implementation of blended
learning. “Blended learning merges between different learning
strategies to meet specific educational objectives, which is the
reason why it becomes emerging trend in higher education”
[22]. For instance, Allen & Seaman [2], state that “blended
learning is emerging nowadays globally in educational context”.
“Students learning, interaction and participation has been
improved when online sessions were combined with traditional
courses” [1] [10] [21]. “Flexibility and enhancement of feedback
time has been provided by using blended learning” [1] [13] [21]
[27].
“Blended learning may be considered as a better approach as it
improves the learning process by making it continues rather than
single time event and encourages the students to study by their
own outside the classroom” [11]. On the other side, there are
many different challenges that can be identified by
implementation of blended learning. According to Alebaikan &
Troudi [1], blended learning is increasing the workload for
instructors as they will prepare for both online and traditional
sessions. There are no clear goals and objectives of using
blended learning in education context [28]. Difficulty in finding
the correct combining of traditional and online learning for
instructors is one of the challenges of blended learning
according to Korr, et al. [21]. Many different challenges of
blended learning can happen because of lack of institutional
definition for blended learning as well as lake of instructors‟
International Journal of Computer Applications (0975 – 8887)
Volume 175– No. 12, August 2020
45
capacity to engage with blended learning which leads to
misunderstanding of blended learning practices and principles
[25]. Lack of policy, lack of instructors‟ support, lack of
technology, and large number of students in a class, leads to
failure in implementation of blended learning.
There are various HEIs implementing blended learning in its
curriculum. East China Normal University (ECNU) has
embedded blended learning at various levels of courses and
observed various impact on learning and teaching. There are
many reasons for adapting blended learning at ECNU such as
instructors who are very much experienced were utilized at
different e-learning platforms, students were from the post-1990
generation so they are very much familiar with electronic
products and the internet. University realized that, blended
learning is emerging trend and adapting it would positively
affect the learning process.
Various important results were found at ECNU on the adaption
of blended learning. For instance, students are required to
participate in an active way which further improved students‟
participation and interaction. Also, teachers are encouraged to
interact with students online and give them feedback about their
performance which enhanced the relationship between students
and instructors. Another example of the university which has
adapted blended learning is University of Western Australia that
consider blended learning as one of key factors of the strategic
plan for innovations in education. The UWA integrated blended
learning using Blackboard Learn™ LMS, and this approach lead
to many benefits such as engagement, challenging and
transforming student learning through course contents, UWA
provides students with various learning experiences and
collaborative learning environments and help the students and
researchers to conduct different research projects in the area of
blended learning. University Sains Malaysia (USM) also
adapted blended learning as one of the main interactive learning
environments. They merge the strategies of blended learning in
university online portal eLearn@USM where the teachers can
design and implement online sessions which then the students
can have access to. One of the main results in adapting blended
learning at USM is empower instructors and students by
adaption of various learning tools to improve the teaching and
learning experiences. Chiang Mai University, Thailand is also
supporting the blended learning practices since 2000 until now,
it offers 1300 online courses that combined with face-to-face
interaction. “Advantages of adapting blended learning at CMU
is facilitated students‟ learning performance and improved the
quality of instruction” [23].
3.5. Automated Evaluations
Essay evaluations is one of numerous ways to assess the
learning process of students at HEIs. In this era of emerging
technologies, an essay evaluation is done in a more advanced
way using e-learning tools. According to Amalia et al. [3], “The
most punctual framework proposed for paper evaluation is the
Extend Exposition Grader (EEG) which was centering on the
composing fashion of a given exposition in arrange to supply the
score. The composing fashion concentrates on paper length and
mechanics such as capitalization, spelling mistake, language
structure and phrasing. Clearly this approach was criticized due
to the need of semantic examination in which the substance is
being ignored”.
Harshada Satav et al. [15], has displayed an evaluation
framework based on SQL and Microsoft.Net. They designed an
examination framework for computer application base. In
addition, their framework included diverse sorts of questions
that related to computer application such as multiple choice, fill
in the blanks, true /false, programming questions [4].
Jaballah et al. [19], designed an Arabic evaluation framework
for undergraduate students at College of Sharjah. The
framework included examination and evaluating subsystems of
distinctive sorts of questions such as true/false, multiple choice,
fill ups and paper address sorts. The exam paper is created
consequently by the examination framework. In any case, their
reviewing subsystem was not robotized and the reviewing is
done physically by the educator through an evaluation portal.
Xiangyun D. et al. [31], proposed an examination framework
which gives login action recording, clients administration, test
address administration. It incorporates examination subsystem
and reviewing subsystem that based on matching answers with
the answers key.
Programmed exposition scoring frameworks was carried out by
Rudner & Liang [26], this study was based on the Multivariate
Bernoulli Model (MBM) and Bernoulli Model (BM) strategies.
This strategy got the precision of 80%. Other assist inquire
about was conducted [6], utilizing the K-Nearest Neighbor
algorithm. Each paper was changed into the Vector Space Model
(VSM). This ponder executes the preprocessing handle such as
halt words evacuation, highlight choice of the paper and the
esteem of each vector is communicated by term frequency-
inverse document frequency (TF-IDF). This consider
implemented cosine within the KNN calculation to calculate the
likeness of an exposition and reply key. Tests on the CET-4
(College English Text) paper in China Learner English Corpus
(CLEC) appeared accuracy above 76%.
Table 1 - Comparison between Human and Computer Essay Assessment from the year 2003 to 2014 [24]
S No
Machine Assessment
Reported by
Result
1
Project Essay Grade (PEG)
Valenti, Neri and Cucchiarelli (2003)
87 (correlation)
2
Intelligent Essay Assessor (IEA)
Valenti, Neri and Cucchiarelli (2003)
85-91 (agreem*)
3
Educational Testing service I
Valenti, Neri and Cucchiarelli (2003)
93-96 (accuracy)
4
Electronic Essay Rater (E-Rater)
Valenti, Neri and Cucchiarelli (2003)
87-94 (agreem*)
5
C-Rater
Valenti, Neri and Cucchiarelli (2003)
80 (agreem*)
6
BETSY
Valenti, Neri and Cucchiarelli (2003)
80 (accuracy)
International Journal of Computer Applications (0975 – 8887)
Volume 175– No. 12, August 2020
46
7
Intelligent Essay Marking
System
Valenti, Neri and Cucchiarelli (2003)
80 (correlation)
8
Automark
Valenti, Neri and Cucchiarelli (2003)
93-96 (correlation)
9
IntelliMetricTM
Wang and Brown (2007)
Non-significant mean score differences
between AES and human scoring
10
Whitesmoke
Toranj and Ansari (2012)
No significant correlation
11
Criterion
Huang (2014)
Weak correlation
*Agreem = % of agreement between system produced grade and human assigned grade
In fact, the initial Automated Essay Scoring (AES) was created
by an English educator, Ellis Page, in 1966, called his
development as Page Essay Grade (PEG). Within the starting,
PEG managed with surface content highlights investigation like
number of words, normal sentence length until afterward it was
able to incorporate other more important highlights like
syntactic rightness and word choice. Such highlights are not as it
were important to human raters but they provide awesome
academic impacts on the field of English dialect educating and
learning. It was found that major scoring engines generally
comparable to human graders in unwavering quality [24].
The study conducted by Graesser et al. [14], to develop an
automated evaluation system enabled teachers to organize
questions, model answers and grading conveniently. To measure
the accuracy of the system, they deployed three scenarios;
Scenario1: 100% similarity level, Scenario2: Synonym
similarity (words with same meaning), and Scenario3: 0%
similarity level. As a result, the accuracy of this system
compared to teachers‟ manual assessment was found to be
83.3%.
4. CONCLUSION
The emerging technological developments in AI can have
tremendous positive impact on teaching and learning at HEIs.
It‟s not only for the quality of education but also can be useful in
economic aspects.
It‟s a vital need for all the HEIs to consider the solutions offered
by AI, to improve their pedagogical models, bring a reform in
their infrastructure, and to establish a relationship with AI
technologies. AI in education have a vast potential to shape the
future of education. Eventually, these AI solutions may offer
new opportunities for education for all, while maintaining the
integrity and the core values of higher education.
There is a vital need for specific research on the development
and ethical implications of AI. Also it is important to continue
further research in the direction of changing pedagogical roles
i.e., technology-mediated pedagogy with the possible new set of
graduate attributes having a sharp focus on efficient learning.
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This integrative literature review examines the transformative impact of advanced technologies, particularly Artificial Intelligence (AI), Internet of Things (IoT), and blockchain, on public administration. It addresses the urgent need for enhanced operational efficiency and transparency through AI-driven decision-making. The study reviews current literature to highlight AI's potential to revolutionize public service delivery, improve smart city initiatives, and enable data-driven policy-making. Significant challenges such as data privacy, algorithmic transparency, and ethical considerations are also identified. The methodology involves a comprehensive review of scholarly articles, reports, and academic publications, focusing on AI applications in public administration and smart technologies. The analysis reveals notable improvements in operational efficiency and transparency due to AI, alongside concerns about biases, transparency, and implementation issues. The findings confirm AI's transformative potential in public administration but emphasize the necessity for ongoing supervision, regular audits, and the development of AI models capable of detecting and rectifying operational anomalies. The study proposes creating positions such as Public Administration AI Ethics Officers (PAAIEOs), Public Administration Data Transparency Managers (PADTMs), and Public Administration Predictive Analytics Officers (PAPAOs) to ensure responsible AI utilization, maintaining the integrity and efficiency of public services while addressing implementation challenges. The review concludes that AI is promising for transforming public administration; however, careful implementation is crucial to uphold operational integrity and resilience. Future research should prioritize longitudinal studies to evaluate AI's long-term impact, focus on addressing implementation concerns, and ensure fair and transparent integration of AI technologies. These findings have significant implications for practice and policy, underscoring the need for robust frameworks and regulatory measures to guide the effective use of AI in public administration.
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... AIpowered adaptive learning systems can analyse students' learning habits, interests, and accomplishments to adapt the content and teaching style to the specific requirements of an individual student. The customised learning can enable students to learn at their own pace, overcome their individual challenges, and achieve better learning outcomes (Gawande, et al., 2020). ...
Critical Analysis of the Impact of AI in Higher Education and Its Consequences on Students
Article
Full-text available
  • Jan 2025
Introduction: The introduction of Artificial Intelligence (AI) in the education sector has sparked a lot of controversy opinions regarding its effectiveness in shaping student learning process and systematic mental growth. While AI has immense potential to transform learning experiences by providing personalised learning, immediate feedback, and access to enormous information, but fears have also been aired that overreliance on artificial intelligence will stifle the problem-solving and critical thinking capabilities of students by providing pre-programmed answers instead of encouraging independent thoughts. Objectives: The purpose of this paper is to rigorously explore the impacts of AI on higher education, with an inspection of how it impacts learning processes, intellectual growth, and the further expectations from students, academics and universities. This research aims to develop AI tools and programs through mixed approaches for the higher education environment that function as collaborative partners rather than just tools. The goal is to establish guiding principles and frameworks for a creative AI practice, incorporating computational tools, benchmarking of successful experiments, and their future applications. The current focus is on presenting early-stage research findings. Methods: Given this research focus on impact of AI in higher education, overviewing several studies, the backgrounds, and research findings achieved through exploratory research to gain a deeper understanding of a topic, develop practical guidelines, and develop more focused research questions for future investigation. Results: By investigating different studies, the examined strategies can be consolidated to address the promise of ethical AI implementation in education and in a manner to enhance and sustain cognitive capabilities among students and other stakeholders while offsetting risks associated with over-reliance and degrading of the human capacity. Conclusions: By embracing AI's potential while upholding core educational values, institutions can ensure AI enhances the learning experience. Successful implementation requires a balanced approach, developing adaptable and culturally sensitive AI tools while investing in teacher training for effective human-AI collaboration. This thoughtful approach considers students' diverse backgrounds and learning preferences, along with the vital role of educators, maintaining human agency, critical thinking, and ethical considerations as central to education. AI in higher education offers significant potential benefits, but responsible integration is key to maximising its positive impact. This approach ensures AI serves educational purposes effectively.
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... Using TRIZ as a framework for assessing creative potential allows organizations to evaluate their systematic problem-solving capabilities, identify gaps, and enhance their innovation strategies [9]. The structured approach ensures that innovation is not left to chance but driven by scientificallybacked principles and practices. ...
Evaluation of an organization's capacity for innovation using the Theory of Inventive Problem Solving (TRIZ) in AI environment
Article
Full-text available
  • Jan 2025
This paper explores the evaluation of an organization's innovative capacity using the Theory of Inventive Problem Solving (TRIZ) as a framework. TRIZ, a systematic approach to problem-solving, provides a structured methodology for identifying innovative solutions. By applying TRIZ principles to assess an organization's innovative potential, we can gain valuable insights into its ability to generate creative ideas and implement them effectively. The paper outlines a methodology for evaluating an organization's innovative capacity, including four issues. Identifying key innovation indicators. These indicators may include factors such as the organization's culture, structure, processes, and resources. Conducting a TRIZ assessment. Applying TRIZ tools and techniques to evaluate the organization's problem-solving skills, creativity, and ability to generate innovative ideas. Analyzing the organization's innovation ecosystem. Examining the factors that support or hinder innovation, such as leadership, teamwork, and knowledge sharing. Developing recommendations for improving innovation capacity. Based on the evaluation findings, proposing strategies to enhance the organization's ability to innovate. By utilizing TRIZ as a framework, organizations can gain a deeper understanding of their innovative potential and take steps to foster a culture of innovation.
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... Recent trends include the use of AI in simulation-based learning, affective computing, and assessment (Dai & Ke, 2022). Emerging technologies such as hologram technology, ubiquitous learning, and green computing are shaping the future of higher education (Gawande et al., 2020). Research on AI in education has significantly increased since 2015. ...
Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education
Article
Full-text available
  • Jan 2025
Artificial intelligence (AI) holds tremendous potential for promoting equity and access to science, technology, engineering, and mathematics (STEM) education, particularly for students with disabilities. This conceptual review explores how AI can address the barriers faced by this underrepresented group by enhancing accessibility and supporting STEM practices like critical thinking, inquiry, and problem solving, as evidenced by tools like adaptive learning platforms and intelligent tutors. Results show that AI can positively influence student engagement, achievement, and motivation in STEM subjects. By aligning AI tools with Universal Design for Learning (UDL) principles, this paper highlights how AI can personalize learning, improve accessibility, and close achievement gaps in STEM content areas. Furthermore, the natural intersection of STEM principles and standards with the AI4K12 guidelines justifies the logical need for AI–STEM integration. Ethical concerns, such as algorithmic bias (e.g., unequal representation in training datasets leading to unfair assessments) and data privacy risks (e.g., potential breaches of sensitive student data), require critical attention to ensure AI systems promote equity rather than exacerbate disparities. The findings suggest that while AI presents a promising avenue for creating inclusive STEM environments, further research conducted with intentionality is needed to refine AI tools and ensure they meet the diverse needs of students with disabilities to access STEM.
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... Furthermore, Gawande, Badi, and Al Makharoumi (2020) referred to AI as the use of technology-aided systems that may have human-like capacities for problem-solving and thinking abilities. Varshaa et al. (2021) expanded on the definition by stating that AI includes the automation of activities associated with human thinking, such as decision-making, problem-solving, and learning. ...
Integration of warrior artificial intelligence and leadership reflexivity to enhance decision-making
Article
Full-text available
  • Oct 2024
In the emerging literature on artificial intelligence (AI) and leadership, there is increasing recognition of the importance played by advanced technologies in decision-making. AI is viewed as the next frontier to improve decision-making processes and as a result enhance human decision-making in general. However, existing literature lacks studies on how AI, operating as a “warrior” or innovator in business, can in turn enhance leadership reflexivity, and thereby improve decision-making outcomes. This study is aimed at addressing this gap by drawing on the reflexivity perspective and existing research on AI and leadership to examine the integration of the concepts of warrior AI with leadership reflexivity to improve decision-making. The study used a systematic literature review to identify and map articles using specified inclusion and exclusion criteria to achieve this. Selected articles were included for in-depth analysis to address the issue under investigation. The study explored the potential benefits of blending advanced AI with reflective leadership strategies, offering insights into how organizations can optimize their decision-making processes through this innovative approach. A comprehensive literature review was thus the foundation for our investigation into how warrior AI may enhance human decision-making especially under high-stress conditions by providing real-time data analysis capabilities, pattern recognition skills, and predictive simulations. Our work emphasizes how leadership reflexivity plays a critical role in assessing AI-driven recommendations to ensure ethical soundness and contextual appropriateness of the decisions being taken. Based on our findings, we suggest that integrating AI capabilities with reflective leadership practices can lead to more effective and adaptable decision-making frameworks, particularly when swift yet well-informed action is necessary. This study adds to the existing body of knowledge by illustrating that, with the aid of a flow diagram, the integration of warrior AI into the reflective process can potentially amplify the benefits of AI, offering data-driven insights for leaders to reflect upon, thereby reinforcing the decision-making process with a more rigorous, ethical, and nuanced approach in alignment with organizational objectives and societal values. It is recommended that leadership actively engage in discussions regarding ethical AI use, ensuring alignment with organizational values and ethics. Ultimately, this study contributes valuable insights to discussions around AI and leadership by underscoring the significance of maintaining a balanced relationship between machine efficiency and human wisdom.
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... Intelligent communication across the global networks have become possible with the help of IoT and the performance management of Human Resources have become efficient as well. Process automation works with high efficiency as it can work in a repetitive manner with a similar level of consistency by maintaining the standard that is not possible for humans [1] With the help of computer software, the implementation of robotic process automation has made the performances faster and errorless such as secured bank transactions, data transfer from one to another cloud and others that play crucial roles in business performance betterment. In comparison to the other traditional technologies, AI is making the machine learning procedures 20x faster. ...
Impact of Artificial Intelligence and Internet of Things on Performance Management: A Systematic Review
Article
  • Jun 2024
In general, the role of AI and IoT for increasing the performance level of businesses have been discussed here with the aim of establishing understandable data on such with several objectives regarding future potentials, business growth and relevant challenges. Therefore, how different industrial businesses are using these two variables in their workplace cultures have been prioritized in the entire study. Secondary qualitative research method has been followed throughout the research review work by aligning the systematic review and thematic analysis to get a clear overview about the topic. All the data have been collected in between the published year- 2017- 2021 based on several inclusion criteria for numerous relevant measures to conduct this one. The researcher has counted on all the essential methodological tools such as positivism philosophy, descriptive design and deductive approach to make the study reliable and well-visible. Furthermore, it has been proved that the selection of topics has been beneficial to get expected findings by using various journals in the similar regard. Hence, the conclusion section has illustrated how efficiently the researcher achieved the knowledge over the topic by focusing on its various relatable factors to improve the performances in businesses. Researching on such a topic based on current global scenario is found advantageous to move with the interest for further studies.
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Application of the theory of innovative problem solving in the environment of artificial intelligence
Article
Full-text available
  • Nov 2024
Artificial intelligence (AI) is transforming traditional approaches to problem solving, especially in the context of innovation. This paper investigates how innovation problem solving theory can be adapted and enhanced with AI capabilities. The integration of the theory of solving innovative problems and AI opens up new opportunities for increasing efficiency and innovativeness. However, it is important to understand that AI does not replace human intelligence, but complements it by providing new decision-making tools. The combination of the theory of solving innovative problems and artificial intelligence opens up new opportunities for increasing efficiency and creativity in the process of developing innovative solutions. TRIZ provides a systematic approach to problem solving, while AI provides powerful tools for data analysis and idea generation. The research methodology is as follows: analysis of the principles of TRVZ in the environment of AI, selection of the Pareto area of applications, construction of a matrix of contradictions of principles, evaluation of the impact of the principles on the management of the process of sustainable development, formation of chain models for the creation of innovative projects, construction of a system of criteria for the selection of a chain and the creation of innovative projects. Applying this approach can lead to the creation of more innovative and effective products and services that meet the needs of today's society.
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Impact of AI on Diversity and Inclusion
Chapter
  • Jul 2024
Artificial intelligence (AI) has emerged as a powerful force, revolutionizing industries worldwide. Its transformative capabilities extend beyond mere automation, shaping the way we work, innovate, and make decisions. In this chapter, the authors explore how AI is reshaping healthcare and financial sectors, driving efficiency, accuracy, and customer satisfaction. AI is undoubtedly revolutionizing industries globally, providing innovative solutions that enhance productivity, stimulate innovation, and push the boundaries of decision-making.
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WEB 2.0 AUTOMATED ESSAY SCORING APPLICATION AND HUMAN ESL ESSAY ASSESSMENT: A COMPARISON STUDY
Article
Full-text available
  • Oct 2019
Educators from all levels of education have comfortably embraced ICT for decades. More and more applications are being developed which has direct and indirect advantages on learning and teaching. What is more interesting is the fact that more free applications are now being made available to be used by the public. In this paper, the focus is on the comparison between a free Automated Essay Scoring (AES) web-based application called ‘PaperRater.com’ and human assessment by English instructors from a public university in Malaysia. Ten selected human assessed essays were assessed by individual lecturer (IL) and also a group of lecturers (GL). Those essays were then fed into ‘PaperRater.com’ and a comparison was made in terms of total scores generated by the application and the ones by the instructors. A descriptive statistical analysis was carried out to compare the scores. As a result, assessment for both types of essay recorded a difference of between 0.3 to 38.7 marks where bigger disparity was recorded between human assessed and computer based (AES) assessment. Overall, however, the strength of the relationship between GL and PR, based on the Pearson’s product moment correlation coefficient, was recorded at 0.678407 which means that there is a moderate positive linear relationship.
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Blended learning in Saudi universities: challenges and perspectives
Article
Full-text available
  • Dec 2010
This study is an attempt to investigate the nature of obstacles and challenges encountered at Saudi universities while implementing a blended learning approach. A literature review of blended learning rationale and designs, and the status of web-based education in Saudi higher education are demonstrated. Three main challenges of applying blended learning in Saudi higher education are addressed. One major challenge to be considered in the implementation of blended learning in Saudi universities is the adaptation of this element in the traditional university culture. Finding the right design of blended learning is another challenge that is discussed in detail. Furthermore, the time issue is considered a crucial challenge facing blended learning faculty. Practical recommendations that would facilitate transition to a blended learning university environment are presented. It is hoped that this study will help to provide insight for the faculties and the decision-makers throughout higher education in Saudi Arabia. Although this investigation is specifically related to the implementation of blended learning in the universities of Saudi Arabia, we are confident that the assumptions and recommendations contained herein will be of great value to other populations facing similar challenges.
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The undergraduate experience of blended e-learning: a review of UK literature and practice
Technical Report
Full-text available
  • Jan 2006
The review report addresses the current meanings of 'blended learning' across the sector. A team of researchers from the Oxford Centre for Staff and Learning Development (OCSLD) has completed a review of the UK literature and practice relating to the undergraduate experience of blended learning. The study aimed to review existing research and practice on blended e-learning, identify key studies and issues, and make recommendations to guide future policy and practice. The review team combined traditional desk research, with institutional visits and interviews with key personnel. The review report addresses the current meanings of 'blended learning' across the sector, the underlying institutional rationales for blended learning, the monitoring and evaluation strategies being adopted for ensuring and enhancing the quality of blended e-learning. The review has found that the student response to the provision of online information to supplement traditional teaching is overwhelmingly positive. It is clear from the uptake of this area of technology by institutions, the rise of the use of the term 'blended learning' and the number of evaluative studies identified in the review, that institutions and practitioners are attempting to engage with blended learning and are doing so successfully.
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Shedding Light on Students’ Technology Preferences: Implications for Academic Development
Article
  • Jan 2015
This study built on previous research in 2010 to determine changes to students’ current use of and expectations for future integration of technologies in their learning experience. The findings reveal a continued trend of conservative technology use amongst students but with a growing demand for more integration of technologies for assessment and administrative purposes, podcasts or lecture recordings in flexible and blended course designs. While academic practice has been slow to change, this study reveals a continued need for academic development to focus on strategies that enhance technology adoption amongst academic staff. Students’ preferences from this and the earlier study suggest that they would like more use of technologies, especially mobile technologies for efficient and convenient access to content, communication and assessment that can not only inform academic development and course design for fully online and blended learning courses, but also for the growing number of massive open and online courses (MOOCs) in the education landscape.
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BLENDED LEARNING. THE KEY TO SUCCESS IN A TRAINING COMPANY
Article
  • Jan 2008
Master-D is a training company that was founded in 1994. It was initially comprised of 10 people. Now has more than a thousand employees and has branches in five different countries across three continents. This company owes a great deal of its success to the concept of blended learning, or its unique manner of understanding this educational form which we like to call open training. In the following pages we will examine some of the principles of a successful business based on this training model. In: International Journal of Instructional Technology and Distance Learning (ITDL).
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Defining the nature of blended learning through its depiction in current research
Article
  • Sep 2018
Blended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’.
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Teaching MSW Social Work Practice in a Blended Online Learning Environment
Article
  • Nov 2013
Blended learning is a newly emerging trend in higher education and is defined as the purposeful integration of synchronous and asynchronous learning to provide educational activities that maximize the benefits of each. This paper describes the development of a graduate social work foundation-year practice class in a blended online environment in which both asynchronous and synchronous activities transpire online. The course's underlying pedagogical principles are illustrated, and the perceptions of instructional faculty are reported in key areas, including engagement and participation, activities, and the challenges of technology, socialization, etiquette, and nonverbal cues.
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Energy Savings Through Power Management in the Desktop Computer
Article
This paper presents a case study on the energy consumption of a desktop computer in the Energy Laboratory of Universiti Teknologi Malaysia, and shows the potential for energy savings through power management. The power consumption from the computer was measured using the energy analyzer, and recorded through observation. Two methods of power management were tested namely the Reminder Sticker and the software called Advanced Power Management System (APMS). The analysis shows that the first method managed to reduce 29.52% of the mean energy consumption over a week whereas, the second method which had been designed in the market to switch off the computer and peripherals after a user-specified period of inactivity produced reductions in the mean energy consumption of 16.97%.
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