=Paper=
{{Paper
|id=Vol-2386/paper27
|storemode=property
|title=Problems of the Intelligent Virtual Learning Environment Development
|pdfUrl=https://ceur-ws.org/Vol-2386/paper27.pdf
|volume=Vol-2386
|authors=Mykola Odrekhivskyy,Volodymyr Pasichnyk,Antonii Rzheuskyi,Vasyl Andrunyk,Mariia Nazaruk,Oksana Kunanets,Danylo Tabachyshyn
|dblpUrl=https://dblp.org/rec/conf/momlet/OdrekhivskyyPRA19
}}
==Problems of the Intelligent Virtual Learning Environment Development==
https://ceur-ws.org/Vol-2386/paper27.pdf
Problems of the Intelligent Virtual Learning
Environment Development
1
Mykola Odrekhivskyy[0000-0003-3165-4384] , Volodymyr Pasichnyk[0000-0003-3007-2462]2,
,
Antonii Rzheuskyi[0000-0001-8711-4163]2, Vasyl Andrunyk[0000-0003-0697-7384]2,
Mariia Nazaruk[0000-0001-7459-4911]3, Oksana Kunanets[0000-0001-8626-9016]2
Danylo Tabachyshyn[0000-0003-2851-0259]2
1
Department of Management and International Business, Lviv Polytechnic National University,
Lviv, Ukraine
2
Information Systems and Networks Department, Lviv Polytechnic National University, Lviv,
Ukraine
3
Informatics and Applied Mathematics Department, Rivne State University of Humanities,
Rivne, Ukraine
odr2002@ukr.net, vpasichnyk@gmail.com,
antonii.v.rzheuskyi@lpnu.ua,
Vasyl.A.Andrunyk@lpnu.ua, marinazaruk@gmail.com,
oksanka.kun@gmail.com,
tabachyshyn.danylo@gmail.com
Abstract. The modern ways to increase the efficiency of education, which
includes the development, implementation and use of intellectual virtual
learning environments (IVLE), which would include virtual reality systems,
information, design, interactive, training, gaming and other learning
technologies are considered. Approaches to the simulation of training in the
IVLE are offered and analyzed, before carrying out professional, didactic and
methodical analysis of educational material; from the technological point of
view, it is suggested that it is expedient to include the entire educational
material necessary for the acquisition of certain knowledge, skills and abilities
for the IVLE to form the general and professional competencies of students, in
accordance with the curricula and programs; It is proposed to implement
flexibility, adaptability and integrity of the IPNS based on the principle of
hierarchy of complex systems. It is researched that the modeling,
implementation and use of information technologies in education changes not
only individual actions, but also human activity in general, affecting all mental
processes, as there is indirect activity with new sign systems and means that
requires additional psychological efforts from students, and from teachers - the
use of new methods and methods of training; the interconnected and
interconnected combination in the process of learning real and virtual is
analyzed, which will allow to ensure the efficiency of modern teaching
technologies that provide for the proactive character of personal development.
The main tasks and functions assigned to the IVLE are presented in the form of
a tree of goals and are aimed at increasing the effectiveness of learning through
the construction of virtual universities in the information society and,
accordingly, a new education system and its new paradigm.
Keywords: Virtualization, Knowledge, Intellectualization, Modeling, Learning,
Environment
1 Іntroduction
The content and quality of higher education today depend on its level of virtualization
[1], which involves the transfer of knowledge through technical media mediators
(Internet distance learning platforms, multimedia technologies such as audio and
video communication, the ability to use musical accompaniment, audio - video clips,
simulation of various objects and processes in 3D space and other forms of
information and communication technologies, etc.). Virtual education systems in
Ukraine are mainly oriented on Internet technologies and combining various
traditional forms of daytime and distance education with technological Internet
innovations.
Computerization today, accordingly, covers only a part of the educational process
and does not use all the positive aspects of virtualization of learning, in particular, the
possibility of establishing a qualitative imitation of natural, technological or economic
processes, the interconnected use of virtual and real learning for the development of
professional skills, especially relevant for fundamental sciences, natural sciences,
technical and economic specialties. It should be noted that the growth of information
volumes today also causes the change of priorities in the system of training and
retraining of personnel, the use of the latest forms and methods of training, since
according to the OUN expert commission, the person only remembers about 10% of
the read, 20% of the heard, 30% see you If a person hears and sees, the level of
memory increases to 50%. If she is hearing, seeing and discussing, then the memory
level reaches 70%. The use of audiovisual media reduces the time required for
training by 40%, increases the amount of information that is acquired by 20% [2].
Therefore, the modern direction of improving pedagogical efficiency in the system of
university education can be assumed to be the development, implementation and use
in the universities of IVLE, which would include modern learning technologies, in
particular [3]: information, design, interactive, training, gaming and others.
Analysis of recent research and publications. A study of the problems of the
virtualization of education devoted a lot of domestic and foreign scholars to their
scientific work [1-19]. M. Murashko and S. Nazarko [1] believe that the virtualization
of education involves the transfer of knowledge through technical mediators (Internet
distance learning platforms, multimedia and other forms of information and
communication technologies, etc.). A. Karlov [4] argues that the virtualization of
education increases its efficiency, reduces its costs and makes it more widespread and
accessible. M. Klement [5] suggests using a virtual learning environment and
multimedia as a means of activating the learning process where a good result can be
achieved by combining classical learning with modern computer technology. D.
Lunsford [6] believes that the virtualization platform VMware Workstation 6, which
provides multiple virtual machines on one physical platform, can be used as an
effective tool in the learning process for: easier assimilation of complex topics;
integration of topics and courses; Providing students with easy access to a variety of
practical classes. However, Dale L. Lunsford focuses on the fact that virtualization leads
to awareness of the limited virtual environment and careful planning of choosing the right
tools for their individual abilities. V. Pashkov [7] believes that virtual teaching aids is one
of the main mechanisms for changing the professional, life-styles of the teacher and the
student at the level of everyday behavioral practices and at the level of fundamental
ideological paradigms. SG Litvinova [8], under the virtualization of the learning process,
understands the use, development of software and the preservation of any objects in cloud
storage, in particular: documents, virtual classes, laboratories, libraries, maps, etc., and
suggests the basic principles of constructing a cloud-based learning environment. include:
focusing on the interests and needs of participants in the educational process, unified
technical standards and interoperability, confidentiality and information security,
openness, international compliance m standards, volunteerism, hierarchy, collective use of
data, copyright, instant response. T. Słaboszewska [9] suggests using the virtual reality
environment in the learning process, which greatly enhances motivation, encourages
students to focus on key aspects of learning content, helping them develop practical and
professional skills, provoking cognitive and emotional activity. Under virtual reality, here
is an image that is modeled by technical means of the artificial world, transmitted to a
person through the feelings that are imitated in accordance with this image, and virtual
reality technology involves the production of high-quality stereos images, the creation of
devices to influence other (other than view) channels of information receipt in the human
brain with appropriate feedback and software development that allows you to create the
necessary real-time images. Irina Melnyk, Nadia Zaderey, Galina Nefyodova [10] believe
that the future of the physical real world will be formed by mergedreality (MR), based on
the addition of AR and the virtual VR reality. Virtual reality (virtualreality, VR) is a world
created with the help of special technical means, which enable every student to fall into
this fictional world. Enhanced reality (augmentedreality, AR) is a technology in which the
user's representation in the real world is enhanced and supplemented by additional
information of computer models that allows the user to stay in touch with the real
environment.
Thus, the analysis of recent researches and publications suggests that the problems
of the development, implementation and use of ICS in the system of university
education, the solution of which is based on a synthetic approach and is relevant in
the context of the construction of an information society, has not yet been
systematically investigated.
The aim of the article. To propose modern approaches to the construction of
intellectual virtual learning environments in the university education system.
2 The Results of Research
It is expedient to develop, implement, and use the IVLE in universities because they:
on the one hand, using Internet technologies, can form university virtual learning
environments or virtual universities and integrate into the global educational space;
on the other, as human-computer systems, are based on the synthetic approach and
use the natural and artificial intelligence of the educational process, a combination of
virtual and real. In the work, the main focus is on the research of IVLE as human-
computer systems that function in the dialog mode and help to solve many didactic
tasks, facilitate the organization of training with a high level of individualization,
create conditions for systematic verification of the learning of the material,
accounting and assessment of knowledge, the formation of training stories and the
creation of their machine archive, the establishment of effective feedback in the
process of training, facilitate the formalization of evaluation processes, analysis and
forecasting of training effectiveness, optimization of teaching methods. That is,
IVLE can collect, process, evaluate and analyze learning information, and thus
support the decision-making process regarding the level of learning and the choice of
the best teaching methods for each student.
Learning in the system of university education can be regarded as a two-way
activity aimed at learning and comprehension of the teaching material and the
subsequent application of the acquired knowledge, skills and abilities in practice, ie,
the bilateral activity of the teacher and student, or the "teacher-student" system, which
is covered by bilateral communication (direct and reverse). For direct communication
channels, the student receives instructional information, and the feedback channel
receives the initial information, first, to the teacher, which enables him to assess the
level of student's training, and secondly, to the student, to self-assess the level of
training in the implementation of self-study. The inconsistency of the input and output
information coming to the teacher leads him to apply it by adjusting the effects and
thus affect the cognitive activity of the student.
Effective management of the level of training in the "teacher-student" system is the
main goal of management. Therefore, for the effective functioning of the "teacher-
student" systems, it is necessary to create such training management systems that
would be based on the principles of building management systems in general,
implementing modern learning technologies and supporting processes for making
optimal decisions. The basic principles of organizing the work of such systems can be
considered [11]: the selection and analysis of educational material, its placement in
logical sequence, in accordance with the didactic rules; submission of educational
information in the form of separate, logically completed doses, with the provision of
percepts and constructs; phased control of assimilation with the change of types and
forms of verification; individualization and optimization of the pace and quality of
education; creating learning stories; application of technical means for the submission
of information and control of its assimilation; support in decision-making on
management and self-regulation of cognitive activity of students on the basis of
constant feedback; conducting and publishing training protocols.
The development of educational systems today is possible due to the
transformation of the "teacher-student" system into the "teacher-IVLE-student"
system (Fig. 1), where the teacher is assigned the role of a creative component, which
makes final decisions and manages the IVLE-student interaction process. The
components of IVLE are the following systems: training, which consists of the
required number of computer training programs that implement the learning process
and can use in the learning of interconnected and interconnected combination of
virtual and real; control of learning outcomes; processing results of control;
assessment and forecasting of learning effectiveness; withdrawal of training
protocols; database management system and database; information and reference and
expert systems. When constructing a learning system, you can use different types of
virtual reality systems, the delimitation of which lies in the plane of the methods and
modes of their interaction with the user, in particular: Window to the World (WoW)
or desktop BP (Desktop VR); Video Mapping (Video Mapping); Immersive Systems -
perfect BP - systems that completely immerse the user in the virtual world, creating a
sense of presence; remote presence systems - the connection of remote sensors,
located on any object in the real world with the operator-man; Mixed Reality Systems
is a combination of remote presence systems and a virtual reality based computer
whose image is generated based on information extracted by sensors of remote
presence systems [12]. The structure of an expert system that is capable of accepting
and justifying the solution and which can be attributed to systems of artificial
intelligence include: subsystems of accumulation of knowledge of the first and second
kind, knowledge base, knowledge management system, subsystem of acceptance and
explanation of decisions. These systems are integrated into the IVLE using the system
interface. The interaction of the student, teacher and expert on the IVLE is carried out
by the means of the corresponding interfaces.
The basis of the intellectualization of the management of the educational process
by means of the IVLE is the general principle of the organization of management
systems, according to which object management is carried out in three stages: the
display of information status of the object of management; formation and decision
making; realization of the taken decisions. The necessary decisions with the use of
IVLE will be made on the basis of knowledge of experts, which, accordingly, can be
highly qualified specialists in specialized branches of knowledge (knowledge of the
first kind), as well as knowledge gained on the basis of a priori information and
results of research of scientific and pedagogical activities of universities (knowledge
the second kind). This knowledge can be formalized by a knowledge engineer and
entered into the knowledge base as a virtual knowledge, on the basis of which will be
made appropriate decisions. That is, the proposed IVLE is focused on the study of
specialized disciplines, and their aggregate, using Internet technologies, can form a
university virtual learning environment or virtual university and integrate into the
global educational space [13].
Studen
t
Intellectual virtual learning environment
(IVLE)
Student interface
Output of Monitoring Processing of
training Educatio of learning control
protocols n outcomes results
System interface
system manager
Evaluating and
forecasting Dat
learning abas DMS Information-
effectiveness e reference
system
Expert Interface
.
..
Knowledg Knowled Knowled Knowl
e engineer ge of the ge of the edgeb
first kind second
ase
kind
Knowledg
e flow
Expert system
Expert
Explanation Decision-
of decisions making KBM
S
Lecturer Interface
Lecture
r
Fig. 1. Organizational structure of the "student-IVLE-teacher" system
The simulation of training in IVLE is proposed to be implemented as follows:
modeling the content of training (curricula and programs); modeling the processes of
forming competences in accordance with curricula and programs, training knowledge
and skills; modeling of processes of control of competences, mastering of knowledge
and skills; formation of databases and knowledge bases; modeling of database
management systems and knowledge bases; modeling the states of the educational
process, studying their dynamics; modeling of processes for supporting acceptance
and substantiation of decisions, teaching management. Simulation of education, in
turn, leads to the implementation of professional, didactic and methodological
analysis of educational material.
The professional analysis of the training material consists in a detailed analysis and
selection of the content of the training information that students need to master in the
study of a certain discipline, section, topic (here should proceed from standard
requirements and professional specialist), in determining the sequence of studying
discipline and highlighting the main themes of the circle the questions included in
them.
When developing software, it should be borne in mind that in the short-term
memory of the person information is stored for no more than 30 seconds [2].
Increasing this interval and transferring information from short-term to long-term
memory can be a continuous repetition, so the core components of learning
knowledge should be repeated from program to program, but in a different form and
tendency to curtail and synthesize.
One of the psychological features of IVLE should be the ability to control (self-
regulation) cognitive activity of students. The IVLE indicates the direction of human
activity (the system of finite and intermediate goals) and the system of perceptual
(perception actions), mnemonic (memory action), thoughtful, graphic actions and
operations, as well as criteria for the effectiveness of their implementation.
This information will help the student more effectively manage their cognitive
activity. In addition, constant positive reinforcement of training, facilitates the
consolidation of knowledge and skills of the student, stimulates his readiness for
further work (motivational factor). Didactic analysis of the selected educational
material consists in choosing one of the forms of his presentation, the form of student
communication with the material.
A direct link channel is: a monologue message of the same or a new study
information for all students; an individualized message that provides tailor-made
training through adaptive training modules; a composite message that combines the
application of a single module of the first two forms. The feedback channel is: a
system of questions, tasks, tasks with a selective response form that provides constant
external and internal feedback.
Methodological analysis is to choose the learning algorithm that is the same for all
students or individualized, based on the individual capabilities of each student. Here
we are talking about the dosage of educational material, the optimal amount of
elementary learning step as a logically completed section of the curriculum and a
frame or "dose" as a structural element of the "step"; the formulation of intermediate
tasks, questions and expected answers for operational control and self-control of
student knowledge. In this case, the size of the step can also be dosed.
From the technological point of view, it is advisable to include in the IVLE all the
training material necessary for the acquisition of certain knowledge, skills and
competences for the formation of general and professional competencies of students,
according to the curriculum. The content of each "step" of learning should contain
new material (basic concepts, relationships, properties) that needs to be learned and
remembered. In terms of content, this should be logically complemented by the
amount of training information. Each "step" should consist of an optimal number of
staff, which would contain educational material for perception, comprehension and
mastering of knowledge and skills. Therefore, the frame may be information,
operational, control or mixed, to contain, for a better assimilation, no more than one
cognitive operation or learning action.
It is proposed to ensure the flexibility, adaptability and integrity of the IVLE by
constructing the software structure of the IVLE based on the hierarchy of complex
systems [14]. The hierarchy provides the IPNS with the flexibility of the software and
information support structure, enhances the capabilities of the IVLE by increasing the
levels of the hierarchy or elements at levels that makes them more reliable and
uniform, contributes to the multi-level modeling of different learning technologies, as
the modern period of education informatization is characterized by the search for such
ways of creating the IVLE, which would correspond to the new paradigm of
education and take into account the psychological and pedagogical peculiarities of
students' behavior in these environments the specifics of the disciplines.
The use of virtual reality systems allows for inclusion in the learning process of the
game elements that make it interesting and easy enough for learning to be discovered.
Computer-based surveys, task-solving, writing essays, and searching for information,
and even processing the results of experiments on the computer screen, increase the
interest in learning because modern students are well-informed and have the relevant
skills to work with different software tools, technologies and systems. At the same
time, in the era of building an information society, an urgent task is the competent
organization of training and minimization of the negative influence of computer
technology on psychosomatic health of students. Students need to realize that the
computer is only part of our lives, which helps to deepen the real world, but does not
replace it. In our opinion, it is very relevant today to study the psychological and
pedagogical problems of interrelated use in teaching virtual and real, their influence
on the formation of students of higher educational institutions of such qualities that
would allow them to successfully adapt to the conditions of the environment and
influenced the development of their intellectual, creative abilities, to work with
diverse sources of information and to acquire skills for independent mastering of new
knowledge. By studying the psychological and didactic aspects of the influence of
systems of virtual reality and information and communication technologies in general
on the process of studying in the system of university education, taking into account
the peculiarities of disciplines studying the laws of the real world, one can distinguish
the following psychological and pedagogical problems [1,4-13,15-17], whose
research is the basis for the creation of the IVLE:
virtualization of educational environments, the formation of virtual universities,
examples of which may be the Spanish "National University of Distance
Education", the Educational Information Consortium "Phantom Project", the
British "Open University"[18-30], etc., do not replace traditional forms of work in
the usual environment of personal interaction, but increases its efficiency and
adapta- bility to new conditions;
scientifically grounded use of virtual learning technologies[31-35] can lead to the
forma- tion of a fundamentally new system of education, its new paradigm, where
the pur- pose of learning is not only the mastering of a certain amount of
knowledge, but their focus on solving the actual theoretical and practical problems,
the formation of the student's personality, intellectual level;
the introduction and use of information technology in education changes not only
individual actions, but also human activity in general, affecting all mental
processes, mediated activity with new sign systems and means occurs, therefore the
use of IVLE training should be gradual, which will promote students adapt to the
new conditions of learning, and simultaneously, in order to minimize the nega-tive
impact on the psychological state of students, it is necessary to teach them to
interact with the virtual world as a model of the real world;
use of all possibilities that the IVLE (modeling, audiovisual, etc.) in general, in
order to increase students' interest in learning, development of their mental (cogni-
tive) processes: sensation, perception, imagination, attention, memory, thinking;
preparation of the teacher for introduction into the system of training of virtual
objects in order to prevent the development of students of virtual addiction, the
teacher must be able to control emotions of students, to create a friendly atmos-
phere in classes, to form students' ability to make decisions independently, skills of
constructive communication;
to take into account already formed individual characteristics of students, their
skills in work in virtual systems and at the same time to promote the development
of cognitive and creative abilities, to develop the skills and skills necessary for the
student to realize their own trajectory of learning and development in general;
use in the educational process of real experiments and computer simulation expe-
riment, which are complementary ways of studying real objects, phenomena, laws
and laws, their practical application;
use in the system of an educational experiment research with real objects, introduc-
tion of laboratory workshops, demonstrations and other types of research using
computer technology;
individualization of the process of mastering the necessary amount of professional
information, a significant acceleration of the process of adaptation to the require-
ments of the new workplace, the formation of a new information culture in the con-
text of developing a culture of independent search and perception of information.
the main tasks and functions assigned to the IWLE are aimed at increasing the
efficiency of learning through the construction of virtual universities in the infor-
mation society and, accordingly, the new education system and its new paradigm,
can be presented as a goal tree (Fig. 2).
Fig. 2. Tree of the goals of the IVLE
The vertices of a given tree can be: S0 - increasing the effectiveness of learning; S1 -
modeling of learning (S11 - modeling of learning content (curricula and programs);
S12 - modeling of competency development processes; knowledge and skills training;
S13 - modeling of competency control processes; knowledge acquisition skills; S14 -
database and knowledge bases modeling; S15 - simulation of database management
systems and knowledge bases; S16 - modeling the status of the educational process,
studying their dynamics; S17 - modeling of processes for supporting the acceptance
and substantiation of decisions, training management); S2 - the formation of
competencies (S21 - the formation of integral competence; S22 - the formation of
general competencies; S23 - the formation of professional competencies); S3 -
learning knowledge (S31 - presentation of knowledge in the most targeted form
(according to the appropriate learning technology; S32 - accumulation of information
about the process of learning knowledge (S321 - knowledge control; S322 - formation
of assessments based on knowledge control; S323 - registration of learning outcomes
knowledge) ; S33 - learning the process of learning knowledge); S4 - learning skills
(actions and operations) (S41 - studying actions and operations; S42 - skills formation;
S43 - accumulation of information about the process of learning skills (S431 -
monitoring actions and operations; S432 - forming S5 - submission of reference
information (S51 - about work with IWSS, S52 - on the implementation of training,
S53 - on learning outcomes, S54 - on learning effectiveness, S55 - on learning
outcomes) S56 - on the exploitation of the information, technical and software of the
IWNS); S6 - preparation of training information (S61 - preparation of the content of
virtual learning; S62 - preparation of tasks, simulation experiments, exercises, control
questions and tests; S63 - preparation of audiovisual information); S7 - study of
learning process (S71 - conducting IWNS exploitation experiments; S72 - testing and
monitoring of training technologies; S73 - obtaining data on the effectiveness of
technologies and teaching methods; S74 - making decisions about optimal parameters
of IVLE, optimal technologies and teaching methods).
3 Conclusions and Perspectives for Further Students
The current direction of increasing the efficiency of learning can be considered the
development, implementation and use of IVLE, which would be a specialty of
didactics and included virtual reality systems, information, design, interactive,
training, gaming and other learning technologies.
The simulation of training in the IVLE determines the implementation of
professional, didactic and methodological analysis of the teaching material.
Professional analysis consists in detailed analysis and selection of the contents of
educational information, didactic - in the choice of one of its forms of presentation,
and methodical - in the choice of learning algorithm, the same for all students or
individualized, based on the individual capabilities of each student.
The development, implementation, and use of IVLE transforms not only individual
actions, but also human activity in general, affecting all mental processes, as there is
indirect activity with new sign systems and tools that requires additional
psychological efforts from students, and from teachers - the use of new methods and
learning methods, and the interconnected and interconnected combination in the
learning process of the real and virtual, taking into account psychological and
pedagogical factors, allows to ensure efficiency new models of education, which
include a proactive character of personality formation.
Therefore, the problems of intellectualization of university virtual learning
environments and the creation of virtual universities can determine the prospects for
further research.
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