Enhancing Higher-Education Governance Through Telepresence Robots and Gamification: Strategies for Sustainable Practices in the AI-Driven Digital Era
Integrating telepresence robots with gamification opens up new directions in which higher-education governance could translate into higher levels of student engagement in the AI-driven digital era. Drawing on both constructivism and the self-determination theory (SDT), this study will review evidenc...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/12/1324 |
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| author | Abdullah Addas Fawad Naseer Muhammad Tahir Muhammad Nasir Khan |
| author_facet | Abdullah Addas Fawad Naseer Muhammad Tahir Muhammad Nasir Khan |
| author_sort | Abdullah Addas |
| collection | DOAJ |
| description | Integrating telepresence robots with gamification opens up new directions in which higher-education governance could translate into higher levels of student engagement in the AI-driven digital era. Drawing on both constructivism and the self-determination theory (SDT), this study will review evidence on how these technologies enhance autonomy and motivation, boosting effective participation in diverse learning environments. The experiments were carried out across various subjects with socio-economically varied groups of students by deploying gamified learning modules on telepresence robots. Primary metrics under consideration involved participation rates, task completion times, and other qualitative feedback measures about impacts created by such technologies. Indeed, the participation rates of the robot group were 40% higher, task completion times were reduced by 30%, and module completion rates for the robot group were 30% improved. The students reported positive emotions and showed more engagement, with the low-income students showing an 80% engagement rate compared to 40% in the control group. The results from both robots and gamification show promising potential for reshaping traditional learning paradigms, especially for students from geographically distant and underserved areas. The study guides further research on applying advanced tools in higher-education governance to foster sustainable practices in the AI era. |
| format | Article |
| id | doaj-art-1f5667e632d8482495d3d7f7d40eca1d |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-1f5667e632d8482495d3d7f7d40eca1d2024-12-27T14:22:30ZengMDPI AGEducation Sciences2227-71022024-11-011412132410.3390/educsci14121324Enhancing Higher-Education Governance Through Telepresence Robots and Gamification: Strategies for Sustainable Practices in the AI-Driven Digital EraAbdullah Addas0Fawad Naseer1Muhammad Tahir2Muhammad Nasir Khan3Department of Civil Engineering, College of Engineering, Prince Sattam bin Abdulaziz University, Alkharj 11942, Saudi ArabiaComputer Science and Software Engineering Department, Beaconhouse International College, Faisalabad 38000, PakistanComputer Software Engineering Department, Sir Syed University of Engineering and Technology, Karachi 75300, PakistanElectrical Engineering Department, Government College University Lahore, Lahore 5400, PakistanIntegrating telepresence robots with gamification opens up new directions in which higher-education governance could translate into higher levels of student engagement in the AI-driven digital era. Drawing on both constructivism and the self-determination theory (SDT), this study will review evidence on how these technologies enhance autonomy and motivation, boosting effective participation in diverse learning environments. The experiments were carried out across various subjects with socio-economically varied groups of students by deploying gamified learning modules on telepresence robots. Primary metrics under consideration involved participation rates, task completion times, and other qualitative feedback measures about impacts created by such technologies. Indeed, the participation rates of the robot group were 40% higher, task completion times were reduced by 30%, and module completion rates for the robot group were 30% improved. The students reported positive emotions and showed more engagement, with the low-income students showing an 80% engagement rate compared to 40% in the control group. The results from both robots and gamification show promising potential for reshaping traditional learning paradigms, especially for students from geographically distant and underserved areas. The study guides further research on applying advanced tools in higher-education governance to foster sustainable practices in the AI era.https://www.mdpi.com/2227-7102/14/12/1324telepresence robothigher-education governancegamificationeducational leadershiphuman–robot interactionsustainable practices |
| spellingShingle | Abdullah Addas Fawad Naseer Muhammad Tahir Muhammad Nasir Khan Enhancing Higher-Education Governance Through Telepresence Robots and Gamification: Strategies for Sustainable Practices in the AI-Driven Digital Era Education Sciences telepresence robot higher-education governance gamification educational leadership human–robot interaction sustainable practices |
| title | Enhancing Higher-Education Governance Through Telepresence Robots and Gamification: Strategies for Sustainable Practices in the AI-Driven Digital Era |
| title_full | Enhancing Higher-Education Governance Through Telepresence Robots and Gamification: Strategies for Sustainable Practices in the AI-Driven Digital Era |
| title_fullStr | Enhancing Higher-Education Governance Through Telepresence Robots and Gamification: Strategies for Sustainable Practices in the AI-Driven Digital Era |
| title_full_unstemmed | Enhancing Higher-Education Governance Through Telepresence Robots and Gamification: Strategies for Sustainable Practices in the AI-Driven Digital Era |
| title_short | Enhancing Higher-Education Governance Through Telepresence Robots and Gamification: Strategies for Sustainable Practices in the AI-Driven Digital Era |
| title_sort | enhancing higher education governance through telepresence robots and gamification strategies for sustainable practices in the ai driven digital era |
| topic | telepresence robot higher-education governance gamification educational leadership human–robot interaction sustainable practices |
| url | https://www.mdpi.com/2227-7102/14/12/1324 |
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