Affiliation:
1. Research Center on Production Management and Engineering, Universitat Politècnica de València, 03801 Alcoy, Spain
Abstract
This paper explores how the combination of artificial intelligence, simulation, and e-collaborative (AISEC) tools can support accessibility in analytics courses within higher education. In the era of online and blended learning, addressing the diverse needs of students with varying linguistic backgrounds and analytical proficiencies poses a significant challenge. This paper discusses how the combination of AISEC tools can contribute to mitigating barriers to accessibility for students undertaking analytics courses. Through a comprehensive review of existing literature and empirical insights from practical implementations, this paper shows the synergistic benefits of using AISEC tools for facilitating interactive engagement in analytics courses. Furthermore, the manuscript outlines practical strategies and best practices derived from real-world experiences carried out in different universities in Spain, Ireland, and Portugal.
Funder
the Investigo Program of the Generalitat Valenciana
Coca-Cola Europacific Partners
the Spanish Ministry of Science and Innovation
Reference81 articles.
1. Simulation-based mathematical learning for higher education students from heterogeneous backgrounds;Campos;J. Simul.,2024
2. Systematic review of research on artificial intelligence applications in higher education—Where are the educators?;Bond;Int. J. Educ. Technol. High. Educ.,2019
3. Toward independent home use of brain-computer interfaces: A decision algorithm for selection of potential end-users;Holz;Arch. Phys. Med. Rehabil.,2015
4. Andrews, S., Bare, L., Bentley, P., Goedegebuure, L., Pugsley, C., and Rance, B. (2016). Contingent Academic Employment in Australian Universities, LH Martin Institut.
5. Burgstahler, S.E., and Cory, R.C. (2010). Universal Design in Higher Education: From Principles to Practice, Harvard Education Press.