Interactive Digital Presentations for Adaptive Remote Learning
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Solution Overview
Problem
Existing digital educational content is static and difficult to adjust for varying student learning aptitudes, proficiencies, and engagement, especially in asynchronous learning environments, leading to disengagement and reduced effectiveness.
Innovation Solution
A system and method for generating interactive digital presentations using a hierarchy of digital resources with associated attributes, allowing dynamic customization and interaction, including interactive cards and prompts, with user input and response evaluation.
Engineering Contradictions & Design Principles
Engineering Contradiction Analysis
1Ease of operation
If digital educational content is delivered asynchronously to remote students, then students can learn at their convenience in different locations, but students are easily distracted and may disengage from the lesson
Solution Approach 1:
The system dynamically adjusts the digital presentation content based on real-time student responses and engagement metrics. The computer system modifies scene sequences, resource selections, and interaction patterns adaptively during delivery, transforming static asynchronous content into a dynamic experience that responds to student needs, thereby maintaining engagement while preserving remote learning convenience
Solution Approach 2:
The system incorporates real-time feedback mechanisms where student responses to interactive resources are captured and processed. The computer system uses this feedback to adjust subsequent content delivery, creating a closed-loop system that maintains student engagement through responsive interaction while allowing asynchronous learning to continue
2Reliability
If instructors adapt lessons in real-time to maximize student comprehension, then student engagement and understanding improve, but this dynamic adjustment is difficult in remotely delivered learning
Solution Approach 1:
The computer system automatically performs the adaptation function that would normally require instructor intervention. By analyzing student responses and engagement data, the system self-adjusts the presentation content, scene sequencing, and resource selection without requiring complex instructor actions, thereby maintaining comprehension support while reducing delivery complexity
Solution Approach 2:
The system changes multiple parameters of the digital presentation simultaneously - including scene selection, resource types, interaction patterns, and content pacing - based on student response analysis. This multi-parameter adjustment approach enables comprehensive adaptation of lesson delivery to maximize comprehension while automating the process to reduce complexity
3Reliability
If digital content is created to be comprehensive and engaging, then educational value increases, but it becomes time-consuming and difficult to adjust content for different student abilities
Solution Approach 1:
The digital content is segmented into discrete scenes and resources with individually defined attributes. This segmentation allows the computer system to selectively assemble and customize content for different student abilities by choosing specific scenes and resources, rather than creating entirely separate content versions, thereby maintaining educational value while reducing customization time
Solution Approach 2:
The system creates a universal template structure where scenes and resources are designed with multiple attributes that can accommodate different student abilities. A single set of segmented content elements serves multiple student needs through attribute-based configuration, eliminating the need to create separate comprehensive content for each ability level while maintaining educational effectiveness
4Productivity
If static digital content is delivered to students, then content creation time is reduced, but the content becomes difficult to keep fresh and engaging for students of differing abilities
Solution Approach 1:
The system transforms static digital content into a dynamic delivery system where scenes and resources are selected and sequenced adaptively based on student attributes and responses. The underlying content library remains efficient to create, but its delivery becomes dynamic and engaging through automated adaptation to different student abilities and preferences
Solution Approach 2:
The system maintains a static content library with defined attributes but changes delivery parameters dynamically - including which scenes are shown, in what sequence, and what resources are activated - based on student characteristics. This parameter-based delivery approach keeps content creation efficient while ensuring ongoing engagement for diverse student populations
Data Source
AI summary
There is provided a computer-implemented method, system, and computer-readable medium for generating an interactive digital presentation. The system has one or more processors programmed with computer instructions to perform the method, comprising: storing a collection of digital resources, including at least some interactive digital resources, each digital resource having a plurality of associated attributes and having specified values, wherein the attributes are associated with each other in a predetermined hierarchy. A subset of the digital resources corresponding to selections of at least some of the specified values of the attributes by an authorised presenter is captured as well as the arrangement of selected digital resources in a series of successive scenes of the presentation. An interactive digital presentation comprising the series of successive scenes and selected resources is generated for transmission and interaction from one or more remote devices.