The Development of an AI-Driven Personalized Project-Based Learning Model to Strengthen Programmers’ Competencies in Higher Education
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Abstract
The role of technology in the digital era extends to economic and social development, including developing various capabilities for students' education. In technology fields, programming competence is considered a fundamental and essential skill for graduate studies, therefore, it is promoted in higher education curricula. This research study aims to synthesize and evaluate a conceptual framework of a learning model that integrates project-based learning (PBL) with personalized learning driven by artificial intelligence agents, to enhance programmers’ basic competencies in higher education. The research methodology involved developing a learning model through a study of concepts and theories, drafting a detailed model, conducting focus group discussions to refine the draft, and evaluating the model's suitability with experts. A group of nine experts participating in the evaluation. The research instruments included learning model that integrates Project-Based Learning with personalized learning driven by artificial intelligence agents, to enhance the basic competencies of programmers in higher education, in-dept higher education, in-depth interviews and group discussions, Data were analyzed using basic statistical methods, specifically mean and standard deviation. The results indicated that the developed model consisted of three main components: 1) input factors encompassing core principles, objectives, and content; 2) learning process featuring a six-step framework (1) conceptual sparking, (2) strategic planning, (3) implementation, (4) success summarizing, (5) idea dissemination, and (6) experiential reflection and summarization; 3) Assessment and evaluation of programmers’ competencies before and after the learning. The evaluation of the model’s appropriateness was at the highest level (M = 4.70, SD = 0.50) indicating that the model is highly suitable and can be applied as a prototype for actual instructional practices.
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