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Multiple Intelligences/ Howard Gardner https://www.pocketbook.co.uk/blog/2018/02/06/multiple-intelligences/
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The concept of knowledge is an issue that concerns a swarm of scientists. In now days a battery of researches are trying to detect appropriate strategies to improve cognitive and metacognitive skills. Since ancient times many questions have been raised about what knowledge is (what we mean when we say that someone knows something or what we attribu...
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... the years, from the Theory of Cognitive Development of Piaget ( Fig. 1.) and the Social Development Theory of Vygotsky ( Fig. 2.) to the Taxonomy of Learning Domains of Bloom & Anderson/Krathwohl (Fig. 3., 4.) and the Theory of Multiple Intelligences of Gardner ( Fig. 5.) all the work of these scientists and more other developmental psychologists has become the pillar of the extended research and theory in developmental cognition over the past several decades [3,4]. Furthermore, from the Bloom's Taxonomy of Learning Domains to Carl Rogers ( Fig. 6.) and Maslow pyramid of knowledge ( Fig. 7.), newly we ...
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... the years, from the Theory of Cognitive Development of Piaget ( Fig. 1.) and the Social Development Theory of Vygotsky ( Fig. 2.) to the Taxonomy of Learning Domains of Bloom & Anderson/Krathwohl (Fig. 3., 4.) and the Theory of Multiple Intelligences of Gardner ( Fig. 5.) all the work of these scientists and more other developmental psychologists has become the pillar of the extended research and theory in developmental cognition over the past several decades [3,4]. Furthermore, from the Bloom's Taxonomy of Learning Domains to Carl Rogers ( Fig. 6.) and Maslow pyramid of knowledge ( Fig. 7.), newly we ...
Citations
... Moreover, research indicates that educational games can enhance learning processes and achieve unprecedented levels of effectiveness greatly Bland Diego et al., 2016;Chaidi;Kefalis et al., 2020). Furthermore, it has been demonstrated that integrating and using ICTs with theories and models of metacognition, mindfulness, meditation, and the cultivation of emotional intelligence Drigas et al., 2022;Bakola, 2021; improves educational practices and outcomes, particularly for children of color who have ADHD. This method covers several areas, such as intervention and assessment. ...
According to recent data, many communities worldwide are multicultural nowadays. Culture is believed to significantly impact the creation of therapy materials, practice models, assessment instruments, and client collaboration. Also, recent works address the interaction between a therapist and a client and the need to understand a child's social needs. Even with significant advancements in the development and delivery of efficient treatments for children with ADHD, ethnic minority youths and teens continue to lag behind their non-minority peers in terms of diagnosis and treatment rates. Various learning and behavioral obstacles are linked to this disorder because of cognitive and metacognitive functioning difficulties. Individuals can only fully integrate into society if these functions have been acquired. Children can acquire alternate strategies to manage their cognitive deficits and adapt to different circumstances by using internal attention to build self-awareness, self-regulation, and self-control. The quick progress of research has led to the development of several medicinal and psychological strategies for treating ADHD, which significantly help with symptom management. The goal of the current study is to gain an understanding of the various therapeutic approaches used to help children from racial and ethnic minorities who are suffering from ADHD. These approaches include games using augmented reality (AR) environments.
... While games transform education into a multimodal and enjoyable interaction, the integration of AI, STEM, and robotics elevates educational practices to high levels of adaptation, creativity, and efficacy [83][84][85]. Furthermore, ICTs integrated with the new models of giftedness, metacognition, emotional intelligence and consciousness [86][87][88][89][90][91][92][93][94][95][96][97] prioritize the enhancement of mental abilities within educational processes and policies. This integration also accelerates and enhances inclusive practices within society. ...
Chatbots are dialogue systems that utilize computational linguistics (CL), including automatic speech recognition (ASR) and natural language processing (NLP). Artificially intelligent conversational agents combine personalization, interoperability, and scalability with the aim of promoting safe information monitoring, management, and retrieval. AI chatbots offer user-friendly engagement for innovative e-learning, care assistance, and multilingual digital content creation, promoting inclusiveness and AI-enhanced communication. They are a breakthrough for future societies and economies as they can offer cost-effective, tailor-made, and instant exchange of knowledge and skills, including on-site assistance, health monitoring, and e-consultation. AI chatbots are constantly improving to the benefit of their users. Their economic and social impact is expected to rise as individuals, especially vulnerable populations, are trained to use them for lifelong learning, decision-making, and problem-solving.
... These technologies are highly effective and productive and facilitate and improve assessment, intervention, and educational procedures through mobile devices that bring educational activities anywhere [48][49], various ICTs applications that are the main supporters of education [50][51], and games [52] that raise educational procedures to new performance levels. In addition, the development and integration of ICTs with theories and models of metacognition, mindfulness, meditation, and the development of emotional intelligence [53][54][55][56][57][58][59][60][61][62][63][64], accelerate and improve educational practices and results more than those, especially in STEM education domain and its practices like assessment and intervention. ...
Εducational (or pedagogical) robotics has received increased attention over the last few years based on its effectiveness on the learning process. Humanoid robots have been recently introduced in school settings to mainly support teaching of curriculum-based subjects. However, humanoid robots’ benefits on STEM education in typical classroom settings are less examined by the research literature. Instead, most research studies take place in non-typical school or classroom settings (such as laboratories). The main goal of the current review is to sum up results of relevant research studies about the positive impact of teacher humanoid robots on
STEM education. The learning benefits in STEM subjects, programming and reasoning skills are examined too. Sample subject of this review are mainstream students aged 4 to 18 years old and research studies are grouped based on their commonalities such as common learning areas and results.
... Furthermore, educational games have the potential to significantly improve educational procedures, reaching new levels of performance [58,76,81]. Additionally, the integration and utilization of ICTs with theories and models of metacognition, mindfulness, meditation, and emotional intelligence cultivation [78,[91][92][93][94] have been shown to enhance educational practices and outcomes, especially for minority children with ADHD. This approach encompasses various domains, including assessment and intervention. ...
People are looking to the digital world for solutions to the challenges they face in their every-day lives, as technology continues to advance rapidly. People with impairments now have equal access to learning opportunities due to technological advancements. ADHD (attention deficit hyperactivity disorder) has become more prevalent among children and teenagers from ethnic minorities in recent years. Due to challenges with cognitive and metacognitive func-tioning, this condition is associated with various learning and behavioral difficulties. People can only assimilate into the social environment once they have developed these functions. Children can learn alternative techniques to manage their cognitive deficiencies and adapt to various contexts by developing self-awareness, self-regulation, and self-control through inter-nal attention. With the rapid advancement of research, numerous medical and psychological approaches have been developed for the treatment of ADHD, significantly assisting in the management of symptoms. The current study examines different therapeutic strategies aimed at improving the quality of life for children from racial and ethnic minorities who are affected by ADHD. These strategies include video games with virtual reality (VR) environments.
... The use of these technologies, which include mobile devices [92][93], a range of ICT apps [94][95], and especially games [96], facilitates and improves educational processes, including evaluation, intervention, and learning. In addition, the use of ICTs, theories and models of metacognition, mindfulness, meditation, and the development of emotional intelligence [97][98][99][100][101][102][103][104][105][106][107][108], speed up and improve even more educational practices and outcomes, particularly for the learning potential of young students. ...
Environmental sensitivity, which refers to the capacity to recognize and react to environmental stimuli, has been linked to increased levels of metacognition, which is the capacity to learn about one's own learning processes. Sensory processing sensitivity (SPS) is a characteristic that can make people more sensitive to the stimuli and settings in their surroundings. Regarding the development of mobile game-based educational procedures, the study of the neurocognitive bases of the mechanisms underlying them, such as metacognition and environmental factors, could play a crucial role in the implementation of these educational practices. The purpose of the current narrative review is to identify the key mechanisms by which mobile games affect young learners' metacognitive and environmental sensitivity profiles and to suggest future research directions on the specific selection of gamification-based educational interventions.
... These technologies, such as mobile devices (36)(37), a variety of ICT applications (38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50)(51)(52), AI & STEM ROBOTICS (53)(54), and games (55)(56), facilitate and enhance learning procedures such as assessment, intervention, and learning. Additionally, the use of ICTs in conjunction with theories and models of metacognition, mindfulness, meditation, and the cultivation of emotional intelligence [57][58][59][60][61][62][63][64][65][66][67][68][69][70][71][72][73][74], accelerates and improves educational practices and outcomes, particularly in LLL sector and its applications. ...
This paper's goal is to review some sample articles that have been published between the years of 2003 and 2013 that deal with lifelong learning and ICT. With particular emphasis on third-age learners, the use of ICT in lifelong learning is examined in relation to various learning environments, including formal, informal, and non-formal learning. A special emphasis is also placed on the technologies and particular tools used to provide lifetime learning. Examined is the function of ICT networks, web technologies in e-learning, mobile learning tools, and virtual worlds as knowledge-sharing facilitators in various learning environments.
... At the same time, games have transformed education into a very friendly and enjoyable interaction [32]. Additionally, the enhancement and combination of ICTs with theories Digital and Mobile Applications for Autism Inclusion and models of metacognition, mindfulness, meditation, and emotional intelligence cultivation [33][34][35][36][37][38][39][40][41][42][43][44], have accelerated and improved special-education practices and results, especially in the domain of autism inclusion. ...
The purpose of this research analysis is to identify the contribution of online applications to the integration of autistic individuals in typical educational contexts. The difficulties faced by both autistic people and teachers are analyzed. These difficulties are calls to improve the technology that has been introduced into the daily life of children and adults with autism. As people are becoming familiar with technology by a very young age, inexpensive applications can be used through devices such as mobiles/tablets. These applications have the power to strengthen areas in which autistic individuals fall behind. The research articles we have studied present data over the last decade, and their results are applicable to a large portion of the autistic population. Data highlighted in current analysis may be useful for improving web applications targeting autistic individuals and their families.
... These technologies are highly effective and productive and facilitate and improve assessment, intervention, and educational procedures through mobile devices that bring educational activities anywhere [85][86][87], various ICTs applications that are the main supporters of education [88][89][90][91][92][93][94], and AI, STEM, and ROBOTICS that raise educational procedures to new performance levels [95], and friendly games [96,99]. In addition, the development and integration of ICTs with theories and models of metacognition, mindfulness, meditation, and the development of emotional intelligence [97][98][99][100][101][102][103][104][105][106][107][108][109][110][111][112], as well as with environmental factors and nutrition [82][83][84], accelerates and improves educational practices and results more than those, particularly in minority children with ADHD, treating. ...
There is proof that kids and teens from ethnic minorities get less health care than their non-minority peers, despite the fact that Attention Deficit Hyperactivity Disorder (ADHD) is more common in these populations. Minority children might not receive timely, adequate ADHD intervention because of the low socioeconomic position of minority parents, their lack of awareness regarding ADHD, and the available remedial techniques. People are looking to the digital world for answers to challenges in their daily lives as the number of mobile applications grows. People with impairments now have equal access to learning opportunities because to technological advancements. The majority of their time is now spent on mobile devices by kids. As a result, using mobile applications to solve their problems would be quite successful. Mobile learning, also known as e-learning programs that utilize mobile devices, can be employed as a form of therapy to enhance both executive functioning and general well-being. Also, by practicing cognitive and metacognitive task abilities more frequently, they increase motivation in kids and teenagers. Also, the understanding and retention of the presented information might be aided by the audiovisual stimuli offered through smartphone applications. They may therefore serve as crucial learning aids for kids with ADHD. The current study examines the function and efficacy of mobile applications in enhancing the quality of life of children from ethnic minorities who have Attention Deficit Hyperactivity Disorder (ADHD), as well as the barriers that may impede or delay their access to treatment services.
... The West philosophically and historically occupies a dominant position in regard to the concept of self-examination involving introspection and self-consciousness (Gould, 2006). In particular, the Ancient Greeks, specifically Socrates, and Plato, referred to the significant ability of the individual to turn inward to achieve self-awareness and self-improvement (Drigas & Bakola, 2021;Gould, 2006). ...
Consciousness is a cognitive function that maintains its eternal character as long as it is strengthened and enriched by the optimal functioning of the corresponding neural networks of the brain, which are stimulated during its activation. The present study explores its relationship with the cognitive functions of the Theory of Mind and Metacognition and briefly explains their approach through Artificial Intelligence. The selection of the bibliographic review contributed to the utilization of the existing scientific knowledge and research data for the most effective analysis and study of the subject. The observations made throughout the research highlight the pivotal role of consciousness in the evolution of the aforementioned cognitive processes, as it is at the core of their development. Essentially, the research seeks to emphasize the importance of consciousness in the functioning of the Theory of Mind and Metacognition, as it serves as the springboard for the perception and understanding of our existence, significantly influencing our further social and cognitive development.
... In line with this, the researchers indicate that the Cattel-Horn-Carroll (CHC) model of human cognitive skills also takes memory and processing-speed into account. Additionally, according to Drigas, and Bakola, (2021), the impact of transmission on knowledge and information in general is a significant and hotly contested issue that differs based on the means (philosophy) or media (technology) and the epoch of transmission (Kambur, 2018;Pantano, & Scarpi, 2022;Gardner, Howard., 1983;Eysenck, Hans Jürgen, 1998;Geake & John., 2008;Drigas, & Bakola, 2021;Meta, 2021). ...
... In line with this, the researchers indicate that the Cattel-Horn-Carroll (CHC) model of human cognitive skills also takes memory and processing-speed into account. Additionally, according to Drigas, and Bakola, (2021), the impact of transmission on knowledge and information in general is a significant and hotly contested issue that differs based on the means (philosophy) or media (technology) and the epoch of transmission (Kambur, 2018;Pantano, & Scarpi, 2022;Gardner, Howard., 1983;Eysenck, Hans Jürgen, 1998;Geake & John., 2008;Drigas, & Bakola, 2021;Meta, 2021). ...
In recent years, the notions of artificial intelligence and emotional intelligence have grown in popularity in the relevant literature. The development of technology, particularly in the area of artificial intelligence, has made it possible to examine the numerous facets of human emotional behaviour in new and powerful ways. This article constitutes a narrative review in which we try to investigate the causal connection between emotional intelligence and artificial intelligence by using the most recently studies as well as studies from the last decade. It aims to determine whether AI systems possess several intelligence types similar to those seen in humans and whether these types can elicit various emotions in individuals. For this purpose we abstract the denotation of Emotional and Artificial intelligence at first and display the main human intelligence types such as the artificial types as well, according to the scientists. Thus, we exhibit the disciplines and the ways that these two intelligence areas are affected and how AI could be more useful for individual’s lifelong progress.
