Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Fostering critical thinking skills through adaptive
e-learning platforms
Elena ARIPOVA
Westminster International University in Tashkent
ARTICLE INFO
ABSTRACT
Article history:
Received July 2024
Received in revised form
15 August 2024
Accepted 25 August 2024
Available online
15 September 2024
In an era of information overload and increasingly complex
decision-making, critical thinking has become a crucial soft skill
that schools, universities, and corporations strive to instill in
students and employees. Problem-solving games, simulations,
and real-world scenarios on various platforms encourage
learners to engage in critical thinking and reasoning.
Additionally, removing language barriers facilitates equitable
participation for individuals with disabilities, promoting
inclusivity and enhancing cognitive engagement for all
participants.
2181-
1415/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-1415-vol5-iss8/S-pp162-165
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
critical thinking,
problem-solving,
adaptive learning,
accessibility,
e-learning,
AI.
Moslashuvchan elektron ta
’
lim platformalari orqali
tanqidiy fikrlash qobiliyatlarini rivojlantirish
ANNOTATSIYA
Kalit so‘zlar
:
tanqidiy fikrlash,
muammolarni hal qilish,
moslashuvchan ta
’
lim,
mavjudlik,
elektron ta
’
lim,
AI.
Axborotning haddan tashqari yuklanishi va qarorlar qabul
qilishning har ikkala sohasi murakkablashgani sababli, tanqidiy
fikrlash maktablar yoki universitetlar uchun muhim yumshoq
ko'nikmalardan biriga aylandi va korporatsiyalar o'z talabalari
yoki xodimlariga singdirishga harakat qilmoqda. Platformadagi
muammoli o'yinlar, simulyatsiyalar va real dunyo stsenariylari
o'quvchilarni tanqidiy fikrlash va fikrlashdan foydalanishga
majbur qiladi. Bundan tashqari, tilning ishlashiga ta'sir qilish
nogironlarning ushbu kognitiv jarayon kabi tadbirlarda teng
ishtirok etishiga imkon beradi, inklyuzivlikni rag'batlantiradi va
undan tashqariga chiqadi.
1
PhD, Senior Lecturer of English Language, Global Education Westminster International University in Tashkent.
E-mail: earipova@wiut.uz
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
08 (2024) / ISSN 2181-1415
163
Развитие навыков критического мышления с помощью
адаптивных платформ электронного обучения
АННОТАЦИЯ
Ключевые слова:
критическое мышление,
решение проблем,
адаптивное обучение,
доступность,
электронное обучение,
ИИ
.
В эпоху информационной перегрузки и усложнённого
процесса принятия решений критическое мышление стало
одним из важнейших навыков, которые школы,
университеты и корпорации стремятся развивать у своих
учеников и сотрудников. Игры, направленные на решение
проблем, симуляции и реальные сценарии на различных
платформах побуждают учащихся применять критическое
мышление и логическое рассуждение. Более того,
устранение языковых барьеров позволяет людям с
ограниченными возможностями равноправно участвовать
в
этих
когнитивных
процессах,
способствуя
инклюзивности и расширению возможностей для всех
участников.
Critical thinking, in our fast-paced environment, is a needed key skill to interpret
data, assess information, and make reasoned decisions. In this day and age, as digital
learning environments proliferate; e-learning platforms have become invaluable assets
for the development of such critical skills.
E-Course Platform: A case study for Technology improvisation and Pedagogy to
promote Critical thinking in the learner It helps learners to think very deeply by giving
them interactive problem-solving games, real-world simulations and dynamically
changing learning paths. Most importantly, the use of the platform with its adaptable
features ensures that all have the ability and access to participate and engage in critical
thinking activities including students with disabilities.
This in-depth explanation shares how the E-Course Platform supports the
cognitive learning of all types of learners, with and without disabilities. The artificial
intelligence platform is designed to create challenges that ultimately teach you the
cognitive skills required to navigate through complex situations by presenting you with
exercises that require analysis, reasoning, and making decisions.
THE BENEFITS OF CRITICAL REASONING FOR NON-DISABLED LEARNERS
The E-Course Platform engages non-disabled learners in a suite of tools and
activities that are designed to foster critical thinking. Problem-solving games are a
primary methodology in such a platform, where learners are challenged to apply their
reasoning capabilities to solve obstacles or puzzles (Brusilovsky, 2021). For instance,
students could participate in a simulation where they are asked to work their way
through a moral quagmire; predict the ripple effects of different types of responses; and
use these data about prospective outcomes to arrive at an ultimate course of action.
Problem-solving games: like them or not, they are designed to simulate the real
world, making learners weigh and consider their decisions. This is carried out by the
platform's AI system which customizes the task difficulty according to the performance of
the learner. With increasing banding students face more sophisticated tasks demanding
higher-order thinking and so students are increasingly required to sharpen critical
thinking (Shute & Ke, 2012).
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
08 (2024) / ISSN 2181-1415
164
Interactive simulations. Enhancing critical thinking by the simulation facilities.
These real-world decision-making situations may require the combination and pruning
of information where one artificial learner must weigh the pros and cons before choosing
what to do next. The platform enables cognitive flexibility to solve issues in practical
ways as the learners learn their knowledge and reasoning on the various problems.
TEACHING CRITICAL THINKING TO STUDENTS WITH DISABILITIES
The E-Course Platform is specifically created to engage students with disabilities in
participating fully in higher-order thinking tasks specific to various types of challenges. It
also offers a bunch of online accessibility features that help students to build up their
critical thinking skills.
It provides step-by-step instructions and visual prompts for learners with
cognitive disabilities or autism, who require specific guidance to be walked through the
problem in a clear sequence (Turner & Smith, 2019). This method helps students to
divide difficult problems into simple steps and use those small pieces together with their
critical thinking abilities. The platform enables these structured learning paths to ensure
that learners can build their reasoning skills with a gradual increase in the complexity of
learned material given cognitive processing limitations.
Who also supports users with audio activities, designed for problem-solving
games. These games test the high-level listening comprehension and logic that is
required for solving a puzzle or for making choices based on auditory cues (Lee, 2021).
An example would be an auditory-based simulation that asks learners to listen to a series
of spoken details, consider multiple possible solutions, and then select the appropriate
response. This enables the vision-impaired learners will have a chance to interact
normally, for example solving problems but without drawings, while still being able to
develop their critical thinking skills.
Hearing-impaired students are simulating visually making decisions based on
charts, graphs, or other written information (Garcia & Anderson, 2022). This is inherent
to our visual problem-solving tasks where learners interpret data, evaluate the evidence,
and determine likely conclusions based on the information. By making such critical
thinking exercises universally accessible, the platform ensures that academic puzzles and
unabated intellectual challenges can be taken up by everyone
—
with cognitive tools
sharpened to meet the demands of a world ever more complicated.
ADAPTING COMPUTERS TO THINK
Another interesting aspect of the E-Course Platform is its AI-driven adaptive
learning system that keeps an eye on their progress and modifies the tasks' difficulty in
real-time. Simultaneously, this flexibility plays a critical role in the development of noces-
error as it ensures that learners are neither under-challenged nor overwhelmed by the
tasks they undertake (Brusilovsky 2021).
For instance, if a student proves an understanding of a certain type of problem-
solving exercise, then the AI will follow up with more difficult problems that need higher-
order thinking and analysis. On the other hand, when a learner finds difficulty with some
topic/ability: for example, hinting more, presenting lazily or showing them how to
construct the scratch paper. All learners are advancing their critical thinking skills
continuously via this mechanism of dynamic adjustment.
The AI system also gives personalized feedback to learners after each task,
indicating the things they got right and areas where they need to improve. This is integral
feedback as it allows the learner to review their thought process and find room for
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
08 (2024) / ISSN 2181-1415
165
improvement. The platform gives valuable and in-depth constructive feedback, which
helps the learner to reconsider his or her performance and make changes in their
learning approach for the next tasks (Hattie & Timperley, 2007).
The E-Course Platform may be used as a model framework not only to enhance the
critical insights of abled and disabled students. Through problem-solving games,
simulations, and AI-adaptive learning scenarios the learner plays role plays of complex
reasoning, weighs evidence, and makes informed decisions.
For those who do not have disabilities, it provides a set of increasingly complex
tasks that help them hone their critical thinking skills. For students with disabilities,
some of the platform's accessibility options
—
like an activity guide that guides learners
through each step and audio-based games and activities involving visual problem-solving
–
allow all learners to participate in critical thinking exercises at their highest potential
despite any cognitive differences.
CONCLUSION
Through an inclusive learning experience that supports tough-minded intellectual
engagement for all learners, the E-Course Platform helps to form in students the
disposition towards critical thinking so much needed in academic and work-life success.
Underpinned by AI, this adaptability continues to provide challenges for learners at an
appropriate level to help them develop new skills and learn new knowledge in a
supportive but feedback-rich way.
REFERENCES:
1.
Baker, R. S. and Siemens, G., 2014. Educational data mining and learning
analytics.
Learning Analytics and Knowledge
, 4(1), pp.14-29.
2.
Brusilovsky, P., 2021. Adaptive hypermedia and AI-powered personalized
learning systems.
Educational Technology Research and Development
, 69(4), pp.891-909.
3.
Garcia, A. and Anderson, T., 2022. Inclusive learning environments: Integrating
accessibility features into online platforms.
Educational Media International
, 59(1),
pp.45-62.
4.
Hattie, J. and Timperley, H., 2007. The power of feedback.
Review of Educational
Research
, 77(1), pp.81-112.
5.
Lee, S., 2021. Gamified accessibility: Audio and tactile feedback in e-learning for
visually impaired students.
Assistive Technology Quarterly
, 19(2), pp.61-75.
6.
Turner, D. and Smith, C., 2019. Educational environments for learners with
autism: The role of structure and predictability.
Autism Research and Practice
, 7(3),
pp.109-120.
