Examining the Impact of Real-time Boundary Crossing in Postmodern Learning Science through Simulation

Potential Abstract:
Abstract: This study investigates the impact of real-time boundary crossing in postmodern learning science through simulation. As technology continues to evolve, educational researchers and practitioners have increasingly explored the potential of simulations to enhance learning experiences. However, there is limited research on how real-time boundary crossing, a concept rooted in postmodern theory, can be leveraged to optimize learning outcomes in simulations. This study aims to address this gap by examining how real-time boundary crossing can be integrated into simulation-based learning environments to promote deeper understanding and critical thinking.

Drawing on a conceptual framework that bridges the fields of artificial intelligence and education, this research employs a mixed-methods approach to investigate the effects of real-time boundary crossing in a simulated learning environment. The study involves a sample of high school students participating in a real-time simulation designed to represent complex scientific phenomena. Through the simulation, students are exposed to diverse perspectives, conflicting information, and decision-making scenarios that challenge traditional disciplinary boundaries. Quantitative data is collected through pre- and post-tests to measure changes in knowledge, critical thinking, and engagement. Additionally, qualitative data is collected through student interviews and observations to capture the nuanced experiences and perceptions of participants.

The findings of this study contribute to both the fields of education and artificial intelligence by deepening our understanding of how real-time boundary crossing can enhance learning experiences in postmodern contexts. By leveraging simulations, educators can create learning environments that promote active engagement, critical reflection, and collaboration across disciplinary boundaries. Moreover, this research sheds light on the potential of artificial intelligence technologies to support postmodern learning approaches, highlighting the importance of considering socio-cultural and contextual factors in the design of educational simulations.

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