Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Brilliance: Research of Artificial Intelligence PERFECT: Journal of Smart Algorithms
Salem, Asma Al Mokhtar Miftah Alhaj
Unknown Affiliation
Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Electrical & Electronics Engineering Library & Information Science Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Learning in Immersive Virtual Worlds from the Perspective of Media Didactics Salem, Asma Al Mokhtar Miftah Alhaj; Alfaqi, Rawad Mansour Abdulhafith; Alnagrat, Ahmed Jamah Ahmed
Brilliance: Research of Artificial Intelligence Vol. 4 No. 2 (2024): Brilliance: Research of Artificial Intelligence, Article Research November 2024
Publisher : Yayasan Cita Cendekiawan Al Khwarizmi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/brilliance.v4i2.4893

Abstract

Virtual Reality (VR) technologies are increasingly recognized for their potential to enrich educational settings, yet their integration often emphasizes technological novelty over pedagogical effectiveness. In the domain of media didactics, VR’s value lies not only in its immersive and interactive capabilities but also in its capacity to fulfill specific educational objectives through structured engagement. This study explores the role of immersive VR environments in supporting educational activities by aligning VR’s affordances—such as realism, interactivity, and user engagement—with established didactic principles. The primary objective is to provide a framework that encourages educators to implement VR in ways that are pedagogically sound, thereby enhancing learner engagement and skill acquisition. Using a qualitative approach, the study synthesizes recent literature and analyzes case studies within four key VR applications: training environments, construction tools, exploration experiences, and experimental simulations. Results indicate that VR significantly contributes to experiential learning across these domains, with applications including skill-based training in virtual workshops, exploratory learning through virtual field trips, and controlled experimentation that supports hypothesis testing in virtual worlds. The study concludes that VR holds transformative potential for education; however, its impact is maximized when embedded within a purposeful didactic framework. By aligning VR applications with clear educational goals, VR can foster cognitive and emotional engagement, improving learning outcomes across diverse disciplines.
Learning in Immersive Virtual Worlds from the Perspective of Media Didactics Salem, Asma Al Mokhtar Miftah Alhaj; Alfaqi, Rawad Mansour Abdulhafith; Alnagrat, Ahmed Jamah Ahmed
Brilliance: Research of Artificial Intelligence Vol. 4 No. 2 (2024): Brilliance: Research of Artificial Intelligence, Article Research November 2024
Publisher : Yayasan Cita Cendekiawan Al Khwarizmi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/brilliance.v4i2.4893

Abstract

Virtual Reality (VR) technologies are increasingly recognized for their potential to enrich educational settings, yet their integration often emphasizes technological novelty over pedagogical effectiveness. In the domain of media didactics, VR’s value lies not only in its immersive and interactive capabilities but also in its capacity to fulfill specific educational objectives through structured engagement. This study explores the role of immersive VR environments in supporting educational activities by aligning VR’s affordances—such as realism, interactivity, and user engagement—with established didactic principles. The primary objective is to provide a framework that encourages educators to implement VR in ways that are pedagogically sound, thereby enhancing learner engagement and skill acquisition. Using a qualitative approach, the study synthesizes recent literature and analyzes case studies within four key VR applications: training environments, construction tools, exploration experiences, and experimental simulations. Results indicate that VR significantly contributes to experiential learning across these domains, with applications including skill-based training in virtual workshops, exploratory learning through virtual field trips, and controlled experimentation that supports hypothesis testing in virtual worlds. The study concludes that VR holds transformative potential for education; however, its impact is maximized when embedded within a purposeful didactic framework. By aligning VR applications with clear educational goals, VR can foster cognitive and emotional engagement, improving learning outcomes across diverse disciplines.
Harnessing Artificial Intelligence for Education Reform in Libya: Opportunities and Challenges Aboseta , Abdarahmah Kamees A Aboseta; Salem, Asma Al Mokhtar Miftah Alhaj; Alnagrat, Ahmed Jamah Ahmed
PERFECT: Journal of Smart Algorithms Vol. 2 No. 2 (2025): PERFECT: Journal of Smart Algorithms, Article Research July 2025
Publisher : LEMBAGA KAJIAN PEMBANGUNAN PERTANIAN DAN LINGKUNGAN (LKPPL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62671/perfect.v2i2.117

Abstract

Many education systems are seeking ways to improve teaching quality, personalize learning, and increase administrative efficiency. Libya faces recovery challenges and regional disparities that make scalable solutions especially important. Objective: This study examines how artificial intelligence could contribute to education reform in Libya while safeguarding equity, privacy, and academic integrity. Methods: We conducted a scoping review of recent empirical studies and policy documents, compared implementation frameworks, and completed a Libya‑focused desk review on governance, infrastructure, human capacity, and curriculum‑aligned content. Results: The synthesis indicates that intelligent tutoring, adaptive practice, automated feedback for low‑stakes writing, and responsible data use can support gains in achievement and teacher efficiency when aligned with curriculum and accompanied by sustained professional development. Constraints include uneven connectivity, capacity gaps, and limited high‑quality Arabic content; these factors can widen disparities if not addressed. Conclusion: A staged roadmap is proposed that prioritizes national guidance and safeguards, teacher capacity building, targeted pilots in foundational literacy, mathematics, and writing support, and careful scale‑up based on evidence and inclusiveness across regions.
Co-Authors Aboseta , Abdarahmah Kamees A Aboseta Alfaqi, Rawad Mansour Abdulhafith Alnagrat, Ahmed Jamah Ahmed