scholarly journals A Survey of Artificial Intelligence Techniques Employed for Adaptive Educational Systems within E-Learning Platforms

2017 ◽  
Vol 7 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Khalid Colchester ◽  
Hani Hagras ◽  
Daniyal Alghazzawi ◽  
Ghadah Aldabbagh
Keyword(s):  
Artificial Intelligence ◽  
Learning Environments ◽  
Learning Process ◽  
Adaptive Learning ◽  
Educational Systems ◽  
Artificial Intelligence Techniques ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Platforms ◽  
Adaptive Educational Systems

Abstract The adaptive educational systems within e-learning platforms are built in response to the fact that the learning process is different for each and every learner. In order to provide adaptive e-learning services and study materials that are tailor-made for adaptive learning, this type of educational approach seeks to combine the ability to comprehend and detect a person’s specific needs in the context of learning with the expertise required to use appropriate learning pedagogy and enhance the learning process. Thus, it is critical to create accurate student profiles and models based upon analysis of their affective states, knowledge level, and their individual personality traits and skills. The acquired data can then be efficiently used and exploited to develop an adaptive learning environment. Once acquired, these learner models can be used in two ways. The first is to inform the pedagogy proposed by the experts and designers of the adaptive educational system. The second is to give the system dynamic self-learning capabilities from the behaviors exhibited by the teachers and students to create the appropriate pedagogy and automatically adjust the e-learning environments to suit the pedagogies. In this respect, artificial intelligence techniques may be useful for several reasons, including their ability to develop and imitate human reasoning and decision-making processes (learning-teaching model) and minimize the sources of uncertainty to achieve an effective learning-teaching context. These learning capabilities ensure both learner and system improvement over the lifelong learning mechanism. In this paper, we present a survey of raised and related topics to the field of artificial intelligence techniques employed for adaptive educational systems within e-learning, their advantages and disadvantages, and a discussion of the importance of using those techniques to achieve more intelligent and adaptive e-learning environments.

Affective Agents in E-Learning Platforms

2012 ◽  
pp. 1225-1233
Author(s):  
Christos N. Moridis ◽  
Anastasios A. Economides
Keyword(s):  
Artificial Intelligence ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Intelligent Agent ◽  
Human Learning ◽  
Human Reasoning ◽  
Conversational Agents ◽  
Emotional Aspects ◽  
E Learning ◽  
Learning Platforms

During recent decades there has been an extensive progress towards several Artificial Intelligence (AI) concepts, such as that of intelligent agent. Meanwhile, it has been established that emotions play a crucial role concerning human reasoning and learning. Thus, developing an intelligent agent able to recognize and express emotions has been considered an enormous challenge for AI researchers. Embedding a computational model of emotions in intelligent agents can be beneficial in a variety of domains, including e-learning applications. However, until recently emotional aspects of human learning were not taken into account when designing e-learning platforms. Various issues arise when considering the development of affective agents in e-learning environments, such as issues relating to agents’ appearance, as well as ways for those agents to recognize learners’ emotions and express emotional support. Embodied conversational agents (ECAs) with empathetic behaviour have been suggested to be one effective way for those agents to provide emotional feedback to learners’ emotions. There has been some valuable research towards this direction, but a lot of work still needs to be done to advance scientific knowledge.

scholarly journals MAPSS: An Intelligent Architecture for the Pedagogical Support

2019 ◽  
Vol 14 (14) ◽  
pp. 19
Author(s):  
Najoua Hrich ◽  
Mohamed Lazaar ◽  
Mohamed Khaldi
Keyword(s):  
Artificial Intelligence ◽  
Learning Environments ◽  
Theoretical Foundation ◽  
Multi Agent Systems ◽  
Agent Systems ◽  
E Learning ◽  
Multi Agent ◽  
Learning Platforms ◽  
The Subject ◽  
Competency Evaluation

The multi-agent systems (MAS) are a part of artificial intelligence (AI), they have emerged today in the development of major e-learning platforms. Their integration has given new impetus to learning environments by the possibility of integrating new parameters (psychological, pedagogical, ergonomic…) favoring a better adaptation to the learner. In addition, the multiagent approach offers the possibility to design flexible solutions based on a set of agents which are in continuous communication to accomplish the tasks entrusted to them. In this paper, we propose a model of pedagogical support based on a coupling of ontology and multi-agent systems for a synergy of their forces and the important contribution they can make to improve the learning-teaching process. Previous work has been the subject of theoretical foundation related to competency evaluation, and development of an ontology and an algorithm for evaluating competency. As a continuity, we present the design of Multiagent Pedagogical Support System (MaPSS) and the different scenarios of its utilization.

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

Emotional Elements in Learning Platforms in Open and Distributed Environments

2019 ◽  
pp. 125-148
Author(s):  
Lazarus Ndiku Makewa
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning System ◽  
Distributed Environments ◽  
Classroom Engagement ◽  
Learner Centered ◽  
E Learning ◽  
Learning Platforms ◽  
Multiple Challenges ◽  
Facilitated Learning

E-learning is viewed as an innovative approach for delivering quality-designed, learner-centered, interactive, and facilitated learning environments to all, anywhere, any moment by putting in use the skills, knowledge, and resources of diverse technologies together with other teaching and learning resources suited for open, and distributed learning environments. Success story in an e-learning system involves a clear process regarding planning, designing, developing, evaluating, and implementing online learning courses where interaction is actively encouraged and facilitated. Emotional experiences can easily provide multiple challenges to students' online and classroom engagement and academic performance. For example, academic fears have wide-ranging effects, affecting strategy use, classroom and/or online performance, and subject choice. This chapter will therefore discuss emotional elements and their impacts in learning platforms in open and distributed environments.

Eye Tracking Applications for E-Learning Purposes

2019 ◽  
pp. 151-174
Author(s):  
Ismail El Haddioui
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Learning Environments ◽  
Movement Analysis ◽  
Online Behavior ◽  
Eye Movement Analysis ◽  
Child Education ◽  
E Learning ◽  
Learning Platforms ◽  
Customized Learning

E-learning has become a fundamental part of child education, higher education, and corporate training. In the design of adaptive e-learning environments, it is important to track and analyze learner behavior and preferences, and this is possible by recording their eye movements. Eye tracking is a technology developed to monitor eye movements allowing us to analyze the recorded gaze data. The main goal of this chapter is to determine the potential of eye tracking in the field of e-learning and the various applications of eye movement analysis for e-learning platforms. Results can be used to design an adaptive e-learning environment able to collect, analyze, and understand learner online behavior, preferences, and needs, and then offer an educational content adapted to each learner's needs by generating new customized learning situations.

Techniques, Technologies and Patents Related to Intelligent Educational Systems

2011 ◽  
pp. 1-28
Author(s):  
Jim Prentzas ◽  
Ioannis Hatzilygeroudis
Keyword(s):  
Artificial Intelligence ◽  
Learning Systems ◽  
Future Research ◽  
Educational Systems ◽  
Learner Characteristics ◽  
Tutoring Systems ◽  
Artificial Intelligence Methods ◽  
E Learning ◽  
Future Research Directions ◽  
Intelligent Methods

E-learning systems play an increasingly important role in lifelong learning. Tailoring the learning process to individual needs is a key issue in such systems. Intelligent Educational Systems (IESs) are e-learning systems employing Artificial Intelligence methods to effectively adapt to learner characteristics. Main types of IESs are Intelligent Tutoring Systems (ITSs) and Adaptive Educational Hypermedia Systems (AEHSs) incorporating intelligent methods. In this chapter, the authors present technologies and techniques used in the primary modules of IESs and survey corresponding patents. They present issues and problems involving specific IES modules as well as the overall IES. The authors discuss solutions offered for such issues by Artificial Intelligence methods and patents. They also discuss categorization aspects of patents related to IESs and briefly present the work described in some representative patents. Lastly, the authors outline future research directions regarding IESs.

Conversation Theory Conceptualized in E-Learning Environments

2008 ◽  
pp. 80-90
Author(s):  
Janet Holland ◽  
Marcus Childress
Keyword(s):  
Artificial Intelligence ◽  
Knowledge Acquisition ◽  
Learning Environments ◽  
Current Literature ◽  
Exchange Of Information ◽  
E Learning ◽  
Vital Component ◽  
Conversation Theory

This chapter examines Gordon Pask’s Conversation Theory, comparing his approach to the current literature about the growing field of E-learning as a vital component for knowledge acquisition. For this chapter, conversation and dialogue are simply defined as an exchange of information between students and instructors. This exchange can be informal like a conversation or more formal like a dialogue (Merriam-Webster’s, 1974). Pask developed his Conversation Theory based primarily on an exchange of information between a human and an artificial intelligence, i.e. a computer

Educational Technology Standards

2011 ◽  
pp. 413-425
Author(s):  
Michael O’Dea
Keyword(s):  
Learning Environments ◽  
Adaptive Learning ◽  
Educational Program ◽  
Approaches To Learning ◽  
Technology Standards ◽  
Learning Models ◽  
Student Records ◽  
Teaching Institution ◽  
E Learning ◽  
Pedagogical Approaches

The “holy grail” of e-learning is to enable individualized, flexible, adaptive learning environments that support different learning models or pedagogical approaches to learning to allow any Internet-connected user to undertake an educational program. It is also very highly desirable, from a more practical viewpoint, if this environment can also integrate into the wider MIS/student records system of the teaching institution.

scholarly journals Lessons Learned Transitioning from Traditional Premedical and Medical Education to E-learning Platforms during the COVID-19 Pandemic within the United Arab Emirates

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Siobhán M. O’Sullivan ◽  
Ali A. Khraibi ◽  
Wei Chen ◽  
Peter R. Corridon
Keyword(s):  
Medical Education ◽  
Best Practices ◽  
United Arab Emirates ◽  
Lessons Learned ◽  
Educational Systems ◽  
Student Responses ◽  
E Learning ◽  
Rapid Transition ◽  
Learning Platforms ◽  
The Impact

Educational systems across the globe were disrupted by the COVID-19 pandemic, and faculty, staff, and students had to rapidly transition to e-learning platforms. These groups had little preparation to cope with the challenges of this newly adopted system. However, as we begin to emerge from the COVID-19 era, efforts are being made to assess the impact of this transition and develop a framework of best practices to help educators prepare for possible future disruptions. This commentary aims to discuss some of the challenges associated with the rapid transition to the new academic environment, including the modes of instruction employed, technical obstacles encountered, student responses to change and efforts made to evaluate didactic and practical aspects of the curriculum in the contexts of premedical and medical education, at the newly established College of Medicine at Khalifa University of Science and Technology in the United Arab Emirates.

scholarly journals Towards an Educational Platform with Real-Time Collaboration and Monitoring of Students Achievement

2020 ◽  
Author(s):  
Paulo De Souza ◽  
Wagner Marques ◽  
Jaline Mombach
Keyword(s):  
Software Engineering ◽  
Real Time ◽  
Learning Environments ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environments ◽  
Educational Systems ◽  
E Learning

Several studies have been undertaken aiming to improve the efficiency of e-learning through the development of features to Virtual Learning Environments. However, such researches have no focus on the use of collaboration of learning objects and analysis of students’ progress in real-time. Hence, this paper presents an educational platform that allows real-time co-authorship and monitoring of students’ progress in learning objects, through the implementation of software engineering techniques and patterns designed for educational systems.

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