scholarly journals Analysis of Artificial Intellectual Agents for E-Learning Systems

2021 ◽  
Vol 10 ◽  
pp. 41-57
Author(s):  
Valentyna Yunchyk ◽  
◽  
Natalia Kunanets ◽  
Volodymyr Pasichnyk ◽  
Anatolii Fedoniuk ◽  
...  
Keyword(s):  
Block Diagram ◽  
Intelligent Agent ◽  
Autonomous Agent ◽  
Agent Architectures ◽  
Learning Agent ◽  
Functional Scheme ◽  
Processing Information ◽  
E Learning ◽  
Key Terms

The key terms and basic concepts of the agent are analyzed. The structured general classification of agents according to the representation of the model of the external environment, by the type of processing information and by the functions performed is given. The classification of artificial agents (intellectual, reflex, impulsive, trophic) also is s analyzed. The necessary conditions for the implementation of a certain behavior by the agent are given, as well as the scheme of functioning of the intelligent agent. The levels of knowledge that play a key role in the architecture of the agent are indicated. The functional diagram of a learning agent that works relatively independently, demonstrating flexible behavior. It is discussed that the functional scheme of the reactive agent determines the dependence on the environment. The properties of the intelligent agent are described in detail and the block diagram is indicated. Various variants of agent architectures, in particular neural network agent architectures, are considered. The organization of level interaction in the multilevel agent architecture is proposed. Considerable attention is paid to the Will-architecture and InteRRaP- architecture of agents. A multilevel architecture for an autonomous agent of a Turing machine is considered.

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

ON THE CLASSIFICATION OF DIGITAL TECHNOLOGIES IN CIVIL PROCESS

2019 ◽  
pp. 27-35
Author(s):  
Alexandr Neznamov
Keyword(s):  
Information Processing ◽  
Scientific Community ◽  
Digital Technologies ◽  
Significant Feature ◽  
Legal Proceedings ◽  
Civil Process ◽  
Civil Proceedings ◽  
Processing Information ◽  
The Impact

Digital technologies are no longer the future but are the present of civil proceedings. That is why any research in this direction seems to be relevant. At the same time, some of the fundamental problems remain unattended by the scientific community. One of these problems is the problem of classification of digital technologies in civil proceedings. On the basis of instrumental and genetic approaches to the understanding of digital technologies, it is concluded that their most significant feature is the ability to mediate the interaction of participants in legal proceedings with information; their differentiating feature is the function performed by a particular technology in the interaction with information. On this basis, it is proposed to distinguish the following groups of digital technologies in civil proceedings: a) technologies of recording, storing and displaying (reproducing) information, b) technologies of transferring information, c) technologies of processing information. A brief description is given to each of the groups. Presented classification could serve as a basis for a more systematic discussion of the impact of digital technologies on the essence of civil proceedings. Particularly, it is pointed out that issues of recording, storing, reproducing and transferring information are traditionally more «technological» for civil process, while issues of information processing are more conceptual.

Robust text watermarking based on line shifting

2020 ◽  
Vol 7 (1) ◽  
pp. 3-13
Author(s):  
Alexander Kozachok ◽  
Sergey Kopylov
Keyword(s):  
Block Diagram ◽  
Data Embedding ◽  
Process Data ◽  
Text Data ◽  
Data Format ◽  
Robust Watermark ◽  
Watermark Embedding ◽  
Line Spacing ◽  
On Line

 Abstract— This article presents an approach to protection of printed text data by watermark embedding in the printing process. Data protection is based on robust watermark embedding that is invariant to text data format converting into image. The choice of a robust watermark within the confines of the presented classification of digital watermark is justified. The requirements to developed robust watermark have been formed. According to the formed requirements and existing restrictions, an approach to robust watermark embedding into text data based on a steganographic algorithm of line spacing shifting has been developed. The block diagram and the description of the developed algorithm of data embedding into text data are given. An experimental estimation of the embedding capacity and perceptual invisibility of the developed data embedding approach was carried out. An approach to extract embedded information from images containing a robust watermark has been developed. The limits of the retrieval, extraction accuracy and robustness evaluation of embedded data to various transformations have been experimentally established.Tóm tắt— Bài báo trình bày cách tiếp cận để bảo vệ dữ liệu văn bản in bằng cách nhúng vào văn bản một đoạn thủy vân trong quá trình in. Bảo vệ dữ liệu dựa trên việc sử dụng thủy vân bền vững có khả năng chống lại sự chuyển đổi định dạng dữ liệu văn bản sang dữ liệu hình ảnh. Sau quá trình phân tích các hệ thống thủy vân số hiện có, nhận thấy việc lựa chọn một mô hình thủy vân bền vững là hợp lý. Do yêu cầu thực tế và các hạn chế của phương pháp nhúng thủy vân vào dữ liệu văn bản hiện có, bài báo đưa ra phương pháp nhúng mới được phát triển dựa trên một thuật toán ẩn mã sử dụng cách thay đổi khoảng cách giữa các dòng trong văn bản. Bài báo đưa ra một sơ đồ khối và mô tả thuật toán nhúng thông tin vào dữ liệu văn bản. Các thực nghiệm về khả năng nhúng và khả năng che giấu thông tin với tri giác thông thường của dữ liệu nhúng cũng được trình bày. Bài báo cũng nêu cách tiếp cận để trích xuất thông tin được nhúng từ các hình ảnh có chứa thủy vân bền vững. Bên cạnh đó, chúng tôi cũng đưa ra các giới hạn về khả năng ứng dụng của phương pháp dựa trên các thực nghiệm, các đánh giá về độ chính xác của việc trích xuất được dữ liệu và độ mạnh của phương pháp nhúng mới này đối với các phép biến đổi ảnh khác nhau. 

scholarly journals The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Christopher Lange ◽  
Jamie Costley ◽  
Seung-Lock Han
Keyword(s):  
Load Condition ◽  
Poor Quality ◽  
Online Instructors ◽  
South Korean ◽  
Processing Information ◽  
E Learning ◽  
Effort Regulation ◽  
Extraneous Load ◽  
Survey Responses ◽  
The Relationship

<p class="3">Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show high levels of effort have been shown to overcome poor instruction in some cases. This study analyzed survey responses from South Korean university students studying online (n = 1,575) to examine the relationship between self-regulated effort and germane load within varying extraneous load conditions. The experimental design separated extraneous load responses into three conditions (low, medium, high). Within each extraneous load condition, self-regulated effort responses were also separated (low, medium, high). The results showed that as extraneous load increased, self-regulated effort had a weaker relationship with germane load. It was also found that the use of effort regulation is effective only when dealing with low and mid-level extraneous load situations and that use of such strategies within high extraneous load situations was not effective. These results show the importance of improving instruction to reduce extraneous cognitive load, in that, not even high levels of effort can overcome poor quality instruction.</p>

scholarly journals SEMANTIC NETWORK TRANSFORMATION METHOD FOR AUTOMATION OF PROGRAMMING PROBLEMS SOLUTIONS EVALUATION IN E-LEARNING

2020 ◽  
Vol 2020 (4) ◽  
pp. 7-17
Author(s):  
Alexander Fedorov ◽  
Alexey Nikolaevich Shikov
Keyword(s):  
Semantic Network ◽  
Single Layer ◽  
Transformation Method ◽  
Abstract Concepts ◽  
Program Code ◽  
Optimal Value ◽  
E Learning ◽  
Network Transformation ◽  
Cutoff Threshold

The article presents a semantic network transformation method for a programcode into an N-dimensional vector. The proposed method allows automating the quality assessment of solving programming problems in the process of e-learning. The method includes the authentic algorithms of building and converting the network. In order to determine the algorithm in the program code there is a template of this algorithm, presented in the form of a subgraph of abstract concepts of the language in the semantic network, built on the basis of this code. The search for the algorithm by comparing the subgraph of the network with the template network helped to identify the BFS algorithm with a given accuracy: the cutoff threshold for the perceptron outputs is 0.85, which is based on the calculation of accuracy of the single-layer perceptron in the classification of the MNIST base equal to 88%, which confirms the effectiveness of the developed method and requires further research using machine learning methods to find the optimal value of the coordinates of the nodes of the semantic network and templates of algorithms.

scholarly journals From Cognitive Landscapes to Digital Hyperscapes

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Jose Bidarra ◽  
Ana Dias
Keyword(s):  
Learning Styles ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Management Systems ◽  
Digital Information ◽  
Cognitive Profiles ◽  
E Learning ◽  
Learning Management ◽  
Key Terms ◽  
Massive Information

<P> The widespread diffusion of e-Learning in organizations has encouraged the discovery of more effective ways for conveying digital information to learners, for instance, via the commonly called Learning Management Systems (LMS). A problem that we have identified is that cognitive variables and pedagogical processes are rarely taken into consideration and sometimes are confused with the mere use by learners of “diversified” hypermedia resources. Within the context of widespread dissemination of multimedia content that has followed the emergence of massive information resources, we discuss the need for more powerful and effective learner-centered tools capable of handling all kinds of design configurations and learning objects. </p> <P class=abstract><B>Key Terms: </B>cognitive profiles, learning styles, mind mapping, multimedia and hypermedia content, hyperscapes, e-Learning, learning objects, Learning Management Systems (LMS).</P>

scholarly journals CLASSIFICATION OF RECREATIONAL LOCATIONS OF RURAL GREEN TOURISM IN ODESA REGION

2021 ◽  
Author(s):  
Iryna Kalmykova
Keyword(s):  
Recreational Activities ◽  
Domestic Tourism ◽  
Recreational Services ◽  
Territorial Structure ◽  
Clean Area ◽  
Green Tourism ◽  
Taxonomic Criterion ◽  
Key Terms

The article highlights the importance of the role of rural green tourism in restarting the Ukrainian economy, given that the inertia of the surge in domestic tourism caused by the coronavirus COVID-19 pandemic will work in the coming years. The importance of recreational activities in the field of rural green tourism is considered. The problems of the conceptual and terminological description of the infrastructure of the recreational industry are outlined. Expansion of the nomenclature of key terms in the field of rural green tourism in the context of highlighting the point elements of the territorial structure is proposed. The concept of “recreational location of rural green tourism” has been introduced for use in the practice of the recreational industry in order to strengthen the territorial aspects of the research of recreational activities. The content of the concept “recreational location of rural green tourism” is characterized as a point element of the territorial infrastructure in the field of rural tourism in the region, which combines the territorial localization of the place of receiving tourist services (rural ecologically clean area), accommodation facility (local object) and indicates the special nature of the activity (recreation). It is indicated that, according to the taxonomic criterion, it is a micro-site, a place, and according to the typological criterion, it is a recreational and tourist object with the functions of accommodation and provision of recreational services. The components of the recreational potential of the Odesa region, which have the necessary properties for the successful functioning of a competitive tourist product in the regional and national tourist markets, have been analyzed. The importance of the classification of recreational locations of rural green tourism in the Odessa region for further systematization of information for the purpose of convenient practical use by specialists from various industries and consumers of recreational services has been substantiated. The classification of the locations of rural green tourism in the Odessa region according to three criteria has been proposed and five types of recreational locations have been identified.

A Conceptual “Cybernetic” Methodology for Organizing and Managing the E-Learning Process through [D-] CIVEs

2013 ◽  
pp. 242-277
Author(s):  
Pellas Nikolaos
Keyword(s):  
Second Life ◽  
Virtual Learning Environment ◽  
Spatial Awareness ◽  
Major Question ◽  
Principal Characteristics ◽  
Learning Programs ◽  
E Learning ◽  
Pedagogical Analysis ◽  
Viable System

This chapter presents a conceptual-pedagogical “cybernetic” methodology for cyber entities’ (avatars’) spatial awareness, in an innovative way by using Second Life (SL). According to this section, it’s crucial to answer the major question of how teachers can permit effective actions through the organizational complexity of virtual and technical interactions that SL governs, making it more practical for Higher Education. Additionally, the chapter’s objective emphasizes the creation of an organizational-educational (multi-) method, which is essential for effective planning and conducting in distance learning programs. Furthermore, the construction effort is based on Anthony Stafford Beer’s “Viable System Model” (VSM) principal characteristics, in which the chapter contends the pedagogical analysis of teaching and didactic process that should be supported by any “open,” “viable,” and “sustainable” virtual learning environment. The systematic description and classification of groups’ interaction scripts aim is to help facilitating and enhancing teams’ knowledge management by providing reusable patterns that leverage the ample possibilities.

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.

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