Abstract: This paper proposes an effective adaptive e-learning system that uses a coloured concept map to show the learner's knowledge level for each concept in the chosen subject area. A Fuzzy logic system is used to evaluate the learner's knowledge level for each concept in the domain, and produce a ranked concept list of learning materials to address weaknesses in the learner’s understanding. This system obtains information on the learner's understanding of concepts by an initial pre-test before the system is used for learning and a post-test after using the learning system. A Fuzzy logic system is used to produce a weighted concept map during the learning process. The aim of this research is to prove that such a proposed novel adapted e-learning system will enhance learner's performance and understanding. In addition, this research aims to increase participants' overall understanding of their learning level by providing a coloured concept map of understanding followed by a ranked concepts list of learning materials.
Abstract: Nowadays, in Japan, variety of students get into a university and one of the main roles of introductory courses for freshmen is to make such students well prepared for subsequent intermediate courses. For that purpose, the flipped-mastery model is not enough because videos usually used in a flipped classroom is not adaptive and does not fit all freshmen with different academic performances. This paper proposes an ontology-navigated tutoring system called EduGraph. Using EduGraph, students can prepare for and review a class, in a more flexibly personalizable way than by videos. Structuralizing learning materials by its ontology, EduGraph also helps students integrate what they learn as knowledge, and makes learning materials sharable. EduGraph was used for an introductory course for freshmen. This application suggests that EduGraph is effective.
Abstract: Adaptive e-learning today gives the student a central
role in his own learning process. It allows learners to try things out,
participate in courses like never before, and get more out of learning
than before. In this paper, an adaptive e-learning model for logic
design, simplification of Boolean functions and related fields is
presented. Such model presents suitable courses for each student in a
dynamic and adaptive manner using existing database and workflow
technologies. The main objective of this research work is to provide
an adaptive e-learning model based learners' personality using
explicit and implicit feedback. To recognize the learner-s, we develop
dimensions to decide each individual learning style in order to
accommodate different abilities of the users and to develop vital
skills. Thus, the proposed model becomes more powerful, user
friendly and easy to use and interpret. Finally, it suggests a learning
strategy and appropriate electronic media that match the learner-s
preference.
Abstract: This paper describes a concept of stereotype student
model in adaptive knowledge acquisition e-learning system. Defined
knowledge stereotypes are based on student's proficiency level and
on Bloom's knowledge taxonomy. The teacher module is responsible
for the whole adaptivity process: the automatic generation of
courseware elements, their dynamic selection and sorting, as well as
their adaptive presentation using templates for statements and
questions. The adaptation of courseware is realized according to
student-s knowledge stereotype.
Abstract: Internet computer games turn to be more and more
attractive within the context of technology enhanced learning.
Educational games as quizzes and quests have gained significant
success in appealing and motivating learners to study in a different
way and provoke steadily increasing interest in new methods of
application. Board games are specific group of games where figures
are manipulated in competitive play mode with race conditions on a
surface according predefined rules. The article represents a new,
formalized model of traditional quizzes, puzzles and quests shown as
multimedia board games which facilitates the construction process of
such games. Authors provide different examples of quizzes and their
models in order to demonstrate the model is quite general and does
support not only quizzes, mazes and quests but also any set of
teaching activities. The execution process of such models is
explained and, as well, how they can be useful for creation and
delivery of adaptive e-learning courseware.
Abstract: In this paper an open agent-based modular framework
for personalized and adaptive curriculum generation in e-learning
environment is proposed. Agent-based approaches offer several
potential advantages over alternative approaches. Agent-based
systems exhibit high levels of flexibility and robustness in dynamic
or unpredictable environments by virtue of their intrinsic autonomy.
The presented framework enables integration of different types of
expert agents, various kinds of learning objects and user modeling
techniques. It creates possibilities for adaptive e-learning process.
The KM e-learning system is in a process of implementation in
Varna Free University and will be used for supporting the
educational process at the University.