Computer-based Educational Systems Research Articles

Fusing ECG signals and IRT models for task difficulty prediction in computerised educational systems

Accurately assessing task difficulty is a critical aspect to achieve adaptation in computer-based educational systems. In real-world scenarios, task difficulty estimation can be personalised for individuals by leveraging Item Response Theory (IRT) to analyse the collective performance of a group of students across various tasks. Additionally, recent studies have revealed the potential of inferring task difficulty through the analysis of physiological signals, such as electrocardiography (ECG). In this paper, we propose a novel hybrid approach that combines both methodologies to enhance task difficulty estimates, surpassing the individual performance of each method. The availability of non-intrusive techniques for capturing heart rate adds further value to the proposal, facilitating its potential integration into future computer-based educational systems. Experimental results on a dataset captured during two computerised English tests show that our proposed hybrid approach outperforms each individual method for the task of difficulty estimation.

IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF A MODERN INSTITUTION OF HIGHER EDUCATION

Based on an analysis of pedagogical and scientific-methodical literature, this study identifies the stages of information and communication technology (ICT) implementation in modern Ukrainian higher education institutions (HEIs), as well as trends in the development of the educational process in the context of society's digitalization. Additionally, the study examines the advantages of using ICT in the educational process and justifies its implementation, emphasizing the possibilities of computer-based education systems. A mechanism for the informatization of modern HEIs is proposed, including its components, necessary materials and technical resources. The study also identifies areas of professional competence development for scientific and pedagogical workers under the conditions of ICT implementation in HEIs and highlights the advantages of virtual educational environments.

APPLICATION OF E-LEARNING AS A LEARNING MEDIUM FOR INFORMATION TECHNOLOGY

With advances in internet network technology, information and communication services are no longer constrained by time and place constraints. Online learning emphasizes distance learning to provide the best educational process possible. Online learning is a type of information technology advancement that can be used as a teaching aid. In this work, the authors use descriptive research techniques to conduct a more in-depth analysis of the theories and trends in advances in online learning. The University of Illinois at Urbana-Champaign is a pioneer in the development of online education. In a computer-based education system, the University of Illinois has started e-learning by utilizing a computer called PLATO. The e-learning classroom learning model is a significant development in the teaching and learning process because it can reduce variations in teaching strategies and course materials and increase the consistency of learning. To prepare, with the help of technology, when everything shifts to the digital era, both in terms of methods and content, online learning systems are very important.

Data Analysis of Short - term and Long - term Online Activities in LMS

Online teaching activities based on increasingly used computer-based educational systems lacks standard rules for its implementation. This paper describes the design of online training activities using Moodle as a Learning Management System (LMS) and, evaluate short-term and long-term students’ learning outcomes applying data mining techniques. Clustering and classification algorithms are combined to uncover valuable, non-obvious students’ patterns from a well-defined collection of data. Data results from online quiz-based activities in a subject of Computer Science show that students who are not engaged in the training activity during the short-term learning process fail. Data analysis also shows that the number of trials is a key attribute. Hence, it is important to develop user-friendly online activities with real-time feedback based on student behaviour. Moreover, according to our experiment, online training activities decrease in efficiency over time.

Application of Computer-Based Distance Education with Dynamic Webpages in Financial Management Courses

Financial management is one of most important type of professional courses in the discipline of business management. The information-based teaching of the courses is a hot spot in the research of professional education. As a cutting-edge information technology, webpage technology provides a good information carrier that enables fast sharing, timely access, and opinion exchange of information. The application of information technology to distance education of financial management could promote the learning efficiency of the students. This paper mainly designs a computer-based distance education system with the aid of dynamic webpages. The system encompasses such modules like database, classroom module, and question and answer (Q&A) module. By introducing the operating mechanism of the system, this paper fully integrates the teaching resources and practices of financial management into the dynamic webpage-based system, providing students or trainees a convenient way of online learning. Through the integration of information technology in education, the proposed system promotes the reform of traditional education model, helps to improve teaching quality and learning efficiency, and enhances the students’ ability to analyze and implement financial management.

Role of Interactive Multimedia to support MOOC for Enhanced E-learning in the Higher Education Sector in Oman

E-learning is the best way of getting knowledge at present especially when it comes to distant education. E-learning is a computer-based educational system that allows you to learn in any place at any time. Earlier e-learning solutions were delivered on CDROMs but nowadays, an online platform is making easier ways for such implementation in terms of scalability as well as usability. Online courses such a MOOC (Massive Open Online Course), which is a way of delivering the content of learning online for any person with easy access from any part of the World is becoming much more popular for certification courses. This research paper focuses on the requirements of such implementation as a part of teaching and learning strategy in one of the higher education institutions in Oman. The existing system in these days is Moodle which is one of the Virtual Learning Environments. Through Moodle, teachers are sharing many eLearning based tools with students. It is based on PowerPoint in Moodle learning and different activities on papers. The methodology used in this project is a mixed methodology – quantitative and qualitative, which includes a questionnaire to get more opinions from different people about this research and there also interviews. The study is performed in context to one of the leading private higher education institutions (HEI) in Oman. The proposed research will suggest a new E-Learning application, especially for some practical modules. Based on the above study, researchers have a plan to propose a new framework and solution for practical modules in HEI especially with the integration of MOOC. The large scale implementation of the proposed research and its solution will be on a cloud, in order to provide easy access along with scalability.

Combination of fuzzy and cognitive theories for adaptive e-assessment

A crucial factor for successful educational results in computer-based educational systems and e-learning systems is the learner’s assessment. Assessment is more effective when it is tailored to each individual student’s learning needs and abilities. Therefore, a significant research challenge is to create tests that include exercises/questions/activities etc., which conform to each learner’s knowledge level and learning needs and abilities. This goal constitutes the need for creating adaptive tests. However, the area of adaptive e-assessment has not yet been explored sufficiently and thus there is scope for a lot of improvement. To this end, in this paper we present a novel solution for adaptive e-assessment. The novelty and significance lie in the blending of fuzzy logic and cognitive theories for further enhancing the personalization and adaptivity in e-assessment. Particularly, fuzzy sets are used to describe the knowledge level of students in a more realistic way. Furthermore, the cognitive theory of Revised Bloom Taxonomy is used to express the learning objectives that are required to be assessed through the created test. In addition, a fuzzy rule-based reasoner, which decides about the number and the difficulty level of the test items that have to be included into the created personalized test for each level of the Revised Bloom Taxonomy, is used. The fuzzy rules are applied to the fuzzy sets that describe the learners’ knowledge level. For the formation of the fuzzy sets and rules, the opinion of several tutors, holding experience in the educational process and instruction, was taken into consideration. The created adaptive test comprises distinct test items based on the individual learning needs of each student. The presented method has been used in two tutoring systems and has been fully evaluated. The evaluation results show great accuracy in the selection of test items for each individual student.

Learning analytics: A glance of evolution, status, and trends according to a proposed taxonomy

Before the emergence of computer‐based educational systems (CBES) whose aims of providing teaching and learning experiences to hundreds even thousands of users, an explosion of information (e.g., students' log data) demands sophisticated methods to gather, analyze, and interpret learners' traces to regulate and enhance education. Thus, learning analytics (LA) arises as a knowledge discovery paradigm that provides valuable findings and facilitates stakeholders to understand the learning process and its implications. Therefore, a landscape of the LA nature, its underlying factors, and applications achieved is outlined in this paper according to a suggested LA Taxonomy that classifies the LA duty from a functional perspective. The aim is to provide an idea of the LA toil, its research lines, and trends to inspire the development of novel approaches for improving teaching and learning practices. Furthermore, the scope of this review covers recently published papers in prestigious journals and conferences, where the works dated from 2016 are summarized and those corresponding to 2014–2015 are cited according to the proposed LA taxonomy. A glimpse is sketched of LA, where underlying elements frame the field foundations to ground the approaches. Moreover, LA strengths, weaknesses, challenges, and risks are highlighted to advice how the LA arena could be enhanced and empowered. In addition, this review offers an insight of the recent LA labor, as well as motivates readers to enrich the LA achievements. This work promotes the LA practice giving an account of the job being achieved and reported in literature, as well as a reflection of the state‐of‐the‐art and an acumens vision to inspire future labor.This article is categorized under: Application Areas > Education and Learning Application Areas > Science and Technology Fundamental Concepts of Data and Knowledge > Human Centricity and User Interaction

A domain-independent data ADHD student model for computer-based educational systems. Data analysis in higher education

A domain-independent data ADHD student model for computer-based educational systems. Data analysis in higher education

Carrot and stick 2.0: The benefits of natural and motivational prosody in computer-assisted learning

For acquiring new skills or knowledge, contemporary learners frequently rely on the help of educational technologies supplementing human teachers as a learning aid. In the interaction with such systems, speech-based communication between the human user and the technical system has increasingly gained importance. Since spoken computer output can take on a variety of forms depending on the method of speech generation and the employment of prosodic modulations, the effects of such auditory variations on the user’s learning achievement require systematic investigation. The experiment reported here examined the specific effects of speech generation method and prosody of spoken system feedback in a computer-supported learning environment, and may serve as validational tool for future investigations of spoken computer feedback effects on learning. Learning performance in a basic cognitive task was compared between users receiving pre-recorded, naturally spoken system feedback with neutral prosody, pre-recorded feedback with motivating (praising or blaming) prosody, or computer-synthesized feedback. The observed results provide empirical evidence that users of technical tutoring systems benefit from pre-recorded, naturally spoken feedback, and do even more so from feedback with motivational prosodic modulations matching their performance success. Theoretical implications and considerations for future implementations of spoken feedback in computer-based educational systems are discussed.

Culture effects on the knowledge sharing in multi-national virtual classes: A mixed method

In multi-national and cross-cultural virtual classes, students’ cultural values have significant impacts on knowledge sharing process. According to Hofstede’s cultural dimensions, we conducted a mixed method to investigate how national cultural values effect on explicit and implicit knowledge sharing within a multi-national virtual class. First, we adopted a qualitative case study with 6 semi-structure interviews to explore the culture effects on knowledge sharing. Second, we conducted a cross-sectional survey to examine the interaction effects of culture and different knowledge sharing motivations. These findings suggest some cultural values (i.e., collectivism) directly impact knowledge sharing, while most cultural values (i.e., power distance, uncertainty avoidance, and Confucian dynamism) have interactive effects with knowledge sharing motivations. Furthermore, we also found some cultural values, like concern for face, have complex effects on knowledge sharing. This research contributes to the knowledge sharing literature, and provides practical implications for the organization work of computer-based education systems.

A Survey on Recent Patents Regarding Intelligent Educational Systems

Computer-based educational systems are becoming increasingly important in all levels and types of education. Intelligent Educational Systems (IESs) are computer-based educational systems encompassing Artificial Intelligence schemes to increase the effectiveness of the learning process. In this paper, we survey patents regarding IESs. As IESs we consider either Intelligent Tutoring Systems (ITSs) or Adaptive Educational Hypermedia Systems (AEHSs) incorporating intelligent techniques. We first present indicative functions implemented in the three basic components of an IES: the domain knowledge, the user (or student) modeling unit and the pedagogical module. Afterwards, we focus on representative patents concerning IESs and present the corresponding work. At the end, we outline current and future developments regarding IESs.

A Survey on Recent Patents Regarding Intelligent Educational Systems

Computer-based educational systems are becoming increasingly important in all levels and types of education. Intelligent Educational Systems (IESs) are computer-based educational systems encompassing Artificial Intelligence schemes to increase the effectiveness of the learning process. In this paper, we survey patents regarding IESs. As IESs we consider either Intelligent Tutoring Systems (ITSs) or Adaptive Educational Hypermedia Systems (AEHSs) incorporating intelligent techniques. We first present indicative functions implemented in the three basic components of an IES: the domain knowledge, the user (or student) modeling unit and the pedagogical module. Afterwards, we focus on representative patents concerning IESs and present the corresponding work. At the end, we outline current and future developments regarding IESs. Keywords: Intelligent tutoring systems, adaptive educational hypermedia systems, intelligent educational systems, artificial intelligence in education, intelligent E-learning systems, intelligent computer-based training systems, artificial intelligence in Elearning

A genetic algorithm approach to recognise students' learning styles

Learning styles encapsulate the preferences of the students, regarding how they learn. By including information about the student learning style, computer-based educational systems are able to adapt a course according to the individual characteristics of the students. In accomplishing this goal, educational systems have been mostly based on the use of questionnaires for establishing a student learning style. However, this method has shown to be not only time-consuming but also unreliable. A genetic algorithm approach to automatically identify the individual learning styles of students based on their actions while attending an academic course is presented in this paper. The application of a genetic algorithm to this domain allows us to both discover the learning styles of individual students as they attend different academic units, as well as track the changes on these styles that might occur over time.

Application of a computer based education system for aged persons and issues arising during the field test

We plan to apply a computer-based multimedia text-book system for health education in the future. To do this, the computer system should be manageable to any person regardless of age or computer experience. We developed a multimedia text-book system and field-tested it to survey the reaction of aged persons. The system offers information about obesity prevention, such as a guide for eating and exercise. All contents are presented by text, image and voice. Also, a guide for exercise is shown by a movie. In this investigation we found that there were many considerations for aged persons using a computer. They seemed to have a strong aversion toward computers. They had the feeling that computers are difficult to use; actually 22 persons among 65 could not use it. Improvements in user interface seems to be the most important thing to make computers accessible to aged persons. On the other hand, question-and-answer programs for diagnosing one's health status were well accepted. Such a function is useful for attracting the interest of aged persons when we design a computer-based education system.

Experiencing the World through Interactive Learning Environments

Education is becoming one of the primary targets of the so-called computer and information revolution because of the many opportunities that it offers to the introduction of computing technologies. Applications of these technologies to education have taken many forms including Intelligent Tutoring Systems (Wenger, 1987)—a particular kind of computer-based educational system that emerged from work in Artificial Intelligence—and Interactive Learning Environments (Sack et al., 1992). Enabled by recent technological developments in communications technology, new forms are currently emerging, including Collaboration-Based Environments (Baker et al., 1995) and Internet-Based Learning Environments (Brusilovsky et al., 1996).

Development, acceptance, and use patterns of a computer-based education and social support system for people living with AIDS/HIV infection

A computer-based support system has been developed to provide information, referrals, decision support, and social support to people living with AIDS/HIV infection. CHESS (the Comprehensive Health Enhancement Support System) uses personal computers placed in users' homes and linked together via modem through a central “host” computer. Color, graphics, and simple user prompts make the system easy to use. HIV-positive subjects (96 male, 20 female) were given CHESS computers to use in their homes for 3 to 6 months. Subjects used CHESS services a total of 15,966 times for over 4,600 hr of use, an average of about one use per subject per day throughout the study. Each subject used CHESS an average of over 39 hr. The system was heavily used by all segments of the study population. Women and minorities used the system at least as frequently as their male and Caucasian counterparts. In fact, Caucasian and minority women used some parts of the system significantly more than other subjects. Subjects rated CHESS very positively in terms of usefulness and ease of use. Thus, CHESS appears to be a heavily used and highly accepted means of providing information and support to HIV-infected individuals.

The influence of computerized feedback on overconfidence in knowledge

Abstract Subjects were tested on general knowledge questions. They had to give their answer to each question and to state their level of confidence in its correctness. This was done under four conditions: by a paper and pencil test with and without feedback; and by computerized testing, again, with and without feedback. All in all, subjects demonstrated overconfidence in their knowledge under all conditions. However, feedback by a computerized system was effective in reducing the overconfidence level. The implications of this finding to the domain of computer-based educational systems is discussed.

AIDS and Electronic Communications

Aids Patient CareVol. 6, No. 4 AIDS and Electronic CommunicationsPart One: Electronic Bulletin Board SystemsJohn S. MakulowichJohn S. MakulowichSearch for more papers by this authorPublished Online:24 Apr 2009https://doi.org/10.1089/apc.1992.6.160AboutSectionsPDF/EPUB ToolsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail FiguresReferencesRelatedDetailsCited byDevelopment, acceptance, and use patterns of a computer-based education and social support system for people living with AIDS/HIV infectionComputers in Human Behavior, Vol. 11, No. 2 Volume 6Issue 4Aug 1992 To cite this article:John S. Makulowich.AIDS and Electronic Communications.AIDS Patient Care.Aug 1992.160-163.http://doi.org/10.1089/apc.1992.6.160Published in Volume: 6 Issue 4: April 24, 2009PDF download

Cardiology education using hypermedia and digital imagery

A computer-based educational system for the study of cardiovascular imaging is described. This system, based on HyperCard ∗ ∗ HyperCard, HyperTalk and Macintosh are registered trademarks marks of Apple Computer Corporation, Palo Alto, CA, USA. SuperCard is a registered trademark of Silicon Beach Inc., San Diego, CA, USA. and a standard Macintosh II, integrates hypertext retrieval, computer graphics, sound, and medical images into a single interactive environment stored on a standard hard disk. This ‘hypermedia’ approach allows arbitrary complexity coupled with direct, immediate, easy traversal of the images and related text, which provides the opportunity for students to move at their own pace, choose their own direction through the material and repeat as often as desired. Storage on magnetic medium allows for easy updating with new studies and material in order to keep pace with advances in medical imaging technology. The system could be mastered onto CD-ROM for ease of distribution if so desired. The system includes a tutorial on the basics of digital image representation and example studies from cineangiography, nuclear medicine, echocardiography and magnetic resonance imaging of the heart. Quantitative techniques for evaluation of left ventricular function are explained using computer graphics overlays on the original medical images. Color encoded functional images are also included as an aid to visualization of ventricular performance data. The system has proven useful as a primer for digital imaging in cardiology prior to specific case study in a traditional mentor relationship.