2 research outputs found
An adaptive learning model in smart learning environment
ΠΡΠ΅Π΄ΠΌΠ΅Ρ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° Π΄ΠΎΠΊΡΠΎΡΡΠΊΠ΅ Π΄ΠΈΡΠ΅ΡΡΠ°ΡΠΈΡΠ΅ ΡΠ΅ ΡΠ°Π·Π²ΠΎΡ ΠΌΠΎΠ΄Π΅Π»Π° Π°Π΄Π°ΠΏΡΠΈΠ²Π½ΠΎΠ³ Π΅Π»Π΅ΠΊΡΡΠΎΠ½ΡΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΠΎΠ³ Π·Π° ΠΈΠΌΠΏΠ»Π΅ΠΌΠ΅Π½ΡΠ°ΡΠΈΡΡ Ρ ΠΏΠ°ΠΌΠ΅ΡΠ½ΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π½ΠΈΠΌ ΠΎΠΊΡΡΠΆΠ΅ΡΠΈΠΌΠ°. ΠΠ΄Π°ΠΏΡΠΈΠ²Π½ΠΎ Π΅Π»Π΅ΠΊΡΡΠΎΠ½ΡΠΊΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅ ΡΠ΅Π°Π»ΠΈΠ·ΡΡΠ΅ ΡΠ΅ ΠΊΡΠΎΠ· ΠΏΡΠΈΠ»Π°Π³ΠΎΡΠ°Π²Π°ΡΠ΅ ΠΏΠΎΡΠ΅Π΄ΠΈΠ½ΠΈΡ
Π΅Π»Π΅ΠΌΠ΅Π½ΡΠ° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π½ΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠ° ΡΠ° ΡΠ½Π°ΠΏΡΠ΅Π΄ Π΄Π΅ΡΠΈΠ½ΠΈΡΠ°Π½ΠΈΠΌ ΠΊΡΠΈΡΠ΅ΡΠΈΡΡΠΌΠΈΠΌΠ°. Π¦ΠΈΡ ΡΠ½Π°ΠΏΡΠ΅ΡΠ΅ΡΠ° ΠΈ ΠΏΠΎΠ±ΠΎΡΡΠ°ΡΠ° ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π°Π»Π½ΠΎΠ³ ΠΌΠΎΠ΄Π΅Π»Π° Π½Π°ΡΡΠ°Π²Π΅ ΡΠ΅ Π΅ΡΠΈΠΊΠ°ΡΠ½ΠΈΡΠΈ ΠΈ Π΅ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΈΡΠΈ ΠΏΡΠΎΡΠ΅Ρ ΡΡΠ΅ΡΠ°. ΠΠ°ΠΌΠ΅ΡΠ½Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π½Π° ΠΎΠΊΡΡΠΆΠ΅ΡΠ°, ΠΊΠ°ΠΎ ΡΡΠΎ ΡΡ ΠΏΠ°ΠΌΠ΅ΡΠ½Π΅ ΡΡΠΈΠΎΠ½ΠΈΡΠ΅, ΡΠ°Π·Π²ΠΈΡΠ°ΡΡ ΠΊΠΎΠ΄ ΡΡΡΠ΄Π΅Π½ΡΠ° Π·Π½Π°ΡΠ° ΠΈ Π²Π΅ΡΡΠΈΠ½Π΅ Π½Π° Π΅ΡΠΈΠΊΠ°ΡΠ½ΠΈΡΠΈ Π½Π°ΡΠΈΠ½ Π½Π΅Π³ΠΎ Ρ ΠΊΠΎΠ½Π²Π΅Π½ΡΠΈΠΎΠ½Π°Π»Π½ΠΈΠΌ ΠΎΠΊΡΡΠΆΠ΅ΡΡ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΈ ΠΌΠΎΠ΄Π΅Π» Π°Π΄Π°ΠΏΡΠΈΠ²Π½ΠΎΠ³ ΡΡΠ΅ΡΠ° ΡΠ΅Π°Π»ΠΈΠ·ΡΡΠ΅ ΡΠ΅ Ρ ΠΎΠΊΡΡΠΆΠ΅ΡΡ ΠΏΠ°ΠΌΠ΅ΡΠ½Π΅ ΡΡΠΈΠΎΠ½ΠΈΡΠ΅ ΠΈ ΠΏΡΠΈΠΌΠ΅ΡΡΡΠ΅ ΠΊΠΎΠ½ΡΠ΅ΠΏΡ Π°ΠΌΠ±ΠΈΡΠ΅Π½ΡΠ°Π»Π½Π΅ ΠΈΠ½ΡΠ΅Π»ΠΈΠ³Π΅Π½ΡΠΈΡΠ΅ Π·Π° ΡΠΏΡΠΎΠ²ΠΎΡΠ΅ΡΠ΅ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΡΠ΅ ΡΡΠ΅ΡΠ°. ΠΠ²Π°ΠΊΠ°Π² ΠΏΡΠΈΡΡΡΠΏ ΠΎΠΌΠΎΠ³ΡΡΠ°Π²Π° Π΄Π΅ΡΠ΅ΠΊΡΠΈΡΡ ΡΡΡΠ΄Π΅Π½ΡΠ° Ρ ΠΎΠΊΡΡΠΆΠ΅ΡΡ ΠΏΠ°ΠΌΠ΅ΡΠ½Π΅ ΡΡΠΈΠΎΠ½ΠΈΡΠ΅ ΠΈ Π³Π΅Π½Π΅ΡΠΈΡΠ΅ ΠΎΠ΄Π³ΠΎΠ²Π°ΡΠ°ΡΡΡΠΈ ΠΎΠ΄Π·ΠΈΠ² ΠΏΠ°ΠΌΠ΅ΡΠ½Π΅ ΡΡΠΈΠΎΠ½ΠΈΡΠ΅ ΠΏΡΠ΅ΠΌΠ° ΡΡΡΠ΄Π΅Π½ΡΡ, Π½Π° ΠΎΡΠ½ΠΎΠ²Ρ ΡΠ½Π°ΠΏΡΠ΅Π΄ Π΄Π΅ΡΠΈΠ½ΠΈΡΠ°Π½ΠΎΠ³ ΠΊΡΠΈΡΠ΅ΡΠΈΡΡΠΌΠ°. ΠΠΎΠ΄Π΅Π» ΡΠ΅ ΡΠ»Π΅ΠΊΡΠΈΠ±ΠΈΠ»Π°Π½ ΠΏΠΎ ΠΏΠΈΡΠ°ΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅ ΡΠ°Π·Π»ΠΈΡΠΈΡΠΈΡ
ΠΊΡΠΈΡΠ΅ΡΠΈΡΡΠΌΠ° Π°Π΄Π°ΠΏΡΠ°ΡΠΈΡΠ΅, ΠΊΠ°ΠΎ ΡΡΠΎ ΡΡ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡΠ°, ΡΡΠΈΠ» ΡΡΠ΅ΡΠ°, ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎ ΠΎΠΏΡΠ΅ΡΠ΅ΡΠ΅ΡΠ΅ ΡΡΡΠ΄Π΅Π½ΡΠ°, ΡΠΌΠΎΡ, ΡΠΈΠ·ΠΈΡΠΊΠΈ ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΈ ΠΎΠΊΡΡΠΆΠ΅ΡΠ° ΠΈ Π΄ΡΡΠ³ΠΈ. ΠΠΎΠ΄Π΅Π» ΠΊΠΎΡΠΈΡΡΠΈ ΠΏΡΠ΅Π΄Π½ΠΎΡΡΠΈ ΠΏΠ°ΠΌΠ΅ΡΠ½ΠΈΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π½ΠΈΡ
ΠΎΠΊΡΡΠΆΠ΅ΡΠ° Π·Π° ΠΏΡΠΈΠΊΡΠΏΡΠ°ΡΠ΅ ΡΠ΅Π»Π΅Π²Π°Π½ΡΠ½ΠΈΡ
ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ° ΠΈΠ· ΠΎΠΊΡΡΠΆΠ΅ΡΠ° Ρ ΠΊΠΎΠΌΠ΅ ΡΡΡΠ΄Π΅Π½Ρ ΡΡΠΈ. ΠΠΎΡΠ΅Π±Π°Π½ Π°ΠΊΡΠ΅Π½Π°Ρ ΠΌΠΎΠ΄Π΅Π» ΡΡΠ°Π²ΡΠ° Π½Π° Π΄Π΅ΡΠΈΠ½ΠΈΡΠ°ΡΠ΅ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡa ΡΡΠ΅ΡΠ° ΠΊΠΎΡΠ΅ ΡΠ΅ Π΄ΠΎΠ΄Π΅ΡΡΡΡ ΡΡΡΠ΄Π΅Π½ΡΡ ΠΏΡΠ΅ΠΌΠ° ΠΊΡΠΈΡΠ΅ΡΠΈΡΡΠΌΡ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΡΠ΅. ΠΠ°ΠΎ ΠΊΡΠΈΡΠ΅ΡΠΈΡΡΠΌΠΈ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΡΠ΅ Ρ Π΄ΠΈΡΠ΅ΡΡΠ°ΡΠΈΡΠΈ ΠΊΠΎΡΠΈΡΡΠ΅Π½ΠΈ ΡΡ ΡΠΌΠΎΡ ΡΡΡΠ΄Π΅Π½Π°ΡΠ° ΠΊΠ°ΠΎ ΠΏΠΎΡΠ»Π΅Π΄ΠΈΡΠ° ΡΠΈΡ
ΠΎΠ²ΠΈΡ
Π΄Π½Π΅Π²Π½ΠΈΡ
Π°ΠΊΠ°Π΄Π΅ΠΌΡΠΊΠΈΡ
Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΠ°Ρ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠΊΠΎΠ³ ΠΊΠΎΠ΅ΡΠΈΡΠΈΡΠ΅Π½ΡΠ° ΠΎΠΊΡΡΠΆΠ΅ΡΠ°, ΠΊΠΎΡΠΈ Π·Π°Π²ΠΈΡΠΈ ΠΎΠ΄ ΡΠΈΠ·ΠΈΡΠΊΠΈΡ
ΡΡΠ»ΠΎΠ²Π° Ρ ΠΊΠΎΡΠΈΠΌΠ° ΡΡΡΠ΄Π΅Π½Ρ ΡΡΠ²Π°ΡΠ° Π½Π°ΡΡΠ°Π²Π½Π΅ ΡΠ°Π΄ΡΠΆΠ°ΡΠ΅. ΠΠΎΠ΄Π΅Π» ΡΠ΅ ΠΈΠΌΠΏΠ»Π΅ΠΌΠ΅Π½ΡΠΈΡΠ°Π½ ΠΈ ΡΠ΅ΡΡΠΈΡΠ°Π½ Ρ Π½Π°ΡΡΠ°Π²ΠΈ Π½Π° ΠΠΈΡΠΎΠΊΠΎΡ ΠΠ¦Π’ ΡΠΊΠΎΠ»ΠΈ, ΠΈ Π΅Π²Π°Π»ΡΠΈΡΠ°Π½ ΠΊΡΠΎΠ· Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ° Ρ ΡΠΎΠΊΡ ΡΡΠ΅ΡΠ° ΠΊΠ°ΠΎ ΠΈ ΠΊΡΠΎΠ· Π·Π½Π°ΡΠ° ΠΈ Π²Π΅ΡΡΠΈΠ½Π΅ ΠΊΠΎΡΠΈΠΌΠ° ΡΡΡΠ΄Π΅Π½Ρ ΠΎΠ²Π»Π°Π΄Π°Π²Π° Ρ ΡΠΎΠΊΡ ΡΡΠ΅ΡΠ°.The subject of the doctoral dissertation is the development of a model of adaptive e-learning adequate for implementation in smart educational environments. Adaptive e-learning is realized through the adaptation of certain elements of the educational process with predefined criteria. The goal of enhancing and improving the traditional teaching model is a more efficient and effective learning process. Smart educational environments, such as smart classrooms, develop students' knowledge and skills in a more efficient way than in conventional learning environment. The proposed adaptive learning model was implemented in a smart classroom environment by applying the concept of ambient intelligence to achieve learning adaptation. This approach enables detecting a student in a smart classroom environment and generates an appropriate smart classroom response to the student, based on a predefined criterion. The model can use different adaptation criteria, such as motivation, learning style, student cognitive load, fatigue, physical environment parameters and others. The model benefits from smart educational environments to gather relevant information of the studentβs learning environment. The model focuses on defining the learning strategies assigned to a student according to the adaptation criteria. Students' fatigue as a consequence of their daily academic activities, together with a parameter of the dynamic environment coefficient, which depends on the physical conditions in which the student adopts learning contents were used as adaptation criteria in the dissertation.
The model was implemented and tested in a teaching process at the ICT College in Belgrade, and evaluated through the student's activities while learning, as well as through the
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knowledge and skills the student acquired during learning