Comparing student model accuracy with bayesian network and fuzzy logic in predicting student knowledge level

The use of computer has widely used as a tool to help student in learning, one of the computer application to help student in learning is in the form of Intelligent Tutoring System. Intelligent Tutoring System used to diagnose student knowledge state and provide adaptive assistance to student. However, diagnosing student knowledge level is a difficult task due to rife with uncertainty. Student Model is the key component in Intelligent Tutoring System to deal with uncertainty. Bayesian Network and Fuzzy Logic is the most widely used to develop student model. In this paper we will compare the accuracy of student model developed with Bayesian Network and Fuzzy Logic in predicting student knowledge level

Aprendizagem Digital: Modelos diferenciados de ensino utilizando TICs para alunos com problemas de visão – Boas práticas: Jogando entre 1 a 10

The idea of inclusion encourages an inclusive, open-door school. By adapting formal instruction to standard instruction that is acceptable for everyone while taking into account the requirements, quirks, skills, interests, and experiences of each student, the use of ICTs aids in this direction. One such group is the visually challenged, whose inclusion in general education classes is made possible with the use of ICTs. In the current study, a method of individualized education in the field of mathematics is developed and put into practice, allowing all students-visually impaired or not-to master the mathematical operation of adding to the first ten at their own speed and time. Results show that differentiated instruction improves students' ability to understand mathematical operations: ADDITION from 1 to 10.La idea de inclusión fomenta una escuela inclusiva y de puertas abiertas. Al adaptar la instrucción formal a la instrucción estándar aceptable para todos, teniendo en cuenta los requisitos, peculiaridades, habilidades, intereses y experiencias de cada estudiante, el uso de las TIC ayuda en esta dirección. Uno de estos grupos es el de los discapacitados visuales, cuya inclusión en las clases de educación general es posible con el uso de las TIC. En el presente estudio se desarrolla y pone en práctica un método de enseñanza individualizado en el área de matemáticas, que permite a todos los alumnos -con discapacidad visual o no- dominar la operación matemática de sumar al top ten a su propio ritmo y tiempo. Los resultados muestran que la enseñanza diferenciada mejora la capacidad de los estudiantes para comprender las operaciones matemáticas: SUMA del 1 al 10.A ideia de inclusão incentiva uma escola inclusiva e de portas abertas. Ao adaptar a instrução formal à instrução padrão aceitável para todos, levando em conta os requisitos, peculiaridades, habilidades, interesses e experiências de cada aluno, o uso das TICs auxilia nessa direção. Um desses grupos é o dos deficientes visuais, cuja inclusão nas classes de educação geral é possível com o uso das TICs. No presente estudo, é desenvolvido e colocado em prática um método de ensino individualizado na área da matemática, permitindo que todos os alunos-deficientes visuais ou não-dominem a operação matemática de somar aos dez primeiros no seu próprio ritmo e tempo. Os resultados mostram que o ensino diferenciado melhora a capacidade dos alunos de entender as operações matemáticas: ADIÇÃO de 1 a 10

Artificial Intelligence Approaches in Student Modeling: Half Decade Review (2010-2015)

Intelligent Tutoring Systems (ITSs) are special classes of E-learning systems designed using Artificial Intelligence (AI) approaches to provide adaptive and personalized tutoring based on the individuality of students. The student model is an important component of an ITS that provides the base for this personalization. During the course of interaction between student and the ITS, the system observe student’s actions and other behavioral properties, create a quantitative representation of these student’s attributes called a student model

Estratégias & tecnologias digitais para a integração do Autismo

The number of people with Autism spectrum disorders is increasing significantly. The purpose of this literature review is to contribute to the integration of autistic people in the educational context with the help of technological means. Educators' views on the education they should provide to students so that autistic people feel accepted by their peers and have equal and inclusive opportunities are listed. People on the Autism spectrum have difficulties in important pillars such as communication, memory, and attention. Strategies are presented for teachers to achieve the inclusion of students and the role of assistive technology, and its benefits are identified for people with Autism with the main benefit being the improvement of communication skills, the improvement of organization activities, memory, and attention.El número de personas con trastornos del espectro autista está aumentando significativamente. El objetivo de esta revisión bibliográfica fue contribuir a la integración de las personas autistas en el contexto educativo con la ayuda de medios tecnológicos. Se enumeran las opiniones de los educadores sobre la educación que deben ofrecer a los alumnos para que las personas autistas se sientan aceptadas por sus compañeros y tengan oportunidades equitativas e inclusivas. Las personas en el espectro del autismo tienen dificultades con pilares importantes como la comunicación, la memoria y la atención. Se presentan estrategias para que los docentes logren la inclusión de los estudiantes y el rol de la tecnología asistiva, y se identifican sus beneficios para las personas con autismo, siendo el principal beneficio la mejora de las habilidades comunicativas, la mejora de las actividades de organización, memoria y atención.O número de pessoas com transtornos do espectro do Autismo está aumentando significativamente. O objetivo desta revisão de literatura foi contribuir para a integração de pessoas autistas no contexto educacional com o auxílio de meios tecnológicos. São listadas as opiniões dos educadores sobre a educação que devem oferecer aos alunos para que os autistas se sintam aceitos por seus pares e tenham oportunidades iguais e inclusivas. As pessoas no espectro do Autismo apresentam dificuldades em pilares importantes como comunicação, memória e atenção. São apresentadas estratégias para os professores conseguirem a inclusão dos alunos e o papel da tecnologia assistiva, e são identificados seus benefícios para pessoas com autismo sendo o principal benefício, a melhora das habilidades de comunicação, a melhora das atividades de organização, memória e atenção

EL LABORATORIO DE CIENCIAS DE LA FUTURA ESCUELA. TECNOLOGÍAS Y CONTENIDOS EMERGENTES

Este artigo investiga as tendências atuais na transformação de laboratórios STEM na era da digitalização devido à integração de tecnologias digitais e ao reconhecimento da importância do desenvolvimento de habilidades metacognitivas. O artigo examina o papel da metacognição e seu impacto no processo de aprendizagem, bem como o uso de tecnologias digitais, como laboratórios remotos, laboratórios virtuais, realidade aumentada, realidade virtual e dispositivos móveis na educação STEM. Os resultados desta pesquisa sugerem que o uso dessas tecnologias digitais pode ser benéfico para a aprendizagem de ciências no ensino superior e secundário. Além disso, essas tecnologias podem ser usadas para promover o engajamento, a colaboração e o acesso dos alunos ao conhecimento científico. Além disso, a metacognição é uma habilidade importante para professores e alunos, e pode ser desenvolvida através do uso da pirâmide do conhecimento, pirâmide de inteligência emocional, pirâmide metacognitiva e modelos de pirâmide de superdotação.This paper investigates the current trends in the transformation of STEM laboratories in the age of digitization due to the integration of digital technologies and the recognition of the importance of developing metacognitive skills. The paper examines the role of metacognition and its impact on the learning process, as well as the use of digital technologies such as remote labs, virtual labs, augmented reality, virtual reality, and mobile devices in STEM education. Results from this research suggest that the use of these digital technologies can be beneficial for science learning in both higher and secondary education. Additionally, these technologies can be used to promote student engagement, collaboration, and access to scientific knowledge. Furthermore, metacognition is an important skill for both teachers and students, and can be developed through the use of the knowledge pyramid, emotional intelligence pyramid, metacognitive pyramid, and giftedness pyramid models.Este artículo investiga las tendencias actuales en la transformación de los laboratorios STEM en la era de la digitalización debido a la integración de tecnologías digitales y al reconocimiento de la importancia del desarrollo de habilidades metacognitivas. El documento examina el papel de la metacognición y su impacto en el proceso de aprendizaje, así como el uso de tecnologías digitales como laboratorios remotos, laboratorios virtuales, realidad aumentada, realidad virtual y dispositivos móviles en la educación STEM. Los resultados de esta investigación sugieren que el uso de estas tecnologías digitales puede ser beneficioso para el aprendizaje de las ciencias tanto en la educación superior como en la secundaria. Además, estas tecnologías pueden utilizarse para promover la participación, colaboración y acceso al conocimiento científico por parte de los estudiantes. Además, la metacognición es una habilidad importante tanto para profesores como para estudiantes y puede desarrollarse mediante el uso de los modelos de pirámide del conocimiento, pirámide de inteligencia emocional, pirámide metacognitiva y pirámide de talento.Este artigo investiga as tendências atuais na transformação de laboratórios STEM na era da digitalização devido à integração de tecnologias digitais e ao reconhecimento da importância do desenvolvimento de habilidades metacognitivas. O artigo examina o papel da metacognição e seu impacto no processo de aprendizagem, bem como o uso de tecnologias digitais, como laboratórios remotos, laboratórios virtuais, realidade aumentada, realidade virtual e dispositivos móveis na educação STEM. Os resultados desta pesquisa sugerem que o uso dessas tecnologias digitais pode ser benéfico para a aprendizagem de ciências no ensino superior e secundário. Além disso, essas tecnologias podem ser usadas para promover o engajamento, a colaboração e o acesso dos alunos ao conhecimento científico. Além disso, a metacognição é uma habilidade importante para professores e alunos, e pode ser desenvolvida através do uso da pirâmide do conhecimento, pirâmide de inteligência emocional, pirâmide metacognitiva e modelos de pirâmide de superdotação

Digital Technologies and Virtual and Augmented Reality Games as ADHD intervention.

ADHD is more prevalent among young npeople and adolescents than in the past. This disease is accompanied by various learning and behavioral problems since it has problems with cognitive and metacognitive skills. Drigas et al., in their study from 2021, argue that participation in society is only possible if people have acquired these skills. Additionally, through strengthening abilities like self-awareness, self-regulation, and self-control through inner attention, children can learn other ways to manage their cognitive deficits and adjust to varied circumstances. Numerous medical and psychological ways to treat ADHD have been developed due to the considerable advancements in research, and these treatments are known to support symptom control. Alternative modes of intervention that attempt to improve these children’s quality of life are studied in the current work, including video games with virtual or augmented reality environments

ICTs in behavioral problems and Research and analysis in Athens' schools

Providing pupils with information and strategies for coping with “present reality” is particularly crucial in the teacher’s job in the modern world. Teachers are required to take on the role of social educators in a time when individuals struggle, personalities are shattered, and ethos and moral values are devalued. Teachers support students’ ability to identify issues and challenges and name, express, and regulate their emotions. This essay aims to investigate the classroom behavioral issues that arise. The current work aims to define what constitutes problematic behavior and outline teachers’ role in preventing, limiting, actively intervening, and assisting pupils in solving problems. The research also involves statistical processing and data analysis based on questionnaires given to eight teachers regarding their perspectives and the intervention methods they use to manage behavioral problems

I’ve (Urn)ed This: An Application and Criterion-based Evaluation of the Urnings Algorithm

There is increased interest in personalized learning and making e-learning environments more adaptable. Some e-learning systems may use an Item Response Theory (IRT)-based assessment system. An important distinction between assessment and learning contexts is that learner proficiency is expected to remain constant across an assessment, while it is expected to change over time in a learning context. Constant learner proficiency during an assessment enables conventional approaches to estimating person and item parameters using IRT. These IRT-based systems could be abandoned for alternative approaches to modeling learners and system learning content, but assessments may provide more functions than adapting learning material to students. Thus, there is the question, how can e-learning systems with IRT-based assessment components more dynamically adapt their learning content? Is there a solution that leverages IRT for adapting the learning content of the system? A promising solution is the Urnings algorithm. Like other candidate algorithms, it is computationally light, but this algorithm has mechanisms for preventing variance inflation and is suitable for e-learning contexts. It also provides a measure of uncertainty around estimates. It has been studied both through simulations and applications to e-learning systems. Results are promising; however, there has not been an application of the Urnings algorithm to an e-learning context where there are conventionally estimated person parameters to compare the algorithm estimates to. This study addresses this gap by applying the Urnings algorithm to a K–8 reading and mathematics learning platform. In data from this platform, we have person parameter estimates across academic years from an in-system diagnostic assessment. Results from this study will help industry researchers understand the feasibility of the Urnings algorithm for large e-learning systems with IRT-based assessment components