29,840 research outputs found
Neuro-fuzzy knowledge processing in intelligent learning environments for improved student diagnosis
In this paper, a neural network implementation for a fuzzy logic-based model of the diagnostic process is proposed as a means to achieve accurate student diagnosis and updates of the student model in Intelligent Learning Environments. The neuro-fuzzy synergy allows the diagnostic model to some extent "imitate" teachers in diagnosing students' characteristics, and equips the intelligent learning environment with reasoning capabilities that can be further used to drive pedagogical decisions depending on the student learning style. The neuro-fuzzy implementation helps to encode both structured and non-structured teachers' knowledge: when teachers' reasoning is available and well defined, it can be encoded in the form of fuzzy rules; when teachers' reasoning is not well defined but is available through practical examples illustrating their experience, then the networks can be trained to represent this experience. The proposed approach has been tested in diagnosing aspects of student's learning style in a discovery-learning environment that aims to help students to construct the concepts of vectors in physics and mathematics. The diagnosis outcomes of the model have been compared against the recommendations of a group of five experienced teachers, and the results produced by two alternative soft computing methods. The results of our pilot study show that the neuro-fuzzy model successfully manages the inherent uncertainty of the diagnostic process; especially for marginal cases, i.e. where it is very difficult, even for human tutors, to diagnose and accurately evaluate students by directly synthesizing subjective and, some times, conflicting judgments
A fuzzy-based approach for classifying students' emotional states in online collaborative work
(c) 2016 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works.Emotion awareness is becoming a key aspect in collaborative work at academia, enterprises and organizations that use collaborative group work in their activity. Due to pervasiveness of ICT's, most of collaboration can be performed through communication media channels such as discussion forums, social networks, etc. The emotive state of the users while they carry out their activity such as collaborative learning at Universities or project work at enterprises and organizations influences very much their performance and can actually determine the final learning or project outcome. Therefore, monitoring the users' emotive states and using that information for providing feedback and scaffolding is crucial. To this end, automated analysis over data collected from communication channels is a useful source. In this paper, we propose an approach to process such collected data in order to classify and assess emotional states of involved users and provide them feedback accordingly to their emotive states. In order to achieve this, a fuzzy approach is used to build the emotive classification system, which is fed with data from ANEW dictionary, whose words are bound to emotional weights and these, in turn, are used to map Fuzzy sets in our proposal. The proposed fuzzy-based system has been evaluated using real data from collaborative learning courses in an academic context.Peer ReviewedPostprint (author's final draft
A model for providing emotion awareness and feedback using fuzzy logic in online learning
Monitoring usersβ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase studentsβ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those studentsβ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture studentsβ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on studentsβ learning performance.Peer ReviewedPostprint (author's final draft
ΠΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½Π°Ρ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠ° Π°Π½Π°Π»ΠΈΠ·Π° Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΡΠΌΠ΅Π½ΠΈΠΉ ΠΊΠΎΠ½ΡΠΈΠ½Π³Π΅Π½ΡΠ° ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π²ΡΡΡΠ΅Π³ΠΎ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ Π·Π°Π²Π΅Π΄Π΅Π½ΠΈΡ
In the below article, the application of the fuzzy logical conclusion method is considered as decision-maker in the process of analyzing the students skills and abilities based on the requirements of potential employers, in order to reduce the time of the first interview for potential candidates on a vacant position. When analyzing the results of the assessment of the competence of university students, a certain degree of fuzziness arises. In modern practice, fuzzy logic is used in many different assessment methods, including questioning, interviewing, testing, descriptive method, classification method, pairwise comparison, rating method, business games competence models, and the like. Each of the methods has its advantages and disadvantages, but they are effective only as part of a unified personnel management system. As a method for implementing a systematic approach to the assessment of the contingent of students, it is proposed to use fuzzy logic, a mathematical apparatus that allows you to build a model of an object based on fuzzy judgments. The use of fuzzy logic, the mathematical apparatus of which allows you to build a model of the object, based on fuzzy reasoning and rules. The most important condition for creating such a model is to translate the fuzzy, qualitative assessments used by man into the language of mathematics, which will be understood by the computer. The most used are fuzzy inferences using the Mamdani and Sugeno methods. In a fuzzy inference of the Mamdani type, the value of the output variable is given by fuzzy terms, in the conclusion of the Sugeno type, as a linear combination of the input variables. Research in the field of application of fuzzy logic in socio-economic systems suggests that it can be used to assess the competencies of university students.Π Π΄Π°Π½Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΠ΅ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Π° Π½Π΅ΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π²ΡΠ²ΠΎΠ΄Π° Π΄Π»Ρ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ ΠΏΡΠΈΠ½ΡΡΠΈΡ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π² Π·Π°Π΄Π°ΡΠ°Ρ
Π°Π½Π°Π»ΠΈΠ·Π° Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΡΠΌΠ΅Π½ΠΈΠΉ ΠΊΠΎΠ½ΡΠΈΠ½Π³Π΅Π½ΡΠ° ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΈΡΡ
ΠΎΠ΄Ρ ΠΈΠ· ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΠ°Π±ΠΎΡΠΎΠ΄Π°ΡΠ΅Π»Π΅ΠΉ, Ρ ΡΠ΅Π»ΡΡ ΡΠΌΠ΅Π½ΡΡΠ΅Π½ΠΈΡ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ Π½Π° ΠΏΠ΅ΡΠ²ΠΈΡΠ½ΡΡ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΊΠ°ΡΠ°ΡΠ΅Π»ΡΠ½ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΊΠ°Π½Π΄ΠΈΠ΄Π°ΡΠΎΠ² Π½Π° Π²Π°ΠΊΠ°Π½ΡΠ½ΡΡ Π΄ΠΎΠ»ΠΆΠ½ΠΎΡΡΡ. ΠΡΠΈ Π°Π½Π°Π»ΠΈΠ·Π΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΎΡΠ΅Π½ΠΊΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π²ΡΠ·ΠΎΠ² Π²ΠΎΠ·Π½ΠΈΠΊΠ°Π΅Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½Π°Ρ ΡΡΠ΅ΠΏΠ΅Π½Ρ Π½Π΅ΡΠ΅ΡΠΊΠΎΡΡΠΈ. Π ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ Π½Π΅ΡΠ΅ΡΠΊΠ°Ρ Π»ΠΎΠ³ΠΈΠΊΠ° ΠΏΡΠΈΠΌΠ΅Π½ΡΠ΅ΡΡΡ Π²ΠΎ ΠΌΠ½ΠΎΠ³ΠΈΡ
ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄Π°Ρ
ΠΎΡΠ΅Π½ΠΊΠΈ, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ, ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΠΎΠΏΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΌΠ΅ΡΠΎΠ΄, ΠΌΠ΅ΡΠΎΠ΄ ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ, ΠΏΠ°ΡΠ½ΠΎΠ΅ ΡΡΠ°Π²Π½Π΅Π½ΠΈΠ΅, ΡΠ΅ΠΉΡΠΈΠ½Π³ΠΎΠ²ΡΠΉ ΠΌΠ΅ΡΠΎΠ΄, Π΄Π΅Π»ΠΎΠ²ΡΠ΅ ΠΈΠ³ΡΡ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠΎΠΌΡ ΠΏΠΎΠ΄ΠΎΠ±Π½ΠΎΠ΅. ΠΠ°ΠΆΠ΄ΡΠΉ ΠΈΠ· ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΈΠΌΠ΅Π΅Ρ ΡΠ²ΠΎΠΈ ΠΏΡΠ΅ΠΈΠΌΡΡΠ΅ΡΡΠ²Π° ΠΈ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΊΠΈ, Π½ΠΎ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½Ρ ΠΎΠ½ΠΈ ΡΠΎΠ»ΡΠΊΠΎ Π² ΡΠΎΡΡΠ°Π²Π΅ Π΅Π΄ΠΈΠ½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΠΎΠΌ. ΠΠ°ΠΊ ΠΌΠ΅ΡΠΎΠ΄ Π΄Π»Ρ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΊ ΠΎΡΠ΅Π½ΠΊΠ΅ ΠΊΠΎΠ½ΡΠΈΠ½Π³Π΅Π½ΡΠ° ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡ Π½Π΅ΡΠ΅ΡΠΊΡΡ Π»ΠΎΠ³ΠΈΠΊΡ, ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°ΠΏΠΏΠ°ΡΠ°Ρ, ΠΊΠΎΡΠΎΡΡΠΉ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΏΠΎΡΡΡΠΎΠΈΡΡ ΠΌΠΎΠ΄Π΅Π»Ρ ΠΎΠ±ΡΠ΅ΠΊΡΠ°, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΡΡ Π½Π° Π½Π΅ΡΠ΅ΡΠΊΠΈΡ
ΡΡΠΆΠ΄Π΅Π½ΠΈΡΡ
. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ Π½Π΅ΡΠ΅ΡΠΊΠΎΠΉ Π»ΠΎΠ³ΠΈΠΊΠΈ, ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°ΠΏΠΏΠ°ΡΠ°Ρ ΠΊΠΎΡΠΎΡΠΎΠΉ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΏΠΎΡΡΡΠΎΠΈΡΡ ΠΌΠΎΠ΄Π΅Π»Ρ ΠΎΠ±ΡΠ΅ΠΊΡΠ°, ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°ΡΡΡ Π½Π° Π½Π΅ΡΠ΅ΡΠΊΠΈΡ
ΡΠ°ΡΡΡΠΆΠ΄Π΅Π½ΠΈΡΡ
ΠΈ ΠΏΡΠ°Π²ΠΈΠ»Π°Ρ
. ΠΠ°ΠΆΠ½Π΅ΠΉΡΠ΅Π΅ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΡΠ°ΠΊΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΡΠΎΠΌ, ΡΡΠΎΠ±Ρ ΠΏΠ΅ΡΠ΅Π²Π΅ΡΡΠΈ Π½Π΅ΡΠ΅ΡΠΊΠΈΠ΅, ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΠΎΡΠ΅Π½ΠΊΠΈ, ΠΏΡΠΈΠΌΠ΅Π½ΡΠ΅ΠΌΡΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠΎΠΌ, Π½Π° ΡΠ·ΡΠΊ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ Π±ΡΠ΄Π΅Ρ ΠΏΠΎΠ½ΡΡΠ½Π° Π²ΡΡΠΈΡΠ»ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΌΠ°ΡΠΈΠ½Π΅. ΠΠ°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΠΌΡΠΌΠΈ ΡΠ²Π»ΡΡΡΡΡ Π½Π΅ΡΠ΅ΡΠΊΠΈΠ΅ Π²ΡΠ²ΠΎΠ΄Ρ Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² ΠΠ°ΠΌΠ΄Π°Π½ΠΈ ΠΈ Π‘ΡΠ³Π΅Π½ΠΎ. Π Π½Π΅ΡΠ΅ΡΠΊΠΎΠΌ Π²ΡΠ²ΠΎΠ΄Π΅ ΡΠΈΠΏΠ° ΠΠ°ΠΌΠ΄Π°Π½ΠΈ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ Π²ΡΡ
ΠΎΠ΄Π½ΠΎΠΉ ΠΏΠ΅ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΡΡΡ Π½Π΅ΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠ΅ΡΠΌΠ°ΠΌΠΈ, Π² Π·Π°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠΈ ΡΠΈΠΏΠ° Π‘ΡΠ³Π΅Π½ΠΎ β ΠΊΠ°ΠΊ Π»ΠΈΠ½Π΅ΠΉΠ½Π°Ρ ΠΊΠΎΠΌΠ±ΠΈΠ½Π°ΡΠΈΡ Π²Ρ
ΠΎΠ΄Π½ΡΡ
ΠΏΠ΅ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ Π½Π΅ΡΠ΅ΡΠΊΠΎΠΉ Π»ΠΎΠ³ΠΈΠΊΠΈ Π² ΡΠΎΡΠΈΠΎΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΈΡΡΠ΅ΠΌΠ°Ρ
ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ Π³ΠΎΠ²ΠΎΡΠΈΡΡ ΠΎ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π΅Π΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ Π΄Π»Ρ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π²ΡΠ·ΠΎΠ²
Multi crteria decision making and its applications : a literature review
This paper presents current techniques used in Multi Criteria Decision Making (MCDM) and their applications. Two basic approaches for MCDM, namely Artificial Intelligence MCDM (AIMCDM) and Classical MCDM (CMCDM) are discussed and investigated. Recent articles from international journals related to MCDM are collected and analyzed to find which approach is more common than the other in MCDM. Also, which area these techniques are applied to. Those articles are appearing in journals for the year 2008 only. This paper provides evidence that currently, both AIMCDM and CMCDM are equally common in MCDM
A brief network analysis of Artificial Intelligence publication
In this paper, we present an illustration to the history of Artificial
Intelligence(AI) with a statistical analysis of publish since 1940. We
collected and mined through the IEEE publish data base to analysis the
geological and chronological variance of the activeness of research in AI. The
connections between different institutes are showed. The result shows that the
leading community of AI research are mainly in the USA, China, the Europe and
Japan. The key institutes, authors and the research hotspots are revealed. It
is found that the research institutes in the fields like Data Mining, Computer
Vision, Pattern Recognition and some other fields of Machine Learning are quite
consistent, implying a strong interaction between the community of each field.
It is also showed that the research of Electronic Engineering and Industrial or
Commercial applications are very active in California. Japan is also publishing
a lot of papers in robotics. Due to the limitation of data source, the result
might be overly influenced by the number of published articles, which is to our
best improved by applying network keynode analysis on the research community
instead of merely count the number of publish.Comment: 18 pages, 7 figure
- β¦