Literature Review on Vague Set Theory in Different Domains

Problem of decision making is a crucial task in every business. This decision making job is found very difficult when it is depends on the imprecise and vague environment, which is frequent in recent years. Vague sets are an extension of Fuzzy sets. In the fuzzy sets, each object is assigned a single value in the interval [0,1] reflecting its grade of membership. This single value does not allow a separation of evidence for membership and evidence against membership. Gau et al. proposed the notion of vague sets, where each object is characterized by two different membership functions: a true membership function and a false membership function. This kind of reasoning is also called interval membership, as opposed to point membership in the context of fuzzy sets. In this paper, reviews the related works on the decision making by using vague sets in different fields

Data-driven fuzzy rule generation and its application for student academic performance evaluation

Several approaches using fuzzy techniques have been proposed to provide a practical method for evaluating student academic performance. However, these approaches are largely based on expert opinions and are difficult to explore and utilize valuable information embedded in collected data. This paper proposes a new method for evaluating student academic performance based on data-driven fuzzy rule induction. A suitable fuzzy inference mechanism and associated Rule Induction Algorithm is given. The new method has been applied to perform Criterion-Referenced Evaluation (CRE) and comparisons are made with typical existing methods, revealing significant advantages of the present work. The new method has also been applied to perform Norm-Referenced Evaluation (NRE), demonstrating its potential as an extended method of evaluation that can produce new and informative scores based on information gathered from data

Adaptive intelligent tutoring for teaching modern standard Arabic

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of PhilosophyThe aim of this PhD thesis is to develop a framework for adaptive intelligent tutoring systems (ITS) in the domain of Modern Standard Arabic language. This framework will comprise of a new approach to using a fuzzy inference mechanism and generic rules in guiding the learning process. In addition, the framework will demonstrate another contribution in which the system can be adapted to be used in the teaching of different languages. A prototype system will be developed to demonstrate these features. This system is targeted at adult English-speaking casual learners with no pre-knowledge of the Arabic language. It will consist of two parts: an ITS for learners to use and a teachers‘ tool for configuring and customising the teaching rules and artificial intelligence components among other configuration operations. The system also provides a diverse teaching-strategies‘ environment based on multiple instructional strategies. This approach is based on general rules that provide means to a reconfigurable prediction. The ITS determines the learner‘s learning characteristics using multiple fuzzy inferences. It has a reconfigurable design that can be altered by the teacher at runtime via a teacher-interface. A framework for an independent domain (i.e. pluggable-domain) for foreign language tutoring systems is introduced in this research. This approach allows the system to adapt to the teaching of a different language with little changes required. Such a feature has the advantages of reducing the time and cost required for building intelligent language tutoring systems. To evaluate the proposed system, two experiments are conducted with two versions of the software: the ITS and a cut down version with no artificial intelligence components. The learners used the ITS had shown an increase in scores between the post-test and the pre-test with learning gain of 35% compared to 25% of the learners from the cut down version

Educational data mining using fuzzy sets to facilitate usability and user experience - an approach to integrate artificial intelligence and human-computer interaction

Artificial Intelligence (AI) and Human-Computer Interaction (HCI) have the common goal of enhancing effectiveness of a system and making it easier for people to use. AI accomplishes that by demonstrating intelligent behavior on a machine, whereas HCI involves the design approach required to obtain usability and user experience. This study integrates AI and HCI techniques in a real-world application complementing the aims of each field. A web based system was developed for a school board in Eastern Canada by following the user-centered approach of HCI. In the course of designing a good interface, it was found that fuzzy inference of AI was going on in users’ minds when they formed conceptual models to understand the application. The interface was evaluated by applying heuristic evaluation, cognitive walkthroughs and user feedback. It was shown that usability and user experience can be improved by employing fuzzy set techniques. Therefore, fuzzy set modeling can serve as a user centered method for HCI design. Furthermore, data gathering techniques of HCI helped to define the cognitive processes that could be replicated with the aid of fuzzy sets.Master of Science (MSc) in Computational Science

The Geometric Mean as a Generator of Truth-Value in Heuristic Expert Systems: An Improvement over the Fuzzy Weighted Arithmetic Mean

Many earlier expert systems that were modeled after MYCIN, the first expert system, employed truth-value factors for their rule antecedents (premises) and consequents (conclusions). These crisp truth-value factors were usually called certainty factors and attempted to provide a measure of confidence and computational capability to the analysis of rule uncertainty (Shortliffe, 1977; Kandel, 1994). However, in the literature criticism has been often expressed concerning the lack of precision a crisp truth/certainty factor value conveys (Zadeh, 1983; Turban, 1993). Zadeh (1973) and Xingui (1988) utilized the weighted fuzzy average algorithm to improve the precision of truth/certainty factor values. Kandel (1994) further extended the fuzzy weighted mean concept introducing rule confidence, priority, and conclusion weighting factors. Later, Chen (1996) further modified the fuzzy weighted mean algorithm through the factoring of independent rule premise and consequent weights, truth-values and certainty factors. All of these progressive variants of the fuzzy weighted mean enhanced perceived rule antecedent and consequent truth-value. This research investigated a modification of the fuzzy weighted algorithms of Chen and Kandel utilized in assessing heuristic expert system rule truth-value. Their algorithms were modified to demonstrate that a more statistically precise rule truth-value can be achieved by utilizing the geometric mean to aggregate rule truth-value components

Type-2 Fuzzy Logic based Systems for Adaptive Learning and Teaching within Intelligent E-Learning Environments

The recent years have witnessed an increased interest in e-learning platforms that incorporate adaptive learning and teaching systems that enable the creation of adaptive learning environments to suit individual student needs. The efficiency of these adaptive educational systems relies on the methodology used to accurately gather and examine information pertaining to the characteristics and needs of students and relies on the way that information is processed to form an adaptive learning context. The vast majority of existing adaptive educational systems do not learn from the users’ behaviours to create white-box models to handle the high level of uncertainty and that could be easily read and analysed by the lay user. The data generated from interactions, such as teacher–learner or learner–system interactions within asynchronous environments, provide great opportunities to realise more adaptive and intelligent e-learning platforms rather than propose prescribed pedagogy that depends on the idea of a few designers and experts. Another limitation of current adaptive educational systems is that most of the existing systems ignore gauging the students' engagements levels and mapping them to suitable delivery needs which match the students' knowledge and preferred learning styles. It is necessary to estimate the degree of students’ engagement with the course contents. Such feedback is highly important and useful for assessing the teaching quality and adjusting the teaching delivery in small and large-scale online learning platforms. Furthermore, most of the current adaptive educational systems are used within asynchronous e-learning contexts as self-paced e-learning products in which learners can study in their own time and at their own speed, totally ignorant of synchronous e-learning settings of teacher-led delivery of the learning material over a communication tool in real time. This thesis presents novel theoretical and practical architectures based on computationally lightweight T2FLSs for lifelong learning and adaptation of learners’ and teachers’ behaviours in small- and large-scale asynchronous and synchronous e-learning platforms. In small-scale asynchronous and synchronous e-learning platforms, the presented architecture augments an engagement estimate system using a noncontact, low-cost, and multiuser support 3D sensor Kinect (v2). This is able to capture reliable features including head pose direction and hybrid features of facial expression to enable convenient and robust estimation of engagement in small-scale online and onsite learning in an unconstrained and natural environment in which users are allowed to act freely and move without restrictions. We will present unique real-world experiments in large and small-scale e-learning platforms carried out by 1,916 users from King Abdul-Aziz and Essex universities in Saudi Arabia and the UK over the course of teaching Excel and PowerPoint in which the type 2 system is learnt and adapted to student and teacher behaviour. The type-2 fuzzy system will be subjected to extended and varied knowledge, engagement, needs, and a high level of uncertainty variation in e-learning environments outperforming the type 1 fuzzy system and non-adaptive version of the system by producing better performance in terms of improved learning, completion rates, and better user engagements

Fuzzy Techniques for Decision Making 2018

Zadeh's fuzzy set theory incorporates the impreciseness of data and evaluations, by imputting the degrees by which each object belongs to a set. Its success fostered theories that codify the subjectivity, uncertainty, imprecision, or roughness of the evaluations. Their rationale is to produce new flexible methodologies in order to model a variety of concrete decision problems more realistically. This Special Issue garners contributions addressing novel tools, techniques and methodologies for decision making (inclusive of both individual and group, single- or multi-criteria decision making) in the context of these theories. It contains 38 research articles that contribute to a variety of setups that combine fuzziness, hesitancy, roughness, covering sets, and linguistic approaches. Their ranges vary from fundamental or technical to applied approaches

Collected Papers (on Neutrosophic Theory and Applications), Volume VI

This sixth volume of Collected Papers includes 74 papers comprising 974 pages on (theoretic and applied) neutrosophics, written between 2015-2021 by the author alone or in collaboration with the following 121 co-authors from 19 countries: Mohamed Abdel-Basset, Abdel Nasser H. Zaied, Abduallah Gamal, Amir Abdullah, Firoz Ahmad, Nadeem Ahmad, Ahmad Yusuf Adhami, Ahmed Aboelfetouh, Ahmed Mostafa Khalil, Shariful Alam, W. Alharbi, Ali Hassan, Mumtaz Ali, Amira S. Ashour, Asmaa Atef, Assia Bakali, Ayoub Bahnasse, A. A. Azzam, Willem K.M. Brauers, Bui Cong Cuong, Fausto Cavallaro, Ahmet Çevik, Robby I. Chandra, Kalaivani Chandran, Victor Chang, Chang Su Kim, Jyotir Moy Chatterjee, Victor Christianto, Chunxin Bo, Mihaela Colhon, Shyamal Dalapati, Arindam Dey, Dunqian Cao, Fahad Alsharari, Faruk Karaaslan, Aleksandra Fedajev, Daniela Gîfu, Hina Gulzar, Haitham A. El-Ghareeb, Masooma Raza Hashmi, Hewayda El-Ghawalby, Hoang Viet Long, Le Hoang Son, F. Nirmala Irudayam, Branislav Ivanov, S. Jafari, Jeong Gon Lee, Milena Jevtić, Sudan Jha, Junhui Kim, Ilanthenral Kandasamy, W.B. Vasantha Kandasamy, Darjan Karabašević, Songül Karabatak, Abdullah Kargın, M. Karthika, Ieva Meidute-Kavaliauskiene, Madad Khan, Majid Khan, Manju Khari, Kifayat Ullah, K. Kishore, Kul Hur, Santanu Kumar Patro, Prem Kumar Singh, Raghvendra Kumar, Tapan Kumar Roy, Malayalan Lathamaheswari, Luu Quoc Dat, T. Madhumathi, Tahir Mahmood, Mladjan Maksimovic, Gunasekaran Manogaran, Nivetha Martin, M. Kasi Mayan, Mai Mohamed, Mohamed Talea, Muhammad Akram, Muhammad Gulistan, Raja Muhammad Hashim, Muhammad Riaz, Muhammad Saeed, Rana Muhammad Zulqarnain, Nada A. Nabeeh, Deivanayagampillai Nagarajan, Xenia Negrea, Nguyen Xuan Thao, Jagan M. Obbineni, Angelo de Oliveira, M. Parimala, Gabrijela Popovic, Ishaani Priyadarshini, Yaser Saber, Mehmet Șahin, Said Broumi, A. A. Salama, M. Saleh, Ganeshsree Selvachandran, Dönüș Șengür, Shio Gai Quek, Songtao Shao, Dragiša Stanujkić, Surapati Pramanik, Swathi Sundari Sundaramoorthy, Mirela Teodorescu, Selçuk Topal, Muhammed Turhan, Alptekin Ulutaș, Luige Vlădăreanu, Victor Vlădăreanu, Ştefan Vlăduţescu, Dan Valeriu Voinea, Volkan Duran, Navneet Yadav, Yanhui Guo, Naveed Yaqoob, Yongquan Zhou, Young Bae Jun, Xiaohong Zhang, Xiao Long Xin, Edmundas Kazimieras Zavadskas