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

Hybridisation for versatile decision-making in game opponent AI

Hybridisation for versatile decision-making in game opponent A

Self-Learning Cloud Controllers: Fuzzy Q-Learning for Knowledge Evolution

Cloud controllers aim at responding to application demands by automatically scaling the compute resources at runtime to meet performance guarantees and minimize resource costs. Existing cloud controllers often resort to scaling strategies that are codified as a set of adaptation rules. However, for a cloud provider, applications running on top of the cloud infrastructure are more or less black-boxes, making it difficult at design time to define optimal or pre-emptive adaptation rules. Thus, the burden of taking adaptation decisions often is delegated to the cloud application. Yet, in most cases, application developers in turn have limited knowledge of the cloud infrastructure. In this paper, we propose learning adaptation rules during runtime. To this end, we introduce FQL4KE, a self-learning fuzzy cloud controller. In particular, FQL4KE learns and modifies fuzzy rules at runtime. The benefit is that for designing cloud controllers, we do not have to rely solely on precise design-time knowledge, which may be difficult to acquire. FQL4KE empowers users to specify cloud controllers by simply adjusting weights representing priorities in system goals instead of specifying complex adaptation rules. The applicability of FQL4KE has been experimentally assessed as part of the cloud application framework ElasticBench. The experimental results indicate that FQL4KE outperforms our previously developed fuzzy controller without learning mechanisms and the native Azure auto-scaling

A model for providing emotion awareness and feedback using fuzzy logic in online learning

Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ 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 students’ 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 students’ 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 students’ learning performance.Peer ReviewedPostprint (author's final draft

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

Fuzzy Self-Learning Controllers for Elasticity Management in Dynamic Cloud Architectures

Cloud controllers support the operation and quality management of dynamic cloud architectures by automatically scaling the compute resources to meet performance guarantees and minimize resource costs. Existing cloud controllers often resort to scaling strategies that are codified as a set of architecture adaptation rules. However, for a cloud provider, deployed application architectures are black-boxes, making it difficult at design time to define optimal or pre-emptive adaptation rules. Thus, the burden of taking adaptation decisions often is delegated to the cloud application. We propose the dynamic learning of adaptation rules for deployed application architectures in the cloud. We introduce FQL4KE, a self-learning fuzzy controller that learns and modifies fuzzy rules at runtime. The benefit is that we do not have to rely solely on precise design-time knowledge, which may be difficult to acquire. FQL4KE empowers users to configure cloud controllers by simply adjusting weights representing priorities for architecture quality instead of defining complex rules. FQL4KE has been experimentally validated using the cloud application framework ElasticBench in Azure and OpenStack. The experimental results demonstrate that FQL4KE outperforms both a fuzzy controller without learning and the native Azure auto-scalin