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personalized learning</title> <meta name="description" content="Search results for: AI-driven personalized learning"> <meta name="keywords" content="AI-driven personalized learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="AI-driven personalized learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7408</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: AI-driven personalized learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7408</span> VR/AR Applications in Personalized Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andy%20Wang">Andy Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personalized learning refers to an educational approach that tailors instruction to meet the unique needs, interests, and abilities of each learner. This method of learning aims at providing students with a customized learning experience that is more engaging, interactive, and relevant to their personal lives. With generative AI technology, the author has developed a Personal Tutoring Bot (PTB) that supports personalized learning. The author is currently testing PTB in his EE 499 – Microelectronics Metrology course. Virtual Reality (VR) and Augmented Reality (AR) provide interactive and immersive learning environments that can engage student in online learning. This paper presents the rationale of integrating VR/AR tools in PTB and discusses challenges and solutions of incorporating VA/AR into the Personal Tutoring Bot (PTB). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title="personalized learning">personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on%20practice" title=" hands-on practice"> hands-on practice</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%2FAR%20tools" title=" VR/AR tools"> VR/AR tools</a> </p> <a href="https://publications.waset.org/abstracts/175539/vrar-applications-in-personalized-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175539.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7407</span> A Semantic E-Learning and E-Assessment System of Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wiem%20Ben%20Khalifa">Wiem Ben Khalifa</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalila%20Souilem"> Dalila Souilem</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Neji"> Mahmoud Neji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The evolutions of Social Web and Semantic Web lead us to ask ourselves about the way of supporting the personalization of learning by means of intelligent filtering of educational resources published in the digital networks. We recommend personalized courses of learning articulated around a first educational course defined upstream. Resuming the context and the stakes in the personalization, we also suggest anchoring the personalization of learning in a community of interest within a group of learners enrolled in the same training. This reflection is supported by the display of an active and semantic system of learning dedicated to the constitution of personalized to measure courses and in the due time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Semantic%20Web" title="Semantic Web">Semantic Web</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20system" title=" semantic system"> semantic system</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/72932/a-semantic-e-learning-and-e-assessment-system-of-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72932.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7406</span> Personalized Learning: An Analysis Using Item Response Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Yacob">A. Yacob</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Hj.%20Ali"> N. Hj. Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20Yusoff"> M. H. Yusoff</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Y.%20MohdSaman"> M. Y. MohdSaman</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20M.%20A.%20F.%20W.%20Hamzah"> W. M. A. F. W. Hamzah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personalized learning becomes increasingly popular which not is restricted by time, place or any other barriers. This study proposes an analysis of Personalized Learning using Item Response Theory which considers course material difficulty and learner ability. The study investigates twenty undergraduate students at TATI University College, who are taking programming subject. By using the IRT, it was found that, finding the most appropriate problem levels to each student include high and low level test items together is not a problem. Thus, the student abilities can be asses more accurately and fairly. Learners who experience more anxiety will affect a heavier cognitive load and receive lower test scores. Instructors are encouraged to provide a supportive learning environment to enhance learning effectiveness because Cognitive Load Theory concerns the limited capacity of the brain to absorb new information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20response%20theory" title=" item response theory"> item response theory</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load%20theory" title=" cognitive load theory"> cognitive load theory</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/7302/personalized-learning-an-analysis-using-item-response-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7405</span> Personalize E-Learning System Based on Clustering and Sequence Pattern Mining Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20S.%20Saini">H. S. Saini</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Vijayalakshmi"> K. Vijayalakshmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rishi%20Sayal"> Rishi Sayal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Network-based education has been growing rapidly in size and quality. Knowledge clustering becomes more important in personalized information retrieval for web-learning. A personalized-Learning service after the learners’ knowledge has been classified with clustering. Through automatic analysis of learners’ behaviors, their partition with similar data level and interests may be discovered so as to produce learners with contents that best match educational needs for collaborative learning. We present a specific mining tool and a recommender engine that we have integrated in the online learning in order to help the teacher to carry out the whole e-learning process. We propose to use sequential pattern mining algorithms to discover the most used path by the students and from this information can recommend links to the new students automatically meanwhile they browse in the course. We have Developed a specific author tool in order to help the teacher to apply all the data mining process. We tend to report on many experiments with real knowledge so as to indicate the quality of using both clustering and sequential pattern mining algorithms together for discovering personalized e-learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cluster" title=" cluster"> cluster</a>, <a href="https://publications.waset.org/abstracts/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/abstracts/search?q=sequence" title=" sequence"> sequence</a>, <a href="https://publications.waset.org/abstracts/search?q=pattern" title=" pattern"> pattern</a> </p> <a href="https://publications.waset.org/abstracts/33440/personalize-e-learning-system-based-on-clustering-and-sequence-pattern-mining-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33440.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7404</span> Personalized Email Marketing Strategy: A Reinforcement Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lei%20Zhang">Lei Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tingting%20Xu"> Tingting Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jun%20He"> Jun He</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhenyu%20Yan"> Zhenyu Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Email marketing is one of the most important segments of online marketing. It has been proved to be the most effective way to acquire and retain customers. The email content is vital to customers. Different customers may have different familiarity with a product, so a successful marketing strategy must personalize email content based on individual customers’ product affinity. In this study, we build our personalized email marketing strategy with three types of emails: nurture, promotion, and conversion. Each type of email has a different influence on customers. We investigate this difference by analyzing customers’ open rates, click rates and opt-out rates. Feature importance from response models is also analyzed. The goal of the marketing strategy is to improve the click rate on conversion-type emails. To build the personalized strategy, we formulate the problem as a reinforcement learning problem and adopt a Q-learning algorithm with variations. The simulation results show that our model-based strategy outperforms the current marketer’s strategy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=email%20marketing" title="email marketing">email marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=email%20content" title=" email content"> email content</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcement%20learning" title=" reinforcement learning"> reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Q-learning" title=" Q-learning"> Q-learning</a> </p> <a href="https://publications.waset.org/abstracts/152253/personalized-email-marketing-strategy-a-reinforcement-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152253.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7403</span> Optimal Decisions for Personalized Products with Demand Information Updating and Limited Capacity </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meimei%20Zheng">Meimei Zheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Product personalization could not only bring new profits to companies but also provide the direction of long-term development for companies. However, the characteristics of personalized product cause some new problems. This paper investigates how companies make decisions on the supply of personalized products when facing different customer attitudes to personalized product and service, constraints due to limited capacity and updates of personalized demand information. This study will provide optimal decisions for companies to develop personalized markets, resulting in promoting business transformation and improving business competitiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=demand%20forecast%20updating" title="demand forecast updating">demand forecast updating</a>, <a href="https://publications.waset.org/abstracts/search?q=limited%20capacity" title=" limited capacity"> limited capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20products" title=" personalized products"> personalized products</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a> </p> <a href="https://publications.waset.org/abstracts/66358/optimal-decisions-for-personalized-products-with-demand-information-updating-and-limited-capacity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66358.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7402</span> AI-Powered Personalized Teacher Training for Enhancing Language Teaching Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ororho%20Maureen%20Ekpelezie">Ororho Maureen Ekpelezie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates language educators' perceptions and experiences regarding AI-driven personalized teacher training modules in Awka South, Anambra State, Nigeria. Utilizing a stratified random sampling technique, 25 schools across various educational levels were selected to ensure a representative sample. A total of 1000 questionnaires were distributed among language teachers in these schools, focusing on assessing their perceptions and experiences related to AI-driven personalized teacher training. With an impressive response rate of 99.1%, the study garnered valuable insights into language teachers' attitudes towards AI-driven personalized teacher training and its effectiveness in enhancing language teaching competence. The quantitative analysis revealed predominantly positive perceptions towards AI-driven personalized training modules, indicating their efficacy in addressing individual learning needs. However, challenges were identified in the long-term retention and transfer of AI-enhanced skills, underscoring the necessity for further refinement of personalized training approaches. Recommendations stemming from these findings emphasize the need for continued refinement of training methodologies and the development of tailored professional development programs to alleviate educators' concerns. Overall, this research enriches discussions on the integration of AI technology in teacher training and professional development, with the aim of bolstering language teaching competence and effectiveness in educational settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20training" title="language teacher training">language teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=AI-driven%20personalized%20learning" title=" AI-driven personalized learning"> AI-driven personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20competence" title=" language teaching competence"> language teaching competence</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20teacher%20training" title=" personalized teacher training"> personalized teacher training</a> </p> <a href="https://publications.waset.org/abstracts/186990/ai-powered-personalized-teacher-training-for-enhancing-language-teaching-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7401</span> A Framework for Internet Education: Personalised Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoe%20Wong">Zoe Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to develop a framework for internet education. This framework uses the personalized learning approach for everyone who can freely develop their qualifications & careers. The key components of the framework includes students, teachers, assessments and infrastructure. It allows remove the challenges and limitations of the current educational system and allows learners' to cope with progressing learning materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20education" title="internet education">internet education</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20approach" title=" personalized approach"> personalized approach</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a> </p> <a href="https://publications.waset.org/abstracts/47256/a-framework-for-internet-education-personalised-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7400</span> An Analysis of a Canadian Personalized Learning Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruthanne%20Tobin">Ruthanne Tobin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The shift to a personalized learning (PL) curriculum in Canada represents an innovative approach to teaching and learning that is also evident in various initiatives across the 32-nation OECD. The premise behind PL is that empowering individual learners to have more input into how they access and construct knowledge, and express their understanding of it, will result in more meaningful school experiences and academic success. In this paper presentation, the author reports on a document analysis of the new curriculum in the province of British Columbia. Three theoretical frameworks are used to analyze the new curriculum. Framework 1 focuses on five dominant aspects (FDA) of PL at the classroom level. Framework 2 focuses on conceptualizing and enacting personalized learning (CEPL) within three spheres of influence. Framework 3 focuses on the integration of three types of knowledge (content, technological, and pedagogical). Analysis is ongoing, but preliminary findings suggest that the new curriculum addresses framework 1 quite well, which identifies five areas of personalized learning: 1) assessment for learning; 2) effective teaching and learning; 3) curriculum entitlement (choice); 4) school organization; and 5) “beyond the classroom walls” (learning in the community). Framework 2 appears to be less well developed in the new curriculum. This framework speaks to the dynamics of PL within three spheres of interaction: 1) nested agency, comprised of overarching constraints [and enablers] from policy makers, school administrators and community; 2) relational agency, which refers to a capacity for professionals to develop a network of expertise to serve shared goals; and 3) students’ personalized learning experience, which integrates differentiation with self-regulation strategies. Framework 3 appears to be well executed in the new PL curriculum, as it employs the theoretical model of technological, pedagogical content knowledge (TPACK) in which there are three interdependent bodies of knowledge. Notable within this framework is the emphasis on the pairing of technologies with excellent pedagogies to significantly assist students and teachers. This work will be of high relevance to educators interested in innovative school reform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20reform" title="curriculum reform">curriculum reform</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12%20school%20change" title=" K-12 school change"> K-12 school change</a>, <a href="https://publications.waset.org/abstracts/search?q=innovations%20in%20education" title=" innovations in education"> innovations in education</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning "> personalized learning </a> </p> <a href="https://publications.waset.org/abstracts/59474/an-analysis-of-a-canadian-personalized-learning-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7399</span> Using Differentiation Instruction to Create a Personalized Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Yocco%20Rossi">Valerie Yocco Rossi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The author will share why differentiation is necessary for all classrooms as well as strategies for differentiating content, process, and product. Through learning how to differentiate, teachers will be able to create activities and assessments to meet the abilities, readiness levels, and interests of all learners. Content and Purpose: This work will focus on how to create a learning experience for students that recognizes their different interests, abilities, and readiness levels by differentiating content, process, and product. Likewise, the best learning environments allow for choice. Choice boards allow students to select tasks based on interests. There can be challenging and basic tasks to meet the needs of various abilities. Equally, rubrics allow for personalized and differentiated assessments based on readiness levels and cognitive abilities. The principals of DI help to create a classroom where all students are learning to the best of their abilities. Outcomes: After reviewing the work, readers will be able to (1) identify the benefits of differentiated instruction; (2) convert traditional learning activities to differentiated ones; (3) differentiate, writing-based assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differentiation" title="differentiation">differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning"> personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies" title=" instructional strategies"> instructional strategies</a> </p> <a href="https://publications.waset.org/abstracts/168918/using-differentiation-instruction-to-create-a-personalized-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7398</span> A Research Agenda for Learner Models for Adaptive Educational Digital Learning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felix%20B%C3%B6ck">Felix Böck</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, data about learners and their digital activities are collected, which could help educational institutions to better understand learning processes, improve them and be able to provide better learning assistance. In this research project, custom knowledge- and data-driven recommendation algorithms will be used to offer students in higher education integrated learning assistance. The pre-requisite for this is a learner model that is as comprehensive as possible, which should first be created and then kept up-to-date largely automatically for being able to individualize and personalize the learning experience. In order to create such a learner model, a roadmap is presented that describes the individual phases up to the creation and evaluation of the finished model. The methodological process for the research project is disclosed, and the research question of how learners can be supported in their learning with personalized, customized learning recommendations is explored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research%20agenda" title="research agenda">research agenda</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20model" title=" user model"> user model</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20model" title=" learner model"> learner model</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20educational%20digital%20learning%20environments" title=" adaptive educational digital learning environments"> adaptive educational digital learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning%20paths" title=" personalized learning paths"> personalized learning paths</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendation%20system" title=" recommendation system"> recommendation system</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation" title=" adaptation"> adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=personalization" title=" personalization"> personalization</a> </p> <a href="https://publications.waset.org/abstracts/192209/a-research-agenda-for-learner-models-for-adaptive-educational-digital-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192209.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7397</span> User Modeling from the Perspective of Improvement in Search Results: A Survey of the State of the Art</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samira%20Karimi-Mansoub">Samira Karimi-Mansoub</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahem%20Abri"> Rahem Abri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, users expect high quality and personalized information from search results. To satisfy user’s needs, personalized approaches to web search have been proposed. These approaches can provide the most appropriate answer for user’s needs by using user context and incorporating information about query provided by combining search technologies. To carry out personalized web search, there is a need to make different techniques on whole of user search process. There are the number of possible deployment of personalized approaches such as personalized web search, personalized recommendation, personalized summarization and filtering systems and etc. but the common feature of all approaches in various domains is that user modeling is utilized to provide personalized information from the Web. So the most important work in personalized approaches is user model mining. User modeling applications and technologies can be used in various domains depending on how the user collected information may be extracted. In addition to, the used techniques to create user model is also different in each of these applications. Since in the previous studies, there was not a complete survey in this field, our purpose is to present a survey on applications and techniques of user modeling from the viewpoint of improvement in search results by considering the existing literature and researches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=filtering%20systems" title="filtering systems">filtering systems</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20web%20search" title=" personalized web search"> personalized web search</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20modeling" title=" user modeling"> user modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20search%20behavior" title=" user search behavior"> user search behavior</a> </p> <a href="https://publications.waset.org/abstracts/73551/user-modeling-from-the-perspective-of-improvement-in-search-results-a-survey-of-the-state-of-the-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">279</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7396</span> Nurturing of Children with Results from Their Nature (DNA) Using DNA-MILE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tan%20Lay%20Cheng%20%28Cheryl%29">Tan Lay Cheng (Cheryl)</a>, <a href="https://publications.waset.org/abstracts/search?q=Low%20Huiqi"> Low Huiqi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: All children learn at different pace. Individualized learning is an approach that tailors to the individual learning needs of each child. When implementing this approach, educators have to base their lessons on the understanding that all students learn differently and that what works for one student may not work for another. In the current early childhood environment, individualized learning is for children with diverse needs. However, a typical developing child is also able to benefit from individualized learning. This research abstract explores the concept of utilizing DNA-MILE, a patented (in Singapore) DNA-based assessment tool that can be used to measure a variety of factors that can impact learning. The assessment report includes the dominant intelligence of the user or, in this case, the child. From the result, a personalized learning plan that is tailored to each individual student's needs. Methods: A study will be conducted to investigate the effectiveness of DNA-MILE in supporting individualized learning. The study will involve a group of 20 preschoolers who were randomly assigned to either a DNA-MILE-assessed group (experimental group) or a control group. 10 children in each group. The experimental group will receive DNA Mile assessments and personalized learning plans, while the control group will not. The children in the experimental group will be taught using the dominant intelligence (as shown in the DNA-MILE report) to enhance their learning in other domains. The children in the control group will be taught using the curriculum and lesson plan set by their teacher for the whole class. Parents’ and teachers’ interviews will be conducted to provide information about the children before the study and after the study. Results: The results of the study will show the difference in the outcome of the learning, which received DNA Mile assessments and personalized learning plans, significantly outperformed the control group on a variety of measures, including standardized tests, grades, and motivation. Conclusion: The results of this study suggest that DNA Mile can be an effective tool for supporting individualized learning. By providing personalized learning plans, DNA Mile can help to improve learning outcomes for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individualized" title="individualized">individualized</a>, <a href="https://publications.waset.org/abstracts/search?q=DNA-MILE" title=" DNA-MILE"> DNA-MILE</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=DNA" title=" DNA"> DNA</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20intelligence" title=" multiple intelligence"> multiple intelligence</a> </p> <a href="https://publications.waset.org/abstracts/168207/nurturing-of-children-with-results-from-their-nature-dna-using-dna-mile" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7395</span> Conceptualizing Personalized Learning: Review of Literature 2007-2017</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruthanne%20Tobin">Ruthanne Tobin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As our data-driven, cloud-based, knowledge-centric lives become ever more global, mobile, and digital, educational systems everywhere are struggling to keep pace. Schools need to prepare students to become critical-thinking, tech-savvy, life-long learners who are engaged and adaptable enough to find their unique calling in a post-industrial world of work. Recognizing that no nation can afford poor achievement or high dropout rates without jeopardizing its social and economic future, the thirty-two nations of the OECD are launching initiatives to redesign schools, generally under the banner of Personalized Learning or 21st Century Learning. Their intention is to transform education by situating students as co-enquirers and co-contributors with their teachers of what, when, and how learning happens for each individual. In this focused review of the 2007-2017 literature on personalized learning, the author sought answers to two main questions: “What are the theoretical frameworks that guide personalized learning?” and “What is the conceptual understanding of the model?” Ultimately, the review reveals that, although the research area is overly theorized and under-substantiated, it does provide a significant body of knowledge about this potentially transformative educational restructuring. For example, it addresses the following questions: a) What components comprise a PL model? b) How are teachers facilitating agency (voice & choice) in their students? c) What kinds of systems, processes and procedures are being used to guide the innovation? d) How is learning organized, monitored and assessed? e) What role do inquiry based models play? f) How do teachers integrate the three types of knowledge: Content, pedagogical and technological? g) Which kinds of forces enable, and which impede, personalizing learning? h) What is the nature of the collaboration among teachers? i) How do teachers co-regulate differentiated tasks? One finding of the review shows that while technology can dramatically expand access to information, expectations of its impact on teaching and learning are often disappointing unless the technologies are paired with excellent pedagogies in order to address students’ needs, interests and aspirations. This literature review fills a significant gap in this emerging field of research, as it serves to increase conceptual clarity that has hampered both the theorizing and the classroom implementation of a personalized learning model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20change" title="curriculum change">curriculum change</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20innovation" title=" educational innovation"> educational innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning"> personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20reform" title=" school reform"> school reform</a> </p> <a href="https://publications.waset.org/abstracts/59380/conceptualizing-personalized-learning-review-of-literature-2007-2017" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59380.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7394</span> Development of Multimedia Learning Application for Mastery Learning Style: A Graduated Difficulty Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nur%20Azlina%20Mohamed%20Mokmin">Nur Azlina Mohamed Mokmin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Guided by the theory of learning style, this study is based on the development of a multimedia learning application for students with mastery learning style. The learning material was developed by applying a graduated difficulty learning strategy. Algebraic fraction was chosen as the learning topic for this application. The effectiveness of this application in helping students learn is measured by giving a pre- and post-test. The result shows that students who learn using the learning material that matches their preferred learning style performs better than the students with a non-personalized learning material. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebraic%20fractions" title="algebraic fractions">algebraic fractions</a>, <a href="https://publications.waset.org/abstracts/search?q=graduated%20difficulty" title=" graduated difficulty"> graduated difficulty</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20learning%20style" title=" mastery learning style"> mastery learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a> </p> <a href="https://publications.waset.org/abstracts/17217/development-of-multimedia-learning-application-for-mastery-learning-style-a-graduated-difficulty-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17217.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">513</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7393</span> Acoustic Performance and Application of Three Personalized Sound-Absorbing Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fangying%20Wang">Fangying Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Sanming"> Zhang Sanming</a>, <a href="https://publications.waset.org/abstracts/search?q=Ni%20Qian"> Ni Qian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, more and more personalized sound absorbing materials have entered the Chinese room acoustical decoration market. The acoustic performance of three kinds of personalized sound-absorbing materials: Flame-retardant Flax Fiber Sound-absorbing Cotton, Eco-Friendly Sand Acoustic Panel and Transparent Micro-perforated Panel (Film) are tested by Reverberation Room Method. The sound absorption characteristic curves show that their performance match for or even exceed the traditional sound absorbing material. Through the application in the actual projects, these personalized sound-absorbing materials also proved their sound absorption ability and unique decorative effect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustic%20performance" title="acoustic performance">acoustic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20prospect%20personalized%20sound-absorbing%20materials" title=" application prospect personalized sound-absorbing materials"> application prospect personalized sound-absorbing materials</a> </p> <a href="https://publications.waset.org/abstracts/88980/acoustic-performance-and-application-of-three-personalized-sound-absorbing-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7392</span> Services-Oriented Model for the Regulation of Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Bendahmane">Mohamed Bendahmane</a>, <a href="https://publications.waset.org/abstracts/search?q=Brahim%20Elfalaki"> Brahim Elfalaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Benattou"> Mohammed Benattou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the major sources of learners' professional difficulties is their heterogeneity. Whether on cognitive, social, cultural or emotional level, learners being part of the same group have many differences. These differences do not allow to apply the same learning process at all learners. Thus, an optimal learning path for one, is not necessarily the same for the other. We present in this paper a model-oriented service to offer to each learner a personalized learning path to acquire the targeted skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20path" title="learning path">learning path</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20service" title=" web service"> web service</a>, <a href="https://publications.waset.org/abstracts/search?q=trace%20analysis" title=" trace analysis"> trace analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=personalization" title=" personalization"> personalization</a> </p> <a href="https://publications.waset.org/abstracts/50834/services-oriented-model-for-the-regulation-of-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50834.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7391</span> D3Advert: Data-Driven Decision Making for Ad Personalization through Personality Analysis Using BiLSTM Network</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandesh%20Achar">Sandesh Achar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personalized advertising holds greater potential for higher conversion rates compared to generic advertisements. However, its widespread application in the retail industry faces challenges due to complex implementation processes. These complexities impede the swift adoption of personalized advertisement on a large scale. Personalized advertisement, being a data-driven approach, necessitates consumer-related data, adding to its complexity. This paper introduces an innovative data-driven decision-making framework, D3Advert, which personalizes advertisements by analyzing personalities using a BiLSTM network. The framework utilizes the Myers–Briggs Type Indicator (MBTI) dataset for development. The employed BiLSTM network, specifically designed and optimized for D3Advert, classifies user personalities into one of the sixteen MBTI categories based on their social media posts. The classification accuracy is 86.42%, with precision, recall, and F1-Score values of 85.11%, 84.14%, and 83.89%, respectively. The D3Advert framework personalizes advertisements based on these personality classifications. Experimental implementation and performance analysis of D3Advert demonstrate a 40% improvement in impressions. D3Advert’s innovative and straightforward approach has the potential to transform personalized advertising and foster widespread personalized advertisement adoption in marketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personalized%20advertisement" title="personalized advertisement">personalized advertisement</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20Learning" title=" deep Learning"> deep Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=MBTI%20dataset" title=" MBTI dataset"> MBTI dataset</a>, <a href="https://publications.waset.org/abstracts/search?q=BiLSTM%20network" title=" BiLSTM network"> BiLSTM network</a>, <a href="https://publications.waset.org/abstracts/search?q=NLP." title=" NLP."> NLP.</a> </p> <a href="https://publications.waset.org/abstracts/184326/d3advert-data-driven-decision-making-for-ad-personalization-through-personality-analysis-using-bilstm-network" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7390</span> TimeTune: Personalized Study Plans Generation with Google Calendar Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chevon%20Fernando">Chevon Fernando</a>, <a href="https://publications.waset.org/abstracts/search?q=Banuka%20Athuraliya"> Banuka Athuraliya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to provide a solution to the students’ time management, which usually becomes an issue because students must study and manage their personal commitments. "TimeTune," an AI-based study planner that provides an opportunity to maneuver study timeframes by incorporating modern machine learning algorithms with calendar applications, is unveiled as the ideal solution. The research is focused on the development of LSTM models that connect to the Google Calendar API in the process of developing learning paths that would be fit for a unique student's daily life experience and study history. A key finding of this research is the success in building the LSTM model to predict optimal study times, which, integrating with the real-time data of Google Calendar, will generate the timetables automatically in a personalized and customized manner. The methodology encompasses Agile development practices and Object-Oriented Analysis and Design (OOAD) principles, focusing on user-centric design and iterative development. By adopting this method, students can significantly reduce the tension associated with poor study habits and time management. In conclusion, "TimeTune" displays an advanced step in personalized education technology. The fact that its application of ML algorithms and calendar integration is quite innovative is slowly and steadily revolutionizing the lives of students. The excellence of maintaining a balanced academic and personal life is stress reduction, which the applications promise to provide for students when it comes to managing their studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title="personalized learning">personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20planner" title=" study planner"> study planner</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20management" title=" time management"> time management</a>, <a href="https://publications.waset.org/abstracts/search?q=calendar%20integration" title=" calendar integration"> calendar integration</a> </p> <a href="https://publications.waset.org/abstracts/185394/timetune-personalized-study-plans-generation-with-google-calendar-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7389</span> FisherONE: Employing Distinct Pedagogy through Technology Integration in Senior Secondary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Kontoleon">J. Kontoleon</a>, <a href="https://publications.waset.org/abstracts/search?q=D.Gall"> D.Gall</a>, <a href="https://publications.waset.org/abstracts/search?q=M.Pidskalny"> M.Pidskalny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> FisherONE offers a distinct pedagogic model for senior secondary education that integrates advanced technology to meet the learning needs of Year 11 and 12 students across Catholic schools in Queensland. As a fully online platform, FisherONE employs pedagogy that combines flexibility with personalized, data-driven learning. The model leverages tools like the MaxHub hybrid interactive system and AI-powered learning assistants to create tailored learning pathways that promote student autonomy and engagement. This paper examines FisherONE’s success in employing pedagogic strategies through technology. Initial findings suggest that students benefit from the blended approach of virtual assessments and real-time support, even as AI-assisted tools remain in the proof-of-concept phase. The study outlines how FisherONE plans to continue refining its educational methods to better serve students in distance learning environments, specifically in challenging subjects like physics. The integration of technology in FisherONE enhances the effectiveness of teaching and learning, addressing common challenges in online education by offering scalable, individualized learning experiences. This approach demonstrates the future potential of technology in education and the role it can play in fostering meaningful student outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI-assisted%20learning" title="AI-assisted learning">AI-assisted learning</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20pedagogy" title=" innovative pedagogy"> innovative pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning"> personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20education" title=" senior education"> senior education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20in%20education" title=" technology in education"> technology in education</a> </p> <a href="https://publications.waset.org/abstracts/192476/fisherone-employing-distinct-pedagogy-through-technology-integration-in-senior-secondary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7388</span> A Reinforcement Learning Based Method for Heating, Ventilation, and Air Conditioning Demand Response Optimization Considering Few-Shot Personalized Thermal Comfort</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaohua%20Zou">Xiaohua Zou</a>, <a href="https://publications.waset.org/abstracts/search?q=Yongxin%20Su"> Yongxin Su</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The reasonable operation of heating, ventilation, and air conditioning (HVAC) is of great significance in improving the security, stability, and economy of power system operation. However, the uncertainty of the operating environment, thermal comfort varies by users and rapid decision-making pose challenges for HVAC demand response optimization. In this regard, this paper proposes a reinforcement learning-based method for HVAC demand response optimization considering few-shot personalized thermal comfort (PTC). First, an HVAC DR optimization framework based on few-shot PTC model and DRL is designed, in which the output of few-shot PTC model is regarded as the input of DRL. Then, a few-shot PTC model that distinguishes between awake and asleep states is established, which has excellent engineering usability. Next, based on soft actor criticism, an HVAC DR optimization algorithm considering the user’s PTC is designed to deal with uncertainty and make decisions rapidly. Experiment results show that the proposed method can efficiently obtain use’s PTC temperature, reduce energy cost while ensuring user’s PTC, and achieve rapid decision-making under uncertainty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HVAC" title="HVAC">HVAC</a>, <a href="https://publications.waset.org/abstracts/search?q=few-shot%20personalized%20thermal%20comfort" title=" few-shot personalized thermal comfort"> few-shot personalized thermal comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20reinforcement%20learning" title=" deep reinforcement learning"> deep reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=demand%20response" title=" demand response"> demand response</a> </p> <a href="https://publications.waset.org/abstracts/182116/a-reinforcement-learning-based-method-for-heating-ventilation-and-air-conditioning-demand-response-optimization-considering-few-shot-personalized-thermal-comfort" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7387</span> A Development of Personalized Edutainment Contents through Storytelling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Kyeong%20Cha">Min Kyeong Cha</a>, <a href="https://publications.waset.org/abstracts/search?q=Ju%20Yeon%20Mun"> Ju Yeon Mun</a>, <a href="https://publications.waset.org/abstracts/search?q=Seong%20Baeg%20Kim"> Seong Baeg Kim </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, ‘play of learning’ became important and is emphasized as a useful learning tool. Therefore, interest in edutainment contents is growing. Storytelling is considered first as a method that improves the transmission of information and learner's interest when planning edutainment contents. In this study, we designed edutainment contents in the form of an adventure game that applies the storytelling method. This content provides questions and items constituted dynamically and reorganized learning contents through analysis of test results. It allows learners to solve various questions through effective iterative learning. As a result, the learners can reach mastery learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=storytelling" title="storytelling">storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=edutainment" title=" edutainment"> edutainment</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20learning" title=" mastery learning"> mastery learning</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20operating%20%20principle" title=" computer operating principle"> computer operating principle</a> </p> <a href="https://publications.waset.org/abstracts/2573/a-development-of-personalized-edutainment-contents-through-storytelling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7386</span> Balancing Independence and Guidance: Cultivating Student Agency in Blended Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yeo%20Leng%20Leng">Yeo Leng Leng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning, with its combination of online and face-to-face instruction, presents a unique set of challenges and opportunities in terms of cultivating student agency. While it offers flexibility and personalized learning pathways, it also demands a higher degree of self-regulation and motivation from students. This paper presents the design of blended learning in a Chinese lesson and discusses the framework involved. It also talks about the Edtech tools adopted to engage the students. Some of the students’ works will be showcased. A qualitative case study research method was employed in this paper to find out more about students’ learning experiences and to give them a voice. The purpose is to seek improvement in the blended learning design of the Chinese lessons and to encourage students’ self-directed learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20agency" title=" student agency"> student agency</a>, <a href="https://publications.waset.org/abstracts/search?q=ed-tech%20tools" title=" ed-tech tools"> ed-tech tools</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a> </p> <a href="https://publications.waset.org/abstracts/173762/balancing-independence-and-guidance-cultivating-student-agency-in-blended-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173762.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7385</span> E-Learning Recommender System Based on Collaborative Filtering and Ontology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Tarus">John Tarus</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhendong%20Niu"> Zhendong Niu</a>, <a href="https://publications.waset.org/abstracts/search?q=Bakhti%20Khadidja"> Bakhti Khadidja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, e-learning recommender systems has attracted great attention as a solution towards addressing the problem of information overload in e-learning environments and providing relevant recommendations to online learners. E-learning recommenders continue to play an increasing educational role in aiding learners to find appropriate learning materials to support the achievement of their learning goals. Although general recommender systems have recorded significant success in solving the problem of information overload in e-commerce domains and providing accurate recommendations, e-learning recommender systems on the other hand still face some issues arising from differences in learner characteristics such as learning style, skill level and study level. Conventional recommendation techniques such as collaborative filtering and content-based deal with only two types of entities namely users and items with their ratings. These conventional recommender systems do not take into account the learner characteristics in their recommendation process. Therefore, conventional recommendation techniques cannot make accurate and personalized recommendations in e-learning environment. In this paper, we propose a recommendation technique combining collaborative filtering and ontology to recommend personalized learning materials to online learners. Ontology is used to incorporate the learner characteristics into the recommendation process alongside the ratings while collaborate filtering predicts ratings and generate recommendations. Furthermore, ontological knowledge is used by the recommender system at the initial stages in the absence of ratings to alleviate the cold-start problem. Evaluation results show that our proposed recommendation technique outperforms collaborative filtering on its own in terms of personalization and recommendation accuracy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20filtering" title="collaborative filtering">collaborative filtering</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=recommender%20system" title=" recommender system"> recommender system</a> </p> <a href="https://publications.waset.org/abstracts/64364/e-learning-recommender-system-based-on-collaborative-filtering-and-ontology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64364.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7384</span> Navigating the Integration of AI in High School Assessment: Strategic Implementation and Ethical Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loren%20Clarke">Loren Clarke</a>, <a href="https://publications.waset.org/abstracts/search?q=Katie%20Reed"> Katie Reed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of artificial intelligence (AI) in high school education assessment offers transformative potential, providing more personalized, timely, and accurate evaluations of student performance. However, the successful adoption of AI-driven assessment systems requires robust change management strategies to navigate the complexities and resistance that often accompany such technological shifts. This presentation explores effective methods for implementing AI in high school assessment, emphasizing the need for strategic planning and stakeholder engagement. Focusing on a case study of a Victorian high school, it will examine the practical steps taken to integrate AI into teaching and learning. This school has developed innovative processes to support academic integrity and foster authentic cogeneration with AI, ensuring that the technology is used ethically and effectively. By creating comprehensive professional development programs for teachers and maintaining transparent communication with students and parents, the school has successfully aligned AI technologies with their existing curricula and assessment frameworks. The session will highlight how AI has enhanced both formative and summative assessments, providing real-time feedback that supports differentiated instruction and fosters a more personalized learning experience. Participants will learn about best practices for managing the integration of AI in high school settings while maintaining a focus on equity and student-centered learning. This presentation aims to equip high school educators with the insights and tools needed to effectively manage the integration of AI in assessment, ultimately improving educational outcomes and preparing students for future success. Methodologies: The research is a case study of a Victorian high school to examine AI integration in assessments, focusing on practical implementation steps, ethical practices, and change management strategies to enhance personalized learning and assessment. Outcomes: This research explores AI integration in high school assessments, focusing on personalized evaluations, ethical use, and change management. A Victorian school case study highlights best practices to enhance assessments and improve student outcomes. Main Contributions: This research contributes by outlining effective AI integration in assessments, showcasing a Victorian school's implementation, and providing best practices for ethical use, change management, and enhancing personalized learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title=" curriculum design"> curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ai%20in%20education" title=" ai in education"> ai in education</a> </p> <a href="https://publications.waset.org/abstracts/189375/navigating-the-integration-of-ai-in-high-school-assessment-strategic-implementation-and-ethical-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189375.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7383</span> Incorporating Adult Learners’ Interests into Learning Styles: Enhancing Education for Lifelong Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christie%20DeGregorio">Christie DeGregorio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's rapidly evolving educational landscape, adult learners are becoming an increasingly significant demographic. These individuals often possess a wealth of life experiences and diverse interests that can greatly influence their learning styles. Recognizing and incorporating these interests into educational practices can lead to enhanced engagement, motivation, and overall learning outcomes for adult learners. This essay aims to explore the significance of incorporating adult learners' interests into learning styles and provide an overview of the methodologies used in related studies. When investigating the incorporation of adult learners' interests into learning styles, researchers have employed various methodologies to gather valuable insights. These methodologies include surveys, interviews, case studies, and classroom observations. Surveys and interviews allow researchers to collect self-reported data directly from adult learners, providing valuable insights into their interests, preferences, and learning styles. Case studies offer an in-depth exploration of individual adult learners, highlighting how their interests can be integrated into personalized learning experiences. Classroom observations provide researchers with a firsthand understanding of the dynamics between adult learners' interests and their engagement within a learning environment. The major findings from studies exploring the incorporation of adult learners' interests into learning styles reveal the transformative impact of this approach. Firstly, aligning educational content with adult learners' interests increases their motivation and engagement in the learning process. By connecting new knowledge and skills to topics they are passionate about, adult learners become active participants in their own education. Secondly, integrating interests into learning styles fosters a sense of relevance and applicability. Adult learners can see the direct connection between the knowledge they acquire and its real-world applications, which enhances their ability to transfer learning to various contexts. Lastly, personalized learning experiences tailored to individual interests enable adult learners to take ownership of their educational journey, promoting lifelong learning habits and self-directedness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integration" title="integration">integration</a>, <a href="https://publications.waset.org/abstracts/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/abstracts/search?q=transferability" title=" transferability"> transferability</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a> </p> <a href="https://publications.waset.org/abstracts/175775/incorporating-adult-learners-interests-into-learning-styles-enhancing-education-for-lifelong-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175775.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7382</span> Analyzing Corporate Employee Preferences for E-Learning Platforms: A Survey-Based Approach to Knowledge Updation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandhyarani%20Mahananda">Sandhyarani Mahananda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the preferences of corporate employees for knowledge updates on the e-learning platform. The researchers explore the factors influencing their platform choices through a survey administered to employees across diverse industries and job roles. The survey examines preferences for specific platforms (e.g., Coursera, Udemy, LinkedIn Learning). It assesses the importance of content relevance, platform usability, mobile accessibility, and integration with workplace learning management systems. Preliminary findings indicate a preference for platforms that offer curated, job-relevant content, personalized learning paths, and seamless integration with employer-provided learning resources. This research provides valuable insights for organizations seeking to optimize their investment in e-learning and enhance employee knowledge development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20training" title="corporate training">corporate training</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%20platforms" title=" e-learning platforms"> e-learning platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20preferences" title=" employee preferences"> employee preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20updation" title=" knowledge updation"> knowledge updation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/190249/analyzing-corporate-employee-preferences-for-e-learning-platforms-a-survey-based-approach-to-knowledge-updation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">22</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7381</span> Artificial Intelligence in Duolingo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elana%20Mahboub">Elana Mahboub</a>, <a href="https://publications.waset.org/abstracts/search?q=Lamar%20Bakhurji"> Lamar Bakhurji</a>, <a href="https://publications.waset.org/abstracts/search?q=Hind%20Alhindi"> Hind Alhindi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Alesayi"> Sara Alesayi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Duolingo is a revolutionary language learning platform that offers an interactive and accessible learning experience. Its gamified approach makes language learning engaging and enjoyable, with a diverse range of languages available. The platform's adaptive learning system tailors lessons to individual proficiency levels, ensuring a personalized and efficient learning journey. The incorporation of multimedia elements enhances the learning experience and promotes practical language application. Duolingo's success is attributed to its mobile accessibility, offering basic access to language courses for free, with optional premium features for those seeking additional resources. Research shows positive outcomes for users, and the app's global impact extends beyond individual learning to formal language education initiatives. Duolingo is a transformative force in language education, breaking down barriers and making language learning an attainable goal for millions worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=duolingo" title="duolingo">duolingo</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence%20in%20duolingo" title=" artificial intelligence in duolingo"> artificial intelligence in duolingo</a>, <a href="https://publications.waset.org/abstracts/search?q=benefit%20of%20artificial%20intelligence" title=" benefit of artificial intelligence"> benefit of artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/179165/artificial-intelligence-in-duolingo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7380</span> Analyzing Log File of Community Question Answering for Online Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Long%20Chen">Long Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the proliferation of E-Learning, collaborative learning becomes more and more popular in various teaching and learning occasions. Studies over the years have proved that actively participating in classroom discussion can enhance student's learning experience, consolidating their knowledge and understanding of the class content. Collaborative learning can also allow students to share their resources and knowledge by exchanging, absorbing, and observing one another's opinions and ideas. Community Question Answering (CQA) services are particularly suitable paradigms for collaborative learning, since it is essentially an online collaborative learning platform where one can get information from multiple sources for he/her to choose from. However, current CQA services have only achieved limited success in collaborative learning due to the uncertainty of answers' quality. In this paper, we predict the quality of answers in a CQA service, i.e. Yahoo! Answers, for the use of online education and distance learning, which would enable a student to find relevant answers and potential answerers more effectively and efficiently, and thus greatly increase students' user experience in CQA services. Our experiment reveals that the quality of answers is influenced by a series of factors such as asking time, relations between users, and his/her experience in the past. We also show that by modelling user's profile with our proposed personalized features, student's satisfaction towards the provided answers could be accurately estimated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Community%20Question%20Answering" title="Community Question Answering">Community Question Answering</a>, <a href="https://publications.waset.org/abstracts/search?q=Collaborative%20Learning" title=" Collaborative Learning"> Collaborative Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Log%20File" title=" Log File"> Log File</a>, <a href="https://publications.waset.org/abstracts/search?q=Co-Training" title=" Co-Training"> Co-Training</a> </p> <a href="https://publications.waset.org/abstracts/21813/analyzing-log-file-of-community-question-answering-for-online-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21813.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7379</span> The Increasing Importance of the Role of AI in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joshefina%20Bengoechea%20Fernandez">Joshefina Bengoechea Fernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Alex%20Bell"> Alex Bell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In its 2021 guidance for policy makers, the UNESCO has proposed 4 areas where AI can be applied in educational settings: These are: 1) Education management and delivery; 2) Learning and assessment; 3) Empowering teachers and facilitating teaching, and 4) Providing lifelong learning possibilities (UNESCO, 2021). Like with wblockchain technologies, AI will automate the management of educational institutions. These include, but are not limited to admissions, timetables, attendance, and homework monitoring. Furthermore, AI will be used to select relevant learning content across learning platforms for each student, based on his or her personalized needs. A problem educators face is the “one-size-fits-all” approach that does not work with a diverse student population. The purpose of this paper is to illustrate if the implementation of Technology is the solution to the Problems faced in Higher Education. The paper builds upon a constructivist approach, combining a literature review and research on key publications and academic reports. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20platforms" title=" learning platforms"> learning platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20personalised%20needs" title=" students personalised needs"> students personalised needs</a>, <a href="https://publications.waset.org/abstracts/search?q=life-%20long%20learning" title=" life- long learning"> life- long learning</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy" title=" privacy"> privacy</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a> </p> <a href="https://publications.waset.org/abstracts/148644/the-increasing-importance-of-the-role-of-ai-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148644.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=AI-driven%20personalized%20learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=AI-driven%20personalized%20learning&page=3">3</a></li> <li class="page-item"><a class="page-link" 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