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An intelligent etutor-student adaptive interaction framework

Published: 03 October 2012 Publication History

Abstract

Many educators believe that the most effective means for teaching is through one-on-one interactions with students. This research's hypothesis is that better learning results would be achieved by adapting the e-tutor interaction with its individual student user. eTutor-Student interaction in this research is based on adapting the content and presentation of the learning material to the student based on his/her learning model---The student model. In other words, eTutor should adapt and personalize the teaching strategy for each student; something that is not easy to achieve without the aid of an intelligent system with a comprehensive knowledgebase. This article presents one essential component of our research on adaptive e-learning---namely, a framework of a Smart Cognitive Augmented Learning Object Repository (SCALOR) engine that augments the concepts of learning styles onto Hypermedia Learning Objects, which together with a Smart domain knowledge ontology compose the Smart e-Learning Knowledgebase (SELK). SELK is at the core of the personalization of the eTutor-Student interaction for a more efficient and effective learning process. Evaluation results for this framework proved the hypothesis.

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Cited By

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  • (2021)Adaptive Learning Content Based on Learning Styles in Learning Management SystemAdvances on Smart and Soft Computing10.1007/978-981-16-5559-3_1(3-11)Online publication date: 10-Dec-2021
  • (2018)Automatic Time-based Learning Type Analysis towards Dynamic Personalization2018 Third International Conference on Informatics and Computing (ICIC)10.1109/IAC.2018.8780417(1-6)Online publication date: Oct-2018
  • (2016)Enhancing e-learning system to support learning style based personalization2016 2nd International Conference on Science in Information Technology (ICSITech)10.1109/ICSITech.2016.7852657(329-333)Online publication date: Oct-2016
  • Show More Cited By

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cover image ACM Other conferences
INTERACCION '12: Proceedings of the 13th International Conference on Interacción Persona-Ordenador
October 2012
193 pages
ISBN:9781450313148
DOI:10.1145/2379636
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Sponsors

  • KAU: King Abdulaziz University, Saudi Arabia
  • UCLM: University of Castilla-La Mancha

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 03 October 2012

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Author Tags

  1. adaptive e-learning
  2. cognitive model
  3. domain ontology
  4. etutor-student interaction
  5. learning style
  6. student model

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INTERACCION '12
Sponsor:
  • KAU
  • UCLM

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Overall Acceptance Rate 109 of 163 submissions, 67%

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Cited By

View all
  • (2021)Adaptive Learning Content Based on Learning Styles in Learning Management SystemAdvances on Smart and Soft Computing10.1007/978-981-16-5559-3_1(3-11)Online publication date: 10-Dec-2021
  • (2018)Automatic Time-based Learning Type Analysis towards Dynamic Personalization2018 Third International Conference on Informatics and Computing (ICIC)10.1109/IAC.2018.8780417(1-6)Online publication date: Oct-2018
  • (2016)Enhancing e-learning system to support learning style based personalization2016 2nd International Conference on Science in Information Technology (ICSITech)10.1109/ICSITech.2016.7852657(329-333)Online publication date: Oct-2016
  • (2015)Personalized e-learning architecture in standard-based education2015 International Conference on Science in Information Technology (ICSITech)10.1109/ICSITech.2015.7407787(110-114)Online publication date: Oct-2015

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