Computational organization of didactic contents for personalized virtual learning environments

Melo, Francisco Ramos de; Flôres, Edna Lúcia; Carvalho, Sirlon Diniz de; Teixeira, Ricardo Antonio Gonçalves de; Loja, Luis Fernando Batista; Gomide, Renato de Sousa

doi:10.1016/j.compedu.2014.07.012

Cited by 19 publications

(9 citation statements)

References 5 publications

(9 reference statements)

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“…In recent years, the artificial intelligence techniques have received favorable attention to develop general models in various scientific fields such as in business (Zhang and Wu, 2009), personalized and cognitive educational context (De Melo et al, 2014;Moridis and Economides, 2009;Lamb et al, 2012) and medical diagnosis (Jiang et al, 2010), solar radiation prediction (Shamshirband et al, 2016) , wind energy calculations (Medjber et al, 2016) and etc.…”

Section: Introductionmentioning

confidence: 99%

RETRACTED: Application of adaptive neuro-fuzzy technique to determine the most relevant variables for daily soil temperature prediction at different depths

Mohammadi

Shamshirband

Kamsin

et al. 2016

CATENA

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Section: Introductionmentioning

confidence: 99%

RETRACTED: Application of adaptive neuro-fuzzy technique to determine the most relevant variables for daily soil temperature prediction at different depths

Mohammadi

Shamshirband

Kamsin

et al. 2016

CATENA

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“…Estudios como los desarrollados por Ramos et al (2014) y Xu, Huang, Wang & Heales (2014 muestran que la personalización de los entornos de aprendizaje a través de técnicas, como pueden ser las aplicadas con inteligencia artificial, mejoran el uso y aprovechamiento de los contenidos incluidos en la acción formativa. Sabiendo que el aprovechamiento de las posibilidades tecnológicas que ofrece la sociedad actual cobra sentido mediante la adopción de una concepción constructivista orientada hacia el diseño y desarrollo de "procesos didácticos activos, inductivos (por descubrimiento), cooperativos y significativos (…) que se desarrollen humanamente en ambientes formativos flexibles y versátiles" (Ortega, 2003, 2), podría decirse pues que la personalización tecnológico-didáctica de las experiencias formativas a distancia es clave para incrementar el bienestar subjetivo de cada persona, ya que le ofrece la posibilidad de adaptarse a sus expectativas y necesidades.…”

Section: Hacia La Personalización Educativaunclassified

Hacia la personalización del e-Learning: la afectividad y su repercusión en el bienestar subjetivo

Hernández-Sánchez

Ortega-Maldonado

2015

Rev. Lasallista Investig.

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*Artículo de revisión de fuentes y su contrastación con las dinámicas de trabajo e investigación coordinadas desde el Grupo Internacional de Investigación Tecnología Educativa e Investigación Social (TEIS). ** Licenciada en Psicopedagogía por la Universidad de Granada, PDI de la Facultad de Ciencias de la Educación de la Universidad de Granada (España). ResumenLa presente revisión contiene una síntesis de los principales modelos teóricos existentes acerca del rol de las emociones en el proceso de aprendizaje. Del estudio se concluye la necesidad de diseñar y desarrollar espacios de aprendizaje personalizados, especialmente en el ámbito de aprendizaje en línea, debido a sus propias características distintivas. Por ello se propone un modelo de e-Learning afectivo, dirigido no solo al incremento del conocimiento del alumnado, sino también al fomento de emociones positivas que incrementen sus niveles de bienestar subjetivo. Desde este enfoque conceptual, se fundamenta un modelo holístico que pretende revertir en el desarrollo emocional de las comunidades de e-Learning. El respeto y aprovechamiento de las diferencias individuales se constituyen como base fundamental de las medidas y estrategias psicopedagógicas de esta propuesta.Palabras clave: afectividad, e-learning, bienestar, personalización, emociones positivas. Towards e-Learning´s customization: emotions and their influence on subjective wellbeing AbstractThis revision includes a synthesis of the main theoretical models related to the emotions in the learning process. The conclusion of the study is that it is necessary to design and develop customized learning spaces, especially in online learning due to its distinctive characteristics. Therefore, an affective e-Learning model is proposed, and not only is it intended for increase the students´ knowledge but also boost positive emotions that increase their subjective wellbeing levels. From this conceptual scope, a holistic model that aims to impact he emotional development of e-Learning communities is based. Respect and the good use of individual differences support the measures and strategies of this proposal.Key words: affectivity, e-learning, wellbeing, customization, positive emotions.Para a personalização do e-Learning: a afetividade e sua repercussão no bem-estar subjetivo ResumoA presente revisão contém uma síntese dos principais modelos teóricos existentes a respeito do papel das emoções no processo de aprendizagem. Do estudo se conclui a necessidade de desenhar e desenvolver espaços de aprendizagem personalizados, especialmente no âmbito de aprendizagem em linha, devido a suas próprias características distintivas. Por isso se propõe um modelo de e-Learning afetivo, dirigido não só ao incremento do conhecimento do corpo discente, senão também ao fomento de emoções positivas que incrementem seus níveis de bem-estar subjetivo. Desde este enfoque conceitual, fundamenta-se um modelo holístico que pretende reverter no desenvolvimento emocional das comunidades de e-Learning. O respeito e aproveitamento das d...

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“…Attention to factors, such as distinguishing more important factors from other information, organizing the information so that learners can imagine a unified and integrated wholeness in their mind, establishment of a visual order in presentation of information etc. may help the user friendly 4 Interdiscip J Virtual Learn Med Sci. In Press(In Press):e61310.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, users due to differences in the experience of working with computers (2) and previous experiences (3), have different tendencies and preferences of features of online learning systems. The studies on online learning have dealt with factors, such as appropriate contents of online learning (4,5), teaching strategies, including learning control and feedback (6,7), and technical support (5,8,9). According to theoretical fundamentals, 3 groups of factors, including 1, content-related factors; 2, feedbackrelated factors; and 3, services-related factors may influence the users' ease of learning.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Preferential Factors of Users of Online Learning Systems for Ease of Learning

Boroujerdi

Azizi

Hayat

et al. 2018

Interdiscip J Virtual Learn Med Sci

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Computational organization of didactic contents for personalized virtual learning environments

Cited by 19 publications

References 5 publications

RETRACTED: Application of adaptive neuro-fuzzy technique to determine the most relevant variables for daily soil temperature prediction at different depths

RETRACTED: Application of adaptive neuro-fuzzy technique to determine the most relevant variables for daily soil temperature prediction at different depths

Hacia la personalización del e-Learning: la afectividad y su repercusión en el bienestar subjetivo

Investigation of Preferential Factors of Users of Online Learning Systems for Ease of Learning

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