Improving smart learning experience quality through the use of extracted data from social networks

Andaloussi, Kenza Sakout; Capus, Laurence; Berrada, Ismaïl; Boubouh, Karim

doi:10.1504/ijie.2019.101134

Cited by 2 publications

(10 citation statements)

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“…According to the conducted literature review, the main reason behind the preferences of most researchers for the Felder Silverman model concerning the rest lies mainly in the fact that a questionnaire has been developed that is very effective and easy to use for adaptive (Abech et al, 2016), (Ali et al, 2019), (Almeida et al, 2019), (Alsobhi & Alyoubi, 2019), (Anantharaman et al, 2019), (Andaloussi et al, 2019), (Apoki et al, 2020), (Araújo et al, 2020), (Arsovic & Stefanovic, 2020a), (Alshammari et al, 2015), (Alshammari & Qtaish, 2019), , (Boussakuk, 2020), (Budiyanto et al, 2017), (Christudas et al, 2018), (Dwivedi et al, 2018), (El Guabassi et al, 2018), (Elkot, 2019), (Fasihuddin et al, 2016), (Hurtado et al, 2018), (Karagiannis & Satratzemi, 2020), (Kolekar et al, 2018), (Kolekar et al, 2019), (Kurilovas, 2019), (Lakkah et al, 2017), , (Sunil & Doja, 2019), (Supangat & Bin Saringat, 2020), (Sweta & Lal, 2017), (Tarus et al, 2017), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) VARK 4 (10%) (Aeiad & Meziane, 2019), (Bradáč & Smolka, 2020), (Hassan & Qureshi, 2018), (Nalintippayawong et al, 2017) Honey and Mumford 3 (7%) (Baharudin et al, 2017), (Drissi & Amirat, 2016),…”

Section: Critique On Learning Style Usagementioning

confidence: 99%

“…Two (2) studies combined Learning Styles, prior knowledge, learning goals, cognitive style, and two (2) other studies combined Learning style, Prior Knowledge, Learner's Device Information, Behavioural data. Lastly, the following combination was only adopted by one (1) paper each, a) Learning style, Learning style only 3 (Alshammari et al, 2015), (Kolekar et al, 2018), (Vaidya & Joshi, 2018) Learning style & Prior Knowledge 14 (Ali et al, 2019), (Alshammari & Qtaish, 2019), (Anantharaman et al, 2019), (Arsovic & Stefanovic, 2020a), , (Bradáč & Smolka, 2020), (Budiyanto et al, 2017), (Drissi & Amirat, 2016), (Karagiannis & Satratzemi, 2020), (Lakkah et al, 2017), , (Supangat & Bin Saringat, 2020), (Sunil & Doja, 2019), (Tarus et al, 2017) Learning style & Behavioral data 7 (Elkot, 2019), (Fasihuddin et al, 2016), (Hurtado et al, 2018), (Kolekar et al, 2019), (Kurilovas, 2019), (Nalintippayawong et al, 2017), (Sweta & Lal, 2017) Learning style, Prior Knowledge & Behavioral data 5 (Andaloussi et al, 2019), (Baharudin et al, 2017), (Christudas et al, 2018), (Hafidi & Bensebaa, 2015), (Papanikolaou, 2015) Learning style, Prior Knowledge & Learning goals 4 (Aljojo et al, 2016), (Apoki et al, 2020), (Boussakuk, 2020), (Dwivedi et From a total of fifteen (15) studies that utilized Behavioral data, seven (7) combined it with learning style only. At the same time, the rest used prior knowledge and/or learner's device information.…”

Section: Factors Comprising the Learner Modelmentioning

confidence: 99%

“…Table 4 allows us to get meaningful insight into the correlation of learner modeling types and the data resources used. Having explicit modeling will mean no data source past the initial data (Ali et al, 2019), (Aljojo et al, 2016), (Almeida et al, 2019), (Alsobhi & Alyoubi, 2019), (Apoki et al, 2020), (Arsovic & Stefanovic, 2020), (Alshammari et al, 2015), (Araújo et al, 2020), , (Baharudin et al, 2017), (Boussakuk, 2020), (Bradáč & Smolka, 2020), (Budiyanto et al, 2017), (Drissi & Amirat, 2016), (Elkot, 2019), (Fasihuddin et al, 2016), (Hassan & Qureshi, 2018), (Lakkah et al, 2017), (Papanikolaou, 2015), (Siddique et al, 2019), (Supangat & Bin Saringat, 2020), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) Implicit or automatic modeling learning process tracking 11 (Abech et al, 2016), (Aeiad & Meziane, 2019), (Anantharaman et al, 2019), (Andaloussi et al, 2019), (Christudas et al, 2018), (El Guabassi et al, 2018), (Hurtado et al, 2018), (Kolekar et al, 2018), (Kolekar et al, 2019), (Kurilovas, 2019), (Nalintippayawong et al, 2017) Assessment 4 (Aeiad & Meziane, 2019), (Sunil & Doja, 2019), (Hafidi & Ben...…”

Section: User Model Information Retrievalmentioning

confidence: 99%

“…Adaptive presentation modifies the design and the visual appearance of learning objects following the preferences and needs of the learner. This method provides different media, which (Almeida et al, 2019), (Baharudin et al, 2017), (Budiyanto et al, 2017), (Christudas et al, 2018), (Elkot, 2019), (Sweta & Lal, 2017), (Tarus et al, 2017), (Vaidya & Joshi, 2018) Content & Navigation 9 (Ali et al, 2019), (Alshammari & Qtaish, 2019), (Anantharaman et al, 2019), (Apoki et al, 2020), (Araújo et al, 2020), (Bradáč & Smolka, 2020), (Lakkah et al, 2017), , (Supangat & Bin Saringat, 2020) Navigation only 6 (Alshammari et al, 2015), , (Dwivedi et al, 2018), (Fasihuddin et al, 2016), (Hafidi & Bensebaa, 2015), (Hurtado et al, 2018) Content, Navigation & Presentation 5 (Andaloussi et al, 2019), (Boussakuk, 2020), (El Guabassi et al, 2018), (Kolekar et al, 2019), (Papanikolaou, 2015) Content & Presentation 4 (Abech et al, 2016), (Kolekar et al, 2018), (Kurilovas, 2019), (Tortorella & Graf, 2017) Navigation & Presentation 3 (Aljojo et al, 2016), (Alsobhi & Alyoubi, 2019) present the same content leaving the system to choose the most relevant to the user at the given node (Brusilovsky, 2001). Researchers report that a student's Learning Style is one of the most valuable factors for the adaptive presentation because of the ability to distinguish learners (Bernard et al, 2017).…”

Section: Which Are the Adaptation Elements And Techniquesmentioning

confidence: 99%

“…Their differences are engaging on a technical level, such as run-time and model scales. However, it is essential to note that more sophisticated techniques can accept more complex inputs from the users and their environment and thus have a more Rule-Based 14 (Abech et al, 2016), (Aeiad & Meziane, 2019), (Aljojo et al, 2016), (Alsobhi & Alyoubi, 2019), (Arsovic & Stefanovic, 2020), (Alshammari & Qtaish, 2019), (Baharudin et al, 2017), (Budiyanto et al, 2017), (Drissi & Amirat, 2016), (El Guabassi et al, 2018), (Fasihuddin et al, 2016), (Kolekar et al, 2019), (Nalintippayawong et al, 2017), (Siddique et al, 2019) Evolutionary Algorithms 2 (Dwivedi et al, 2018), (Lakkah et al, 2017) Intelligent Agents 1 (Apoki et al, 2020) Decision Tree 3 (Hafidi & Bensebaa, 2015), (Kurilovas, 2019), (Vaidya & Joshi, 2018) k-NN 1 Machine Learning 4 (Andaloussi et al, 2019), (Ali et al, 2019), (Anantharaman et al, 2019), (Christudas et al, 2018) Recommendation System 3 (Hurtado et al, 2018), (Sunil & Doja, 2019), (Tarus et al, 2017) Fuzzy Logic 4 (Bradáč & Smolka, 2020), (Kolekar et al, 2018), , (Sweta & Lal, 2017) Others 7 (Almeida et al, 2019), (Araújo et al, 2020), (Boussakuk, 2020), (Hassan & Qureshi, 2018), (Karagiannis & Satratzemi, 2020), (Supangat & Bin Saringat, 2020),…”

Section: Which Are the Adaptation Elements And Techniquesmentioning

confidence: 99%

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Adaptive e-learning systems through learning styles: A review of the literature

Katsaris¹,

Vidakis

2021

Adv Mobile Learn Educ Res

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The domain of education has taken great leaps by capitalizing on technology and the utilization of modern devices. Nowadays, the established term "one size fits all" has begun to fade. The research focuses on personalized solutions to provide a specially designed environment on the needs and requirements of the learner. The adaptive platforms usually use Learning Styles to offer a more effective learning experience. This review analyzes the learner model, adaptation module, and domain module, originating from the study of 42 papers published from 2015 to 2020. As more modern techniques for adaptation get incorporated into e-learning systems, such techniques must be compliant with educational theories. This review aims to present the theoretical and technological background of Adaptive E-learning Systems while emphasizing the importance and efficiency of the utilization of Learning Styles in the adaptive learning process. This literature review is designated for the researchers in this field and the future creators and developers of adaptive platforms.

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