A Reinforcement Learning-Based Adaptive Learning System

With the plethora of educational and e-learning systems and the great variation in students’ personal and social factors that affect their learning behaviors and outcomes, it has become mandatory for all educational systems to adapt to the variability of these factors for each student. Since there is a large number of factors that need to be taken into consideration, the task is very challenging. In this paper, we present an approach that adapts to the most influential factors in a way that varies from one learner to another, and in different learning settings, including individual and collaborative learning. The approach utilizes reinforcement learning for building an intelligent environment that, not only provides a method for suggesting suitable learning materials, but also provides a methodology for accounting for the continuously-changing students’ states and acceptance of technology. We evaluate our system through simulations. The obtained results are promising and show the feasibility of the proposed approach.

[1]  Mahmoud Abd Ellatif,et al.  A proposed paradigm for smart learning environment based on semantic web , 2017, Comput. Hum. Behav..

[2]  A. Furnham,et al.  Personality, intelligence and approaches to learning as predictors of academic performance , 2008 .

[3]  Chee-Kit Looi,et al.  Linking teacher beliefs, practices and student inquiry-based learning in a CSCL environment: A tale of two teachers , 2011, International Journal of Computer-Supported Collaborative Learning.

[4]  P. Kirschner,et al.  Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments , 2006 .

[5]  S. Dika,et al.  Applications of Social Capital in Educational Literature: A Critical Synthesis , 2002 .

[6]  Doaa Shawky,et al.  The need for a paradigm shift in CSCL tools , 2017, 2017 Computing Conference.

[7]  Richard S. Sutton,et al.  Reinforcement Learning: An Introduction , 1998, IEEE Trans. Neural Networks.

[8]  V. Trajkovik,et al.  Impact of satisfaction, personality and learning style on educational outcomes in a blended learning environment , 2015 .

[9]  Sean B. Eom,et al.  The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation* , 2006 .

[10]  John N. Tsitsiklis,et al.  Analysis of temporal-difference learning with function approximation , 1996, NIPS 1996.

[11]  Helen Clark,et al.  Building education : the role of the physical environment in enhancing teaching and research , 2002 .

[12]  Ivan Serina,et al.  On the use of case-based planning for e-learning personalization , 2016, Expert Syst. Appl..

[13]  Konstantina Chrysafiadi,et al.  Student Modeling for Personalized Education: A Review of the Literature , 2015 .

[14]  R. Gagne Learning outcomes and their effects: Useful categories of human performance. , 1984 .

[15]  Peter Dayan,et al.  Technical Note: Q-Learning , 2004, Machine Learning.

[16]  Janet S. Twyman Competency-Based Education: Supporting Personalized Learning. Connect: Making Learning Personal. , 2014 .

[17]  E. Kirubakaran,et al.  An evolutionary approach for personalization of content delivery in e-learning systems based on learner behavior forcing compatibility of learning materials , 2017, Telematics Informatics.

[18]  Doaa Shawky,et al.  Identifying knowledge-building phases in computer-supported collaborative learning: A review , 2015, 2015 International Conference on Interactive Collaborative Learning (ICL).

[19]  Doaa Shawky,et al.  Collaborate-it: A tool for promoting knowledge building in face-to-face collaborative learning , 2016, 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET).

[20]  Doaa Shawky,et al.  Affordances of computer-supported collaborative learning platforms: A systematic review , 2014, 2014 International Conference on Interactive Collaborative Learning (ICL).