Creating a Personalized Artificial Intelligence Course: WELSA Case Study

This paper illustrates the use of WELSA adaptive educational system for the implementation of an Artificial Intelligence AI course which is individualized to the learning style of each student. Several of the issues addressed throughout this paper are describing similar approaches existing in literature, how the AI course is created, and what kind of personalization is provided in the course including the underlying adaptation mechanism. The authors also focus on whether the course is used effectively by the stakeholders teachers and students respectively. Results obtained in the paper confirm the practical applicability of WELSA and its potential for meeting the personalization needs and expectations of the digital native students.

[1]  Andreas S. Pomportsis,et al.  The value of adaptivity based on cognitive style: an empirical study , 2004, Br. J. Educ. Technol..

[2]  W. Hall,et al.  Incorporating learning styles in hypermedia environment: Empirical evaluation , 2003 .

[3]  Randy Goebel,et al.  Computational intelligence - a logical approach , 1998 .

[4]  Tzu-Chien Liu,et al.  Investigations about the Effects and Effectiveness of Adaptivity for Students with Different Learning Styles , 2009, 2009 Ninth IEEE International Conference on Advanced Learning Technologies.

[5]  F. Coffield.  Learning styles and pedagogy in post-16 learning: a systematic and critical review , 2004 .

[6]  Elena Bortolotti,et al.  Effects of Redundancy and Paraphrasing in University Lessons: Multitasking and Cognitive Load in Written-Spoken PowerPoint Presentation , 2012, Int. J. Digit. Lit. Digit. Competence.

[7]  K. Ecclestone,et al.  Learning styles and pedagogy in post-16 learning , 2004 .

[8]  Carla Limongelli,et al.  Adaptive Learning with the LS-Plan System: A Field Evaluation , 2009, IEEE Transactions on Learning Technologies.

[9]  Philippe Trigano,et al.  Learning Objects' Architecture and Indexing in WELSA Adaptive Educational System , 2008, Scalable Comput. Pract. Exp..

[10]  John Lannon,et al.  Human Rights and Information Communication Technologies: Trends and Consequences of Use , 2012 .

[11]  Tae Bok Yoon,et al.  An Adaptive Learning System with Learning Style Diagnosis based on Interface Behaviors , 2006 .

[12]  Costin Badica,et al.  Providing Personalized Courses in a Web-Supported Learning Environment , 2009, 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology.

[13]  S. A. Karp,et al.  Psychological Differentiation: Studies of Development , 1963 .

[14]  Tanya Notley,et al.  Human rights defenders and the right to digital privacy and security , 2013 .

[15]  R. McClure.  The Digital Information Divide , 2011 .

[16]  Alexandra I. Cristea,et al.  Explicit intelligence in adaptive hypermedia : generic adaptation languages for learning preferences and styles , 2005 .

[17]  Elvira Popescu.  A Unified Learning Style Model for Technology-Enhanced Learning: What, Why and How? , 2010, Int. J. Distance Educ. Technol..

[18]  Matteo Gaeta,et al.  Adaptive course generation through learning styles representation , 2008, Universal Access in the Information Society.

[19]  Arnold Depickere,et al.  What affect student cognitive style in the development of hypermedia learning system? , 2005, Comput. Educ..

[20]  H. A. Witkin.  Psychological differentiation; studies of development , 1974 .

[21]  Elvira Popescu,et al.  Adaptation provisioning with respect to learning styles in a Web-based educational system: an experimental study , 2010, J. Comput. Assist. Learn..

[22]  George D. Magoulas,et al.  Personalizing the Interaction in a Web-based Educational Hypermedia System: the case of INSPIRE , 2003, User Modeling and User-Adapted Interaction.

[23]  Costin Badica,et al.  WELSA: An Intelligent and Adaptive Web-Based Educational System , 2009, IDC.

[24]  Tony Fisher,et al.  Evaluating Learning Style Personalization in Adaptive Systems: Quantitative Methods and Approaches , 2009, IEEE Transactions on Learning Technologies.

[25]  Carsten Ullrich,et al.  The Learning-Resource-Type is Dead, Long Live the Learning-Resource-Type! , 2005 .

[26]  Antonio Cartelli.  Theory and Practice in Digital Competence Assessment , 2010, Int. J. Digit. Lit. Digit. Competence.

[27]  Yueh-Min Huang,et al.  Using a style-based ant colony system for adaptive learning , 2008, Expert Syst. Appl..

[28]  StashNatalia.  Incorporating cognitive/learning styles in a general-purpose adaptive hypermedia system , 2007 .

[29]  Alfred Kobsa,et al.  The Adaptive Web, Methods and Strategies of Web Personalization , 2007, The Adaptive Web.

[30]  Michela Bertolotto,et al.  Towards Multimodal Mobile GIS for the Elderly , 2010 .

[31]  Curtis A. Carver,et al.  Enhancing student learning through hypermedia courseware and incorporation of student learning styles , 1999 .

[32]  Madely du Preez.  Digital Literacy: Tools and Methodologies for Information Society , 2009 .

[33]  Panos Markopoulos,et al.  Intra-Family Mediated Awareness , 2012, Int. J. Mob. Hum. Comput. Interact..

[34]  R. Felder,et al.  Learning and Teaching Styles in Engineering Education. , 1988 .

[35]  H. Gardner.  Reflections on Multiple Intelligences: Myths and Messages. , 1995 .

[36]  Peter Brusilovsky,et al.  User Models for Adaptive Hypermedia and Adaptive Educational Systems , 2007, The Adaptive Web.