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Deep learning-Based E-learning Solution for Identifying and Bridging the Knowledge Gap in Primary Education

Deep Learning-Based E-Learning Solution for Identifying and ...

引用

2023 international Research conference on Smart computing and Systems engineering, SCSE 2023

作者： Arunoda, D.P.H. Walpola, S.R. Piumira, S.M.I. Athukorala, A.D.M.P. Thilakarathna, Thusithanjana Chandrasiri, Sanjeevi Sri Lanka Institute of Information Technology Faculty of Computing Department of Computer Science and Software Engineering Malabe Sri Lanka Sri Lanka Institute of Information Technology Faculty of Computing Department of Information Technology Malabe Sri Lanka

ISBN: (纸本)9798350341454

Educational teaching apps are primarily available in app stores to educate students in various contexts. Lack of educational resources, physical and mental health conditions, and poverty cause some students to skip school and move on to the next school grade without completing the course content of the previous grade. Most of the available apps focus on specific content to cover. The Smart Primary Education Tutor (SPET) teaching app specifically focuses on the missed content by analyzing their knowledge gap and providing lessons to cover the missed content. The main objective of SPET is to develop a methodology to identify the gap in student knowledge and fill the knowledge gap by teaching using smart techniques. SPET is determined to identify students' interactions (attention, emotions) with the system to identify students' ability to use the learning tool, identifying gaps in students' knowledge levels compared to their actual grades using activities and voice-based technologies, teaching to cover the knowledge gap by providing engaging activities and lessons and evaluating students by conducting a final assessment and analyze students' knowledge and performance obtained through the system. Students between the ages of 5 and 8 are targeted in the community to apply. The solution embeds deep learning-based models including attention classification models using head posture estimation, facial expression recognition, and eye gaze estimation, speech recognition models to identify provided verbal answers, handwriting recognition models to evaluate student performance, and smart teaching. The child emotion recognition model achieved 93% accuracy. The Attention span evaluation model achieved 85% accuracy. The handwritten numerical and English character data recognition model which detects answers for the final assessment paper achieved 85% percent of accuracy. © 2023 IEEE.

关键词： Students

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AI-driven Teacher Analytics: Informative Insights on Classroom Activities

AI-driven Teacher Analytics: Informative Insights on Classro...

引用

IEEE international conference on teaching, Assessment and learning for engineering (IEEE TALE)

作者： Canovas, Oscar Garcia-Clemente, Felix J. Pardo, Federico Univ Murcia Dept Comp Engn Murcia Spain

ISBN: (纸本)9781665453318

Teachers require reliable feedback to refine their skills and to analyze their methods in the classroom. However, it can be challenging for teachers to be aware of the characterization and distribution of classroom activities while simultaneously delivering lectures. Traditional methods of achieving expertise through deliberate practice under the guidance of a human coach are not suitable, due to the long turnover time required for training coaches, observing classrooms, and coding activities. To address these challenges, automated approaches using artificial intelligence (AI) techniques to analyze audio recordings have been proposed to infer the climate in classrooms, model teacher discourse, and classify teaching activities. While these approaches have shown promising results inferring activities, there is a need for additional proposals that support tools and analytics enabling teachers to reflect on their practice and track their progress. In this paper, we present a novel framework that leverages deep learning for speaker diarization and machine learning algorithms for the classification of teaching practices and the analysis of different teaching styles. Our approach utilizes several non-verbal discursive features to provide informative insights. Specifically, we have defined 12 different features that are employed to classify up to three distinct practices: lecture, group discussion, and the use of audience response systems. We show that those features are also informative to analyze the behavior of the teachers for each teaching practice.

关键词： Audio analysis teaching practices speaker diarization teaching analytics deep learning machine learning

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The student experience of technology-focused micro-credentials as part of a larger learning journey

The student experience of technology-focused micro-credentia...

引用

IEEE international conference on teaching, Assessment and learning for engineering (IEEE TALE)

作者： Parsons, David Sparks, Hayley Vo, Darcy Singh, Anzel AcademyEX Mind Lab Auckland New Zealand AcademyEX Tech Futures Lab Auckland New Zealand

ISBN: (纸本)9781665453318

This research-in-progress article discusses the results of an interview study to investigate the outcomes for a group of mature postgraduate students who completed at least one technology-focused micro-credential as part of a larger set of qualifications. The results suggest that these micro-credentials provide a valuable complement to other types of study, either as part of a formal pathway or as an informal combination of study choices. In particular, they provide a platform for rapid updating in technology, a confidence-building experience for mature learners, and a sound platform for enrolment in larger qualifications. Some of the issues raised included the difficulty of providing a consistent micro-credential experience across diverse domains of practice, ensuring that there is sufficient institutional and peer support for mature students, and designing small, focused courses that still provide sufficient depth and breadth to enable students to apply their learning in their practice contexts.

关键词： micro-credential technology interview motivation outcomes

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Digital learning Space in Universities from the Perspective of Agglomeration Advantage Theory 14th

Digital Learning Space in Universities from the Perspective ...

引用

14th international conference on Frontier computing, FC 2024

作者： Jiang, Chi School of Automation Wuhan University of Technology Hubei Wuhan China

ISBN: (纸本)9789819627974

With the rapid development of computers and information technology, e-learning has become one of the main ways for people to live, work, and learn. In this situation, traditional classroom teaching can no longer meet people's demand for knowledge. The rise of electronic learning has greatly improved the efficiency of students’ extracurricular learning, made up for the shortcomings of traditional classrooms, achieved lifelong learning, and promoted education for all. Electronic learning (E-learning), due to its abundant resources, diverse forms, and unconstrained time and space, creates fertile soil and growth space for learners to engage in self-directed learning. Simply put, E-learning is a new mode of online teaching, which involves building an internet platform within the scope of teaching, allowing students to learn through the internet. Its architecture includes a learning management system, a content management system, a learning objective library, and a virtual learning community. learning usually occurs in specific time and space, and learning temporal dynamics is an important direction of learning research. However, with the arrival and development of the digital age, the connotation and form of educational space have also changed, and have been pushed to a new level. Research shows that 75% of college students tend to use digital learning environments more, indicating a higher acceptance of digital learning. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

关键词： Contrastive learning

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Revisiting the Pedagogy of Educational Robotics 14th

Revisiting the Pedagogy of Educational Robotics

引用

14th international conference on Robotics in Education (RiE)

作者： Eguchi, Amy Univ Calif San Diego San Diego CA 92103 USA

ISBN: (纸本)9783031384530;9783031384547

In 2012, I published a book chapter called "Educational Robotics Theories and Practice: tips for how to do it right," focusing on the theoretical foundation of educational robotics and pedagogical approaches to enhance student learning through educational robotics as a learning tool. The pedagogical approaches include the "learner-centered approach," "project-/inquiry-based approach," "supporting student learning with good scaffolding," and "promoting documentation." The chapter was written even before computing/Computer Science (CS) Education was officially introduced to schools (i.e., The U.K. made computing teaching compulsory from the age of 5 in 2014). The paper revisits the chapter and reexamines the pedagogical approaches, including those in CS education and engineering education, to update the knowledge base to deepen the understanding of the power of educational robotics (ER) in constructionist learning environments. It aims to support educators who are new to ER learning but interested in integrating constructionist ER learning practices in their teacher education or/and teacher professional development programs as well as in their classrooms.

关键词： Educational robotics Constructionism Robotics as a learning tool Pedagogy Project-based learning

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Bridging Theory to Practice in Software Testing teaching through Team-based learning (TBL) and Open Source Software (OSS) Contribution 46

Bridging Theory to Practice in Software Testing Teaching thr...

引用

ACM/IEEE 44th international conference on Software engineering: Software engineering Education and Training (ICSE-SEET)

作者： Venson, Elaine Alfayez, Reem Univ Brasilia Brasilia DF Brazil King Saud Univ Coll Comp & Informat Sci Riyadh Saudi Arabia

ISBN: (纸本)9798400704987

Curricula recommendation for undergraduate Software engineering courses underscore the importance of transcending from traditional lecture format to actively involving students in time-limited, iterative development practices. This paper presents a teaching approach for a software testing course that integrates theory and practical experience through the utilization of both TBL and active contributions to OSS projects. The paper reports on our experience implementing the pedagogical approach over four consecutive semesters of a Software Testing course within an undergraduate Software engineering program. The experience encompassed both online and in-person classes, involving a substantial cohort of over 300 students spanning four semesters. Students' perceptions regarding the course are analyzed and compared with previous, related studies. Our results are positively aligned with the existing literature of software engineering teaching, confirming the effectiveness of combining TBL with OSS contributions. Additionally, our survey has shed light on the challenges that students encounter during their first contribution to OSS projects, highlighting the need for targeted solutions. Overall, the experience demonstrates that the proposed pedagogical structure can effectively facilitate the transition from theoretical knowledge to real-world practice in the domain of Software Testing.

关键词： Software engineering Education Team-Based learning Open Source Software Software Testing

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ProgMate: An Intelligent Programming Assistant Based on LLM 54

ProgMate: An Intelligent Programming Assistant Based on LLM

引用

54th IEEE Frontiers in Education conference, FIE 2024

作者： Li, Ying Yang, Runze Zhang, Xiantao Shi, Peng Yang, Da Huang, Xuefei School of Computer Science and Engineering Beihang University Beijing China International Innovation Institute Beihang University Key Laboratory of Data Science and Intelligent Computing Hangzhou China

ISBN: (纸本)9798350351507

This study addresses the challenges faced in personalized tutoring within large-scale programming courses, such as significant ability gaps among students, limited available resources, among others. For these reasons, we proposed an intelligent programming assistant, ProgMate, based on large language models (LLMs). Benefitting from the robust understanding and learning capabilities of LLM, ProgMate not only comprehensively monitors the learning process, but can also surpass human teaching in aspects such as intelligent assignment grading, identification of knowledge gaps, and assessment of learning abilities. ProgMate embodies a new 4-A digital teaching paradigm, characterized by its ability to provide precise guidance with anything, to anyone, anywhere, at any time, with features like 'omnipresence', 'adaptive guidance' and 'customization'. It facilitates the organic integration of collective teaching and individualized guidance, continuous learning, and long-term development, as well as resource efficiency and precision nurturing, offering a viable path and empirical support for the digital transformation of future education. © 2024 IEEE.

关键词： Knowledge graph

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Determining Student Effort in Online Programming Courses through the Analysis of Video Annotations 13

Determining Student Effort in Online Programming Courses thr...

引用

13th IEEE international conference on teaching, Assessment and learning for engineering, TALE 2024

作者： Wang, Xiaonan Sun, Yi Su, Yancong Nishida, Takeshi Ohtsuki, Kazuhiro Kiyomitsu, Hidenari Kobe University Graduate School of Intercultural Studies Kobe Japan Kobe Institute of Computing Graduate School of Information Technology Kobe Japan Xiamen University of Technology School of Design and Art Xiamen China

ISBN: (纸本)9798350376234

Video-based learning has become increasingly popular in online education, with many platforms offering video annotation features to promote student engagement. However, traditional engagement metrics may need to fully capture the complexity of learning behaviors, such as ineffective effort during the learning process. This study aims to introduce a novel "weighted effort value"indicator to measure students' learning effort in online programming courses and establish a student classification framework based on effort-performance relationships. Building upon previous qualitative analysis results, we quantify students' efforts by considering the quality and types of annotations and their relationships with learning outcomes. By examining the relationship between students' weighted effort values and standardized quiz scores, we establish a framework to identify student groups with different effort patterns. The "weighted effort value"regression model strengthens the correlation between students' annotation engagement and learning outcomes. Although other factors still influence the single-factor regression analysis results, the proposed classification framework effectively identifies student characteristics and reveals students with imbalanced effort-performance relationships. Finally, a series of personalized teaching intervention suggestions are proposed, providing practical guidance for educators to optimize instructional design. The study offers a valuable new dimension for online learning research, enriches the understanding of learning behaviors, and has the potential to support personalized learning analytics across disciplines. These aspects are of great significance for improving the overall quality of education in the era of intelligent learning. © 2024 IEEE.

关键词： Contrastive learning

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Hands-on Activities for learning Computer Networks and Information Security in CS0 Course

Hands-on Activities for Learning Computer Networks and Infor...

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IEEE international conference on teaching, Assessment and learning for engineering (IEEE TALE)

作者： Nagataki, Hiroyuki Shirai, Shizuka Nishida, Tomohiro Ono, Atsushi Takemura, Haruo Osaka Univ Osaka Japan Osaka Gakuin Univ Osaka Japan Senri Kinran Univ Osaka Japan

ISBN: (纸本)9781665453318

This paper reports the lesson design of theory and technology of computer networks and information security, designed for the informatics course for non-CS major university students. The lesson unit consists of two lessons applied by flipped learning style, in which students first watch on-demand video lectures to acquire basic knowledge of network theory and technology, then they do hands-on activities using some web tools that we developed to consolidate the knowledge. The questionnaire results after the CS0 course where the lesson design was applied suggested that the hands-on activity was effective in improving the understanding of network and security.

关键词： introductory computer science education active learning flipped learning computer network information security hands-on activities

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teaching Practice of C Language Programming under the Constructivist learning Paradigm 24

Teaching Practice of C Language Programming under the Constr...

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7th international conference on Educational Technology Management, ICETM 2024

作者： Zhao, Wei Nie, Zhenhua Li, Xiaoming School of Mechanics and Construction Engineering Jinan University Guangdong Guangzhou China

ISBN: (纸本)9798400717468

The construction of new engineering disciplines and the "Double Tops" initiative have put forward new requirements for the training of engineering professionals. Taking the course of C language programming as an example, this paper analyzes the pain points in current course teaching, combines the characteristics of students’ learning situation, takes students as the center, and based on the knowledge graph, an effective tool for organizing resources, carries out a modular teaching practice of C language programming design under the constructivist learning paradigm. Integrating the OBE (Outcomes-Based Education) concept into teaching, it enhances students’ practical ability, cultivates their computational thinking, and highlights the training of students’ ability to analyze and solve complex engineering problems and creative thinking. The exploration and practice of this course teaching can provide reference and reference for the teaching design of other programming courses. © 2024 Copyright held by the owner/author(s).

关键词： Students

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