Handbook on Intelligent Techniques in the Educational Process: Vol 1 Recent Advances and Case Studies PDF
Preview Handbook on Intelligent Techniques in the Educational Process: Vol 1 Recent Advances and Case Studies
Learning and Analytics in Intelligent Systems 29 Mirjana Ivanović Aleksandra Klašnja-Milićević Lakhmi C. Jain Editors Handbook on Intelligent Techniques in the Educational Process Vol 1 Recent Advances and Case Studies Learning and Analytics in Intelligent Systems Volume 29 SeriesEditors GeorgeA.Tsihrintzis,UniversityofPiraeus,Piraeus,Greece MariaVirvou,UniversityofPiraeus,Piraeus,Greece LakhmiC.Jain,KESInternational,Shoreham-by-Sea,UK Themainaimoftheseriesistomakeavailableapublicationofbooksinhardcopy form and soft copy form on all aspects of learning, analytics and advanced intelligentsystemsandrelatedtechnologies.Thementioneddisciplinesarestrongly related and complement one another significantly. Thus, the series encourages cross-fertilization highlighting research and knowledge of common interest. The series allows a unified/integrated approach to themes and topics in these scientific disciplines which will result in significant cross-fertilization and research dissem- ination. To maximize dissemination of research results and knowledge in these disciplines, the series publishes edited books, monographs, handbooks, textbooks andconferenceproceedings. IndexedbyEICompendex. Moreinformationaboutthisseriesathttps://link.springer.com/bookseries/16172 · · Mirjana Ivanovic´ Aleksandra Klašnja-Milic´evic´ Lakhmi C. Jain Editors Handbook on Intelligent Techniques in the Educational Process Vol 1 Recent Advances and Case Studies Editors MirjanaIvanovic´ AleksandraKlašnja-Milic´evic´ FacultyofSciences FacultyofSciences DepartmentofMathematics DepartmentofMathematics andInformatics andInformatics UniversityofNoviSad UniversityofNoviSad NoviSad,Serbia NoviSad,Serbia LakhmiC.Jain KESInternational Selby,UK ISSN 2662-3447 ISSN 2662-3455 (electronic) LearningandAnalyticsinIntelligentSystems ISBN 978-3-031-04661-2 ISBN 978-3-031-04662-9 (eBook) https://doi.org/10.1007/978-3-031-04662-9 ©TheEditor(s)(ifapplicable)andTheAuthor(s),underexclusivelicensetoSpringerNature SwitzerlandAG2022 Thisworkissubjecttocopyright.AllrightsaresolelyandexclusivelylicensedbythePublisher,whether thewholeorpartofthematerialisconcerned,specificallytherightsoftranslation,reprinting,reuse ofillustrations,recitation,broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,and transmissionorinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilar ordissimilarmethodologynowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsor theeditorsgiveawarranty,expressedorimplied,withrespecttothematerialcontainedhereinorforany errorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictional claimsinpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSwitzerlandAG Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Preface Asoneofthecrucialsectorsofsociety,educationhasasubstantialimpactonalmost allothersectors.Differentcomputer-supportededucationalsystemshavebeendevel- oping for many decades with the intention to make the process of teaching and learningeasierandmoreconvenientinmodern,dynamicsociety.Influencesofrapid development of ICT and other related technologies on developing more and more quality,sophisticatededucationalsystemsareunavoidableandevident.Societalchal- lengestofurtherdevelopmentofeducationalsystemsfordifferentdomains,purposes, andlevelsofeducationaremanifoldandarenotlimitedonlytospecificsituations liketherecentoneconnectedtotheCOVID-19pandemic. Over the years, the use of e-learning and tutoring systems brought numerous advantagesandbenefitsoverthetraditionalteachingmethods.Researcheffortsare focusedonimprovingtheoverallperformancesandfunctionalitiesofthesesystems furtheremployingemergenttechnologies.Attentionisespeciallypaidtothedesign ofe-learningarchitecturesthatsupportadaptabilitytostudents’personalneedsand learninghabits.Inthelastdecade,thearchitecturesthatofferahighlevelofperson- alizationandintelligentservicesandprovidesupporttoimprovethemotivationof learners,andbetterlearningoutcomesaredominant. Nowadays, intensive development and wide applications of AI techniques and approachessignificantlyinfluencetheeducationalsectorandthedevelopmentofa range of sophisticated intelligent educational systems. We are witnessing that the futureofeducationiscoupledwithtechnologiesandtheiradvancements.Theappli- cationsofAIineducationalprocessesarenumerousstartingfromintelligenttutoring systems(ITS),smartlearningenvironments,towardstheuseofvirtualandaugmented realityandrobots. ArtificialIntelligencehasthepotentialtoaddresssomeofthebiggestchallenges in education today, but also in the future in order to establish innovative teaching and learning practices, and ultimately accelerate the progress and performance of learning. v vi Preface This book presents a collection of 17 chapters that bring interesting aspects of the state-of-the-art of application of intelligent techniques in different educational processesandsettings.Chaptersarefocusedondescribingthevarietyofapproaches in diverse educational domains and levels of education; discuss their capabilities, benefits,andpossiblelimitationsinpracticaluse. Wehopethattheworkspresentedinthebookwillbeofinteresttoreaders,will motivateourcolleaguesandresearcherstoapplypresentedandsimilarapproaches, trytoenhancethem,andproposebetterandmoreadvancedsolutions. Chapter1“CurrentTrendsinAI-basedEducationalProcesses—AnOverview”by MirjanaIvanovic´,AleksandraKlašnja-Milic´evic´,MarcinPaprzycki,MariaGanzha, Costin Ba˘dica˘, Amelia Ba˘dica˘, and Lakhmi C. Jain is an introductory one and considers the influence of modern artificial intelligence techniques on educational processes.Theauthorsfocusonprovidinganoverview ofthecurrentstate-of-the- art of developing intelligent educational systems that have significant effects on learningandteachingprocesses.RecentworksthatputlightondifferentrolesofAI indevelopingeducationalsystemsarediscussed:Adaptivepersonalizationsystems andintelligenttutoringsystems,assessmentandevaluationofstudents’outcomes, andthebenefitsandthechallengesofeducationaldataminingandlearninganalytics. - Chapter2“DigitalizationofEducation”,byÐordeNadrljanski,MilaNadrljanski, andMiraPavlinovic´isfocusedondiversityandfeaturesofconceptsandinitiativesfor digitalizationineducation.Theadvantagesandchallengesrelatedtothedevelopment ofdigitalizedenvironmentsineducation,aswellasthegreaterneedforprofessional development of people working in digitalization, are discussed. In addition, they encourage and promote innovation in many different spheres of life. They stated thatthereisaverystronglinkbetweeneducationandskillsneededtoutilizedigital technologies in different sectors of society. The very important conclusion is that digitalizationisanimportanttoolformakingfundamentalchangesintheprocesses, content,andvariousformsofworkineducationalsettingstoincreasethequalityand relevanceofeducationforall. Chapter3“RemoteTeachingandLearningMathinEnglishThroughCLIL”by Maria Guida and Letizia Cinganotto focuses on teaching Mathematics by using umbrellamethodologyCLIL(ContentandLanguageIntegratedLearning).Authors investigatetheopportunitiesandchallengesofCLILinMathematicsinremoteand hybrid settings due to the pandemic. Examples of repositories, web tools, digital boardsusedbyteachersforremoteCLILteachingarepresentedasawaytofoster students’engagement,interaction,andinteractivity.Despitetheproblemsduetothe pandemic,theteachersinItalywereabletodeliveradequatecontentinameaningful way,usingproblem-basedorproject-basedlearning.Communicationandinteraction amongthestudentsandwiththeteachersthroughthediscussion,explanation,and negotiationofthedifferentCLILactivitiesarediscussed. Chapter 4 “The Potential of Artificial Intelligence for Assistive Technology in Education”byKaterinaZdravkovadiscussestheimportantaspectsoftheincorpo- ration of assistive technology in education. It is evident that persons with various disabilities should have an equal access to quality education, and chapters show Preface vii how assistive technologies support such persons to keep and improve their func- tioning,whichreinforcesinclusiveeducation.Further,thechapterpresentsaplethora of AI-supported educational tools intended to help people with special needs and elderly people, encompassing the tools for visual, hearing, communication, intel- lectual,cognitive,andmotorimpairment.Additionally,someethicalchallengesof AI-supportededucationaltoolsareraised. InChap.5“AdaptiveandIntelligentWeb-BasedLearningandControlTechnolo- gies”,ValeryM.Kaziev,andLyudmilaV.Glukhovaconsideredthecurrentproblem ofevolutionofadaptiveandintelligenttechnologiesofmoderneducationandtheir influenceonthedigitalinfrastructureofeducationalenvironments.Thepurposeof theirstudyisanevolutionarysystemanalysisofthedigitalopportunitiesfortheeffec- tivedevelopmentoftheinformationandeducationalspaceofuniversitiesfromthe Russianmodelofcompetence-orientededucation.Theyproposedtheformal,mathe- maticalmodelofadaptivelearningdecision-making.Keymethods,approaches,and technologiesofadaptingandintellectualizingweblearningareconsideredincluding didacticaspects.Theauthorsalsoinvestigated theissuesofself-organization,web education, their adaptation to digital transformations in society, the environment of the educational system and proposed a list of basic intelligent web learning technologies. Thenext,Chap.6“ExemplarUse-casesforTrainingTeachersonLearningAnalyt- ics”byArvindW.Kiwelekar,ManjushreeD.Laddha,andLaxmanD.Netakprovide ready-to-use examples for conducting teachers training programs on Learning Analytics.Moreprecisely,thechapterdocumentsasetofexemplarsusedtodemon- strate LA applications in daily classroom activities. These exemplars have been designedandusedmainlytotrainnewlyrecruitedteachersondataanalysismethods (suchashypothesistesting,analysisofvariance(ANOVA),correlationanalysis,and regressionanalysis)duringfacultyinductionprograms. Chapter7“ImpactofLessonPlanningonStudents’AchievementusingLearner ProfileSystem”byMunazzaA.Mirza,KhawarKhurshid,ZawarShah,FaryalShah, AndrewLevula,andAleksandraKlašnja-Milic´evic´proposedandevaluatedaLearner ProfileSystem,whichisaweb-basedsolutiontogeneratemultipletypesoflearner profiles. The profiles include the basic information about the learners, preference and interest profile, learning styles, and motivational goal orientation. The pilot studyincluded60middleschoolstudentstomeasuretheconstructvalidityandreli- ability.Afterward,anexperimentalstudywasdoneon307middleschoolstudents to examine the impact of LPS on learners’ achievement. Teachers’ perception and theirperspectiveregardingthefeasibilityanduseoftheLPSisalsoconsidered.The authorsconcludedthatthegroupthatlearnedusingtheLPSdemonstratedsignificant improvementintheirassessmentscoresincomparisontothecontrolledgroup. PeterIlicintheChap.8“TowardsanUnderstandingofStudentDigitalEcosystems forEducation”putattentiontotheuseofICTforeducationalpurposes.Thechapter shedslightonthisissueandtakesaninitialsteptowardsmappingstudents’digital ecosystems to enable course design that better fits student learning expectations. Further, different methods were employed to obtain a better understanding of the viii Preface participants’degreeoftechnologicaladoptionandpracticeinrelationtocollabora- tiveeducationalactivities.InsightintothestructureofJapaneseuniversitystudents’ digital ecosystems was developed by capturing and analyzing participant activity in log data. The author presented several key findings that may help curriculum designers in improving their courses. Also, he considered the effects of students shiftingbetweendevicetypes(mobileandnon-mobile)dependingonthecontextand purpose.Theoverallresults,aswellasimplicationsforeducation,werediscussed, alongwithsuggestionsforpossiblefutureresearch. Different applications and challenges of computational argumentation for modeling distinct aspects of learning processes are presented in Chap. 9 “Compu- tationalArgumentationforSupportingLearningProcesses:ApplicationsandChal- lenges”byCarlosChesñevar,CésarA.CollazosandAnaMaguitman.Thechapter is devoted to argument-based recommender systems for educational purposes; argument-based shared knowledge for computer-supported collaborative learning andargument-basedopinionminingforelicitingstudents’knowledgebasedoninfor- mationitemscorrespondingtodifferenttopicsofstudy.Thecurrentstate-of-the-artin thedomainisalsobrieflypresented.Italsogivesagoodstartingpointforresearchers working on intelligent techniques for educational processes who are interested in incorporatingargumentationasametaphorformodellingintelligentdecisionmaking in Intelligent Tutoring Systems and Computer-Supported Collaborative Learning systems. Chapter10“RevealingLatentStudentTraitsinDistanceLearningthroughSNA and PCA” by Rozita Tsoni, Evangelos Sakkopoulos, and Vassilios S. Verykios considerssignificantissuesinadistancelearningpostgraduatecourse.Theauthors proposedanovelapproachbasedonlearninganalytics.Theapproachisbasedona richspectrumofmetricsofSocialNetworkAnalysisthatcancapturecomplicated interactionofsocialstudents’behavior,alongwithacademicperformanceindicators, inaprocessthataimstorevealthelatentcharacteristicsofstudentsparticipatingin thediscussionfora. Chapter 11 “Smart Technology in the Classroom: Systematic Review and ProspectsforAlgorithmicAccountability”byMariaOvchinnikova,DanielOstnes, Arian Garshi, Malin Wist Jakobsen, Jørgen Nyborg-Christensen, and Marija Slavkovik brings a comprehensive review of the use of smart technologies in the classroom. The authors explored the state-of-the-art literature in several emergent subdisciplines:wearables,AIandeducation,schoolsurveillance,accountability,and so on. Both positive and negative effects of using smart technologies are pointed out,andaframeworktoeffectivelyidentifyaccountabilityforsmarttechnologyin educationisproposed. AutomatedgradingisthecentraltopicoftheChap.12“ObjectiveTestsinAuto- matedGradingofComputerScienceCourses:AnOverview”byMarinLujak,Marija Slavkovik,AlexisLebis,MathieuVermeulen,andArnaudDonie.Authorsanalyzed andmutuallycomparedthemostusedobjectivetestsincomputersciencecoursesin MoodleandMOOCsandoutlinedtheadvantages,technicallimitations,andethical challenges.Testfeedbackmechanismsthatfacilitatecontinuouslearningforstudents as well as the identification and recognition of possible evaluation mistakes of the Preface ix system of AI-supported methods for automating objective tests in programming are considered. Special attention is paid to the identification and mitigation of the context-specificethicalchallengesandessentialcharacteristicsoftests. Chapter 13 “Correlating Universal Design of Learning and the Performance in ScienceatElementarySchoolLevel”byMunazzaA.Mirza,KhawarKhurshid,Asma Hasan,ZawarShah,andFaryalShahisdevotedtotheessenceofuniversaldesignof learning.Theauthors’studyaimstoinvestigatetheimpactonalearner’sacademic performance when a teacher uses the Universal Design of learning framework for planningsciencelessons.Aframeworkbasedontheconstructivisttheory,builton cognitiveneuroscienceemphasizesengagingmultiplebrainnetworksbyproviding guidelinesorganizedintothreeessentialprinciplesispresented.Theexperimentsare conductedtodiscovertheeffectivenessoftheUDL-basedlessonimplementationin scienceandaquasi-experimentalpre-testandpost-testdesignwasusedinthestudy. Authorsfoundthatelementaryschoolpupilsachievebettergradesinsciencewhen taughtusingauniversaldesignoflearningapproachincontrasttothosewhohave beentaughtusingtraditionalteachingmethod. Next,theChap.14“FacilitatingCollaborativeLearningwithVirtualRealitySimu- lations, Gaming and Pair Programming” by Piia Näykki, Janne Fagerlund, Minna Silvennoinen,MariManu,TuulaNousiainen,MerjaJuntunen,andMikkoVesisenaho bringstoreadersaninterestingandemergingtrendineducationalsettings.Authors presented socio-interactional functions that support collaborative learning through three case examples. The examples are based on the use of technology-enhanced simulation-basedlearningenvironments,Vive/Minecraftapplyingvirtualandmixed reality and pair programming in a creative media project design with Scratch. These powerful experiential learning contexts provide engaging opportunities for collaborativelearning. “Gamification and the Internet of Things in Education” is the title of Chap. 15 authoredbyGeorgiosPappas,JoshuaSiegel,IoannisN.Vogiatzakis,andKonstantinos Politopoulos. As gamification and the Internet of Things can impact education in amanner previouslyimpossible,gamified toolsbuiltupongame enginescanoffer opportunitiesinthedevelopmentofinnovativevirtuallabsandotherinteractiveexpe- riences for students. The authors designed and developed a training gamified tool appliedinthefieldofenvironmentalstudies.Theyshowedhowthisisintegratedwith theInternetofThingstoenabletriggersinavirtual3Dspace.Additionally,theyalso providedinformationonhowthisinnovationhasbeenusedinarealdistance-learning classforMaster’sdegreestudents. Chapter16“Communication-DrivenDigitalLearningEnvironments:10Yearsof ResearchandDevelopmentoftheCampusPlatform”byLuísPedroandCarlosSantos underlinestheCampusplatformandtheimportanceofcommunicationconceptsand affordancesintheresearchanddevelopmentofadigitallearningenvironment.They arguedtheapproachthatvaluesthesocialconstructionofknowledge,theimportance of networks, collaboration, and sharing in educational processes. Apart from that, the evaluation study of the platform is presented, which allowed to characterize it as an open communication ecosystem for effective dialogue, participation, and engagement.
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