Constructing a personalized e-learning system for students with autism based on soft semantic web technologies

Judy, M. V.; Krishnakumar, U.; Narayanan, A. G. Hari

doi:10.1109/ictee.2012.6208625

Cited by 16 publications

(11 citation statements)

References 5 publications

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“…Another alternative use case is found in Judy et al . (). Here focus is on the need for personalized e‐learning environments for learners with autism, who have very diverse learning styles, thus requiring personalization of tuition, learning resources and environments.…”

Section: Prevalent Themes Regarding Semantic Web In Formal Educationmentioning

confidence: 97%

“…with the intention of matching learner interests, learning context, level of knowledge, curriculum and so on. This review has identified 26 articles, which implicitly or explicitly deal with variations of PLE and the personalization of learning content and experiences (Halimi, & Seridi‐Bouchelaghem, ; Henze, ; Judy, Krishnakumar, & Narayanan, ; Kurilovas et al ., , referring for her part to Looi, ).…”

Section: Prevalent Themes Regarding Semantic Web In Formal Educationmentioning

confidence: 99%

“…The author describes an approach, which involves the implementation and use of a website that allowed the students to apply facetted semantic data to videos of the dances they were rehearsing, as well as allow them to semantically define and describe clips within these videos (Morris, 2013). Another alternative use case is found in Judy et al (2012).…”

Section: Pedagogical Tools For Teachers and Studentsmentioning

confidence: 99%

“…Here focus is on the need for personalized e-learning environments for learners with autism, who have very diverse learning styles, thus requiring personalization of tuition, learning resources and environments. The article points to the use of context-aware e-learning systems based on "soft semantic web technologies" as a possible solution to this challenge (Judy et al, 2012).…”

Section: Pedagogical Tools For Teachers and Studentsmentioning

confidence: 99%

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A systematic literature review of the use of Semantic Web technologies in formal education

Jensen¹

2017

Brit J Educational Tech

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This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck‐Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.

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Section: Prevalent Themes Regarding Semantic Web In Formal Educationmentioning

confidence: 97%

Section: Prevalent Themes Regarding Semantic Web In Formal Educationmentioning

confidence: 99%

Section: Pedagogical Tools For Teachers and Studentsmentioning

confidence: 99%

Section: Pedagogical Tools For Teachers and Studentsmentioning

confidence: 99%

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A systematic literature review of the use of Semantic Web technologies in formal education

Jensen¹

2017

Brit J Educational Tech

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“…Semantic analysis and intelligent agents appear to be the main technologies to implement personalization for e-learning systems [20][21][22][23]. Adaptive system makes the content changes automatically to fulfil the requirements of the individual learner.…”

Section: User-centred Design In E-learning Systemsmentioning

confidence: 99%

Socio-Demographic Differences in the Perceptions of Learning Management System (Lms) Design

Lim¹,

Ayesh²,

Chee³

2013

IJSEA

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Learner centred design (LCD) focuses on creating an e-learning system that can fulfil individual needs through personalization, nevertheless there are still many technical challenges. Besides, losing balanced focus on both of the learners and the instructors does not help to create a successful e-learning system. User-centred design helps to improve the usability of a system as it integrates requirements and user interface designs based on users' needs. The findings of this research prove that even the users are provided with the same LMS, not everyone has the same perceptions or tolerance levels of the seven design factors that may cause frustrations to the users, and not everyone has the same satisfaction level of navigation experience and interface design. It is important for the LMS developers to understand that the variations between roles, genders, experiences and ages exist and should not be ignored when designing the system.

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Towards Truly Affective AAL Systems

Pudāne

Petroviča

Lavendelis

et al. 2019

Lecture Notes in Computer Science

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Affective computing is a growing field of artificial intelligence. It focuses on models and strategies for detecting, obtaining, and expressing various affective states, including emotions, moods, and personality related attributes. The techniques and models developed in affective computing are applicable to various affective contexts, including Ambient Assisted Living. One of the hypotheses for the origin of emotion is that the primary purpose was to regulate social interactions. Since one of the crucial characteristics of Ambient Assisted Living systems is supporting social contact, it is unthinkable to build such systems without considering emotions. Moreover, the emotional capacity needed for Ambient Assisted Living systems exceeds simple user emotion detection and showing emotion expressions of the system. In addition, emotion generation and emotion mapping on rational thinking and behavior of a system should be considered. The chapter discusses the need and requirements for these processes in the context of various application domains of Ambient Assisted Living, i.e., healthcare, mobility, education, and social interaction.

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Constructing a personalized e-learning system for students with autism based on soft semantic web technologies

Cited by 16 publications

References 5 publications

A systematic literature review of the use of Semantic Web technologies in formal education

A systematic literature review of the use of Semantic Web technologies in formal education

Socio-Demographic Differences in the Perceptions of Learning Management System (Lms) Design

Towards Truly Affective AAL Systems

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