Artificial Intelligence Bringing Improvements to Adaptive Learning in Education: A Case Study

Despite promising outcomes in higher education, the widespread adoption of learning analytics remains elusive in various educational settings, with primary and secondary schools displaying considerable reluctance to embrace these tools. This hesitancy poses a significant obstacle, particularly given...

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Vydáno v:Sustainability Ročník 16; číslo 3; s. 1347
Hlavní autoři: Demartini, Claudio Giovanni, Sciascia, Luciano, Bosso, Andrea, Manuri, Federico
Médium: Journal Article
Jazyk:angličtina
Vydáno: Basel MDPI AG 01.02.2024
Témata:
Adaptive learning
Algorithms
Artificial intelligence
Case studies
Cognitive style
Computational linguistics
Curricula
Data analysis
Decision making
Education parks
Education, Higher
Educational materials
Ethics
Feedback
Forecasts and trends
High schools
Higher education
Language processing
Learning analytics
Machine learning
Natural language interfaces
Privacy
School facilities
Schools
Student participation
Teachers
Trends
ISSN:2071-1050, 2071-1050
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Shrnutí:Despite promising outcomes in higher education, the widespread adoption of learning analytics remains elusive in various educational settings, with primary and secondary schools displaying considerable reluctance to embrace these tools. This hesitancy poses a significant obstacle, particularly given the prevalence of educational technology and the abundance of data generated in these environments. In contrast to higher education institutions that readily integrate learning analytics tools into their educational governance, high schools often harbor skepticism regarding the tools’ impact and returns. To overcome these challenges, this work aims to harness learning analytics to address critical areas, such as school dropout rates, the need to foster student collaboration, improving argumentation and writing skills, and the need to enhance computational thinking across all age groups. The goal is to empower teachers and decision makers with learning analytics tools that will equip them to identify learners in vulnerable or exceptional situations, enabling educational authorities to take suitable actions that are aligned with students’ needs; this could potentially involve adapting learning processes and organizational structures to meet the needs of students. This work also seeks to evaluate the impact of such analytics tools on education within a multi-dimensional and scalable domain, ranging from individual learners to teachers and principals, and extending to broader governing bodies. The primary objective is articulated through the development of a user-friendly AI-based dashboard for learning. This prototype aims to provide robust support for teachers and principals who are dedicated to enhancing the education they provide within the intricate and multifaceted social domain of the school.
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ISSN:2071-1050
2071-1050
DOI:10.3390/su16031347