ABSTRACT
Nowadays using E-learning platforms such as Intelligent Tutoring Systems (ITS) that support users to learn subjects are quite common. Despite the availability and the advantages of these systems, they ignore the learners' time limitation for learning a subject. In this paper we propose RUTICO, that recommends successful learning paths with respect to a learner's knowledge background and under a time constraint. RUTICO, which is an example of Long Term goal Recommender Systems (LTRS), after locating a learner in the course graph, it utilizes a Depth-first search (DFS) algorithm to find all possible paths for a learner given a time restriction. RUTICO also estimates learning time and score for the paths and finally, it recommends a path with the maximum score that satisfies the learner time restriction. In order to evaluate the ability of RUTICO in estimating time and score for paths, we used the Mean Absolute Error and Error. Our results show that we are able to generate a learning path that maximizes a learner's score under a time restriction.
References
- G. Adorni and F. Koceva. Designing a knowledge representation tool for subject matter structuring. In International Workshop on Graph Structures for Knowledge Representation and Reasoning, pages 1--14. Springer, 2015.Google Scholar
Cross Ref
- G. Adorni and F. Koceva. Educational concept maps for personalized learning path generation. In AI* IA 2016 Advances in Artificial Intelligence, pages 135--148. Springer, 2016. Google Scholar
Digital Library
- N. Belacel, G. Durand, and F. Laplante. A binary integer programming model for global optimization of learning path discovery. In EDM (Workshops), 2014.Google Scholar
- P. Brusilovsky. Methods and techniques of adaptive hypermedia. User modeling and user-adapted interaction, 6(2--3):87--129, 1996. Google Scholar
Digital Library
- A. Bundy and L. Wallen. Breadth-first search. In Catalogue of Artificial Intelligence Tools, pages 13--13. Springer, 1984.Google Scholar
- C. Crawford and C. Persaud. Community colleges online. Journal of College Teaching & Learning (Online), 10(1):75, 2013.Google Scholar
Cross Ref
- J. Dargham, D. Saeed, and H. Mcheik. E-learning at school level: Challenges and benefits. In Proceeding of the 13th International Arab conference on Information Technology, ACIT, volume 13, pages 340--345, 2012.Google Scholar
- L. H. De Mello and A. C. Sanderson. And/or graph representation of assembly plans. IEEE Transactions on Robotics and Automation, 6(2):188--199, 1990.Google Scholar
Cross Ref
- G. Durand, N. Belacel, and F. LaPlante. Graph theory based model for learning path recommendation. Information Sciences, 251:10--21, 2013.Google Scholar
Cross Ref
- G. Durand, F. Laplante, and R. Kop. A learning design recommendation system based on markov decision processes. In KDD 2011 Workshop: Knowledge Discovery in Educational Data, ACM SIGKDD Conference on Knowledge Discovery and Data Mining (KDD 2011) in San Diego, CA, 2011.Google Scholar
- R. G. Farrell, S. D. Liburd, and J. C. Thomas. Dynamic assembly of learning objects. In Proceedings of the 13th international World Wide Web conference on Alternate track papers & posters, pages 162--169. ACM, 2004. Google Scholar
Digital Library
- K. Govindarajan, V. S. Kumar, et al. Dynamic learning path prediction--a learning analytics solution. In Technology for Education (T4E), 2016 IEEE Eighth International Conference on, pages 188--193. IEEE, 2016.Google Scholar
- N. Idris, N. Yusof, P. Saad, et al. Adaptive course sequencing for personalization of learning path using neural network. Int. J. Advance. Soft Comput. Appl, 1(1):49--61, 2009.Google Scholar
- P. Karampiperis and D. Sampson. Adaptive learning object selection in intelligent learning systems. Journal of Interactive Learning Research, 15(4):389, 2004.Google Scholar
- P. Karampiperis and D. Sampson. Adaptive learning resources sequencing in educational hypermedia systems. Educational Technology & Society, 8(4):128--147, 2005.Google Scholar
- J.-W. Li, Y.-C. Chang, C.-P. Chu, and C.-C. Tsai. A self-adjusting e-course generation process for personalized learning. Expert Systems with Applications, 39(3):3223--3232, 2012. Google Scholar
Digital Library
- Z. Li, O. Papaemmanouil, and G. Koutrika. Coursenavigator: interactive learning path exploration. In Proceedings of the Third International Workshop on Exploratory Search in Databases and the Web, pages 6--11. ACM, 2016. Google Scholar
Digital Library
- S. Monteiro, J. A. Lencastre, A. J. Osório, B. D. d. Silva, P. De Waal, S. Ç..Ilin, Y. K. Türel, and M. Turban. Course design in e-learning and the relationship with attrition and dropout: a systematic review. In ITTES2016-Fourth International Instructional Technologies & Teacher Education Symposium. Fırat University, 2016.Google Scholar
- A. H. Nabizadeh, A. M. Jorge, and J. P. Leal. Long term goal oriented recommender systems. In 11th International Conference on Web Information Systems and Technologies (WEBIST), pages 552--557, 2015.Google Scholar
- N. J. Nllsson. Principles of artificial intelligence. Tioga-Springer Verlag. Palo Alto. Calif, 1980. Google Scholar
Digital Library
- J. C. Paiva, J. P. Leal, and R. A. Queirós. Enki: A pedagogical services aggregator for learning programming languages. In Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education, pages 332--337. ACM, 2016. Google Scholar
Digital Library
- R. Tarjan. Depth-first search and linear graph algorithms. SIAM journal on computing, 1(2):146--160, 1972.Google Scholar
- C. Ullrich and E. Melis. Complex course generation adapted to pedagogical scenarios and its evaluation. Educational Technology & Society, 13(2):102--115, 2010.Google Scholar
- J. Vassileva and R. Deters. Dynamic courseware generation on the www. British Journal of Educational Technology, 29(1):5--14, 1998.Google Scholar
Cross Ref
Index Terms
RUTICO




Comments