Journal articles: 'Intelligent Web Teacher'

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Suparsa, I. Made, Made Setini, Daru Asih, and Ni Luh Wayan Sayang Telagawathi. "Teacher Performance Evaluation through Knowledge Sharing and Technology during the COVID 19 Pandemic." Webology 18, Special Issue 04 (September 30, 2021): 832–42. http://dx.doi.org/10.14704/web/v18si04/web18168.

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One of the worlds of education is an independent and intelligent student program. This study aims to determine the role of KBV theory and training through work skills and technology in evaluating teacher teaching performance in Kupang and Bali, Indonesia. This research method is quantitative; with SEM analysis, the sample used was 450 high school teachers, the sample was taken deliberately. Sharing knowledge that is done by the teacher motivates to improve work ability. Technology during the COVID-19 pandemic played a very big role in improving teacher teaching performance with the support of training because this gave teaching abilities for every teacher in Kupang and Bali, Indonesia. The ability to distinguish between knowledge and training in the absorption of technology to create quality and sustainable education. This study only uses two provinces in Indonesia as an analytical study with implementation only in the world of education. Knowledge, ability, and training are forms of understanding that require stimulation, while technology is a means of infrastructure during the Covid-19 pandemic. The results of this study contribute to the world of education, especially at the high school level because there is no concept of quality continuing education.

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Wu, Wei, Anna Berestova, Alisa Lobuteva, and Natalia Stroiteleva. "An Intelligent Computer System for Assessing Student Performance." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (January 26, 2021): 31. http://dx.doi.org/10.3991/ijet.v16i02.18739.

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The purpose of the study is to identify and compare the influence of formative and summative assessment approaches based on an intelligent computer system that provides automatic feedback; the assessment is carried out in paper format, but obtaining feedback requires an appointment with a teacher. The study was conducted among 50 students in I.M. Sechenov First Moscow State Medical University (Russia) and Wuxi Institute of Technology (China). The assessment was carried out based on online tools and an intelligent learning system (ASP.NET web applications and MCQ tests). It was found that the average score of the formative test of students who passed an assessment test in the electronic format is higher than the score of those who passed the test in the classroom [t (165 = 5.334, p <0.05]. Pearson's correlation coefficient in the experimental (r2 = +0.329; p = 0.009) and control (r2 = +0.176; p = 0.076) groups confirmed a sig-nificant positive correlation. The solution can be integrated into the educational process as an additional student tool that will reduce the burden of teacher work-load and increase the assessment objectivity along with the overall performance of students.

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Li, Yao Lin, Yan Hua Zhong, and Zong Fu Zhang. "Teaching Agent Model Construction Based on Web Cooperative Learning System." Advanced Materials Research 756-759 (September 2013): 2863–67. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.2863.

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The research tries to solve the problems related to teaching agent technology in cooperative learning system. Aiming at the fact of present learning system being unable to realize real-time intelligent teaching for students, a creative idea of teaching agent mode based on web cooperative learning system is put forward after studying the technology of student agents reasoning algorithm, learning path agent, and teacher agents. This mode may help to realize self-adaption teaching in cooperation center on digital campus. Besides, it provides new ideas or methods of internal demands for establishing web cooperative learning center. Fact shows that teaching agent can improve teaching effect and quality through individualizing the teaching materials and attracting the students.

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Poitras, Eric G., Shan Li, Laurel Udy, Lingyun Huang, and Susanne P. Lajoie. "Preservice teacher disengagement with computer-based learning environments." Research on Education and Media 11, no. 1 (June 1, 2019): 42–49. http://dx.doi.org/10.2478/rem-2019-0007.

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Abstract Investigating disengagement is a continuing concern within computer-based learning environments. Drawing upon several strands of research into preservice teacher learning with network-based tutors, this paper outlines an object orientation to conceptualize a type of disengaged behaviour referred to as carelessness. We further differentiate this construct in terms of carelessness towards one’s own learning as opposed to other’s learning. In support of our claims, we review research into carelessness in the context of nBrowser, an intelligent web browser designed to support preservice teachers learn about the pedagogical affordances of novel technologies while designing lesson plans. The key aspects of this research can be listed as follows: (1) a knowledge engineering approach to implement a set of production rules within the learning environment to detect instances of carelessness and intervene; (2) a data-driven approach to infer learner behaviours in their absence due to carelessness; and (3) a model-driven approach to improve the functioning of the learning environment despite instances of carelessness. We discuss the limitations of these different approaches and draw implications for future research into preservice teacher disengagement with computer-based learning environments.

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Zhou, Jieqiong, Zhenhua Wei, Fengzhen Jia, and Wei Li. "Course Ideological and Political Teaching Platform Based on the Fusion of Multiple Data and Information in an Intelligent Environment." Journal of Sensors 2021 (July 31, 2021): 1–10. http://dx.doi.org/10.1155/2021/1558360.

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In the current teaching of politics, teachers still focus on the cultivation of the basic intelligence of students’ language intelligence, and it is easy to ignore the cultivation of other intelligences that affect the overall development of students. This research mainly discusses the design of curriculum ideological and political teaching platform based on the fusion of multiple data and information in an intelligent environment. This research adopts the MVC architecture, and the web application developed based on the MVC (Model View Controller) architecture pattern is easier to complete the realization of multiple controllers. The front desk ideological and political teaching teacher module includes the login system. In addition, the teacher can view the test status of a specific student and can also pay attention to the total intelligence of all students who have been tested. The process of the student test is to enter the correct account and password to log in to the system and then perform the test. After the test, the test result can be viewed, and the personal information can be maintained at the same time. In addition, the personal login password can be modified. The existence of the database is to ensure that the data is correct and effective. This system uses MySql to design the database, and the name of the database is braintest_db. The data table in relational database is the main object of storing and managing data, and it is also an important task of database design. This system has designed three kinds of user logins, namely, administrator, student, and teacher, and login can be realized according to the account number and password. Among them, teacher’s participation is by inquiring about students’ test situation, paying attention to students’ multiple intelligences, and teaching students in accordance with their aptitude. In addition, the main object of this test is students, and the analysis of multiple intelligences is realized through student tests. Students are vitally physical objects that can be tested and searched for results. In the study, 20% of the students both learn the basic content of the platform and use the forum. This research will help improve students’ literacy in an all-round way.

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Wadmany, Rivka, Orit Zeichner, and Orly Melamed. "Students in a Teacher College of Education Develop Educational Programs and Activities Related To Intelligent Use of the Web: Cultivating New Knowledge." i-manager's Journal of Educational Technology 10, no. 4 (March 15, 2014): 18–28. http://dx.doi.org/10.26634/jet.10.4.2606.

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Bhattacharya, S., S. Chowdhury, and S. Roy. "Enhancing Quality of Learning Experience Through Intelligent Agent in E-Learning." International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems 25, no. 01 (February 2017): 31–52. http://dx.doi.org/10.1142/s0218488517500027.

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In this paper an interactive recommending agent is proposed which helps an e-learner to enhance the quality of learning experience resulting in efficient achievement of learning objectives. The agent achieves this with the help of a fuzzy rule base working on a variety of learning materials and recommending the appropriate learning path through them. In a learner-centric environment the learning behaviour of a learner may vary to a great extent due to the characteristics of the learner and his environment. Students are often misled while choosing the appropriate path of web learning tools owing to non-availability of a human teacher/guide. By the response of a learner to different positive and negative motivation factors the proposed system employs a fuzzy machine that is fed with realization parameters e.g. Satisfied, Depressed etc. The fuzzy machine working on the paradigm of fuzzy inference system processes these realization parameters with the help of a fuzzy rule base to produce the crisp measures of the learner’s cognitive states in terms of Belief, Behaviour and Attitude. On the basis of these defuzzified crisp diagnostic parameters the proposed system will enhanced the quality of learning experience of an e-learner. To ensure this the system will provide more detailed discussion on the subject matter along with some additional learning tools. Learners often get confused to select the proper tools among various. Therefore the proposed system will also suggest most popular path among those learners with the same understanding. This recommendation comes from the analysis of data mining result. The system was tested with a wide variety of school-level students. The response obtained indicates that it is able to enhance the quality of learning experience through its recommendation.

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Verschaffel, Lieven, Fien Depaepe, and Zemira Mevarech. "Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature." Education Research International 2019 (September 16, 2019): 1–19. http://dx.doi.org/10.1155/2019/3402035.

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This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

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Wijekumar, Kausalai, Bonnie J. Meyer, Puiwa Lei, Andrea Lynn Beerwinkle, and Malatesha Joshi. "Supplementing teacher knowledge using web‐based Intelligent Tutoring System for the Text Structure Strategy to improve content area reading comprehension with fourth‐ and fifth‐grade struggling readers." Dyslexia 26, no. 2 (September 15, 2019): 120–36. http://dx.doi.org/10.1002/dys.1634.

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Wijekumar, Kausalai (Kay), Bonnie J. F. Meyer, Puiwa Lei, Weiyi Cheng, Xuejun Ji, and R. M. Joshi. "Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension With Children in Grades 4 and 5." Journal of Educational Computing Research 55, no. 7 (April 5, 2017): 1022–48. http://dx.doi.org/10.1177/0735633117696909.

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Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they face. Schools have struggled to find approaches that can help children succeed in this important task. Typical instruction in classrooms across the country has focused on procedural application of strategies or content-focused approaches that encourage rich discussions. Both approaches have achieved success but have limitations-related transparency and specificity of scaffolds and guidance for the teacher and learner in today’s diverse and complex classroom settings. The text structure strategy combines content and strategy to provide pragmatic, transparent, and scaffolded instruction addressing these challenges. A web-based intelligent tutoring system for the text structure strategy, named ITSS, was designed and developed to provide consistent and high-quality instruction to learners in Grades 4 and 5 about how to read, select main ideas, encode strategic memory structures, make inferences, and monitor comprehension during reading. In this article, we synthesize results from two recent large-scale randomized controlled studies to showcase how the ITSS supports selection and encoding of students’ strategic memory structures and how prior knowledge affects the memory structures. We provide greater depth of information about such processing than examined and reported in extant literature about overall increases in reading comprehension resulting from students using ITSS.

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Khibina, Neilya, Aizhan Salimzhanova, and Zada Khibina. "Problems and Opportunities of Distance Learning in The Context of The Pandemic: Case of One University in Kazakhstan." European Conference on e-Learning 21, no. 1 (October 21, 2022): 181–91. http://dx.doi.org/10.34190/ecel.21.1.600.

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Distance education systems are being actively studied and developed in higher educational institutions of Kazakhstan, and have already passed the path from the distance learning system to Intelligent flexible learning model based on Web technologies. The advantages of online learning are classroom and platform independence. The goal of various intelligent learning systems is to use knowledge about the field of study, the learner, and learning strategies to provide flexible, individualized study and training. Many Kazakhstani universities were engaged in distance learning as part of the implementation of the second higher education. Obtaining a second higher education in Kazakhstan refers to studying in higher education programs after completing studies at the first higher education in the form of a bachelor's or specialist's degree. By obtaining a second higher education, you can get a degree or qualification in another educational program. The purpose of this empirical research is to study the attitudes of students regarding distance learning and to identify problems in the fulfillment of distance learning in an emergency transition. The study uses a quantitative research method based on a one-dimensional data analysis using descriptive statistics. In order to assess the level of distance learning organization process, the institutional study was initiated at the Kazakh National Women’s Teacher Training University and conducted by the Research Institute for Social and Gender Studies. Based on this study recommendations were developed to improve the educational, methodological, social and educational work of the university, including the use of library resources in the conditions of distance learning. The study was conducted during June - July 2020. The study involved 677 students from all faculties of the university, including bachelor and master degree students, doctoral students. The study was prompted by: the need to assess the quality and level of organization of distance learning at the university; the need to identify problems (issues) of educational and social adaptation of the first-year students; the need to establish the degree of satisfaction of students with the distance learning process. The survey also allows to determine: the most effective forms of distance learning; study the performance indicators of the services provided by the university; to study the indicators of adaptation of students, master degree and doctoral students (satisfaction with the results; deficit experienced by students); evaluate the effectiveness of the work of deans, teachers and advisors from among teachers from the point of view of students. This research identifies the problems in the transition from traditional to distance learning and difficulties that arise when students receive high-quality professional education. Recommendations are developed to optimize the work of university structures aimed at improving the efficiency of the institutes’ work and psychological services. The results obtained will make it possible to make managerial decisions based on information that considers the opinion of consumers of educational services.

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Bao, Jie, Uldis Bojars, Ranzeem Choudhury, Li Ding, Mark Greaves, Ashish Kapoor, Sandy Louchart, et al. "Reports of the AAAI 2009 Spring Symposia." AI Magazine 30, no. 3 (July 7, 2009): 89. http://dx.doi.org/10.1609/aimag.v30i3.2253.

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The Association for the Advancement of Artificial Intelligence, in cooperation with Stanford University's Department of Computer Science, was pleased to present the 2009 Spring Symposium Series, held Monday through Wednesday, March 23–25, 2009 at Stanford University. The titles of the nine symposia were Agents that Learn from Human Teachers, Benchmarking of Qualitative Spatial and Temporal Reasoning Systems, Experimental Design for Real-World Systems, Human Behavior Modeling, Intelligent Event Processing, Intelligent Narrative Technologies II, Learning by Reading and Learning to Read, Social Semantic Web: Where Web 2.0 Meets Web 3.0, and Technosocial Predictive Analytics. The goal of the Agents that Learn from Human Teachers was to investigate how we can enable software and robotics agents to learn from real-time interaction with an everyday human partner. The aim of the Benchmarking of Qualitative Spatial and Temporal Reasoning Systems symposium was to initiate the development of a problem repository in the field of qualitative spatial and temporal reasoning and identify a graded set of challenges for future midterm and long-term research. The Experimental Design symposium discussed the challenges of evaluating AI systems. The Human Behavior Modeling symposium explored reasoning methods for understanding various aspects of human behavior, especially in the context of designing intelligent systems that interact with humans. The Intelligent Event Processing symposium discussed the need for more AI-based approaches in event processing and defined a kind of research agenda for the field, coined as intelligent complex event processing (iCEP). The Intelligent Narrative Technologies II AAAI symposium discussed innovations, progress, and novel techniques in the research domain. The Learning by Reading and Learning to Read symposium explored two aspects of making natural language texts semantically accessible to, and processable by, machines. The Social Semantic Web symposium focused on the real-world grand challenges in this area. Finally, the Technosocial Predictive Analytics symposium explored new methods for anticipatory analytical thinking that provide decision advantage through the integration of human and physical models.

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Alonso-Secades, Vidal, Alfonso-José López-Rivero, Manuel Martín-Merino-Acera, Manuel-José Ruiz-García, and Olga Arranz-García. "Designing an Intelligent Virtual Educational System to Improve the Efficiency of Primary Education in Developing Countries." Electronics 11, no. 9 (May 6, 2022): 1487. http://dx.doi.org/10.3390/electronics11091487.

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Incorporating technology into virtual education encourages educational institutions to demand a migration from the current learning management system towards an intelligent virtual educational system, seeking greater benefit by exploiting the data generated by students in their day-to-day activities. Therefore, the design of these intelligent systems must be performed from a new perspective, which will take advantage of the new analytical functions provided by technologies such as artificial intelligence, big data, educational data mining techniques, and web analytics. This paper focuses on primary education in developing countries, showing the design of an intelligent virtual educational system to improve the efficiency of primary education through recommendations based on reliable data. The intelligent system is formed of four subsystems: data warehousing, analytical data processing, monitoring process and recommender system for educational agents. To illustrate this, the paper contains two dashboards that analyze, respectively, the digital resources usage time and an aggregate profile of teachers’ digital skills, in order to infer new activities that improve efficiency. These intelligent virtual educational systems focus the teaching–learning process on new forms of interaction on an educational future oriented to personalized teaching for the students, and new evaluation and teaching processes for each professor.

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Akyuz, Halil Ibrahim, and Mustafa Erdemir. "Preservice Science Teachers’ Views of a Web-Based Intelligent Tutoring System." International Journal of Technology in Education 5, no. 1 (January 15, 2022): 67–87. http://dx.doi.org/10.46328/ijte.233.

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Due to the COVID-19 epidemic, courses are carried out online in undergraduate programs and in this study, Web-Based Intelligent Tutoring System (WBITS) was used for online lessons. The aim of the study is to determine the opinions of 144 pre-service science teachers, who have used WBITS in three different undergraduate courses, about the system. Opinions about whether they are happy to use WBITS, whether the system serves the purpose of the courses (validity), whether the system is an alternative to face-to-face education (reliability) and whether the system is sufficient in pedagogical aspects (pedagogical qualification) were collected. The majority of the candidates stated that they are happy to use the system, that the system can be used to achieve the course objectives, and that the system is pedagogically sufficient and it can be used instead of the traditional classes. The most positive opinions were that the lesson could be used to achieve the course objectives. Negative opinions about the use of the system were mostly related to being unhappy with using the system. The system can be adapted for different courses and can be used in distance learning processes or to support in-class education. The system can be effective in overcoming the limitations of distance education.

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Rahman, Dana Aulia, Heny Pratiwi, and Hanifah Ekawati. "Decision Support System for Teacher Decision Following Teacher Professional Education (PPG) SMA / SMK East Kalimantan Province with Web-Based Smart Method." TEPIAN 2, no. 2 (June 1, 2021): 64–68. http://dx.doi.org/10.51967/tepian.v2i2.339.

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Teacher Professional Education (PPG) for SMA / SMK in East Kalimantan Province is higher education after an undergraduate education program that prepares students to have jobs with special skills requirements to become teachers. The problems in registration that occur at the East Kalimantan Provincial Education and Culture Office are: The calculation of the test data is still calculated manually, so it is necessary to build a Decision Support System for Determination of Participants in the Professional Teacher Education (PPG) for SMA / SMK in East Kalimantan Province using the Web-based SMART Method. The data collection method uses the observation method and the system development method uses the method of the decision support system, namely the intelligence, design, choice, and implementation stages. Because this method has clear, practical stages. Then the system testing is White Box and Beta Testing. With the existence of a Decision Support System for Determining Who Participates in Professional Education for Teachers (PPG) for SMA / SMK in East Kalimantan Province with the Web-based SMART Method, it can handle the calculation process when the test has been implemented. In the test results it can be concluded that the results of testing the questionnaire questions to ten (10) respondents can be concluded that more than 78.2% of respondents answered that the Determination Decision Support System Participating in Teacher Professional Education (PPG) at the High School / Vocational School Level of East Kalimantan Province with the SMART Method Web-based meets the criteria for a good website or web application. With the existence of a Decision Support System for Determining Who Participates in Professional Education for Teachers (PPG) for SMA / SMK in East Kalimantan Province with the Web-based SMART Method, it can handle the calculation process when the test has been implemented. In the testing results it can be concluded that the results of testing the questionnaire questions to ten (10) respondents can be concluded that more than 78.2% of respondents answered that the Determination Decision Support System Participating in Teacher Professional Education (PPG) for SMA / SMK in East Kalimantan Province with the SMART Method Web-based meets the criteria for a good website or web application. With the existence of a Decision Support System for Determining Who Participates in Professional Teacher Education (PPG) at the SMA / SMK in East Kalimantan Province with the Web-based SMART Method, it can handle the calculation process when the test has been implemented. In the testing results it can be concluded that the results of testing the questionnaire questions to ten (10) respondents can be concluded that more than 78.2% of respondents answered that the Determination Decision Support System Participating in Teacher Professional Education (PPG) for SMA / SMK in East Kalimantan Province with the SMART Method Web-based meets the criteria for a good website or web application. can handle the calculation process once the test has been executed. In the testing results it can be concluded that the results of testing the questionnaire questions to ten (10) respondents can be concluded that more than 78.2% of respondents answered that the Determination Decision Support System Participating in Teacher Professional Education (PPG) for SMA / SMK in East Kalimantan Province with the SMART Method Web-based meets the criteria for a good website or web application. can handle the calculation process once the test has been executed. In the testing results it can be concluded that the results of testing the questionnaire questions to ten (10) respondents can be concluded that more than 78.2% of respondents answered that the Determination Decision Support System Participating in Teacher Professional Education (PPG) for SMA / SMK in East Kalimantan Province with the SMART Method Web-based meets the criteria for a good website or web application.

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Adilah, Nur, and Slamet Riyadi. "APPLICATION OF MAJEMUK INTELLIGENCE AND SIGNIFICANTLY IN ACHIEVING EDUCATIONAL OBJECTIVES ISLAMIC BASIC SCHOOL IS INTEGRATED IN THE PRIVATE VOCATIONAL SCHOOL (Review of Child Development Psychology)." UNES Journal of Social And Economics Research 3, no. 1 (June 30, 2018): 089. http://dx.doi.org/10.31933/ujser.3.1.089-100.2018.

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The research aims to find out the application of Comprehensive Intelligence and its significance in achieving the educational objectives of Padangsidimpuan Bunayya SDIT, from the psychology of child development. Aspects studied: the steps of implementing Multiple Intelligence include learning design, implementation and evaluation of learning, excellence, weaknesses and significance of the application of Comprehensive Intelligence in developing child development psychology to achieve the educational objectives of SDIT Bunayya Padangsidimpuan. Data sources are teachers, students, principals, foundations and parents of students of SDIT Bunayya Padangsidimpuan. The method used: descriptive field through a qualitative approach. Data collection techniques: interviews, observation and documentation. Data processing techniques: data reduction and data display. Compound intelligence in SDIT Padangsidimpuan can be seen from the Comprehensive Intelligence learning design, that the curriculum used is the Education Office curriculum developed into TEMA developed into Spider Web (spider web), then made SILABUS, developed into RPP. Implementation of Comprehensive Intelligence Learning means students are given the opportunity to use intelligence other than language and mathematics in the classroom, and teachers teach according to the style of student learning. Learning Evaluation uses the Observation assessment system, which is in accordance with the assessment of education in the 21st century, namely; 50% self-assessment, 30% peer assessment, and 20% teacher assessment. The Weakness of Comprehensive Intelligence Application in Padangsidimpuan SDIT is; some parents are less patient with the process SDIT is doing in learning, teachers are unable to represent all intelligence because they are not used to teaching with this concept. The significance of the application of Compound Intelligence is: The application of Comprehensive Intelligence in learning is very important, especially for children who are in development. Based on the learning design carried out, it was concluded that they had carried out the learning well, even though it was not yet maximal. Success can be seen from the achievement of the vision and mission of the school, but in terms of out put it is still relatively young to see results. That is, the results cannot be seen yet, because it is still in the experimental process to get results.

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Wowor, Meyfi, Khusnul Khuluq, and Sigit Priyono Sembodo. "Optimization of Teaching Skills for Islamic Religious Education Teachers Web/Blog-Based in Improving Student Intelligence." Belajea: Jurnal Pendidikan Islam 6, no. 1 (June 21, 2021): 93. http://dx.doi.org/10.29240/belajea.v6i1.2071.

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The teaching and learning process is complex and comprehensive. This study discusses the teaching skills of web-based Islamic education teachers/bloggers in improving student intelligence in MAN 1 Bitung which aims to reveal the stages in optimizing web-based/blog-based skills that are effective in improving student intelligence. These skills have online characteristics and include various media components in the form of text, images, sound and video which are input via the web/blog. This research is a type of qualitative research with a case study approach. Based on the results of the study that 1) optimization of teaching skills of Islamic education teachers based on web/blog in improving student intelligence is the existence of web/blog based teaching and learning using the quipper school application, which is a free online application as a meeting place for teachers and students so that the learning process is created. Obstacles faced 1. Lack of teachers in mastery of IT 2. Do not have mobile phones 3. Network problems 4. Limited internet quota 5. Mapel PAI is still manual such as Al-quran hadith and Akidah Akhlak. The solutions implemented were: 1. Preparing IT teachers to provide training every Saturday-Sunday, 2. Providing cellphone loans, 3. Mbps speed being increased, 4. Quota provided. MAN teachers are required to master technology so that they can optimize student intelligence so that they understand more quickly and improve their competence by always updating knowledge so that they are able to face today's students.

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Spirin, Oleg M., and Tetiana A. Vakaliuk. "КРИТЕРІЇ ДОБОРУ ВІДКРИТИХ WEB-OPIЄНТОВАНИХ ТЕХНОЛОГІЙ НАВЧАННЯ ОСНОВ ПРОГРАМУВАННЯ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ." Information Technologies and Learning Tools 60, no. 4 (September 30, 2017): 275. http://dx.doi.org/10.33407/itlt.v60i4.1815.

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The article presents the criteria for the selection of open web-oriented technologies for the study of the basics of programming of future teachers of computer science. An analysis of available open-source web-based learning technologies for the basics of programming for future IT teachers has allowed them to be divided into: compilers automated programming task control systems, and intelligent maps. Each of them has defined criteria and relevant indicators: for designing and functional criteria for web-oriented compilers and smart cards, designing, informational and communication criteria are allocated for web-oriented automated programming verification tasks. The comparative tables for separate web-oriented technologies for the study of the basics of programming of future teachers of informatics based on certain criteria and indicators are given.

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Tanaka, Masaaki, Tokuro Matsuo, Takayuki Ito, Tadachika Ozono, and Toramatsu Shintani. "Intelligent Work-Study Support Based on Interactive Web Guide." Journal of Advanced Computational Intelligence and Intelligent Informatics 11, no. 1 (January 20, 2007): 118–25. http://dx.doi.org/10.20965/jaciii.2007.p0118.

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Advances in the Internet have enabled the dissemination of many types of e-learning in assisted education. We propose a collaborative learning support system (CLSS) for studying in the classroom and off-campus. Users study cultural and historical sites through a field trip using our system and cellphones. We report the results of learning based on experience and study using online Web-based authoring support overcoming the limitations of conventional Web page authoring support making it difficult for learners to make web pages. We propose a Web-pamphlet making support system (WPASS) as a CLSS subsystem in which users easily construct and edit their study notes. The WPASS provide services to edit Web pages via a browser and enables teachers to advise learners thorough these pages. We discuss the advantages and effectiveness of our proposal, which supports making a Web guide for users in experienced learning, making and editing Web pages in real time and write about their experiences using cellphones. CLSS has the advantages of enabling (1) beginners to become experienced in PC use, (2) users to make Web guides for their activities, (3) mentors to give appropriate Web guidance, (4) users to learn and discuss the ethics of using cellphones in public, (5) users to keep long-term records of activities.

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Gong, Tao, Jia Jia Zhou, and Lei Qi. "Intelligent Techniques in Teaching Science of Artificial Immune System." Applied Mechanics and Materials 48-49 (February 2011): 637–40. http://dx.doi.org/10.4028/www.scientific.net/amm.48-49.637.

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Building on three theoretical paradigms (student model, ICAI model, and multi-dimension education immune agent), some intelligent techniques are proposed and designed to teach Fuzzy Mathematics and Science of Artificial Immune System in a web-based way. The goal of the teaching methodology is a new learning, which is interactive, sharing, open, cooperative, and autonomous. The great difference between traditional approaches for teaching such knowledge and the new approach in this paper is the centre of teaching. The traditional teaching is centered with teachers but the new teaching is centered with students. The teaching system for Fuzzy Mathematics and Science of Artificial Immune System is a virtual classroom based on the web, and the two courses are designed as web-based courses. Moreover, for Science of Artificial Immune System, the web-based course system is a typical artificial immune system in fact, and students can learn more real knowledge from the web-based course immune system.

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Rezgui, Kalthoum, Hédia Mhiri, and Khaled Ghédira. "Towards a common and semantic representation of e-portfolios." Data Technologies and Applications 52, no. 4 (September 4, 2018): 520–38. http://dx.doi.org/10.1108/dta-01-2018-0008.

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Purpose Since the early 1980s, a paradigm shift, caused by the work undertaken in the field of cognitive psychology, has occurred. This shift is known as the move from teacher-centered instruction to learner-centered or learning-centered instruction, and emphasizes the importance of building new knowledge on previous ones, interacting with peers, making meaningful and reflective learning and being engaged in his own path to foster learning. This new vision of teaching has created a need for new learning and assessment instruments that are better adapted to these pedagogical realities. In this context, the electronic portfolio or e-portfolio is one of the most versatile and effective tools that have been proposed for this purpose. More specifically, the interest in e-portfolios has grown considerably with the emergence of the competency-based approach and portfolio-based competency assessments. The purpose of this paper is to describe a semantic-based representation of e-portfolios, defined on the basis of official e-portfolio standards and specifications. Moreover, a comparative study of several well-known e-portfolio solutions has been carried out based on different facets, such as functional features, technical and organizational features. The objective is to identify those features that are mostly supported by e-portfolio solution providers and accordingly to gain a fairly accurate idea of the common structure of e-portfolios. In addition, the authors take advantage of an already implemented ontological model describing competency-related characteristics of learners and learning objects and combine it with the e-portfolio ontology, with a view to support a more reliable and authentic competency assessment. Design/methodology/approach The proposed e-portfolio ontology was built following the ontology development methodology Methontology (Fernandez et al., 1997). In addition, it was constructed using the Protégé ontology environment (Protégé, 2007) and was implemented in OWL (Web Ontology Language) (Antoniou and Harmelen, 2004). Findings The proposed e-portfolio ontology provides humans with a shared vocabulary that enables capturing the most important elements in e-portfolios and serves as the basis for the semantic interoperability for machines. Originality/value The main advantage of the e-portfolio ontology lies in its ability to provide a common and semantically enriched representation of e-portfolio artifacts, thus facilitating the interoperability and exchange of competency evidences between different learning systems and platforms. In addition, capturing the semantics of e-portfolios helps to make them utilizable by intelligent applications.

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Hwang, Yuri, Eunsun Cho, and Namje Park. "Development of Teaching-Learning Contents for AI Core Principles at the Elementary School Level: With a Focus on Convolutional Neural Network." Webology 19, no. 1 (January 20, 2022): 4537–45. http://dx.doi.org/10.14704/web/v19i1/web19300.

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With the rapid development and multifarious application of artificial intelligence technology, elementary learners are demanded to learn about AI. At the same time, due to the pandemic, classes without face-to-face contact have been increasing. This study aims to develop teaching-learning contents instructing core principles of artificial intelligence, respectively in face-to-face and non-face-to-face learning environments. Proposed teaching-learning contents mainly target elementary learner and provide simplified experience for convolutional neural network(CNN) algorithm. Learners accomplish convolution operation with simple numbers then extract feature map. Students experience CNN process with 5x5 virtual input image consists of numbers. 2x2 filter is given for convolution operation, and students fill 4x4 feature map with the results. These same teaching-learning activities can be also offered with online interactive worksheets, using ‘LIVEWORKSHEETS’ website. By transforming printed worksheets into online ones, learners in distance learning classes can accomplish identical coursework clicking and typing then score themselves. Teachers and learners can choose appropriate teaching-learning way or mix both of them flexibly based on their situation. Subsequent studies are expected to revise the contents after sufficient pilot classes with diverse learner groups and devise additional physical teaching-learning activity suitable for elementary learners. This study proposes the importance of continuous research on artificial intelligence education for young learners and versatile teaching-learning contents for various learning environment.

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Lee, Irene, and Beatriz Perret. "Preparing High School Teachers to Integrate AI Methods into STEM Classrooms." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 11 (June 28, 2022): 12783–91. http://dx.doi.org/10.1609/aaai.v36i11.21557.

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In this experience report, we describe an Artificial Intelligence (AI) Methods in Data Science (DS) curriculum and professional development (PD) program designed to prepare high school teachers with AI content knowledge and an understanding of the ethical issues posed by bias in AI to support their integration of AI methods into existing STEM classrooms. The curriculum consists of 5-day units on Data Analytics, Decision trees, Machine Learning, Neural Networks, and Transfer learning that follow a scaffolded learning progression consisting of introductions to concepts grounded in everyday experiences, hands-on activities, interactive web-based tools, and inspecting and modifying the code used to build, train and test AI models within Google Colab notebooks. The participants in the PD program were secondary school teachers from the Southwest and North-east regions of the United States who represented a variety of STEM disciplines: Biology, Chemistry, Physics, Engi-neering, and Mathematics. We share findings on teacher outcomes from the implementation of two one-week PD workshops during the summer of 2021 and share suggestions for improvements provided by teachers. We conclude with a discussion of affordances and challenges encountered in preparing teachers to integrate AI education into disciplinary classrooms.

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Simic, Goran. "The multi-courses tutoring system design." Computer Science and Information Systems 1, no. 1 (2004): 141–55. http://dx.doi.org/10.2298/csis0401141s.

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This paper describes architecture, design, and implementation of Multitutor a Web-based environment for the development the e-learning courses and for the use of them by the students. Multitutor is designed as a Web-classroom client-server system, ontologically founded, and is built using modern intelligent and Web-related technologies. Experience with Multitutor so far shows that both teachers and learners have positive feelings about using them as a support tool for creating and learning different courses. In order to illustrate the design of the system, this paper presents some details of Multitutor architecture.

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Romualdo Soares, Deyse Mara, Cleide Jane De Sá Araújo Costa, and Luís Paulo Leopoldo Mercado. "Perspectiva de discentes do curso de Pedagogia sobre a tutoria e interação na EAD (Perspective of students from the Pedagogy course on tutoring and interaction in EAD)." Revista Eletrônica de Educação 15 (November 30, 2021): e4988058. http://dx.doi.org/10.14244/198271994988.

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e4988058Distance education (EAD) is based on the interaction between students and teachers, engaged in a link that determines the access that leads to this process of teaching and knowledge. In this scenario, tutoring stands out as one of the most relevant issues to be studied and addressed, as there is a need to train these professionals to work in this type of teaching. Thus, the research aims to analyze the role of online tutoring and its interactions (narratives) in an elective discipline of the classroom Pedagogy course, from a public higher education institution in the state of Alagoas, in the understanding of its students. With a qualitative approach and exploratory character, the research had as subjects seven students of the course. The instruments of data collection were: questionnaire and observation of interactions (narratives) of students in the forums. The analysis took place in an interpretative way using the Sobek software to assist in the analysis, following the categories: tutoring; interactions in the virtual learning environment; teacher-tutor interaction and students. For students, the experience of acting in tutoring was a moment of learning about this role; considered that in some mini courses there was not; emphasized that the role of tutoring is ingrained in mediating the knowledge of EAD students. It is relevant to reflect on the inclusion of disciplines on distance learning in the curriculum of universities, in the process of initial teacher training.ResumoA educação a distância (EAD) está fundamentada na interação entre os estudantes e professores, engajados num elo que determina o acesso nesse processo de ensino e conhecimento. Nesse cenário, a tutoria se destaca como uma das relevantes questões a ser estudada e abordada, pois, há a necessidade de formar esses profissionais para atuarem nessa modalidade de ensino. Diante disso, o artigo tem o objetivo analisar o papel da tutoria online e suas interações de narrativas, de acordo com a compreensão dos estudantes em uma disciplina eletiva do curso de Pedagogia, na modalidade presencial, de uma instituição de ensino superior (IES) pública do estado de Alagoas. De abordagem qualitativa e caráter exploratório, o estudo teve como sujeitos, sete estudantes do referido curso. Os instrumentos de coleta de dados foram: questionário e observação das interações dos estudantes nos fóruns. A análise se deu de forma interpretativa utilizando-se do software Sobek para auxiliar na análise, seguindo as categorias: tutoria; interações no ambiente virtual de aprendizagem (AVA); interação professor-tutor e estudantes. O estudo mostrou que para os estudantes, a experiência de atuar na tutoria foi um momento de aprendizagem sobre esse papel; consideraram que em alguns momentos não houve interações entre eles; enfatizaram que o papel da tutoria está arraigado na mediação do conhecimento do aluno da EAD. Torna-se relevante refletir sobre a inserção de disciplinas EAD no currículo das universidades, no processo de formação inicial dos professores.Palavras-chave: Tutoria, Interação, Educação a Distância, Pedagogia.Keywords: Mentoring, Interaction, Distance Education, Pedagogy.ReferencesASSOCIAÇÃO BRASILEIRA DE EDUCAÇÃO A DISTÂNCIA. Censo EAD. BR 2017: relatório analítico da aprendizagem a distância do Brasil. Curitiba: InterSaberes, 2018. Disponível em: http://abed.org.br/arquivos/CENSO_EAD_BR_2018_digital_completo.pdf. Acesso em: 27 jul. 2019.BARROS, Fernanda A.; PARAGUAÇU, Fábio.; NEVES, André; COSTA, Cleide J..Intelligent tools for cooperative learning in the Internet. In: LESTER, James C.; VICARI, Rosa M.; PARAGUAÇU, Fábio. (Ed.). Intelligent tutoring systems. LNSC 3220. Berlin: Springer Verlag, 2004. p. 788-791.BELLONI, Maria Luiza. Educação a distância. Campinas: Autores Associados, 2008.BONK, Curtis J.; DENNEN, Vanessa. Frameworks for research, design, benchmarks, training and pedagogy in web-based distance education. In: MOORE, M.; ANDERSON, W. Handbook of distance education. Mahwah, NJ: Lawrence Erlbaum, 2003. p. 329-346BRASIL. Ministério da Educação. Secretaria de Educação a Distância. Referenciais de qualidade para educação superior a distância. Brasília, DF: MEC, 2009.BRUNO, Adriana Rocha; LEMGRUBER, Márcio Silveira. Dialética professor-tutor na educação on-line: o curso de Pedagogia-UAB-UFJF em perspectiva. Anais... III Encontro Nacional sobre Hipertexto, Belo Horizonte, 29-31 out. 2009. Disponível em: http://www.ufpe.br/nehte/hipertexto2009/anais/a/a-dialeticaprofessor-tutor.pdf. Acesso em: 06 jul. 2019.COSTA, Cleide J.; PARAGUACU, Fábio; PINTO, Anamelea. Experiência interativas com ferramentas midiáticas na tutoria on-line. Em Aberto, v. 22, p. 121-137, 2009.DILLENBOURG. Pierre. What do you mean by ‘collaborative learning. Swrtzerland: University of Geneva, 1999. Disponível em: http://hal.archives-ouvertes.fr/docs/00/19/02/40/PDF/Dillenbourg-Pierre-1999.pdf. Acesso em: 22 jul. 2019.GIANNASI, Maria Júlia. A prática pedagógica do tutor no ensino a distância: resultados preliminares. Virtual Educa: México, 2005IMBERNÓN, Francisco. Formação docente e profissional: formar-se para a mudança e a incerteza. São Paulo: Cortez, 2006.KENSKI, Vani. Educação e tecnologias: o novo ritmo da informação. São Paulo: Papirus, 2013.LUDKE, Menga; ANDRÉ, Marí. Pesquisa em educação: abordagens qualitativas. 2. ed. São Paulo: EPU, 2013.OLIVEIRA, Cármem L; LIMA, João; MERCADO, Luís P. Tutoria online no programa formação continuada de professores em mídias na educação. In: MERCADO, Luís P. (org.) Práticas de formação de professores na educação a distância. Maceió: Edufal, 2008, p. 47-59PRIMO, Alex. O aspecto relacional das interações na web 2.0. Revista da Associação Nacional dos programas de pós-graduação comunicacional. v. 9, ago. 2007a.PRIMO, Alex. Interação mútua e interação reativa: uma proposta de estudo. Porto Alegre: Ed. Editora Sulina, 2007b.SAMPIERI, Roberto H.; COLLADO, Carlos; LUCIO, Maria del Pilar B. Metodologia de pesquisa. 5.ed. Porto Alegre: Penso, 2013.SERAFIM, Maria Lúcia; SOUSA, Robson Pequeno de. Multimídia na educação: o vídeo digital integrado ao contexto escolar. Campina Grande: Eduepb, 2011.SEVERINO, Antonio Joaquin. Metodologia do trabalho científico. 23. ed. São Paulo: Cortez, 2007.SILVA, Cleeyton T. Entre os gregos e eles mesmos: um ensaio sobre identidade e alteridade em A República dos Lacedemônios de Xenofonte. In: XXVI Simpósio Nacional de História. Anais… São Paulo: ANPUH jul. 2011. p. 1-13.VALENTE, José A. Pesquisa, comunicação e aprendizagem com o computador: o papel do computador no processo ensino-aprendizagem. In: ALMEIDA, Maria E.; MORAN, José M. (org.). Interação das tecnologias na educação. Salto para o futuro. Brasília, Ministério da Educação, SEED, 2005, p. 15-35.

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Lutfiani, Ninda, Sutarto Wijono, Untung Rahardja, Ade Iriani, Qurotul Aini, and Rafly Ananda Dwi Septian. "A Bibliometric Study : Recommendation based on Artificial Intelligence for iLearning Education." Aptisi Transactions on Technopreneurship (ATT) 5, no. 2 (November 30, 2022): 112–19. http://dx.doi.org/10.34306/att.v5i2.279.

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Since most students begin their studies online, the LMS platform is frequently used. Universities and colleges play a crucial role in adopting many of its LMS platforms. A web-based application software package called Bibliometrics is used to design, test, and evaluate specific learning processes. LMS will be the dominant artificial intelligence-based solution for managing eLearning starting in early 2021. The principal objective of this project is to develop an artificial intelligence-powered LMS portal that enables students to continue studying and receive the most recent lessons from their teachers. Using the Communicate cloud software and Dialog Flow, a chatbot plugin system connected to the Google platform, and based on current needs, research bibliometrics was developed as an LMS project system. Students can interact with the chatbot anytime to satisfy their learning needs as long as they have an internet connection and a student ID card to access the dashboard. The LMS Platform, which was developed utilizing Bibliometrics and Artificial Intelligence approaches to help students access resources and complete teacher tasks, is a novelty in this work, according to earlier publications that have been evaluated.

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Yang, Jiawen, and Min Chen. "Construction of Sports and Health Data Resources and Transformation of Teachers’ Orientation Based on Web Database." Journal of Healthcare Engineering 2022 (February 7, 2022): 1–10. http://dx.doi.org/10.1155/2022/4372406.

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In the intelligent era, emerging information technology helps to transform the information society into an intelligent society and the educational system into a new educational ecology. Teachers must change their roles to be competent for future education and teaching as a result of social transformation, technology application, and education development. Simultaneously, figuring out how to sort sports health data and analyze students’ physical health information with a low error rate is an urgent problem that needs to be solved. Data management skills are an unavoidable requirement of the current state of school physical education. Sports health information management will become easier as computer technology advances and the country places a greater emphasis on computer networks. This paper proposes a Web database-based sports health data management system. This paper can help schools understand the relationship between important factors and indicators that affect students’ health in order to guide them in making timely changes to their physical education programs. Provide a reasonable sports health plan based on scientific analysis and evaluation to achieve the goal of improving students’ physical quality and reducing workload.

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Kuo, Chin-Hwa, David Wible, Meng-Chang Chen, Li-Chun Sung, Nai-Lung Tsao, and Chia-Lin Chio. "The Design of an Intelligent Web-Based Interactive Language Learning System." Journal of Educational Computing Research 27, no. 3 (October 2002): 229–48. http://dx.doi.org/10.2190/xjve-x9jm-ul46-er0t.

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The design of an Intelligent Web-based Interactive Language Learning (IWiLL) system to support English learning on the Internet is described. We designed two kinds of learning environments: 1) an interactive English writing environment; and 2) an authentic conversation learning environment. These are intended to improve learners' basic language skills in listening, reading, speaking, and writing. In addition, the system also offers authoring tools that facilitate teachers' content preparation. The system not only provides multimedia learning environments for users, but also builds a learner corpus, an archive of English texts written by learners for whom English is a second language. Further analysis of the learner corpus creates the potential to detect the users' persistent errors and then to provide adequate help to the users. An important aspect of the system is the careful integration of the multimedia environments in ways that systematically enrich the learners exposure to and grasp of specific aspects of the target language. For example, particular targeted vocabulary items can be encountered in text as well as video. The system also is designed to track a variety of facets of each learner's interaction with the environment. This tracked data in turn supports spiraling of English material that the learner has encountered.

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Ramaha, N. T. A., H. Abdellatef, and I. R. Karas. "AN INTELLIGENT TUTORING SYSTEM TO MAINTAIN THE STUDENTS’ MOTIVATION." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLVIII-4/W3-2022 (December 2, 2022): 143–47. http://dx.doi.org/10.5194/isprs-archives-xlviii-4-w3-2022-143-2022.

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Abstract. Recently, many educational institutions around the world has transformed to online education specially during the COVID-19 pandemic. This fast and in many cases unplanned transformation leads to the needs for more researches to find solutions for the problems of this rapid transformation. As it's the best economic options during this pandemic, this study focused on creating a web-based (asynchronous system) intelligent tutoring system (ITS) to support the teachers in the C programming language course. Nonetheless, the suggested system takes into consideration one of the biggest challenges for asynchronous system which is how to maintain the students' motivation for the entire learning process. Therefore, the current study suggested the use of an interactive ITS as a solution for this challenge. The created system C-ITS used a set of motivational state rules and tactics to assess and maintain the motivation of the students. Finally, after using the system by the students and the teachers for two weeks, we conducted an evaluation study to evaluate the quality of the system design, the usability, the functionality, the compatibility. The result of the evaluation study showed that C-ITS system acceptable from both the students and the teachers.

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Zhang, Shu Dong, and Yan Chen. "Research on Domain Ontology-Based Intelligent Information Retrieval System." Key Engineering Materials 460-461 (January 2011): 300–304. http://dx.doi.org/10.4028/www.scientific.net/kem.460-461.300.

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Domain ontology introduces a new theory and method for information retrieval. In this paper, we analyze the deficiencies of traditional information retrieval and explore the relationship between domain ontology and information retrieval, as well as the basic design ideas of information retrieval based on domain ontology. Finally we present a domain ontology-based intelligent information retrieval system, so that the information retrieval can be promoted from the keyword level to the semantic level. With the rapid development of the national economy and the growth of information resources, traditional methods relying on the browser, database fields, keyword matching, or even manual retrieval query has become increasingly difficult to meet people's information retrieval needs. How to quickly and accurately identify the needed information resources has become a urgent question in front of us. Information retrieval is a technology which can find out the relevant information the user needs from a collection of large amounts of information. It has experienced manual retrieval, computer retrieval stage, now it has developed to the network and intelligent stage. The objects of information retrieval extend from a relative closed, stable and consistent, centrally managed information content by an independent database to an open, dynamic, quickly update, widely distributed, and loosely managed web content; the users of information retrieval also spread from professional intelligence agent to the common including government officials, businessmen, managers, teachers, students, professionals, etc. They ask for the higher and more diverse requirements from the results to the manner of information retrieval. Adapting to the need for network, intelligence and personalization is a new trend of information retrieval technology.

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Trung, Nguyen Dinh, Dinh Tran Ngoc Huy, and Trung-Hieu Le. "IoTs, Machine Learning (ML), AI and Digital Transformation Affects Various Industries - Principles and Cybersecurity Risks Solutions." Webology 18, Special Issue 04 (September 30, 2021): 501–13. http://dx.doi.org/10.14704/web/v18si04/web18144.

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Our purpose to conduct this research is that we would like to present advantages and applications of internet of things (IoTs), Machine learning (ML), AI - Artificial intelligence and digital transformation in Education, Medicine-hospitals, Tourism and Manufacturing Sectors. In this paper authors will use methods such as empirical research and practices and experiences in infrared rays system applications in emerging markets such as Vietnam. Research Results find out that in education sector, ML and IoTs and AI has affected methods of teaching and methods of evaluating students in classroom and from then, teachers or instructors can decide suitable career development path for learners. Last but not least, ML and IoTs and AI together also has certain impacts in hospitals and medicine sector where public health data and patients information and diseases information are recorded and processed faster with Big Data. Till the end, we have enough information to propose implications for future researches on applications of machine learning in each specific sector and also, cybersecurity Risk management also need for implementing and applying ML and IoTs and AI.

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Xing, Yanhua. "Design and Implementation of Tourism Teaching System Based on Artificial Intelligence Technology." Computational Intelligence and Neuroscience 2022 (April 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/5298530.

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The tourism teaching system provides all kinds of teaching resources for students and shares good teachers, which greatly improves the quality of teaching and learning, and it enables students to teach and learn randomly in the system. The mode of educational information dissemination has also changed, resulting in great changes in educational models, ideas, and methods. The tourism teaching system overcomes the shortcomings of traditional education. In the 21st century, the means of education and teaching will be ITS-based, and technology will be used to optimize teaching. With the rapid development of network technology, it has been widely used in the field of education, and the way of educational information dissemination has also changed, which has led to great changes in educational models, concepts, and methods. Therefore, the combination of artificial intelligence technology and tourism teaching system is the focus of current educational research. In this paper, the tourism teaching system is designed based on artificial intelligence technology. Combined with the application status of the tourism teaching system in education, a personalized cognitive student model is designed by combining artificial intelligence technology with student behavior analysis, and an intelligent and personalized educational environment is developed. Design and implement a simple web-based tourism teaching system, use a personalized cognitive student model to model students, and use an expert question bank and self-built question bank to test students’ learning to provide a basis for students’ next learning.

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Mohadesi, Elahe, and Taghi Vahidi. "Designing teachers’ OC and JS model considering the triple IQ–EI–SI pattern for students." Global Journal of Guidance and Counseling in Schools: Current Perspectives 12, no. 1 (April 30, 2022): 92–103. http://dx.doi.org/10.18844/gjgc.v12i1.5708.

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Any educational system strongly requires teachers’ commitment. Meanwhile, job satisfaction (JS) apparently reinforces their organisational commitment (OC), and also OC will probably, in turn, lead to JS even more. Additionally, unilateral focus on intelligence quotient (IQ) cannot definitely nurture the scientific and practical capabilities of students proportionally. Thus, simultaneous attention needs to be paid to emotional intelligence (EI) and social intelligence (SI) along with IQ. This study aims to find reasonable relationships among the variables ‘OC’, ‘JS’, ‘IQ’, ‘EI’ and ‘SI’ by introducing a model containing recent findings based on the web mining and text mining methods and by considering a set of related components determined for each variable. Finally, it has been concluded that focusing on both OC and JS in teachers will accelerate the triple competencies of the students in IQ, EI and SI. Keywords: Organisational commitment, job satisfaction, intelligence quotient, emotional intelligence, social intelligence;

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King, Calvin L., Vincent, Kelvin, Harco L. H. S. Warnars, Nurulhuda Nordin, and Wiranto H. Utomo. "Intelligent Tutoring System: Learning Math for 6th-Grade Primary School Students." Education Research International 2021 (June 1, 2021): 1–10. http://dx.doi.org/10.1155/2021/5590470.

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This paper proposes a web-based application designed to help elementary school students who have difficulty learning online independently and also their parents who are currently having difficulty teaching their children to study at home online, especially at this time of difficulty with a pandemic outbreak like COVID-19; this time does not allow for physical meetings for the learning process in primary schools. In this paper, we only focus on mathematics because based on several other studies, it is very difficult and important to learn mathematics at the beginning of educational activities such as at the elementary school level. In this paper, the system is modeled using the Unified Modeling Language (UML) tool in the form of a use case diagram which is used to describe the proposed business process and uses class diagrams to describe the database model diagram. In this case, the class diagram is used to describe the data in the class diagram where each class refers to a table in the database. The web-based application user interface is shown at the end to show the communication between users and applications, where this web-based application is implemented using Personal Home Pages (PHP) as server programming and using MySQL to store database model designs. Moreover, for the Intelligent Tutoring System (ITS), content was created using the Cognitive Tutor Authoring Tools (CTAT) which is an authoring tool for learning mathematics created by Carnegie Mellon University. In the end, this web-based application is expected to be used and support teachers as a complement to online mathematics learning, especially during difficult times such as during the COVID-19 pandemic.

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Rego, H., T. Moreira, and F. J. García-Peñalvo. "AHKME eLearning Information System." International Journal of Knowledge Society Research 2, no. 2 (April 2011): 71–79. http://dx.doi.org/10.4018/jksr.2011040107.

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AHKME (Adaptive Hypermedia Knowledge Management E-Learning Platform) is an eLearning Information System that has evolved to fulfill the web-based learning requirements when they are compliant with a Web 3.0 philosophy. The ideas behind Web 3.0 are related to more semantic and intelligent systems. AHKME allows teachers to access standardized resources and evaluate integration and reuse possibilities in eLearning systems, not only content but also learning strategy. The educational resources adaptation in AHKME is supported by a set of collaborative tools, which also allow the users’ feedback provision that is stored in system database. The semantic component in AHKME is based on a set of tools for the instructional designer to create and customize specifications and ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, and recommendation of adaptations in learning resources. Finally, AHKME takes into account the mobile learning (mLearning) capabilities, allowing access by teachers and students to learning resources, regardless of time and space.

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Farzaneh, Mandana, Iman Raeesi Vanani, and Babak Sohrabi. "Utilization of Intelligent Software Agent Features for Improving E-Learning Efforts." International Journal of Virtual and Personal Learning Environments 3, no. 1 (January 2012): 55–68. http://dx.doi.org/10.4018/ijvple.2012010104.

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E-learning is one of the most important learning approaches within which intelligent software agents can be efficiently used so as to automate and facilitate the process of learning. The aim of this paper is to illustrate a comprehensive categorization of intelligent software agent features, which is valuable for being deployed in the virtual world of learning and training. The characteristics of agents make them worthwhile for being used in the implementation and improvement of e-learning information systems, especially the web-based or web-enabled e-learning mechanisms. An extensive exploration of agent-related international papers has been conducted so as to cover a wide range of internationally accepted features as well as the classification of agents and their correspondent references. These agent characteristics enable the online learning mechanisms to act on behalf of the user in electronic learning and to respond to specific requirements in a more efficient and effective manner than the traditional learning systems. The implementation of agents according to the most useful features helps teachers transfer the related knowledge easier, faster, and more directed towards the targeted audience of the e-learning system for a better and deeper learning quality.

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Liu, Hai, Min Li, and Xiaoping Yang. "Design of Multimedia Intelligent Teaching Platform for Preschool Curriculum Based on Edge Computing." Wireless Communications and Mobile Computing 2022 (June 25, 2022): 1–10. http://dx.doi.org/10.1155/2022/2981267.

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Intelligent teaching platform integrates the respective advantages of network and traditional teaching and makes the teaching content develop in a diversified direction. However, due to the poor response performance of the platform, a multimedia intelligent teaching platform for children’s courses based on edge computing is designed. Construct the overall framework of the teaching platform under the edge computing, and get the functions that the platform needs to have. Set the authority and role of administrators, teachers, and children’s parents, respectively. Develop Android server and client, determine web server, define main parameters, evaluate the quality of teaching platform, and complete the design of teaching platform. The experimental results show that the platform responds quickly, provides users with good experience effect, and has good application performance.

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Dariya, Nastas. "ANALYSIS OF THE EXPERIENCE OF THE COUNTRIES OF EASTERN ASIA IN PREPARATION OF FUTURE PRIMARY SCHOOL TEACHERS BY THE IMPLEMENTATION OF DIGITAL TECHNOLOGIES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 7 (2019): 40–47. http://dx.doi.org/10.28925/2414-0325.2019.7.4.

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Digital and cloud-oriented technologies gained extremely powerful traction, Big Data and Web technologies are widely used, artificial intelligence is becoming popular as well as the Internet of things, smartphones and other devices have become an integral part of living in civilized society. Prompt digitalization predetermined the situation when learning is conducted spontaneously and informally. In today's realities educational process has to transform quickly and support gaining digital competence by all the participants. It is essential to follow the rules of secure and effective interaction with digital content, form media culture and media information literacy. To overcome challenges that appear in digital era it is necessary to provide high quality preparation of future teachers, that is why our aim was to research and analyze peculiarities of educational process of higher educational institutions of countries which have got significant gains in the field of creation and dissemination of the most modern IT technologies. The article analyzes the educational process of preparation of future elementary school teachers in East Asian countries, namely: South Korea, Japan, China (describes the levels of preparation in the higher education institution (HEI), specifies the peculiarities of the educational program and lists the educational goals that a future elementary teacher should achieve). It provides information on a study initiated and conducted by theThe Republic of Korean Research Foundation and outlines basic ideas for SMART education in understanding South Korean counterparts. Found out how future primary school teachers inThe Republic of Korea are trained in six core subjects with a combination of digital literacy to be taught in junior high. The vector of Japan's higher education reform is presented, which aims at developing conceptually new approaches to the organization of the educational space with a combination of classical pedagogy and IT, as well as information on the certification features of future and current teachers. The article focuses on educational innovations (interaction between IT and education), outlined by President Xi Jinping. The list of qualities that a Chinese teacher should possess in the 21st century is given.

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KOSBA, ESSAM M., VANIA G. DIMITROVA, and ROGER D. BOYLE. "USING FUZZY TECHNIQUES TO MODEL STUDENTS IN WEB-BASED LEARNING ENVIRONMENTS." International Journal on Artificial Intelligence Tools 13, no. 02 (June 2004): 279–97. http://dx.doi.org/10.1142/s0218213004001557.

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The paper illustrates how fuzzy techniques can be applied to address problems experienced in widespread computing systems for distance learning. Many educational organizations use Web Course Management Systems (WCMS) to run distance courses. In such environments, facilitators often face difficulties in monitoring and understanding problems experienced by distance learners. An approach is proposed here where artificial advisors are built to offer distance-learning facilitators informed advice of what the problems/needs of individuals and groups may be, as well as to suggest appropriate actions when possible. We have developed the TADV (Teacher ADVisor) framework, which builds student, group, and class models based on the tracking information generated by WCMS, and uses these models to generate advice to the course instructors. This paper introduces TADV and describes the fuzzy approach used for extracting individual, group and class models. TADV is currently exemplified in a Discrete Mathematics course run at the Arab Academy for Science and Technology and Maritime Transport, Alexandria, Egypt.

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Satapathy, Ashutosh, and Jenila Livingston L. M. "An Intelligent Framework Prototype for Monitoring Students in Virtual Classroom." Indonesian Journal of Electrical Engineering and Computer Science 12, no. 3 (December 1, 2018): 1151. http://dx.doi.org/10.11591/ijeecs.v12.i3.pp1151-1158.

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<p>Virtual classroom is one of the fastest growing educational technologies used by many industries and institutions. Today, Voice over Internet Protocol (VoIP) cloud is become a most accepted replacement to different virtual classroom technologies such as internet chat, internet radio, web conferencing, traditional video conferencing and peer to peer VoIP calls. It provides greater flexibility, reliability and cost efficient telecommunication features and operates on comparatively lesser bandwidth. Involvement of new technology in virtual classroom makes it more reliable to teachers and students. Still it follows traditional methods to monitor students by invigilator whether it may be inside the classroom or home study. A secure framework for virtual classroom is developed to not only monitor student’s activities continuously but also the amount of time spent by each student and provide security against unsecure unauthorized login. An effective monitoring System based on Liveness Face Detection techniques is proposed to add more flexibility to conduct virtual classroom and also increases the level of securities of each student’s accounts.</p>

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Андрій Шуляк. "THE MODEL OF FORMATION OF FUTURE IT TEACHERS’ PREPARATION FOR THE USE OF EDUCATIONAL WEB-RESOURCES." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 67–77. http://dx.doi.org/10.31499/2307-4906.4.2020.224100.

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The article reveals the structure of the model of forming future IT teachers’ preparation to use educational WEB-resources. Its component composition (blocks) is established. The methodological target block includes the purpose: formation of future IT teachers’ preparation to use educational WEB-resources, and the following approaches: informational, personality-centered, systemic, competence, technological, activity; also such principles: general pedagogical (accessibility, continuity, clarity, systematicity, sequence, scientific) and specific (effectiveness, dialogue, professional mobility, creativity, interactivity, multimedia), organizational and instrumental (stages: motivational-propaedeutic, technological-productive, organizational-methodical); content: traditional basic computer science courses; elective courses, special seminars with remote support, master classes, methodical seminars; professional courses and practices of methodical preparation of students; forms (traditional: lecture-press conference, lecture-conversation, seminar-discussion, colloquium, etc.; innovative: online-lecture, streaming video, slide lecture, video lecture, multimedia lectures, e-mail consultation, e-seminars, webinars, group projects on wiki technology, case technologies, forum, network interaction, network chat, joint blogging, local and network tutorials, educational portals, directories), methods: (projects, cooperative learning), case-study, game methods (business game); “E-portfolio”, round table, associative method; method of “falsification”, information resources, “reification”, demonstration examples, precedent, expediently selected tasks; training (using teleconferences; educational modeling), tools: modeling, educational, testing software; virtual labs software; reference information (legal) systems; automated training systems; electronic educational and methodical materials; expert training systems; intelligent educational systems; means of automation of professional activity, technologies (problem-based learning, individualized learning, developmental learning, differentiated learning, active learning, game learning), evaluation-effective (components and their indicators), levels (high, medium, low), result (preparation to use educational WEB-resources in professional activities).

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Khanom, Mehrunnissa, Afroza Hoque, Parvez Iqbal Sharif, Abu Talha Md Mahi Uddin, Md Ali Hossain, and Muslim Uddin Sabuj. "Teachers’ Perception on Virtual Teaching Learning Activities and Assessment: Web-based Study on a Non-Government Medical College in Bangladesh." Bangladesh Journal of Medical Education 12, no. 1 (March 7, 2021): 3–9. http://dx.doi.org/10.3329/bjme.v12i1.52303.

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Over last few months, educational institutes across the globe have been forced to close the campuses and switch to virtual classes. Learning is a hard job and studying online can make someone feel isolated, confused or discouraged without proper guidance. The current paper presents the results of a questionnaire-based cross-sectional study conducted in November 2020 on teachers of Chattagram International Medical College, a non-government medical college in Bangladesh. Altogether 52 teachers of CIMC participated in the study, which corresponded to 85% response rate. More than 90% teachers preferred screen-share during the class, half of the teachers considered internet connectivity as most challenging issue in taking class. Remarkable findings in closed questionnaire reflected interest among the faculty for online class, well-maintained discipline in the class, appropriate topic selection, satisfactory ownership of device for online class, non-preference of online class as a good substitute of face-to-face class and partial preference to keep virtual background as an option for teaching even after resuming face-to-face class. Key recommendations from the study included institutional support regarding internet connectivity and logistics, effective interaction with the students to make the classes more meaningful as well as proper training to the teachers to enhance proficiency in online classes. Finally, virtual class can never totally replace face-to-face class; however, this intelligent skill can be kept as an option for teaching in selective circumstances even after pandemic is over and face-to-face classes have been resumed. Bangladesh Journal of Medical Education Vol.12(1) 2021: 3-9

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Wang, Ya Fei, Ya Fei Lv, and Yun Cai Zhou. "Design and Implementation of Supesite-Based Experience Exchanging Platform." Advanced Materials Research 785-786 (September 2013): 1533–36. http://dx.doi.org/10.4028/www.scientific.net/amr.785-786.1533.

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This paper introduced the design ideas of university teachers website platform to exchange their experiences, which was based on LAMP architecture and the SupeSite management system. LAMPs advantages of rich web resources, cross-platform, high-performance and SupeSites advantages of intelligent selection and in-time updating are taken consideration. It described the construction process of the platform carefully and systematically. After introducing the function of the website of www.ncutedu.com, we focused on the users' operation and the administrators maintenance of this system. The platform put into use meets the needs of browsing, communicating and sharing. It plays a positive role in autonomic and cooperative learning.

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Xiao, Xinmei. "Research and Application of Cloud Platform-Oriented Intelligent Information Management System." Wireless Communications and Mobile Computing 2022 (July 6, 2022): 1–8. http://dx.doi.org/10.1155/2022/8397780.

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In order to realize unified deployment and system planning of various types of information and diverse needs, the author proposes an educational information management platform using cloud computing technology. The author introduces the layered architecture and platform advantages of cloud computing technology. Combining the advantages of cloud computing technology with the characteristics of the construction of educational information management platforms in colleges and universities, the B/S architecture is established, and the architecture model of the educational information management platform based on cloud computing technology is designed; the model includes user access layer, SaaS layer, PaaS layer, and IaaS layer, then analyze the functional modules of the platform design. Based on the Linux operating system server terminal, using Apache as the Web application server, the JSP system page was developed and established a SQL Server database, which includes information tables such as users, departments, teachers, courses, teaching resources, and statistical analysis. Finally, the application effect of the education information management platform based on cloud computing technology is analyzed. Experimental results show that the platform was tested, and it was found that the accuracy of system data operation was greater than 90%; the system ran stably and smoothly for more than 2 hours; 200 people could use the system at the same time; the system response delay was less than 3 seconds. Conclusion. The educational information management platform can be user-oriented, meet the personalized application needs of teachers and students in schools, and provide strong technical support for teaching experience innovation.

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Jancarik, Antonin, Jarmila Novotna, and Jakub Michal. "Artificial Intelligence Assistant for Mathematics Education." European Conference on e-Learning 21, no. 1 (October 21, 2022): 143–48. http://dx.doi.org/10.34190/ecel.21.1.783.

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The paper presents the partial results of a research study conducted within the project AI Assistant for Pupils and Teachers. The university, non-profit sector and organization established by the Ministry of Education are cooperating on this project. The aim of the project is to prepare an AI assistant for communication with teachers and pupils. The output of the project should be a system that communicates with pupils and teachers. AI assistant will offer them appropriate teaching materials based on their needs. The system will use not only pre-prepared materials (which is the case presented in this paper), but will be able to independently search and evaluate materials in open databases. We primarily focus on supporting the teaching and learning of mathematics and Czech language. In this paper, we focus on one of the partial researches. The aim of this research was to prepare and experimentally test the possibility of using a series of pre-prepared math problems of an increasing difficulty for individual (partly pupil-managed) practice of algebraic expressions. The topic of algebraic expressions was chosen because it is relatively well-structured and is therefore suitable for this method of processing. At the same time, and this is very important, the topics include the so-called critical topics, i.e. topics that cause problems for pupils and where pupils very often seek help. The topic of algebraic expressions is divided into several subchapters, each of which contains about ten steps, consisting of three tasks, one of basic, one of standard and one of higher difficulty, and supporting materials for mastering them. The pupil can decide what difficulty of the task they want to solve and what supporting materials they want to use. The developed application is available to pupils online in the web environment as well as in the form of an app for the mobile phone. The application has already been published and is in a test regime.

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COULARDEAU, Jacques. "HOW CAN WE TEACH FOREIGN LANGUAGES IN THIS POST-PANDEMIC DIGITALIZED AND GLOBALIZED WORLD?" Pro Edu. International Journal of Educational Sciences 3, no. 5 (June 27, 2021): 5–47. http://dx.doi.org/10.26520/peijes.2021.5.3.5-47.

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1- What are foreign languages? First language, second language, Bilingualism. 2- Foreign language and the learner's age Before 6 - after 6 - after 12 - grown up (after 18, and older) 3- Halliday, Notional Functional, and the EU Halliday and extreme urgency in the 1960s of the Indian subcontinent's immigration to the UK. EU's Mistake. Denis Girard's double mistake. Languages are easier to learn if there is any urgency and motivation. 4- How can we create urgency for foreign languages in a school environment? a- The top best: Virtual Reality. b- Chatbot and Artificial Intelligence. c- Telephone: one-on-one student-teacher on a previously assigned or chosen document or subject. d- Balancing act: machine or teacher vs student/students (no more than three). In presential one-on-ones or several-on-ones versus distant learning/teaching. The use of Artificial Intelligence - Facial recognition cameras - capturing body and facial language. e- All along we have to understand that the learners have to be encouraged to speak of what they like or dislike, and the teacher must be able to follow and respond to the requests and provocation of the students. 5- Beyond the pandemic a- The mistake: to go back to what it was before. The pandemic must be seen as an opportunity. b- Teaching foreign languages: a Public-Private Partnership (PPP), with UNESCO, UNICEF, all companies dealing with the hardware, software, and similar projects

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COULARDEAU, Jacques. "HOW CAN WE TEACH FOREIGN LANGUAGES IN THIS POST-PANDEMIC DIGITALIZED AND GLOBALIZED WORLD?" Pro Edu. International Journal of Educational Sciences 3, no. 5 (June 27, 2021): 5–47. http://dx.doi.org/10.26520/peijes.2021.4.3.5-47.

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1- What are foreign languages? First language, second language, Bilingualism. 2- Foreign language and the learner's age Before 6 - after 6 - after 12 - grown up (after 18, and older) 3- Halliday, Notional Functional, and the EU Halliday and extreme urgency in the 1960s of the Indian subcontinent's immigration to the UK. EU's Mistake. Denis Girard's double mistake. Languages are easier to learn if there is any urgency and motivation. 4- How can we create urgency for foreign languages in a school environment? a- The top best: Virtual Reality. b- Chatbot and Artificial Intelligence. c- Telephone: one-on-one student-teacher on a previously assigned or chosen document or subject. d- Balancing act: machine or teacher vs student/students (no more than three). In presential one-on-ones or several-on-ones versus distant learning/teaching. The use of Artificial Intelligence - Facial recognition cameras - capturing body and facial language. e- All along we have to understand that the learners have to be encouraged to speak of what they like or dislike, and the teacher must be able to follow and respond to the requests and provocation of the students. 5- Beyond the pandemic a- The mistake: to go back to what it was before. The pandemic must be seen as an opportunity. b- Teaching foreign languages: a Public-Private Partnership (PPP), with UNESCO, UNICEF, all companies dealing with the hardware, software, and similar projects.

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Resnik, Pia, Sharona Moskowitz, and Alex Panicacci. "Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions." Journal for the Psychology of Language Learning 3, no. 2 (December 19, 2021): 99–117. http://dx.doi.org/10.52598/jpll/3/2/7.

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When COVID-19 was declared a pandemic, the education sector soon faced the unprecedented challenge of moving courses online within no time. The rapid implementation of emergency remote teaching (ERT) led to students and teachers alike being thrown into an emotional terra incognita. This paper sets out to explore if foreign language (LX) grit, learners’ passion and perseverance for LX learning, is a predictor of learners’ foreign language enjoyment (FLE) and their foreign language anxiety (FLCA) in LX classes taught remotely due to COVID-19. Additionally, the role of trait emotional intelligence (TEI) in mediating the connections between LX grit, FLE, and FLCA is investigated. With a web survey, data were collected from 481 English as a Foreign Language (EFL) learners in Europe. Regression analyses indicated that LX grit was a reliable predictor of FLE and TEI. TEI functioned as a partial mediator in the model, explaining a significant proportion of variance (14.3%) in FLE scores. Thus, grittier students, who were also more emotionally intelligent, reported enjoying their English classes more. LX grit was also shown to be a reliable predictor of FLCA. In this case, TEI functioned as a full mediator in the model, explaining 22.5% of the variance in FCLA scores. Therefore, lower TEI scores were linked to higher levels of FLCA. Less gritty EFL learners scored lower on TEI, which consequently determined higher levels of FLCA. Data from two open-ended questions revealed that particularly enjoyable or anxiety-provoking episodes during ERT were similar among all learners. While positive group dynamics, teachers’ forgiving nature and easy-going disposition, humor as well as the innovative use of technology were mentioned as common factors boosting their FLE, speaking in front of strangers, overwhelming workload and technology-related aspects were frequently mentioned sources of anxiety.

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González-Calatayud, Víctor, Paz Prendes-Espinosa, and Rosabel Roig-Vila. "Artificial Intelligence for Student Assessment: A Systematic Review." Applied Sciences 11, no. 12 (June 12, 2021): 5467. http://dx.doi.org/10.3390/app11125467.

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Artificial Intelligence (AI) is being implemented in more and more fields, including education. The main uses of AI in education are related to tutoring and assessment. This paper analyzes the use of AI for student assessment based on a systematic review. For this purpose, a search was carried out in two databases: Scopus and Web of Science. A total of 454 papers were found and, after analyzing them according to the PRISMA Statement, a total of 22 papers were selected. It is clear from the studies analyzed that, in most of them, the pedagogy underlying the educational action is not reflected. Similarly, formative evaluation seems to be the main use of AI. Another of the main functionalities of AI in assessment is for the automatic grading of students. Several studies analyze the differences between the use of AI and its non-use. We discuss the results and conclude the need for teacher training and further research to understand the possibilities of AI in educational assessment, mainly in other educational levels than higher education. Moreover, it is necessary to increase the wealth of research which focuses on educational aspects more than technical development around AI.

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Boada, Imma, Antonio Rodríguez, Berta Llenas, and Pau Xiberta. "TAECon, a web-based platform to promote STEM." International Journal of Serious Games 9, no. 2 (May 31, 2022): 43–61. http://dx.doi.org/10.17083/ijsg.v9i2.488.

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In this paper, we present TAECon, a web-based platform designed to support STEM promotion sessions carried out by the Polytechnic School of Girona's University at higher schools. The platform combines gamification, serious games, content editors, and automatic correction strategies in a single framework. TAECon is used to prepare game sessions that turn around a central story with eight main characters from different ethnicities and genders that have to recover their identification cards. Players working in groups or individually and in face-to-face or virtual sessions have specific editors to design and enter solutions of challenges (or problems) and enigmas (or subproblems) created by STEM experts using the content editors of the platform. According to the type of enigma correction techniques automatically evaluate responses and assign the corresponding reward. The platform has been used by more than a thousand students from fifty secondary schools. To collect the platform impressions more than 250 students answered a questionnaire and 17 secondary school teachers were interviewed. As reported by the information collected, the platform was appreciated by both students and teachers. Users enjoyed the challenges and the game sessions. To conclude, TAECon can be considered a good strategy to promote STEM.

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Journal articles on the topic 'Intelligent Web Teacher'

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