AI-based adaptive personalized content presentation and exercises navigation for an effective and engaging E-learning platform

• Published in: Multimedia tools and applications Vol. 82; no. 3; pp. 3303 - 3333
• Main Authors: Sayed, Wafaa S., Noeman, Ahmed M., Abdellatif, Abdelrahman, Abdelrazek, Moemen, Badawy, Mostafa G., Hamed, Ahmed, El-Tantawy, Samah
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.01.2023; Springer Nature B.V
• Subjects: Adaptation; Algorithms; Artificial intelligence; Computer Communication Networks; Computer Science; Customization; Data Structures and Information Theory; Decision making; Distance learning; Gamification; Group theory; Instructional scaffolding; Machine learning; Multimedia Information Systems; Navigation; Online instruction; Scaffolding; Special Purpose and Application-Based Systems; Websites; Primary school mathematics; Dynamic learner model; Learning style; Gamification; Reinforcement learning
• ISSN: 1380-7501; 1573-7721
• DOI: 10.1007/s11042-022-13076-8

Effective and engaging E-learning becomes necessary in unusual conditions such as COVID-19 pandemic, especially for the early stages of K-12 education. This paper proposes an adaptive personalized E-learning platform with a novel combination of Visual/Aural/Read, Write/Kinesthetic (VARK) presentation or gamification and exercises difficulty scaffolding through skipping/hiding/ reattempting. Cognitive, behavior and affective adaptation means are included in developing a dynamic learner model, which detects and corrects each student’s learning style and cognitive level. As adaptation targets, the platform provides adaptive content presentation in two groups (VARK and gamification), adaptive exercises navigation and adaptive feedback. To achieve its goal, the platform utilizes a Deep Q-Network Reinforcement Learning (DQN-RL) and an online rule-based decision making implementation. The platform interfaces front-end dedicated website and back-end adaptation algorithms. An improvement in learning effectiveness is achieved comparing the post-test to the pre-test in a pilot experiment for grade 3 mathematics curriculum. Both groups witnessed academic performance and satisfaction level improvements, most importantly, for the students who started the experiment with a relatively low performance. VARK group witnessed a slightly more improvement and higher satisfaction level, since interactive activities and games in the kinesthetic presentation can provide engagement, while keeping other presentation styles available, when needed.