Personalize eLearning System using Three Parameters and Genetic Algorithms
Abuagila Musa, Melvin Ballera, Sirt University, Libya
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract: The growing interest of eLearning in educational setting has been exponentially proliferated focusing only on the development and delivery of content among learners. Many researches manage to develop learning materials and put it the web to become electronically accessible to everyone or selected groups of learners. Many researchers have focused on developing personalized eLearning mechanism to assists the learning process but few have considered multiple parameters. Moreover, personalized eLearning system seems to neglect how to maximize the learning due to exclusion of learner’s ability and difficulty level in the design and inappropriate learning sequence. With the employment of genetic algorithms, a personalized curriculum sequence based on the learner’s prior knowledge and background can be developed. Moreover, by extracting the learner’s learning style and preferred media a second level of personalization can be achieved to determine the proper learning sequence.
Musa, A. & Ballera, M. (2011). Personalize eLearning System using Three Parameters and Genetic Algorithms. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 569-574). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
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Incorporating Social Oriented Agent and Interactive Simulation in E-learning: Impact on Learning, Perceptions, Experiences to non-Native English Students
Melvin Ballera & Mosbah Mohamed Elssaedi, Sirt University, Libya
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 495–503
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