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Liang Zhang; Jionghao Lin; John Sabatini; Conrad Borchers; Daniel Weitekamp; Meng Cao; John Hollander; Xiangen Hu; Arthur C. Graesser – IEEE Transactions on Learning Technologies, 2025
Learning performance data, such as correct or incorrect answers and problem-solving attempts in intelligent tutoring systems (ITSs), facilitate the assessment of knowledge mastery and the delivery of effective instructions. However, these data tend to be highly sparse (80%90% missing observations) in most real-world applications. This data…
Descriptors: Artificial Intelligence, Academic Achievement, Data, Evaluation Methods
Sha, Lele; Rakovic, Mladen; Das, Angel; Gasevic, Dragan; Chen, Guanliang – IEEE Transactions on Learning Technologies, 2022
Predictive modeling is a core technique used in tackling various tasks in learning analytics research, e.g., classifying educational forum posts, predicting learning performance, and identifying at-risk students. When applying a predictive model, it is often treated as the first priority to improve its prediction accuracy as much as possible.…
Descriptors: Prediction, Models, Accuracy, Mathematics
Sonsoles Lopez-Pernas; Kamila Misiejuk; Rogers Kaliisa; Mohammed Saqr – IEEE Transactions on Learning Technologies, 2025
Despite the growing use of large language models (LLMs) in educational contexts, there is no evidence on how these can be operationalized by students to generate custom datasets suitable for teaching and learning. Moreover, in the context of network science, little is known about whether LLMs can replicate real-life network properties. This study…
Descriptors: Students, Artificial Intelligence, Man Machine Systems, Interaction
Oliveira Moraes, Laura; Pedreira, Carlos Eduardo – IEEE Transactions on Learning Technologies, 2021
Manually determining concepts present in a group of questions is a challenging and time-consuming process. However, the process is an essential step while modeling a virtual learning environment since a mapping between concepts and questions using mastery level assessment and recommendation engines is required. In this article, we investigated…
Descriptors: Computer Science Education, Semantics, Coding, Matrices
Liu, Zhi; Kong, Xi; Chen, Hao; Liu, Sannyuya; Yang, Zongkai – IEEE Transactions on Learning Technologies, 2023
In a massive open online courses (MOOCs) learning environment, it is essential to understand students' social knowledge constructs and critical thinking for instructors to design intervention strategies. The development of social knowledge constructs and critical thinking can be represented by cognitive presence, which is a primary component of…
Descriptors: MOOCs, Cognitive Processes, Students, Models
Horota, Rafael Kenji; Rossa, Pedro; Marques, Ademir; Gonzaga, Luiz; Senger, Kim; Cazarin, Caroline Lessio; Spigolon, Andre; Veronez, Mauricio Roberto – IEEE Transactions on Learning Technologies, 2023
Digital outcrop models (DOMs) have facilitated quantitative and qualitative studies in digital and virtual environments of source and reservoir rock analogs important to the oil industry. The use of immersive virtual reality (iVR) to extend field experiences has motivated several research groups to develop software integrating iVR techniques with…
Descriptors: Earth Science, Science Instruction, Immersion Programs, Virtual Classrooms
Hao Zhou; Wenge Rong; Jianfei Zhang; Qing Sun; Yuanxin Ouyang; Zhang Xiong – IEEE Transactions on Learning Technologies, 2025
Knowledge tracing (KT) aims to predict students' future performances based on their former exercises and additional information in educational settings. KT has received significant attention since it facilitates personalized experiences in educational situations. Simultaneously, the autoregressive (AR) modeling on the sequence of former exercises…
Descriptors: Learning Experience, Academic Achievement, Data, Artificial Intelligence
Bull, Susan – IEEE Transactions on Learning Technologies, 2020
This overview outlines key issues in learning with an open learner model (OLM). Originally, learner models remained hidden, as their primary role was to enable a system to personalize the educational interaction. Opening the model in an understandable form provides additional methods of prompting reflection, planning, and other metacognitive…
Descriptors: Intelligent Tutoring Systems, Models, Student Characteristics, Educational Research
Chen, Xin; Self, Jessica Zeitz; House, Leanna; Wenskovitch, John; Sun, Maoyuan; Wycoff, Nathan; Evia, Jane Robertson; Leman, Scotland; North, Chris – IEEE Transactions on Learning Technologies, 2018
With the rise of big data, it is becoming increasingly important to educate groups of students at many educational levels about data analytics. In particular, students without a strong mathematical background may have an unenthusiastic attitude towards high-dimensional data and find it challenging to understand relevant complex analytical methods,…
Descriptors: Data, Visualization, Multidimensional Scaling, Mathematics Instruction
Papanikolaou, Kyparisia A. – IEEE Transactions on Learning Technologies, 2015
In this paper, we discuss how externalizing learners' interaction behavior may support learners' explorations in an adaptive educational hypermedia environment that provides activity-oriented content. In particular, we propose a model for producing interpretative views of learners' interaction behavior and we further apply this model to…
Descriptors: Student Behavior, Interaction, Hypermedia, Educational Technology
Yu, Hong Qing; Pedrinaci, C.; Dietze, S.; Domingue, J. – IEEE Transactions on Learning Technologies, 2012
Multimedia educational resources play an important role in education, particularly for distance learning environments. With the rapid growth of the multimedia web, large numbers of educational video resources are increasingly being created by several different organizations. It is crucial to explore, share, reuse, and link these educational…
Descriptors: Foreign Countries, Electronic Learning, Distance Education, Internet

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