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Cognitive Horizons: Exploring the Synergy of Artificial Intelligence in E-learning...
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Cognitive Horizons: Exploring the Synergy of Artificial Intelligence in E-learning Environments

A special issue of Electronics (ISSN 2079-9292). This special issue belongs to the section "Artificial Intelligence".

Deadline for manuscript submissions: closed (15 July 2024) | Viewed by 19058

Special Issue Editors

Prof. Dr. Faouzi Alaya Cheikh

E-Mail Website
Guest Editor
Department of Computer Science, NTNU - Norwegian University of Science and Technology, P.O. Box 191, 2802 Gjøvik, Norway
Interests: visual information processing and analysis; computer vision; machine learning; signal processing
Special Issues, Collections and Topics in MDPI journals
Prof. Rune Hjelsvold

E-Mail Website
Guest Editor
Department of Computer Science, NTNU - Norwegian University of Science and Technology, P.O. Box 191, 2802 Gjøvik, Norway
Interests: computer science education; technology-enhanced learning; software engineering
Dr. Ali Shariq Imran

E-Mail Website
Guest Editor
Department of Computer Science, NTNU - Norwegian University of Science and Technology, P.O. Box 191, 2802 Gjøvik, Norway
Interests: multimodal media analysis; deep learning; natural language processing; e-learning
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Ibrahim A. Hameed

E-Mail Website
Guest Editor
Department of ICT and Natural Sciences, NTNU–Norwegian University of Science and Technology, Larsgårdsvegen 2, 6009 Ålesund, Norway
Interests: AI; autonomous systems; robotics
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue delves into the dynamic intersection of artificial intelligence (AI) and e-learning, seeking to unravel the transformative potential that emerges when cutting-edge technologies converge with educational paradigms. As the digital landscape continues to evolve, AI has emerged as a catalyst for redefining the future of education. This collection of articles explores the multifaceted impact of AI on various facets of e-learning, ranging from personalized learning experiences and intelligent tutoring systems to adaptive assessment methodologies.

Contributions within this Special Issue span a spectrum of research domains, including natural language processing, machine learning, and computer vision, illuminating the innovative ways in which AI augments instructional design and learner engagement. The ethical dimensions of AI in e-learning are also scrutinized, with a focus on ensuring equitable access, transparency, and the responsible use of learner data.

Ethical considerations take center stage in this exploration, with a dedicated focus on ensuring responsible AI use, safeguarding learner privacy, and promoting inclusivity in educational access. The Special Issue aims to be a guiding compass for educators, researchers, and policymakers navigating the dynamic intersection of AI and education technologies, offering insights that empower them to harness the full potential of these advancements in the pursuit of enriching and increasing accessibility to learning environments.

Prof. Dr. Faouzi Alaya Cheikh
Prof. Rune Hjelsvold
Dr. Ali Shariq Imran
Prof. Dr. Ibrahim A. Hameed
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Electronics is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • AI
  • learning
  • education
  • personalized
  • experience
  • tutoring
  • adaptive
  • assessment
  • methodology
  • engagement
  • ethics
  • e-learning
  • transparency
  • responsible AI
  • privacy
  • inclusiveness

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Published Papers (4 papers)

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Research

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19 pages, 1590 KiB  
Article
Flipped Learning and Artificial Intelligence
by David López-Villanueva, Raúl Santiago and Ramon Palau
Electronics 2024, 13(17), 3424; https://doi.org/10.3390/electronics13173424 - 29 Aug 2024
Viewed by 1676
Abstract
The recent emergence of Artificial Intelligence (AI) has the potential to influence the teaching-learning process. Some of the most used pedagogical approaches of the last decade have been Flipped Classroom and Flipped Learning. This article explores the intersection between Flipped Learning and AI [...] Read more.
The recent emergence of Artificial Intelligence (AI) has the potential to influence the teaching-learning process. Some of the most used pedagogical approaches of the last decade have been Flipped Classroom and Flipped Learning. This article explores the intersection between Flipped Learning and AI through qualitative research based on interviews with international experts in the field. The results reveal the significant impact of AI on education, highlighting how AI tools are transforming teaching and learning methodologies. Additionally, the evolution of Flipped Learning with the integration of AI is analyzed, showing how this combination enhances personalized learning and improves student engagement. Finally, the role of the teacher in this new educational paradigm is discussed, emphasizing the need for continuous adaptation and the development of new competencies to fully leverage emerging technologies. With this study, we aim to provide an overview of the opportunities and challenges that AI presents in the context of Flipped Learning. Full article
(This article belongs to the Special Issue Cognitive Horizons: Exploring the Synergy of Artificial Intelligence in E-learning Environments)
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25 pages, 10853 KiB  
Article
New Evidence on the Influence of Coloured Lighting on Students’ Cognitive Processes
by José Quiles-Rodríguez and Ramon Palau
Electronics 2024, 13(15), 3005; https://doi.org/10.3390/electronics13153005 - 30 Jul 2024
Viewed by 942
Abstract
Although there is a large amount of scientific literature on the impact of colour on learning, there is considerably less research on the impact of coloured lighting on learning. Numerous studies have explored this traditional approach, but their results are inconsistent and lack [...] Read more.
Although there is a large amount of scientific literature on the impact of colour on learning, there is considerably less research on the impact of coloured lighting on learning. Numerous studies have explored this traditional approach, but their results are inconsistent and lack systematic rigour. However, the logical technological evolution towards coloured lighting remains a nascent field, with most research focusing on colour temperature (CCT) rather than coloured lighting per se. Studies such as this one highlight the benefits of coloured LED lighting on students’ cognitive processes, as it is a technology which can overcome the limitations of traditional colour applications by introducing the concept of “dynamic colour” as a key component of smart classrooms that can be integrated into artificial intelligence (AI)-based decision making. This study, conducted in a primary school classroom, employed a quasi-experimental design with a pre-test and a control group, and had a duration of three months. The effect of coloured lighting on students’ cognitive processes, such as attention, impulsivity control and figurative creativity, divided into four dimensions, was investigated. Descriptive, variance-based and comparative analyses of the overall results reveal that coloured light significantly influences cognitive processes, and some results are even generalisable across the variables analysed. Full article
(This article belongs to the Special Issue Cognitive Horizons: Exploring the Synergy of Artificial Intelligence in E-learning Environments)
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25 pages, 2493 KiB  
Article
Lightlore: An Adaptation Framework for Design and Development of xAPI-Based Adaptive Context-Aware Learning Environments
by Aziz Hasanov, Teemu H. Laine, Jongik Kim and Tae-Sun Chung
Electronics 2024, 13(13), 2498; https://doi.org/10.3390/electronics13132498 - 26 Jun 2024
Viewed by 1287
Abstract
The age of pervasive computing has initiated a boom in the development of adaptive context-aware learning environments (ACALEs), i.e., systems that are capable of detecting a learner’s context and providing adaptive learning services based on this context. Many of the existing educational systems [...] Read more.
The age of pervasive computing has initiated a boom in the development of adaptive context-aware learning environments (ACALEs), i.e., systems that are capable of detecting a learner’s context and providing adaptive learning services based on this context. Many of the existing educational systems were developed as standalone applications for specific or a small range of adaptive educational scenarios. It would be extremely helpful for developers and educators to have a unified framework that provides an infrastructure for the development of ACALEs. In this study, we propose Lightlore—an adaptation framework that enables the development of different types of ACELEs for a wide range of learning scenarios in formal and informal settings. We first used scenario-based design (SBD) as the design methodology for creating a conceptual model of Lightlore. Educational scenarios were adopted from the results of a previous literature review. We then developed a proof-of-concept implementation of Lightlore, with a hypermedia system for learning data structures that uses the adaptation service of Lightlore. This implementation is essentially an adaptation infrastructure and a programming API for creating new (or transforming existing) adaptive and context-aware educational services. It exploits the experience API (xAPI), a modern e-learning standard and learning record store, thus making coupling with existing learning environments easier. We expect that diverse types of users will benefit from using Lightlore, such as learners, educators, learning environment developers, and researchers on educational technologies. Full article
(This article belongs to the Special Issue Cognitive Horizons: Exploring the Synergy of Artificial Intelligence in E-learning Environments)
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Other

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50 pages, 3825 KiB  
Systematic Review
Leveraging AI in E-Learning: Personalized Learning and Adaptive Assessment through Cognitive Neuropsychology—A Systematic Analysis
by Constantinos Halkiopoulos and Evgenia Gkintoni
Electronics 2024, 13(18), 3762; https://doi.org/10.3390/electronics13183762 - 22 Sep 2024
Viewed by 14451
Abstract
This paper reviews the literature on integrating AI in e-learning, from the viewpoint of cognitive neuropsychology, for Personalized Learning (PL) and Adaptive Assessment (AA). This review follows the PRISMA systematic review methodology and synthesizes the results of 85 studies that were selected from [...] Read more.
This paper reviews the literature on integrating AI in e-learning, from the viewpoint of cognitive neuropsychology, for Personalized Learning (PL) and Adaptive Assessment (AA). This review follows the PRISMA systematic review methodology and synthesizes the results of 85 studies that were selected from an initial pool of 818 records across several databases. The results indicate that AI can improve students’ performance, engagement, and motivation; at the same time, some challenges like bias and discrimination should be noted. The review covers the historic development of AI in education, its theoretical grounding, and its practical applications within PL and AA with high promise and ethical issues of AI-powered educational systems. Future directions are empirical validation of effectiveness and equity, development of algorithms that reduce bias, and exploration of ethical implications regarding data privacy. The review identifies the transformative potential of AI in developing personalized and adaptive learning (AL) environments, thus, it advocates continued development and exploration as a means to improve educational outcomes. Full article
(This article belongs to the Special Issue Cognitive Horizons: Exploring the Synergy of Artificial Intelligence in E-learning Environments)
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