For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
10
views
25
references
 Top references
cited by
20
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
0 collections
    0
    shares
      682
      similar
       All similar
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Towards AI-powered personalization in MOOC learning

      review-article

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Massive Open Online Courses (MOOCs) represent a form of large-scale learning that is changing the landscape of higher education. In this paper, we offer a perspective on how advances in artificial intelligence (AI) may enhance learning and research on MOOCs. We focus on emerging AI techniques including how knowledge representation tools can enable students to adjust the sequence of learning to fit their own needs; how optimization techniques can efficiently match community teaching assistants to MOOC mediation tasks to offer personal attention to learners; and how virtual learning companions with human traits such as curiosity and emotions can enhance learning experience on a large scale. These new capabilities will also bring opportunities for educational researchers to analyse students’ learning skills and uncover points along learning paths where students with different backgrounds may require different help. Ethical considerations related to the application of AI in MOOC education research are also discussed.

          Related collections

          Most cited references25

          • Record: found
          • Abstract: not found
          • Article: not found

          Education research. Rebooting MOOC research.

          Justin Reich (2015)
          Article 0 comments Cited 54 times – based on 0 reviews     Review now
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found
            Is Open Access

            Humans display a reduced set of consistent behavioral phenotypes in dyadic games

            Julia Poncela-Casasnovas, Mario Gutiérrez-Roig, Carlos Gracia-Lázaro … (2016)
            Socially relevant situations that involve strategic interactions are widespread among animals and humans alike. To study these situations, theoretical and experimental works have adopted a game-theoretical perspective, which has allowed to obtain valuable insights about human behavior. However, most of the results reported so far have been obtained from a population perspective and considered one specific conflicting situation at a time. This makes it difficult to extract conclusions about the consistency of individuals' behavior when facing different situations, and more importantly, to define a comprehensive classification of the strategies underlying the observed behaviors. Here, we present the results of a lab-in-the-field experiment in which subjects face four different dyadic games, with the aim of establishing general behavioral rules dictating individuals' actions. By analyzing our data with an unsupervised clustering algorithm, we find that all the subjects conform, with a large degree of consistency, to a limited number of behavioral phenotypes (Envious, Optimist, Pessimist, and Trustful), with only a small fraction of undefined subjects. We also discuss the possible connections to existing interpretations based on a priori theoretical approaches. Our findings provide a relevant contribution to the experimental and theoretical efforts towards the identification of basic behavioral phenotypes in a wider set of contexts without aprioristic assumptions regarding the rules or strategies behind actions. From this perspective, our work contributes to a fact-based approach to the study of human behavior in strategic situations, that could be applied to simulating societies, policy-making scenario building and even for a variety of business applications.
            Article 0 comments Cited 42 times – based on 0 reviews     Review now
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Education online: the virtual lab.

              S Waldrop (2013)
              Article 0 comments Cited 24 times – based on 0 reviews     Review now
                Bookmark
                All references

                Author and article information

                Contributors
                Han Yu:
                ORCID: http://orcid.org/0000-0001-6893-8650
                han.yu@ntu.edu.sg
                Chunyan Miao: ascymiao@ntu.edu.sg
                Journal
                Journal ID (nlm-ta): NPJ Sci Learn
                Journal ID (iso-abbrev): NPJ Sci Learn
                Title: NPJ Science of Learning
                Publisher: Nature Publishing Group UK (London )
                ISSN (Electronic): 2056-7936
                Publication date (Electronic): 14 December 2017
                Publication date PMC-release: 14 December 2017
                Publication date Collection: 2017
                Volume: 2
                Electronic Location Identifier: 15
                Affiliations
                [1 ]ISNI 0000 0001 2224 0361, GRID grid.59025.3b, Joint NTU-UBC Research Centre of Excellence in Active Living for the Elderly (LILY), , Nanyang Technological University, ; Singapore, 639798 Singapore
                [2 ]ISNI 0000 0001 2224 0361, GRID grid.59025.3b, School of Computer Science and Engineering, , Nanyang Technological University, ; Singapore, 639798 Singapore
                [3 ]ISNI 0000 0001 2288 9830, GRID grid.17091.3e, Department of Electrical and Computer Engineering, , The University of British Columbia, ; Vancouver, BC V6T 1Z4 Canada
                [4 ]ISNI 0000 0001 2224 0361, GRID grid.59025.3b, School of Materials Science and Engineering, , Nanyang Technological University, ; Singapore, 639798 Singapore
                Author information
                http://orcid.org/0000-0001-6893-8650
                Article
                Publisher ID: 16
                DOI: 10.1038/s41539-017-0016-3
                PMC ID: 6220236
                PubMed ID: 30631461
                SO-VID: 53205b41-5b54-4443-b00c-79c1369fe859
                Copyright © © The Author(s) 2017
                License:

                Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

                History
                Date received : 20 December 2016
                Date revision received : 2 November 2017
                Date accepted : 7 November 2017
                Categories
                Subject: Perspective
                Custom metadata
                issue-copyright-statement © The Author(s) 2017

                Data availability:

                Comments

                Comment on this article

                scite_

                Similar content682

                See all similar

                Cited by20

                See all cited by

                Most referenced authors196

                See all reference authors