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Relevant bibliographies by topics / Individualized learning paths

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Academic literature on the topic 'Individualized learning paths'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Individualized learning paths"

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LUBCHAK, Vladimir, Olena KUPENKO, and Borys KUZIKOV. "Approach to Dynamic Assembling of Individualized Learning Paths." Informatics in Education 11, no. 2 (2012): 213–25. http://dx.doi.org/10.15388/infedu.2012.11.

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Wu, Yanhong. "Learning Path Analysis of Optimizing Educational Data Mining Based on Genetic Algorithm." SHS Web of Conferences 213 (2025): 02031. https://doi.org/10.1051/shsconf/202521302031.

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With the extensive use of educational data mining in the field of learning analysis, identifying an effective approach to maximize learning route analysis has become a research priority. This study provides a genetic algorithm-based optimization framework for learning paths that simulates selection, crossover, and mutation operations in biological evolution. The framework first initializes a set of potential learning paths, which are then evaluated for fitness using input on learning outcomes. The iterative process of genetic algorithms preserves high fitness pathways while generating new ones

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Liu, Runhong. "Effective Paths of Junior Middle School English Autonomous Learning Under the Background of “Internet+”." Journal of Electronic Research and Application 6, no. 6 (2023): 20–28. http://dx.doi.org/10.26689/jera.v6i6.4880.

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Under the background of “Internet +” learning method, junior high school English independent learning is individualized, autonomous, and interactive. “Internet +” learning can not only improve students’ learning efficiency and learning quality, but also promote their comprehensive development. Therefore, in this paper, we analyzed the significance of developing junior high school English autonomous learning under the background of “Internet+,” explained the theoretical basis of autonomous learning, and how the concept of “Internet +” can be integrated into English teaching.

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Zhang, Yifei. "Optimizing Personalized Learning Paths in Mobile Education Platforms Based on Data Mining." International Journal of Interactive Mobile Technologies (iJIM) 19, no. 12 (2025): 4–18. https://doi.org/10.3991/ijim.v19i12.56393.

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With the rapid development of information technology, mobile education platforms have become an integral part of the education sector, demonstrating significant potential in optimizing personalized learning paths. Traditional educational models struggle to provide individualized support tailored to each student’s characteristics and learning progress. However, the integration of big data and artificial intelligence (AI) offers new approaches for constructing personalized learning paths. Data mining techniques analyze students’ learning behaviors and academic performance in depth to recommend s

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Xu, Xiao. "Game-Based Adaptive Learning in Probability Education." International Journal of Information and Education Technology 15, no. 1 (2025): 1–7. https://doi.org/10.18178/ijiet.2025.15.1.2212.

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Traditional approaches often fall short in effectively teaching complex subjects like probability and dynamic programming, especially in contexts requiring high engagement and individualized learning paths. This paper presents a simulation-based experimental study exploring the potential of an Artificial Intelligence (AI) adaptive learning system through the development of a game-based learning tool. The system utilizes dynamic programming principles and decision tree regressors to adjust the game complexity in real-time, based on simulated student performance. The adaptive dice game provides

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Ass., Eng. Iliyan Vasilev. "Adapted Gagné Model for Gifted and Talented Students in the Nowadays Technical VET." International Journal of Current Science Research and Review 08, no. 05 (2025): 2316–23. https://doi.org/10.5281/zenodo.15449623.

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Abstract : This proposal outlines an adapted model for secondary Technical and Vocational Education and Training (TVET) based on Gagné’s Differentiated Model of Giftedness and Talent (DMGT), aimed at nurturing the unique aptitudes of gifted learners. In recognizing the distinct needs of these students, the model integrates individualized learning paths, enhanced curriculum rigor, and project-based learning opportunities. The identification process uses comprehensive assessments to tailor educational plans. This ensures personalized engagement and progression that culminates in per

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Dr., R.Anitha, P. S. Dr.Arthy, and M.Thangamanı. "Developing an AI-Powered Interactive Virtual Tutor for Enhanced Learning Experiences." Journal of Advanced Research in Artificial Intelligence & It's Applications 2, no. 1 (2024): 18–27. https://doi.org/10.5281/zenodo.13745251.

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<em>With the rapid advancement of technology, the integration of artificial intelligence (AI) in education is transforming traditional learning environments. This paper presents the development of an AI-powered interactive virtual tutor designed to enhance learning experiences through personalized and adaptive instruction. The virtual tutor leverages natural language processing (NLP), machine learning algorithms, and data analytics to provide real-time feedback, individualized learning paths, and interactive dialogues with students. By simulating a human tutor, the AI tutor offers customized e

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Liu, Lichao. "The Impact of Mobile Applications on Personalized Learning Paths in Dance Education." International Journal of Interactive Mobile Technologies (iJIM) 19, no. 05 (2025): 128–43. https://doi.org/10.3991/ijim.v19i05.54525.

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With the rapid development of smart mobile applications, mobile devices have become an essential learning tool in dance education. Traditional dance teaching methods often fail to effectively meet the individualized learning needs of students, especially in the dynamic learning and feedback of skills. As a result, the design and implementation of personalized learning paths have become a key issue in current dance education. Although existing research has preliminarily explored dance teaching on mobile platforms, problems still exist, such as inaccurate student dance posture assessments and in

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Yuan, ChunHong, Nan Xiao, YuTing Pei, YuJia Bu, and YuLe Cai. "Enhancing Student Learning Outcomes through AI-Driven Educational Interventions: A Comprehensive Study of Classroom Behavior and Machine Learning Integration." International Theory and Practice in Humanities and Social Sciences 2, no. 2 (2025): 197–215. https://doi.org/10.70693/itphss.v2i2.216.

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This study investigates the integration of artificial intelligence (AI) in education to enhance student learning outcomes through personalized interventions. Using datasets encompassing classroom behavior, individualized learning paths, and teaching practices, the study identifies key factors influencing student engagement and performance. Employing the XGBoost classifier, it achieves a 96% accuracy in predicting student outcomes, enabling targeted support for at-risk students. A mixed-methods approach reveals the importance of engagement, effective teaching, and personalization in fostering i

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Palumbo, Carmen, Antinea Ambretti, and Giovanna Ferraioli. "Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2019): 3121–334. http://dx.doi.org/10.3280/ess1-2019oa7702.

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Over the past few decades, the adoption of an inclusive approach to education&nbsp;has stimulated a reflection on the educational value of body and movement&nbsp;within teaching-learning process in order to break down all barriers to learning&nbsp;and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing&nbsp;individualized and personalized learning paths that take into account the&nbsp;specific needs and characteristics of students thus contributing to their global&nbsp;and

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Books on the topic "Individualized learning paths"

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Rollande, Chartier, Trottier Daniel, and Québec (Province). Direction de l'adaptation scolaire et des services complémentaires, eds. Individualized paths for learning: Guide to educational organization and planning. Ministère de l'éducation, Direction générale des programmes, Direction de l'adaptation scolaire et des services complémentaires, 1987.

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Book chapters on the topic "Individualized learning paths"

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Chi, Yu-Liang, Tsang-Yao Chen, and Wan-Ting Tsai. "Creating Individualized Learning Paths for Self-regulated Online Learners: An Ontology-Driven Approach." In Cross-Cultural Design. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07308-8_52.

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, et al. "From Lines of Development to Scenarios." In Higher Education Landscape 2030. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_2.

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Abstract After examining the current developments in the field of knowledge and competence requirements, university teaching and technology, and their effects on a digital society through various background studies, this chapter focuses on modeling and developing different scenarios and discussions with regard to technology and social developments. Different economic and social requirements as well as new forms of didactics and learning environments will lead to necessary changes in higher education. It should provide a link between continuing and higher education by identifying new ways of re

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Bendahmane, Mohamed, Brahim El Falaki, and Mohammed Benattou. "Individualized Learning Path Through a Services-Oriented Approach." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46568-5_10.

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da Silva, Daniela Kubinyec, Vinicius Iuri de Menezes, Vera Lucia Messias Fialho Capellini, and Maria de Fátima Belancieri. "COLLABORATIVE TEACHING: CHALLENGES AND POSSIBILITIES IN THE CONSTRUCTION OF AN INDIVIDUALIZED SERVICE PLAN FOR STUDENTS WITH ASD." In Paths of Learning: Foundations of Educational Sciences. Seven Editora, 2025. https://doi.org/10.56238/sevened2024.038-014.

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This study aims to investigate the inclusive processes in the Municipal Education Network of a school in the interior of the state of São Paulo, focusing on students with ASD, accompanied by a specialist teacher in a regular classroom. In addition, we sought to verify, based on documentary analysis, evidence of collaborative work in the Individualized Service Plans of the student and in the Guidelines for Special Education in the Inclusive Perspective of the municipality. This is a qualitative, descriptive and documentary study, being developed in a municipal elementary school, in the early ye

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Hodhod Rania. "Educational Narrative-Based Environment to Teach Ethics." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2009. https://doi.org/10.3233/978-1-60750-028-5-789.

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This paper presents AEINS, an educational system to teach ethics using the Socratic Method pedagogy [1]. AEINS is based on an architecture that marriages interactive narrative and intelligent tutoring. The idea is centered around involving students in different moral dilemmas (teaching moments). AEINS provides individualized story-paths and a personalized learning process. AEINS early evaluation shows promising results.

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Rajendran, Rajesh Kanna, Ashok Immanuel V., and Mohana Priya T. "Specializing Instruction With the Use of Artificial Intelligence." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-5538-1.ch009.

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The integration of Artificial Intelligence (AI) promises to transform how educators deliver specialized instruction. AI empowers educators to personalize learning experiences for each student. This chapter investigates into how AI can create individualized learning paths, improve learning outcomes, and address diverse educational needs. We'll explore AI applications in education, discuss their benefits and limitations, and envision the future of AI-powered learning environments that are both inclusive and effective.AI personalizes instruction by adapting educational content and methods to each

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"AI Tools and Platforms for Personalized Learning." In Advances in Educational Technologies and Instructional Design. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-3474-4.ch003.

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This chapter explores various AI tools and platforms designed to personalize learning that are available online for teachers to use. The list of selected AI tools will provide information on how AI can analyze student data, notify knowledge gaps, and recommend targeted learning paths. AI-powered tutors and interactive learning environments can provide students with individualized support and foster deeper engagement with the material. Devers functionalities of AI can help educators create a more effective and empowering learning experience for all students. The list of AI tools and platforms i

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Torres, Kelly M., and Aubrey Statti. "Leveraging AI Tools for Language Learning Activities." In Advances in Computational Intelligence and Robotics. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-7260-9.ch007.

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The integration of artificial intelligence (AI) in education is revolutionizing traditional language learning methodologies by enabling personalized, efficient, and dynamic learning experiences. AI-driven tools have enhanced second language acquisition by providing individualized learning paths, real-time feedback, and tailored interventions, thus significantly improving learner outcomes across various educational. These tools can analyze extensive data to support students' unique learning needs, adapting content and offering contextually relevant language practice. However, the integration of

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Revathy J., Shanthalakshmi, Ritika Sachdeva M., Aiswarya M. S., and Manasha Devi T. G. "Transforming Personalized Learning With Artificial Intelligence." In Driving Quality Education Through AI and Data Science. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8292-9.ch014.

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This chapter will explore how AI transforms the personalized learning experience by describing how AI is implicated in the tailoring of a student's learning experience. This has emerged as an important approach toward the improvement of the engagement, motivation, and success of students within the diversity present in any educational setting. These technologies in AI empower teachers to effectively analyze data of the students to set customized learning paths and adaptive designs for the curriculum. It also refers to the practical applications of AI practically in learning institutions as wel

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Chaib, Sara Ouald, Fouad Muheya, and Samira Khoulji. "Machine Learning Systems to Optimize Teaching of Sustainable Development and Renewable Energy." In Advances in Environmental Engineering and Green Technologies. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-9924-8.ch014.

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The integration of renewable energy into sustainable development strategies is a global challenge. Teaching these concepts requires innovative pedagogical approaches that combine educational effectiveness with technical complexity. This paper explores the use of machine learning (ML) systems to enhance the teaching of renewable energy and sustainable development. We propose a pedagogical architecture using adaptive learning algorithms to analyze student performance and interactions, personalizing learning paths. The system adjusts teaching modules in real-time, providing individualized support

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Conference papers on the topic "Individualized learning paths"

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Gera, Ralucca, and Mark Reith. "Envisioning AI-powered Learning Stemming from Piloted Personalized Education." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17189.

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Learning systems can potentially transform education and training by allowing educators to encourage behavioural changes and internalization of concepts in learners. This paper introduces such an AI-powered model for a personalized learning system, building on our success of hand-curated learning paths to support individualized education. We utilize a network science approach as a construct to create an environment that is supportive of an individualized learning process, presenting an AI-powered framework. This framework is informed by student and faculty interactions with two custom created

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Hauser, Florian, Susanne Staufer, Lisa Grabinger, Simon Röhrl, and Jürgen Mottok. "ON THE ANALYSIS OF STUDENT LEARNING STRATEGIES: USING THE LIST-K QUESTIONNAIRE TO GENERATE AI-BASED INDIVIDUALIZED LEARNING PATHS." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1147.

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Germann, Melanie. "COOPERATIVE COURSE DEVELOPMENT WITH THE AIM OF ENABLING MORE INDIVIDUAL AND SELF-DIRECTED LEARNING PATHS, USING OPEN EDUCATIONAL RESOURCES AND ACCOMPANYING THE SKILLS ACQUISITION PROCESS IN AN INTEREST-DRIVEN AND INDIVIDUALIZED MANNER." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1206.

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Loya, Amol, Shrinath Deshpande, and Anurag Purwar. "Machine Learning Driven Individualized Gait Rehabilitation: Classification, Prediction, and Mechanism Design." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98434.

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Abstract Design of mechanisms for human-machine interaction involves numerous subjective criteria and constraints in addition to the kinematic task. This is particularly important for the rehabilitation devices, where the size, complexity, weight, cost, and ease of use are critical factors. A large majority of the approaches towards the design of such devices, which are based on limited degree-of-freedom mechanisms start with finding numerically optimal solutions to the task path followed by pruning for feasible design concepts. Given the highly nonlinear nature of the problem, this approach d

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Dumitrache, Anisoara. "ONLINE RESOURCES TO INCREASE CREATIVITY IN TEACHING AND LEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-128.

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Learning is available and accessible outside the class walls, without decreasing quality. Nowadays the internet is a source of knowledge, information and learning resources almost inexhaustible, the limit of it remaining teacher's creativity in using it. More, in traditional classroom, when open educational resources and other educational materials are used, the lessons become more attractive, flexible and the learning is individualized. The use of these resources can make the difference between guided lessons, with a low level of interactivity and participation from students' side and, opposi

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