Relevant bibliographies by topics / Personalized educational process

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Personalized educational process'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Personalized educational process"

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Wang, Mingwen, and Yulin Wang. "Personalized Educational Process Models with Spacing Effect." International Journal of Hybrid Information Technology 9, no. 1 (2016): 153–62. http://dx.doi.org/10.14257/ijhit.2016.9.1.14.

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Nagaeva, I. A., A. B. Frolov, and I. A. Kuznetsov. "Mobile learning software in the educational process." Informatization and communication, no. 2 (February 16, 2021): 95–100. http://dx.doi.org/10.34219/2078-8320-2021-12-2-95-100.

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The relevance of the announced subject consists in identification of m-learning opportunities in educational process. The purpose of m-learning – to make educational process flexible, available and personalized. M-learning represents innovative means for new generation of trainees.
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Shvardak, M., and O. Popovych. "PERSONALIZED LEARNING USING ARTIFICIAL INTELLIGENCE." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2025, no. 1 (2025): 139–56. https://doi.org/10.32755/sjeducation.2025.01.139.

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The relevance of the topic lies in the need to modernize the educational process in accordance with the individual needs of education seekers. Artificial intelligence creates new opportunities for personalizing learning, which is a key direction in the development of modern education. The purpose of the article: to explore the possibilities of using artificial intelligence to personalize learning in today’s conditions. Methodology: analysis and synthesis of scientific literature to determine the essence of personalized learning; analysis of educational strategies using artificial intelligence;
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Volkov, Aleksandr, Yury Rishko, Diana Boboshko, Evgeniya Eliseeva, Dmitrii Treistar, and Antonina Kulapova. "Multitrack Educational Programs as a Method of Educational Process Personalization at Universities." Education Sciences 14, no. 1 (2023): 22. http://dx.doi.org/10.3390/educsci14010022.

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This study analyzes the approach towards educational process organization at a university. We study existing practices of educational program personalization (and the relevant existing limitations) in the Russian system of university-level education. This study reviewed the general trends in university program personalization and performed an in-depth analysis of actual cases of personalized study plan implementation at Russian universities (we compared the declared objectives of such programs with their real-life implementation results). In this article, the authors also highlight the limitat
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Tkachuk, Halyna. "Model of realization of personalized learning of students of higher education institution." Engineering and Educational Technologies 9, no. 3 (2021): 8–17. http://dx.doi.org/10.30929/2307-9770.2021.09.03.01.

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In the article, the author considers the organization of personalized learning of students of higher education by designing a pedagogical model of education. Personalized learning improves the educational process, as the student can build their own educational trajectory according to their individual needs, interests, preferences, and abilities. The proposed pedagogical model reveals the structure and content of personalized education of higher education institutions, the central figure of which is the student, his educational needs, interests, and abilities. We have identified the purpose of
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Вариясова, Е. В., Ж. В. Зайцева, and Н. С. Кульчицкая. "ON THE EXPERIENCE OF CREATING EDUCATIONAL CONTENT FOR PERSONALIZED LEARNING PLATFORMS." Severny region: nauka, obrazovanie, cultura 25, no. 2 (2024): 62–68. http://dx.doi.org/10.35266/2949-3463-2024-2-6.

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The article considers the experience of creating content for an educational platform based on the principles of personalized learning. The relevance of the article is due to the fact that the development of information technologies has made it possible to create personalized educational programs and use online platforms for one-to-one teaching. It creates yet more possibilities for teachers to personalize the teaching and learning process so that each student could achieve best results. The purpose of the article is to share the experience of creating a format of teaching and learning in which
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Hrytsenko, Valerii, Anna Tkachenko, Oksana Podolyan, Kostiantyn Dieiev, and Liubomyr Ilyn. "The role of artificial intelligence in personalisation of the learning process." Revista EDaPECI 24, no. 3 (2024): 152–65. https://doi.org/10.29276/redapeci.2024.24.320987.152-165.

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The study aims to empirically test the role of artificial intelligence in personalizing student learning through surveys, quantitative and qualitative data analysis, and modeling. To determine the role of artificial intelligence in personalizing the educational process, a survey of students was conducted on the organization of the educational process using artificial intelligence (format, form of education, educational environment, consulting communication tools, motivations). Based on the preferences and requests of students, an experimental program of personalized learning was generated and
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Hovakimyan, Anna, and Siranush Sargsyan. "Data Mining Methods in Educational Process Management." WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION 21 (November 6, 2024): 110–16. http://dx.doi.org/10.37394/232010.2024.21.13.

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The paper addresses the challenge of effectively managing the educational process by leveraging intelligent data analysis of student performance during learning activities. It introduces an approach centered around data clustering, specifically applied to the study of programming disciplines and languages. By utilizing clustering techniques, the paper aims to identify the most challenging topics within a given academic subject, track students’ learning paths, evaluate and enhance teaching methodologies, and create personalized learning plans tailored to individual students’ needs. This approac
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S.M., Levin. "PERSPECTIVES OF DATA ANALYSIS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTIONS." ИННОВАЦИОННЫЕ НАУЧНЫЕ ИССЛЕДОВАНИЯ 2022. 11-1(23) (November 17, 2022): 196–205. https://doi.org/10.5281/zenodo.7331529.

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The article observes the perspectives of data analysis of learning management systems (LMS) to improve the quality of education and focus on the individually-oriented educational process of students of higher educational institutions. The author classifies groups of data generated in connection with student learning and also evaluates the effectiveness of the analysis of each of them. The article discusses the practical application of analysis in today's conditions of using distance learning platforms by universities and the prospects for developing a more personalized approach to students
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Ogata, Hiroaki, Brendan Flanagan, Kyosuke Takami, Yiling Dai, Ryosuke Nakamoto, and Kensuke Takii. "EXAIT: Educational eXplainable Artificial Intelligent Tools for personalized learning." Research and Practice in Technology Enhanced Learning 19 (August 28, 2023): 019. http://dx.doi.org/10.58459/rptel.2024.19019.

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As artificial intelligence systems increasingly make high-stakes recommendations and decisions automatically in many facets of our lives, the use of explainable artificial intelligence to inform stakeholders about the reasons behind such systems has been gaining much attention in a wide range of fields, including education. Also, in the field of education there has been a long history of research into self-explanation, where students explain the process of their answers. This has been recognized as a beneficial intervention to promote metacognitive skills, however, there is also unexplored pot
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Dissertations / Theses on the topic "Personalized educational process"

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Καράλη, Χρυσούλα Στυλιανή. "Σχεδιασμός και ανάπτυξη συστήματος ηλεκτρονικής μάθησης Βιοπληροφορικής με αυτόματη άντληση πληροφορίας από ιστοσελίδες". Thesis, 2013. http://hdl.handle.net/10889/6382.

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Μια από τις μεγαλύτερες προκλήσεις στις μέρες μας αποτελεί η εξαγωγή και η κατανόηση του πλήθους των πληροφοριών που βρίσκονται κρυμμένες στα βιολογικά δεδομένα. Ο καταιγισμός των πληροφοριών που προέρχονται από τη βιολογική έρευνα είναι τόσο σύνθετος που χρειάζεται να αναλυθεί με τη χρήση προηγμένων υπολογιστικών μεθόδων. Αυτό οδήγησε στη Βιοπληροφορική, έναν επαναστατικό επιστημονικό τομέα, ο οποίος εφαρμόζει στοιχεία της επιστήμης των υπολογιστών και της τεχνολογίας των πληροφοριών για τη διαχείριση των βιολογικών δεδομένων. Ο κλάδος της Βιοπληροφορικής σήμερα θεωρείται, παγκοσμίως, ένας απ
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Books on the topic "Personalized educational process"

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Grebenyuk, Elena, Darya Danielyan, Sarkis Danielyan, and Sergey Kramarov. Artificial Intelligence in Education: Opportunities, Methods, and Recommendations for Educators. Publishing Center RIOR, 2024. http://dx.doi.org/10.29039/02147-7.

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The training and practical manual covers the main concepts and methods of utilizing artificial intelligence (AI) technologies in educational activities. The primary goal of this work is to provide educators in educational institutions with knowledge about the possibilities of applying AI in teaching, as well as practical recommendations for integrating these technologies into classroom activities. The publication is designed to develop educators' competencies in the field of artificial intelligence to enhance the quality of teaching and student performance. The book describes the use of AI to
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Baum, Susan, and Robin Schader. Using a Positive Lens. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0003.

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Getting to know students through their positive attributes, along with any obstacles to their success, can lead to academic, social, and behavioral growth. Defining twice exceptional (2e) as those whose high abilities are coupled with learning and/or behavioral challenges, this chapter illustrates 2e using the metaphor of green. This provides a fresh representation what being 2e means and also highlights why conventional educational plans may not be as effective as desired. To engage 2e students, the chapter introduces a practical, dynamic process––The Suite of Tools™—which allows educators to
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Ellinwood, Janice Greenberg. Fashion by Design. 2nd ed. Bloomsbury Publishing Plc, 2022. http://dx.doi.org/10.5040/9781501359439.

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Fashion by Design, Second Edition, explains how the elements and principles of design relate to fashion, based on the philosophy of the Bauhaus Experiment of the 1920s and 1930s, which is the foundation for art education in the United States. The book is structured into three parts: the stages of the design process (inspiration, identification, conceptualization, exploration/refinement, definition/modeling, communication, and production); physical elements (such as line, shape, form, space, texture, light, pattern, color, and value); and theoretical principles (like balance, emphasis, rhythm,
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Lund, Jacalyn Lea, and Mary Fortman Kirk. Performance-Based Assessment for Middle and High School Physical Education. 3rd ed. Human Kinetics, 2020. http://dx.doi.org/10.5040/9781718222731.

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Performance-Based Assessment for Middle and High School Physical Education is a cutting-edge book that teachers trust for assessing middle school and high school physical education students. Also a highly popular undergraduate text for courses that focus on performance-based assessment, this new third edition features significant additions, enhancements, and updates: • New chapters on effective management and instruction delivery, which make it appropriate for PETE instructors using the book for secondary methods courses • A new chapter on assessments with various instructional models, includi
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Book chapters on the topic "Personalized educational process"

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Poulova, Petra, Miloslava Cerna, Jana Hamtilova, et al. "Hotel Process Simulator." In Blended Learning: Educational Innovation for Personalized Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21562-0_11.

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Nie, Yanjiao, and Heng Luo. "Diagnostic Evaluation of MOOCs Based on Learner Reviews: The Analytic Hierarchy Process (AHP) Approach." In Blended Learning: Educational Innovation for Personalized Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21562-0_24.

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Stenner, A. Jackson, Malbert Smith, and Donald S. Burdick. "Toward a Theory of Construct Definition." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_4.

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AbstractThe process of ascribing meaning to scores produced by a measurement procedure is generally recognized as the most important task in developing an educational or psychological measure, be it an achievement test, interest inventory, or personality scale. This process, which is commonly referred to as construct validation (Cronbach, 1971; Cronbach & Meehl, 1955; ETS, 1979; Messick, 1975, 1980), involves a family of methods and procedures for assessing the degree to which a test measures a trait or theoretical construct.
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Özdoğru, Asil Ali. "Revisiting Effective Instructional Strategies for Twenty-First-Century Learners." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_8.

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AbstractRapid changes in the society and technology of the twenty-first century world have brought unique challenges for humanity. This chapter summarizes some of the strategies and support systems for effective learning and teaching in the twenty-first century in addressing some of these challenges. Learning is a dynamic process that is supported by the mechanisms of memory and reasoning as well as an individual’s mindset, habits, goals, and motivation. Theories and research imply that learning is not only a cognitive process but also a social-emotional process that takes place environmentall
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Stenner, A. Jackson. "Theory Referenced Measurement: Combining Substantive Theory and the Rasch Model." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_9.

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AbstractA construct theory is the story we tell about what it means to move up and down the scale for a variable of interest (e.g., temperature, reading ability, short term memory). Why is it, for example, that items are ordered as they are on the item map? The story evolves as knowledge regarding the construct increases. We call both the process and the product of this evolutionary unfolding "construct definition" (Stenner et al., Journal of Educational Measurement 20:305–316, 1983). Advanced stages of construct definition are characterized by calibration equations (or specification equations
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Geman, Oana, Emanuela Motrescu, and Johan Magnus Elvemo. "Unit 6 Lesson: Coordination Techniques of Instructive-Educational Activities in the Field of Neuroaesthetics Using Problem-Based Learning (PBL)." In Neuroaesthetics. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-42323-9_18.

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AbstractAll creative processes begin by establishing an end goal, the realization of a vision to be. This intended purpose is the one directing a creator’s (or an author’s) experience of immersion in a thorough process of exploration. This process establishes the author’s ontological positioning and their relationship to the desired end result. Moreover, immersion in exploration creates space for identifying the best methods for uncovering and acquiring the knowledge to help refine this ontological positioning. Beliefs and attitudes in relation to the process of bringing the vision to life beg
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Qassrawi, Rania Muhammad. "Meta-Analysis of Using AI-Based Feedback Systems in Developing College Students’ Academic Writing Skills." In Sustainability, AI and Innovation: Proceedings of the Applied Research in Humanities & Social Sciences (ARHSS 2023). Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-2532-1_20.

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Abstract In a technology-driven world where using artificial intelligence (AI) systems have dominated in all fields, educational institutions have become keen to embrace innovative tools and applications as a fundamental part of teaching-learning to promote learners’ skills and competencies. Automated writing feedback systems, which are AI-based tools, are being used excessively at universities to provide students with immediate and timely written feedback; hence, reviewing, analyzing, and synthesizing the methods and results of existing studies in this regard can be considered a crucial headw
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Lampropoulos, Georgios, Jesús López-Belmonte, and José-Antonio Marín-Marín. "Artificial Intelligence and Educational Robotics in Maker Education." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-9806-7.ch004.

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In maker education, students are actively engaged in the educational process through experiential learning and become co-designers and co-creators of their own learning. The chapter examines the role of artificial intelligence and educational robotics in maker education. Based on the results, this combination can increase student technical and soft skills, improve their learning motivation and engagement, and enhance their creativity, higher-order thinking skills, and critical thinking. It supports personalized learning, self-regulated learning, and collaborative learning, increase student int
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"Framework for Implementing AI Tools in Personalized Teaching and Learning." In Advances in Educational Technologies and Instructional Design. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-3474-4.ch008.

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This chapter will provide an overview of existing European and international frameworks for using and implementing generative AI tools in education. Based on the analysis of frameworks, research results from three case studies, and use of generative AI tools, this chapter will provide a framework for use of generative AI tools in the educational environment for personalized learning. The framework can be used for all levels of education, from primary to higher education. The goal of this chapter is to provide teachers with basic guidance for implementing AI tools in their teaching process and
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Menezes, Karla, Conceição Aleixo, Susana Silva, Francisco Carreira, and Silvio Farias Menezes. "Artificial Intelligence and Personalized Education." In Advances in Business Information Systems and Analytics. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-6045-3.ch008.

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This study explored innovative applications of Artificial Intelligence (AI) in personalized learning research, focusing on publications from 2021 to 2024 in Q1 and Q2 journals in the Web of Science and Scopus databases. A bibliometric review highlighted the latest evidence and trends, with secondary data from key scientific databases on AI and personalized learning within Education 5.0. The findings emphasize the increasing use of AI technologies for dynamic personalization of learning experiences, adapting content, methodologies, and study rhythms to individual student needs. Key trends inclu
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Conference papers on the topic "Personalized educational process"

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Caccavale, Fiammetta, Carina L. Gargalo, Krist V. Gernaey, Ulrich Kr�hne, and Alessandra Russo. "Beyond ChatGMP: Improving LLM generation through user preferences." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.144855.

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Prompt engineering � improving the command given to a large language model (LLM) � is becoming increasingly useful in order to maximize the performance of the model and therefore the quality of the output. However, in certain instances, the user is not able to enrich the prompt with additional and personalized details, such as the preferred tone and length of generated response. Therefore, it is useful to create models that learn these preferences and implement them directly in the prompt. Current state-of-the-art inductive logic programming (ILP) systems can play an important role in the deve
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Virbaliene, Rita. "PREPARATION OF YOUNG PEOPLE WITH MILD INTELLECTUAL DISABILITIES FOR THE TRANSITION FROM SCHOOL TO WORK AND CHOOSING A PROFESSION PREPARATION OF YOUNG PEOPLE WITH MILD INTELLECTUAL DISABILITIES FOR THE TRANSITION FROM SCHOOL TO WORK AND CHOOSING A PROFESSION." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/64.

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This article examines the process of transitioning young people with mild intellectual disabilities from school to the workforce, with a particular focus on the role of vocational guidance and professional preparation. The study highlights the key theoretical models and methodologies used in the vocational training of these individuals, as well as the practical challenges they face during the transition. Effective vocational orientation tools are identified, including personalized planning, practical work experience, and mentorship programs, which help these young individuals make informed car
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Gunawan, Ali, and Richard Wiputra. "Exploring the Impact of Generative AI on Personalized Learning in Higher Education." In 2024 IEEE 12th Conference on Systems, Process & Control (ICSPC). IEEE, 2024. https://doi.org/10.1109/icspc63060.2024.10862366.

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Sahu, Sourav, Neelamadhab Padhy, Satyam Mohapatra, Amrutansu Patra, Anurag Kumar, and Rajiv Kumar Choudhary. "Educational Data Mining for Personalized Learning: A Sentiment Analysis and Process Control Perspective." In International Electronic Conference on Processes. MDPI, 2024. http://dx.doi.org/10.3390/proceedings2024105077.

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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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EFROS, Victoria, and Tatiana CHIRIAC. "Auxiliarul digital de matematică: un instrument inovativ în formarea competențelor matematice în învățământul primar." In Materialele Conferinţei Ştiinţifice Internaţionale "Abordări inter/transdisciplinare în predarea ştiinţelor reale, (concept STEAM)". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.steam-2024.p291-296.

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In the context of contemporary education, the digitalization of educational resources is essential to adapt the learning process to the diverse needs of students. This article explores the use of the digital auxiliary "Mathematica Competitiva" in developing basic mathematical skills for primary school students, emphasizing the role of the MDIR Constructor 3.0 platform. The platform facilitates the transformation of educational resources into interactive and personalized materials, providing a flexible and adaptable framework that meets each student's learning pace. Activities and tasks are pro
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Li, Xiaojian, and Shihong Chen. "Research on Personalized User Model Based on Semantic Mining from Educational Resources Searching Process." In 2009 International Joint Conference on Artificial Intelligence (JCAI). IEEE, 2009. http://dx.doi.org/10.1109/jcai.2009.67.

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Krstić, Lazar, Veljko Aleksić, and Marija Krstić. "Artificial Intelligence in Education: A Review." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.223k.

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Today, there is almost no activity that is in no way related to the use of computer technology. The application of advanced technologies such as artificial intelligence (AI) opens up new possibilities, potentials, and challenges in educational practice. With the help of artificial intelligence, which simulates human intelligence in making conclusions or predictions, computer systems can provide personalized guidance, support, or feedback to students and teachers in the educational process. The paper aims to identify the impact of artificial intelligence on the educational process, present some
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Levterova-Gadjalova, Dora, and Krasimira Ivanova. "Teachers‘ Reflection on Personalized Learning." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.14.

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Personalized learning as a new trend in inclusive education is undoubtedly influenced by teachers‘ reflections before and after its implementation. The carried-out reflection allows each teacher to change previously established positions for the implementation of the educational activity, to reach the ability to change his points of view according to the strengths and potential of the students, and thus achieve greater efficiency in the learning process. Through realized reflection, each teacher creates creative attitudes towards and for the learning process and undoubtedly a more complete uni
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da Costa, Maraisa de Cássia, Ana Lucia Sgrancio Olinda, and Alex Pedruzzi dos Santos. "Digital technologies in education: Challenges and opportunities for teaching and learning." In VI Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvimulti2024-019.

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Digital technologies have played an increasingly significant role in contemporary education, offering both challenges and opportunities for teaching and learning. This article explores the key aspects related to the use of digital technologies in the educational context. One of the main opportunities presented by digital technologies is the ability to personalize teaching, adapting it to the individual needs of students. Online learning platforms, educational apps, and digital resources offer a variety of tools to facilitate instructional differentiation and promote personalized learning. In a
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Reports on the topic "Personalized educational process"

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Marienko, Maiia V., Yulia H. Nosenko, and Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4418.

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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their ap
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Peters, Vanessa, Barbara Means, Maria Langworthy, et al. Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/53.

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Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, a
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, a
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Valdivia-Vizarreta, Paloma, and Johana Evelyn Montalvan Castilla. Flexibility and Playful Learning as Strategies for a Transformative Pedagogy in Higher Education. University of Stavanger, 2024. http://dx.doi.org/10.31265/usps.295.

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This essay explores how flexibility and playful learning address the current challenges in higher education, aligned with the principles of transformative pedagogy. This pedagogical approach views the university as an inclusive and adaptable space, where teaching aligns with students’ realities and needs, promoting accessibility, engagement, and holistic development. Flexibility enables students to manage their learning in a personalised manner, adapting to their individual paces, schedules, and environments (whether in-person or virtual), fostering autonomy and a better balance between person
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken in
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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It g
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concep
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, et al. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer comp
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