Learning path generation involves the computation of learning trajectories to personalize academic instruction to prevent school problems. The Educational Planning Problem (EPP) considers generating personalized learning paths by scheduling activities that satisfy expected grades while minimizing plans makespan. In this work, we propose two…

With the advent of technological advancement in learning, such as context-awareness, ubiquity and personalisation, various innovations in teaching and learning have led to improved learning. This research paper aims to develop a system that supports personalised learning through adaptive content, adaptive learning path and context awareness to…

Loop-based intelligent tutoring systems (ITSs) support the learning process using a step-by-step problem-solving approach. A limitation of ITSs is that few contents are compatible with this approach. On the other hand, recommendation systems can recommend different types of content but ignore the fine-grained concepts typical of the step-by-step…

The learning processes have been significantly impacted by technology. Numerous learners have adopted technology-based learning systems as the preferred form of learning. It is then necessary to identify the learning styles of learners to deliver appropriate resources, engage them, increase their motivation, and enhance their satisfaction and…

With the advancements in technology and the growing demand for online education, Virtual Learning Environments (VLEs) have experienced rapid development in recent years. This demand was especially evident during the COVID-19 pandemic. The incorporation of new technologies in VLEs provides new opportunities to better understand the behaviors of…

Students organize and manage their own learning time, choosing when, what, and how to study due to the flexibility of online learning. Each person has unique learning habits that define their behaviours and distinguish them from others. To investigate the temporal behaviour of students in online learning environments, we seek to identify suitable…

This study investigates how utilizing student-invented strategies in the classroom can inform teachers' pedagogical content knowledge. Two elementary school teachers participated in professional development discussing the benefits of invented strategies. Data was then gathered as the participants implemented this practice in their classrooms. Data…

Although the average, or arithmetic mean, has a rich conceptual meaning, it is often defined simply as the outcome of a procedure. The purpose of this study was to compare the nature and extent of the procedural and conceptual understandings developed by two groups of students who received different forms of instruction, one based on the…

It has been shown previously that many students solve chemistry problems using only algorithmic strategies and do not understand the chemical concepts on which the problems are based. It is plausible to suggest that if the information is presented in differing formats the cognitive demand of a problem changes. The main objective of this study…

Reports results obtained when 24 14-year-old students were presented with algebra tasks by a computer-based modeling system and, four months later, comparable paper and pencil tests together with detailed interviews. Comparison of the results revealed profound misunderstandings of algebraic notation and identified classes of strategies used by…

This study investigated students' conceptual and procedural understanding of calculus within the context of an engineering mechanics course. Four traditional calculus students were compared with three students from one of the calculus reform projects, Calculus & Mathematica. Task-based interviews were conducted with each participant throughout…

A study of 130 undergraduate students enrolled in a course on auiovisual techniques sought to determine whether heuristic or algorithmic computer-based problem solving training would be differentially effective for students varying in cognitive complexity as measured by the Educational Set Scale (ESS). The interaction was investigated between one…

Computational strategies and estimating abilities of 466 Japanese students were tested and interviews with a subsample of that group were used to compare with a theoretical model based on a sample from the United States. Results of the comparison of computational and estimating abilities are presented. (CW)

Characterizes typical training programs on "learning to think," outlines past research, and lists criteria for an aptitude-treatment interaction (ATI) study of the relationship between tasks, training methods, and student attributes. Details are given of two computerized experiments examining the different effects of algorithmic and…

Compares the development of two students' understanding of addition and subtraction. One student's understanding is based on memorized rules and the other's on understanding the concept of place value. Discusses the effects of different goals for instruction and the importance of understanding place value. (MDH)