Personalized Learning in Virtual Learning Environments Using Students’ Behavior Analysis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In recent years, many research studies have focused on personalized e-learning. One of the most crucial parts of any learning environment is having a learning style that focuses on individual learning. In this paper, we propose an approach to personalizing learning resources based on students’ learning styles in a virtual learning environment to enhance their academic performance. Students’ interactions with the learning management system are utilized to analyze learners’ behaviors. The Felder–Silverman Learning Style Model (FSLSM) is used to map students’ interactions with online learning resources to learning style (LS) features. The learning style and demographic features are then utilized for training machine learning models to predict students’ academic performance in each quarter of courses. The most accurate prediction model for each quarter is then used to find learning style features that maximize students’ pass rates. We statistically prove that students whose actual learning style features were close enough to the ones calculated by the approach achieved better grades. To improve students’ academic performance each quarter, we suggest two strategies based on the learning style features calculated by the process.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it