All Outputs (7)

A Good Classifier is Not Enough: A XAI Approach for Urgent Instructor-Intervention Models in MOOCs (2022)
Book Chapter
Alrajhi, L., Pereira, F. D., Cristea, A. I., & Aljohani, T. (2022). A Good Classifier is Not Enough: A XAI Approach for Urgent Instructor-Intervention Models in MOOCs. In M. Mercedes Rodrigo, N. Matsuda, A. I. Cristea, & V. Dimitrova (Eds.), Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium (424-427). Springer Verlag. https://doi.org/10.1007/978-3-031-11647-6_84

Deciding upon instructor intervention based on learners’ comments that need an urgent response in MOOC environments is a known challenge. The best solutions proposed used automatic machine learning (ML) models to predict the urgency. These are ‘black... Read More about A Good Classifier is Not Enough: A XAI Approach for Urgent Instructor-Intervention Models in MOOCs.

Bi-directional Mechanism for Recursion Algorithms: A Case Study on Gender Identification in MOOCs (2022)
Book Chapter
Aljohani, T., Cristea, A. I., & Alrajhi, L. (2022). Bi-directional Mechanism for Recursion Algorithms: A Case Study on Gender Identification in MOOCs. In M. Mercedes Rodrigo, N. Matsuda, A. I. Cristea, & V. Dimitrova (Eds.), Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium (396-399). Springer Verlag. https://doi.org/10.1007/978-3-031-11647-6_78

Automatically identifying the learner gender, which serves as this paper’s focus, can provide valuable information to personalised learners’ experiences in MOOCs. However, extracting the gender from learner-generated data (discussion forum) is a chal... Read More about Bi-directional Mechanism for Recursion Algorithms: A Case Study on Gender Identification in MOOCs.

Intervention Prediction in MOOCs Based on Learners’ Comments: A Temporal Multi-input Approach Using Deep Learning and Transformer Models (2022)
Book Chapter
Alrajhi, L., Alamri, A., & Cristea, A. I. (2022). Intervention Prediction in MOOCs Based on Learners’ Comments: A Temporal Multi-input Approach Using Deep Learning and Transformer Models. In S. Crossley, & E. Popescu (Eds.), Intelligent Tutoring Systems (227-237). Springer Verlag. https://doi.org/10.1007/978-3-031-09680-8_22

High learner dropout rates in MOOC-based education contexts have encouraged researchers to explore and propose different intervention models. In discussion forums, intervention is critical, not only to identify comments that require replies but also... Read More about Intervention Prediction in MOOCs Based on Learners’ Comments: A Temporal Multi-input Approach Using Deep Learning and Transformer Models.

MOOCSent: a Sentiment Predictor for Massive Open Online Courses (2021)
Presentation / Conference Contribution
Alsheri, M. A., Alrajhi, L. M., Alamri, A., & Cristea, A. I. (2021). MOOCSent: a Sentiment Predictor for Massive Open Online Courses.

One key type of Massive Open Online Course (MOOC) data is the learners’ social interaction (forum). While several studies have analysed MOOC forums to predict learning outcomes, analysing learners’ sentiments in education and, specifically, in MOOCs,... Read More about MOOCSent: a Sentiment Predictor for Massive Open Online Courses.

Urgency Analysis of Learners’ Comments: An Automated Intervention Priority Model for MOOC (2021)
Book Chapter
Alrajhi, L., Alamri, A., Pereira, F. D., & Cristea, A. I. (2021). Urgency Analysis of Learners’ Comments: An Automated Intervention Priority Model for MOOC. In A. I. Cristea, & C. Troussas (Eds.), Intelligent Tutoring Systems: 17th International Conference, ITS 2021, Virtual Event, June 7–11, 2021, Proceedings (148-160). Springer Verlag. https://doi.org/10.1007/978-3-030-80421-3_18

Recently, the growing number of learners in Massive Open Online Course (MOOC) environments generate a vast amount of online comments via social interactions, general discussions, expressing feelings or asking for help. Concomitantly, learner dropout,... Read More about Urgency Analysis of Learners’ Comments: An Automated Intervention Priority Model for MOOC.

Exploring Bayesian Deep Learning for Urgent Instructor Intervention Need in MOOC Forums (2021)
Presentation / Conference Contribution
Yu, J., Alrajhi, L., Harit, A., Sun, Z., Cristea, A. I., & Shi, L. (2021, June). Exploring Bayesian Deep Learning for Urgent Instructor Intervention Need in MOOC Forums. Presented at Intelligent Tutoring Systems, Athens, Greece / Virtual

Massive Open Online Courses (MOOCs) have become a popular choice for e-learning thanks to their great flexibility. However, due to large numbers of learners and their diverse backgrounds, it is taxing to offer real-time support. Learners may post the... Read More about Exploring Bayesian Deep Learning for Urgent Instructor Intervention Need in MOOC Forums.

Data-Driven Analysis of Engagement in Gamified Learning Environments: A Methodology for Real-Time Measurement of MOOCs (2020)
Presentation / Conference Contribution
Alharbi, K., Alrajhi, L., Cristea, A. I., Bittencourt, I. I., Isotani, S., & James, A. (2020, December). Data-Driven Analysis of Engagement in Gamified Learning Environments: A Methodology for Real-Time Measurement of MOOCs. Presented at 16th International Conference, ITS 2020

Welfare and economic development is directly dependent on the availability of highly skilled and educated individuals in society. In the UK, higher education is accessed by a large percentage of high school graduates (50% in 2017). Still, in Brazil,... Read More about Data-Driven Analysis of Engagement in Gamified Learning Environments: A Methodology for Real-Time Measurement of MOOCs.