Mobile internet, cloud computing, big data technologies, and significant breakthroughs in Artificial Intelligence (AI) have all transformed education. In recent years, there has been an emergence of more advanced AI-enabled learning systems, which are gaining traction due to their ability to deliver learning content and adapt to the individual needs of students. Yet, even though these contemporary learning systems are useful educational platforms that meet students’ needs, there is still a low number of implemented systems designed to address the concerns and problems faced by many students. Based on this perspective, a systematic mapping of the literature on AI-enabled adaptive learning systems was performed in this work. A total of 147 studies published between 2014 and 2020 were analysed. The major findings and contributions of this paper include the identification of the types of AI-enabled learning interventions used, a visualisation of the co-occurrences of authors associated with major research themes in AI-enabled learning systems and a review of common analytical methods and related techniques utilised in such learning systems. This mapping can serve as a guide for future studies on how to better design AI-enabled learning systems to solve specific learning problems and improve users’ learning experiences.

AI-enabled adaptive learning systems: A systematic mapping of the literature

An augmented reality (AR)-based vocational task prompting system for people with cognitive impairments.

The purpose of this study was to identify and synthesize measures for accessibility to electronic communication for people with cognitive disabilities by seeking answers to the following research questions: What measures to make electronic communication accessible to people with cognitive disabilities are evaluated and reported in the scientific literature? What documented effects do these measures have? Empirical studies describing and assessing cognitive accessibility measures were identified by searches of 13 databases. Data were extracted and methodological quality was assessed. Findings were analyzed and recommendations for practice and research were made. Twenty-nine articles with considerable variations in studied accessibility measures, diagnoses, methods, outcome measures, and quality were included. They address the use of Internet, e-mail, telephone, chat, television, multimedia interfaces, texts and pictures, operation of equipment, and entering of information. Although thin, the current evidence base indicates that the accessibility needs, requirements, and preferences of people with cognitive disabilities are diverse. This ought to be reflected in accessibility guidelines and standards. Studies to systematically develop and recommend effective accessibility measures are needed to address current knowledge gaps.

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Accessibility to electronic communication for people with cognitive disabilities: a systematic search and review of empirical evidence

This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.

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A Review of Artificial Intelligence (AI) in Education from 2010 to 2020

A number of physical factors can adversely affect cultural heritage. Therefore, monitoring parameters involved in the deterioration process, principally temperature and relative humidity, is useful for preventive conservation. In this study, a total of 15 microclimate stations using open source hardware were developed and stationed at the Mosque-Cathedral of Cordoba, which is registered with UNESCO for its outstanding universal value, to assess the behavior of interior temperature and relative humidity in relation to exterior weather conditions, public hours and interior design. Long-term monitoring of these parameters is of interest in terms of preservation and reducing the costs of future conservation strategies. Results from monitoring are presented to demonstrate the usefulness of this system.

https://www.mdpi.com/1424-8220/16/10/1620/pdf

Monitoring Heritage Buildings with Open Source Hardware Sensors: A Case Study of the Mosque-Cathedral of Córdoba.

Artificial intelligence tools for education (AIEd) have been used to automate the provision of learning support to mainstream learners. One of the most innovative approaches in this field is the use of data and machine learning for the detection of a student?s affective state, to move them out of negative states that inhibit learning, into positive states such as engagement. In spite of their obvious potential to provide the personalisation that would give extra support for learners with intellectual disabilities, little work on AIEd systems that utilise affect recognition currently addresses this group. Our system used multimodal sensor data and machine learning to first identify three affective states linked to learning (engagement, frustration, boredom) and second determine the presentation of learning content so that the learner is maintained in an optimal affective state and rate of learning is maximised. To evaluate this adaptive learning system, 67 participants aged between 6 and 18 years acting as their own control took part in a series of sessions using the system. Sessions alternated between using the system with both affect detection and learning achievement to drive the selection of learning content (intervention) and using learning achievement alone (control) to drive the selection of learning content. Lack of boredom was the state with the strongest link to achievement, with both frustration and engagement positively related to achievement. There was significantly more engagement and less boredom in intervention than control sessions, but no significant difference in achievement. These results suggest that engagement does increase when activities are tailored to the personal needs and emotional state of the learner and that the system was promoting affective states that in turn promote learning. However, longer exposure is necessary to determine the effect on learning.

https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13010

An evaluation of an adaptive learning system based on multimodal affect recognition for learners with intellectual disabilities

Computer usage features in everyday life for the majority of people in developed countries. Access is a problem for many users with intellectual disability. Action-research was conducted to develop and explore the potential of specially adapted, computer readable symbols for choosing and accessing media on a computer. Five people with profound and multiple intellectual disabilities, aged 15–28 years, took part. The symbols were introduced during computer-based activities across four trials at monthly intervals. Each trial was video-recorded. The vocal, non-vocal, and computer-related aspects of the footage were transcribed into standard orthography. A framework of activity moves based on applied linguistics analysis was used to assess user and supporter engagement. User data were summarised with descriptive statistics. Differences in user-supporter roles during symbol activities were determined by the non-parametric, U Mann-Whitney test. All the users showed some level of basic engagement with th...

People with profound and multiple intellectual disabilities using symbols to control a computer: Exploration of user engagement and supporter facilitation

We extended 'littleBits' electronic components by attaching them to a larger base that was designed to help make them easier to pick up and handle, and easier to assemble into circuits for people with learning disabilities. A pilot study with a group of students with learning disabilities was very positive. There were fewer difficulties in assembling the components into circuits, and problems such as attempting to connect them the wrong way round or the wrong way up were eliminated completely.

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Making electronics more accessible to people with learning disabilities

In this project we explore how to enhance the experience and understanding of cultural heritage in museums and heritage sites by creating interactive multisensory objects collaboratively with artists, technologists and people with learning disabilities. We focus here on workshops conducted during the first year of a three year project in which people with learning disabilities each constructed a 'sensory box' to represent their experiences of Speke Hall, a heritage site in the UK. The box is developed further in later workshops which explore aspects of physicality and how to appeal to the entire range of senses, making use of Arduino technology and basic sensors to enable an interactive user experience.

Interactive sensory objects for improving access to heritage

This project engages people with learning disabilities as co-researchers and co-designers in the development of multisensory interactive artworks, with the aim of making museums or heritage sites more interesting, meaningful, and fun. This article describes our explorations, within this context, of a range of technologies including squishy circuits, littleBits, and easy-build websites, and presents examples of objects created by the co-researchers such as "sensory boxes" and interactive buckets, baskets, and boots. Public engagement is an important part of the project and includes an annual public event and seminar day, a blog rich with photos and videos of the workshops, and an activities book to give people ideas for creating their own sensory explorations of museums and heritage sites.

Gosia Kwiatkowska

Papers

An evaluation of an adaptive learning system based on multimodal affect recognition for learners with intellectual disabilities

People with profound and multiple intellectual disabilities using symbols to control a computer: Exploration of user engagement and supporter facilitation

Making electronics more accessible to people with learning disabilities

Interactive sensory objects for improving access to heritage

Interactive sensory objects for and by people with learning disabilities