Data-driven individualized decision making has recently received increasing research interest. However, most existing methods rely on the assumption of no unmeasured confounding, which cannot be ensured in practice especially observational studies. Motivated by proposed proximal causal inference, we develop several learning to estimate optimal treatment regimes (ITRs) presence confounding. Expl...

This paper presents a description of the environments of individualized learning (Based on the Intelligent Tutoring Systems, ITS), the Computer Supported Collaborative Learning (CSCL), Multi-Agent Systems (MAS) and the artificial intelligence techniques called: Instructional Planning (IP) and Case-Based Reasoning (CBR). Finally ALLEGRO is presented, a MAS environment of support to the teaching/...

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework fo...

In this study, a computerized dynamic assessment test with both immediately individualized feedback and adaptively property was applied to Mathematics learning in primary school. For evaluating the effectiveness of the computerized dynamic adaptive test, the performances of three types of remedial instructions were compared by a pre-test/post-test nonequivalent group design. These remedial inst...

Promoting ethical, responsible, and caring young people is a perennial aim of education. Efforts have been made to find ways of teaching other than traditional ones like games and role play. Narrative-based computer games are engaging learning platforms that allow collaboration of humans and computers in the creation of innovative experiences. In this paper, the authors examine the design of an...

The field of intelligent tutoring systems has been using the well known knowledge tracing model, popularized by Corbett and Anderson (1995) to track individual users’ knowledge for 15 years. Surprisingly, models currently in use do not allow for individual learning rates nor individualized estimates of student background knowledge. Corbett and Anderson, in their original articles, were interest...