(2022) Chrichlow, Jordyn (School of Dentistry, Faculty of Medical Sciences, The UWI, St. Augustine Campus); David, Sabrina (School of Dentistry, Faculty of Medical Sciences, The UWI, St. Augustine Campus); Fletcher, Samantha (School of Dentistry, Faculty of Medical Sciences, The UWI, St. Augustine Campus); Gibson, Le Sher (School of Dentistry, Faculty of Medical Sciences, The UWI, St. Augustine Campus); Harrypaulsingh, Avinash (School of Dentistry, Faculty of Medical Sciences, The UWI, St. Augustine Campus); Kowlessar, Arun (School of Dentistry, Faculty of Medical Sciences, The UWI, St. Augustine Campus); Hoyte, Trudee (School of Dentistry, Faculty of Medical Sciences, The UWI, St. Augustine Campus)
Accommodating for learner diversity based on cultural backgrounds has not yet been a major personalisation focus until recently. Increasing numbers of Internet-ready devices
have propelled e-Learning forward such that these deficiencies in cultural-awareness can no longer remain unattended. Despite being investigated from an instructional design standpoint, the enculturation of digital
learning environments has largely been theorized, necessitating manual enculturation by experts, instructors
and even students. Consequently,enculturated learning environments are limited in practice. In this paper, a preliminary design for building a web-based Intelligent
Tutoring System (ITS) is described together with the features and intended functionality of the various components. This work contributes a practical approach
that was implemented and evaluated using two concrete systems within the domain of Computer Science education. An analysis of the findings and empirical evidence reported in the study supports the viability of the approach taken and reveals that intelligent tutoring systems benefit from enculturation.
The research presented in this paper focuses on personalization of WBIS using computational intelligence (CI) methods. The scope of this research is first given and
then developments in each aspect are explained. Taxonomy for personalization of WBIS using eight identified CI techniques is presented. Comparison of these eight CI
techniques is made and reasons given for selection of a neuro-swarm hybrid CI model for investigation of personalization. A created MATLAB add-in for implementation of this neuro-swarm model is then used to
show superior performance of PSO over backpropagation for NN training. A model for personalization of eLearning systems by neuro-swarm determination of learning style is presented. Results of a simulation for the personalization of the structure of a course in Moodle, using the neuro-swarm model, are then given.
Emotion-oriented eCommerce is a new and fascinating research field that poses many opportunities to understanding the purchasing behaviour of online consumers. Computational models can be easily applied
to analyze and assess predictive behaviour in an eCommerce environment. Intelligent emotion recognition techniques using computational intelligence are presented.
The purpose of this particular study is to develop a model for emotion-oriented eCommerce systems. Developments within this field of study were noted. Electroencephalography has been identified as the preferred method of emotion technique.
Fingerprint recognition is arguably the most
popular biometric used in authentication of
individuals today. One critical step in the process of automatic fingerprint recognition is the segmentation of a digital fingerprint image into smaller regions where local image features can be
more easily enhanced, analyzed or extracted. In this process it is essential to accurately estimate the fingerprint ridge orientation within the local region
so that the fingerprint’s core singular points can be identified. This research paper proposes a novel approach to estimating the local ridge orientation
by using an image convolution operation based on a Canny Edge detection mask. Experimental results illustrate the effectiveness of the algorithm in establishing the dominant edge direction of the ridge.
In this paper we present an approach for teaching and learning Computer Programming through game playing. This activity is intended to complement traditional teaching of concepts. The focus is on building program comprehension rather than program generation. In playing the game, students improve their ability to read and understand a program written in a specific language and to follow the logic in a program. They build speed in comprehension, as is required
in learning any language. To win the game,
students have to play certain steps repeatedly,
using different strategies, and with time
constraints. This repetitiveness reinforces
learning. Once they master the basic elements of a program, they will experience less frustration in coding solutions for more challenging problems. The preliminary results with students using this gaming activity are encouraging.