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Author: Eryilmaz, MeltemSubject: knowledge level

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    Article
    Citation - WoS: 28
    Development of an Intelligent Tutoring System Using Bayesian Networks and Fuzzy Logic for a Higher Student Academic Performance
    (Mdpi, 2020) Eryilmaz, Meltem; Adabashi, Afaf
    In this experimental study, an intelligent tutoring system called the fuzzy Bayesian intelligent tutoring system (FB-ITS), is developed by using artificial intelligence methods based on fuzzy logic and the Bayesian network technique to adaptively support students in learning environments. The effectiveness of the FB-ITS was evaluated by comparing it with two other versions of an Intelligent Tutoring System (ITS), fuzzy ITS and Bayesian ITS, separately. Moreover, it was evaluated by comparing it with an existing traditional e-learning system. In order to evaluate whether the academic performance of the students in different learning groups differs or not, analysis of covariance (ANCOVA) was used based on the students' pre-test and post-test scores. The study was conducted with 120 undergraduate university students. Results showed that students who studied using FB-ITS had significantly higher academic performance on average compared to other students who studied with the other systems. Regarding the time taken to perform the post-test, the results indicated that students who used the FB-ITS needed less time on average compared to students who used the traditional e-learning system. From the results, it could be concluded that the new system contributed in terms of the speed of performing the final exam and high academic success.
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    Citation - WoS: 1
    The Evaluation of Students' Academic Achievements in Adaptive Environments
    (Turkish Education Assoc, 2014) Eryilmaz, Meltem; Simsek, Nurettin; Computer Engineering
    In this experimental research, academic performance of the students who were grouped according to their prior knowledge levels. In the research, three different environments were developed on the Mood le platform. The environments were designed without adaptations, with content adaptations that contain changes pertaining to the presentation style of the information that is to be included on pages, and with navigation adaptations which offer the suitable links by changing the link structure. The students worked for a period of five weeks in the designed environments. A multiple choice test and a practice examination were prepared in order to determine the knowledge level of the students pertaining to the subject matter prior to the experimental process, and to measure their academic performance after the experimental process. The findings derived from the scores of the tests which were given as pre test and final test indicated that the academic performance of the students who study in adaptive and non-adaptive learning environments may differ.