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Nowadays, the improvement of digital learning with Artificial Intelligence has attracted a lot of research, as it provides solutions for individualized education styles which are independent of place and time. This is particularly the case for computer science, as a tutoring domain, which is rapidly growing and changing and as such, learners need frequent update courses. In this paper, we present a thorough evaluation of a fuzzy-based intelligent tutoring system (ITS), that teaches computer programming. The evaluation concerns multiple aspects of the ITS. The evaluation criteria are: (i) context, (ii) effectiveness, (iii) efficiency, (iv) accuracy, (v) usability and satisfaction, and (vi) engagement and motivation. In the evaluation process students of an undergraduate program in Informatics of the University of Piraeus in Greece participated. The evaluation method that was used included questionnaires, analysis of log files and experiments. Also, t-tests were conducted to certify the validity of the evaluation results. Indeed, the evaluation results are very positive and show that the incorporated fuzzy mechanism to the presented ITS enhances the system with Artificial Intelligence and through this, it increases the learners' satisfaction and new knowledge learning and mastering, improves the recommendation accuracy of the system, the efficacy of interactions, and contributes positively to the learners' engagement in the learning process.

In this paper, we present an Intelligent Tutoring System (ITS), for use in teaching the logic of computer programming and the programming language 'C'. The aim of the ITS is to adapt the delivered learning material and the lesson sequence to the knowledge level and learning needs of each individual student. The adaptation of the presented ITS is based on fuzzy logic and a machine learning technique. Particularly, the system uses the distance weighted k-nearest neighbor algorithm to detect the learner's knowledge level and abilities concerning computer programming during her/ his first interaction with the system. Next and during subsequent interactions of the learner with the system, fuzzy logic is used to identify the learner's current knowledge level and potential misconceptions. The system takes into consideration the knowledge dependencies that exist among the domain concepts of the learning material and, applying fuzzy rules, decides about the learning material that has to be delivered to the learner as well as the lesson sequence. The system has been fully implemented and evaluated through t-tests. The evaluation results show that the combination of machine learning (for initially identifying the student's learning abilities and needs) with fuzzy logic (for the continuous identification of the learner's current knowledge level and misconceptions) provides more personalized learning experience, promotes the active participation of students in the learning process and results in decrease in the number of dropouts. [ABSTRACT FROM AUTHOR]

This paper presents the most recent version of V-GRAFFER, a novel system that we have been developing for Visual GRoup AFFEct Recognition research. This version includes new algorithms and features, as well as a new application extension for using and evaluating the new features. Specifically, we present novel methods to collect facial samples from other e-lecture applications. We use screen captures of lectures, which we track and connect with samples during the duration of e-educational events. We also developed and evaluated three new algorithms for drawing conclusions on group concentration states. As V-GRAFFER required such complex functionalities to be combined together, many corresponding microservices have been developed. The current version of V-GRAFFER allows drawing real-time conclusions using the input samples collected from the use of any tutoring system, which in turn leads to real-time feedback and allows adjustment of the course material. [ABSTRACT FROM AUTHOR]