| Title: |
Fully Individualized Curriculum with Decaying Knowledge, a New Hard Problem: Investigation and Recommendations |
| Language: |
English |
| Authors: |
Alexis Lebis (ORCID 0000-0003-2104-8671); Jérémie Humeau (ORCID 0000-0002-6825-8564); Anthony Fleury (ORCID 0000-0002-0175-3181); Flavien Lucas (ORCID 0000-0001-5789-9027); Mathieu Vermeulen (ORCID 0000-0003-3646-1741) |
| Source: |
International Journal of Artificial Intelligence in Education. 2024 34(3):1102-1137. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
36 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Individualized Instruction; Curriculum Development; Curriculum Implementation; Memory; Learning Processes; Behavior Patterns; Decision Making; Artificial Intelligence; Heuristics |
| DOI: |
10.1007/s40593-023-00376-9 |
| ISSN: |
1560-4292; 1560-4306 |
| Abstract: |
The personalization of curriculum plays a pivotal role in supporting students in achieving their unique learning goals. In recent years, researchers have dedicated efforts to address the challenge of personalizing curriculum through diverse techniques and approaches. However, it is crucial to acknowledge the phenomenon of student forgetting, as individuals exhibit variations in limitations, backgrounds, and goals, as evidenced by studies in the field of learning sciences. This paper introduces the complex issue of fully individualizing a curriculum while considering the impact of student forgetting, presenting a comprehensive framework to tackle this problem. Moreover, we conduct two experiments to explore this issue, aiming to assess the difficulty of identifying relevant curricula within this context and uncover behavioral patterns associated with the problem. The findings from these experiments provide valuable prescriptive recommendations for educational stakeholders seeking to implement personalized approaches. Furthermore, we demonstrate the complexity of this problem, highlighting the need for our framework as an initial decision-making tool to address this challenging endeavor. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1446593 |
| Database: |
ERIC |