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    Press Release #4

    The LEADER-AI Project: LEAarning analytics and AI for personaliseD lEaRning –  June 2023

    The Cyprus National Report investigated how learning analytics (LA), artificial intelligence (AI), and data-driven technologies are adopted for personalized learning (PL) in higher education institutions (HEIs), with a particular emphasis on the use of analytics and AI in online learning during the COVID-19 pandemic. The study used a mixed-methods approach that involved two literature reviews, two focus groups, and a questionnaire survey to collect data from professionals from different HEIs. The findings from the focus groups confirmed some of the findings from the literature reviews, such as the definition of PL as adapting teaching and learning objectives based on student’s individual needs, backgrounds, knowledge levels, and technical skills. The participants also discussed various AI tools and LA applications they used or encountered in their teaching and learning practices, such as Duolingo, Speakly, Google Translator, Deepl, ChatGPT, Grammarly, Turnitin, Moodle, and Blackboard. The participants recognized the benefits of these tools for time-saving, quick access to information, automation of tasks, improved thinking and structure, translation capabilities, personalization and communication. However, they also mentioned several challenges related to the limitations of AI tools, the potential for plagiarism and misuse of AI-generated content, the need for critical thinking and evaluation of tool results, and the difficulty of finding reliable non-English resources. The findings from the questionnaire survey showed that the participants were moderate to very familiar with PL and educational data but less familiar with LA and AI. Most participants reported using LA for PL monthly to annually, but fewer used AI for PL at a similar frequency. The most common type of information used for personalization decisions was learners’ performance, followed by cognition, individual goals, and data patterns. The most common reason for not using LA or AI for PL was the lack of adequate infrastructure, followed by the lack of skills or knowledge relevant to training and university support. The study concluded that adopting LA, AI, and data-driven technologies for PL in HEIs has potential benefits but also faces challenges and gaps that need to be addressed by future research. The study also provided some recommendations for future research that can further advance the field of PL, AI tools, and LA in HEIs.

    Rahastatud Euroopa Liidu poolt. Avaldatud seisukohad ja arvamused on ainult autori(te) omad ega pruugi kajastada Euroopa Liidu või Euroopa Hariduse ja Kultuuri Rakendusameti (EACEA) seisukohti ja arvamusi. Euroopa Liit ega EACEA nende eest ei vastuta. Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Η υποστήριξη της Ευρωπαϊκής Επιτροπής για την παραγωγή του παρόντος δικτυακού τόπου δεν συνιστά έγκριση του περιεχομένου, το οποίο αντανακλά τις απόψεις μόνο των συντακτών, και η Επιτροπή δεν μπορεί να θεωρηθεί υπεύθυνη για οποιαδήποτε χρήση των πληροφοριών που περιέχονται σε αυτόν. Подкрепата на Европейската комисия за създаването на този уебсайт не представлява потвърждение на съдържанието, което отразява вижданията само на авторите и Комисията не носи отговорност за използването на съдържащата се в сайта информация. Tento projekt byl financován s podporou Evropské komise. Tato publikace odráží pouze názory autora a Komise nenese odpovědnost za jakékoli použití informací v ní obsažených De steun van de Europese Commissie voor de productie van deze publicatie houdt geen goedkeuring van de inhoud in die alleen de mening van de auteurs weerspiegelt, en de Commissie kan niet verantwoordelijk worden gehouden voor enig gebruik dat van de informatie in deze publicatie wordt gemaakt. Podrška Europske komisije za proizvodnju ovih objava ne predstavlja I njezino odobrenje sadržaja koji odražavaju samo stavove autora i Europska Komisija se ograđuje od odgovornosti za bilo kakvu upotrebu informacija sadržanih u njima. Le soutien de la Commission européenne à la production de cette publication ne constitue pas une approbation du contenu qui reflète uniquement les opinions des auteurs, et la Commission ne peut être tenue responsable de l’usage qui pourrait être fait des informations qu’elle contient. Die Unterstützung der Europäischen Kommission für die Erstellung dieser Veröffentlichung stellt keine Billigung des Inhalts dar, der nur die Ansichten der Autoren widerspiegelt, und die Kommission kann nicht für die Verwendung der darin enthaltenen Informationen verantwortlich gemacht werden. O apoio da Comissão Europeia à produção desta publicação não constitui um aval do seu conteúdo, que reflete unicamente o ponto de vista dos autores, e a Comissão não pode ser considerada responsável por eventuais utilizações que possam ser feitas com as informações nela contidas. El apoyo de la Comisión Europea a la producción de esta publicación no constituye una aprobación de su contenido, que refleja únicamente las opiniones de los autores, y la Comisión no se hace responsable del uso que pueda hacerse de la información contenida en ella. Questo progetto è stato finanziato con il sostegno della Commissione Europea. L'autore è il solo responsabile di questa pubblicazione e la Commissione declina ogni responsabilità sull'uso che potrà essere fatto delle informazioni in essa contenute. Podpora Evropske komisije pri izdelavi te publikacije ne pomeni odobritve vsebine, saj odraža le stališča avtorjev in Komisija ne more biti odgovorna za kakršno koli uporabo informacij, ki jih vsebuje.
    Project Number : 2022-1-CY01-KA220-HED-000086763

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