Framework for the Adaptive Learning of Higher Education Students in Virtual Classes in Peru Using CRISP-DM and Machine Learning

• Autores: Bautista, Maryori, Alfaro, Sebastian, Wong, Lenis
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: UPC-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorioacademico.upc.edu.pe:10757/673713
• Enlace del recurso: https://doi.org/10.3844/jcsp.2024.522.534; http://hdl.handle.net/10757/673713
• Nivel de acceso: acceso embargado
• Materia: Adaptive Learning; CRISP-DM; Machine Learning; Virtual Classes; https://purl.org/pe-repo/ocde/ford#2.11.00

During the COVID-19 pandemic, virtual education played a significant role around the world. In post-pandemic Peru, higher education institutions did not entirely dismiss the online education modality. However, this virtual education system maintains a traditional teaching-learning model, where all students receive the same content material and are expected to learn in the same way; as a result, it has not been effective in meeting the individual needs of students, causing poor performance in many cases. For this reason, a framework is proposed for the adaptive learning of higher education students in virtual classes using the Cross-Industry Standard Process for Data Mining (CRISP-DM) and Machine Learning (ML) methodology in order to recommend individualized learning materials. This framework is made up of four stages: (i) Analysis of student aspects, (ii) Analysis of Learning Methodology (LM), (iii) ML development and (iv) Integration of LM and ML models. (i) evaluates the student-related factors to be considered in adapting their learning content material. (ii) Evaluate which LM is more effective in a virtual environment. In (iii), Four ML algorithms based on the CRISP-DM methodology are implemented. In (iv), The best ML model is integrated with the LM in a virtual class. Two experiments were carried out to compare the traditional teaching methodology (experiment I) and the proposed framework (experiment 2) with a sample of 68 students. The results showed that the framework was more effective in promoting progress and academic performance, obtaining an Improvement Percentage (IP) of 39.72%. This percentage was calculated by subtracting the grade average of the tests taken at the beginning and end of each experiment.