The knowledge concept recommendation in Massive Open Online Courses (MOOCs) is a significant issue that has garnered widespread attention. Existing methods primarily rely on the explicit relations between users and knowledge concepts on the MOOC platforms for recommendation. However, there are numerous implicit relations (e.g., shared interests or same knowledge levels between users) generated within the users' learning activities on the MOOC platforms. Existing methods fail to consider these implicit relations, and these relations themselves are difficult to learn and represent, causing poor performance in knowledge concept recommendation and an inability to meet users' personalized needs. To address this issue, we propose a novel framework based on contrastive learning, which can represent and balance the explicit and implicit relations for knowledge concept recommendation in MOOCs (CL-KCRec). Specifically, we first construct a MOOCs heterogeneous information network (HIN) by modeling the data from the MOOC platforms. Then, we utilize a relation-updated graph convolutional network and stacked multi-channel graph neural network to represent the explicit and implicit relations in the HIN, respectively. Considering that the quantity of explicit relations is relatively fewer compared to implicit relations in MOOCs, we propose a contrastive learning with prototypical graph to enhance the representations of both relations to capture their fruitful inherent relational knowledge, which can guide the propagation of students' preferences within the HIN. Based on these enhanced representations, to ensure the balanced contribution of both towards the final recommendation, we propose a dual-head attention mechanism for balanced fusion. Experimental results demonstrate that CL-KCRec outperforms several state-of-the-art baselines on real-world datasets in terms of HR, NDCG and MRR.

The explosive growth of online education environments is generating a massive volume of data, specially in text format from forums, chats, social networks, assessments, essays, among others. It produces exciting challenges on how to mine text data in order to find useful knowledge for educational stakeholders. Despite the increasing number of educational applications of text mining published recently, we have not found any paper surveying them. In this line, this work presents a systematic overview of the current status of the Educational Text Mining field. Our final goal is to answer three main research questions: Which are the text mining techniques most used in educational environments? Which are the most used educational resources? And which are the main applications or educational goals? Finally, we outline the conclusions and the more interesting future trends.

Content assessment has broadly improved in e-learning scenarios in recent decades. However, the eLearning process can give rise to a spatial and temporal gap that poses interesting challenges for assessment of not only content, but also students' acquisition of core skills such as self-regulated learning. Our objective was to discover students' self-regulated learning processes during an eLearning course by using Process Mining Techniques. We applied a new algorithm in the educational domain called Inductive Miner over the interaction traces from 101 university students in a course given over one semester on the Moodle 2.0 platform. Data was extracted from the platform's event logs with 21629 traces in order to discover students' self-regulation models that contribute to improving the instructional process. The Inductive Miner algorithm discovered optimal models in terms of fitness for both Pass and Fail students in this dataset, as well as models at a certain level of granularity that can be interpreted in educational terms, which are the most important achievement in model discovery. We can conclude that although students who passed did not follow the instructors' suggestions exactly, they did follow the logic of a successful self-regulated learning process as opposed to their failing classmates. The Process Mining models also allow us to examine which specific actions the students performed, and it was particularly interesting to see a high presence of actions related to forum-supported collaborative learning in the Pass group and an absence of those in the Fail group.

The aim of this paper is to categorize and describe different types of learners in massive open online courses (MOOCs) by means of a subgroup discovery approach based on MapReduce. The final objective is to discover IF-THEN rules that appear in different MOOCs. The proposed subgroup discovery approach, which is an extension of the well-known FP-Growth algorithm, considers emerging parallel methodologies like MapReduce to be able to cope with extremely large datasets. As an additional feature, the proposal includes a threshold value to denote the number of courses that each discovered rule should satisfy. A post-processing step is also included so redundant subgroups can be removed. The experimental stage is carried out by considering de-identified data from the first year of 16 MITx and HarvardX courses on the edX platform. Experimental results demonstrate that the proposed MapReduce approach outperforms traditional sequential subgroup discovery approaches, achieving a runtime that is almost constant for different courses. Additionally, thanks to the final post-processing step, only interesting and not-redundant rules are discovered, hence reducing the number of subgroups in one or two orders of magnitude. Finally, the discovered subgroups are easily used by courses' instructors not only for descriptive purposes but also for additional tasks such as recommendation or personalization.

The rapid growth of technology has meant that computer learning has increasingly integrated artificial intelligence techniques in order to develop more personalized educational systems. These systems are known as Intelligent Tutoring systems (ITS). MetaTutorES (Cerezo, Esteban, et al., 2020; Cerezo, Fernández, et al., 2020), a Spanish adaptation of MetaTutor (Azevedo, 2009) is an ITS designed to detect, model, trace, and foster students' self-regulated learning while learning various science topics (e.g., by modeling and scaffolding metacognitive monitoring, facilitating the use of effective learning strategies, and setting and coordinating relevant learning goals). The system uses human-like avatar technology that allows pedagogical agents to track student behavior and provide interaction on this basis. Tracking students' behavior is also a powerful research tool used to collect data on students' cognitive, metacognitive, affective, and motivational processes deployed during learning (Azevedo et al., 2011; Greene & Azevedo, 2010; Harley et al., 2014). These different data sources can be fused and mined to to reveal learning-related information such as student performance.

This paper describes the design and implementation of a virtual and remote laboratory based on Easy Java Simulations (EJS) and LabVIEW. The main application of this laboratory is to improve the study of sensors in Mobile Robotics, dealing with the problems that arise on the real world experiments. This laboratory allows the user to work from their homes, tele-operating a real robot that takes measurements from its sensors in order to obtain a map of its environment. In addition, the application allows interacting with a robot simulation (virtual laboratory) or with a real robot (remote laboratory), with the same simple and intuitive graphical user interface in EJS. Thus, students can develop signal processing and control algorithms for the robot in simulation and then deploy them on the real robot for testing purposes. Practical examples of application of the laboratory on the inter University Master of Systems Engineering and Automatic Control are presented.

Multirotor UAVs are used for a wide spectrum of civilian and public domain applications. Navigation controllers endowed with different attributes and onboard sensor suites enable multirotor autonomous or semi-autonomous, safe flight, operation, and functionality under nominal and detrimental conditions and external disturbances, even when flying in uncertain and dynamically changing environments. During the last decade, given the faster-than-exponential increase of available computational power, different learning-based algorithms have been derived, implemented, and tested to navigate and control, among other systems, multirotor UAVs. Learning algorithms have been, and are used to derive data-driven based models, to identify parameters, to track objects, to develop navigation controllers, and to learn the environment in which multirotors operate. Learning algorithms combined with model-based control techniques have been proven beneficial when applied to multirotors. This survey summarizes published research since 2015, dividing algorithms, techniques, and methodologies into offline and online learning categories, and then, further classifying them into machine learning, deep learning, and reinforcement learning sub-categories. An integral part and focus of this survey are on online learning algorithms as applied to multirotors with the aim to register the type of learning techniques that are either hard or almost hard real-time implementable, as well as to understand what information is learned, why, and how, and how fast. The outcome of the survey offers a clear understanding of the recent state-of-the-art and of the type and kind of learning-based algorithms that may be implemented, tested, and executed in real-time.

Education is a dynamic field that must be adaptable to sudden changes and disruptions caused by events like pandemics, war, and natural disasters related to climate change. When these events occur, traditional classrooms with traditional or blended delivery can shift to fully online learning, which requires an efficient learning environment that meets students' needs. While learning management systems support teachers' productivity and creativity, they typically provide the same content to all learners in a course, ignoring their unique learning styles. To address this issue, we propose a semi-supervised machine learning approach that detects students' learning styles using a data mining technique. We use the commonly used Felder Silverman learning style model and demonstrate that our semi-supervised method can produce reliable classification models with few labeled data. We evaluate our approach on two different courses and achieve an accuracy of 88.83% and 77.35%, respectively. Our work shows that educational data mining and semi-supervised machine learning techniques can identify different learning styles and create a personalized learning environment.

Online learning is not always about memorizing everything. Since the future can be statistically very different from the past, a critical challenge is to gracefully forget the history while new data comes in. To formalize this intuition, we revisit the classical notion of discounted regret using recently developed techniques in adaptive online learning. Our main result is a new algorithm that adapts to the complexity of both the loss sequence and the comparator, improving the widespread non-adaptive algorithm - gradient descent with a constant learning rate. In particular, our theoretical guarantee does not require any structural assumption beyond convexity, and the algorithm is provably robust to suboptimal hyperparameter tuning. We further demonstrate such benefits through online conformal prediction, a downstream online learning task with set-membership decisions.

Despite the success of the Adam optimizer in practice, the theoretical understanding of its algorithmic components still remains limited. In particular, most existing analyses of Adam show the convergence rate that can be simply achieved by non-adative algorithms like SGD. In this work, we provide a different perspective based on online learning that underscores the importance of Adam's algorithmic components. Inspired by Cutkosky et al. (2023), we consider the framework called online learning of updates, where we choose the updates of an optimizer based on an online learner. With this framework, the design of a good optimizer is reduced to the design of a good online learner. Our main observation is that Adam corresponds to a principled online learning framework called Follow-the-Regularized-Leader (FTRL). Building on this observation, we study the benefits of its algorithmic components from the online learning perspective.