Artificial intelligence - driven adaptive learning systems are reshaping education through data - driven adaptation of learning experiences. Yet many of these systems lack transparency, offering limited insight into how decisions are made. Most explainable AI (XAI) techniques focus on technical outputs but neglect user roles and comprehension. This paper proposes a hybrid framework that integrates traditional XAI techniques with generative AI models and u ser personalisation to generate multimodal, personalised explanations tailored to user needs. We redefine explainability as a dynamic communication process tailored to user roles and learning goals. We outline the framework ' s design, key XAI limitations in education, and research directions on accuracy, fairness, and personalisation. Our aim is to move towards explainable AI that enhances transparency while supporting user - centred experiences.

--Large language models (LLMs) are revolutionizing the field of education by enabling personalized learning experiences tailored to individual student needs. For example, the curriculum reinforcement learning approach tailored for quantum architecture search effectively enhances computational efficiency in noisy environments by leveraging an optimized simulator [16]. The expectations and attitudes of students and teachers towards learning analytics are pivotal for effective implementation in higher education, as highlighted by recent assessments [22]. The framework's efficacy was confirmed through thorough Consequently, the personalized curriculum dynamically evolves to reflect each learner's progress, ensuring optimal The system continuously evaluates the learner's engagement Let us denote the student's performance metrics as We focus on leveraging the embeddings generated by the LLMs to classify learning materials and identify optimal pathways for students. Additionally, we assess model performance using metrics such as Learner Engagement Scores (LES) and Knowledge Retention Rates (KRR) across the implemented curriculum.

This study introduces a novel method that employs tag annotation coupled with the ChatGPT language model to analyze student learning behaviors and generate personalized feedback. Central to this approach is the conversion of complex student data into an extensive set of tags, which are then decoded through tailored prompts to deliver constructive feedback that encourages rather than discourages students. This methodology focuses on accurately feeding student data into large language models and crafting prompts that enhance the constructive nature of feedback. The effectiveness of this approach was validated through surveys conducted with over 20 mathematics teachers, who confirmed the reliability of the generated reports. This method can be seamlessly integrated into intelligent adaptive learning systems or provided as a tool to significantly reduce the workload of teachers, providing accurate and timely feedback to students. By transforming raw educational data into interpretable tags, this method supports the provision of efficient and timely personalized learning feedback that offers constructive suggestions tailored to individual learner needs.

According to a report by New Media Consortium, adaptive learning (AL) and learning analytics are two crucial developments emerging in the educational technology market. Today, students pay more and more attention to individualized learning and instruction. If you are one of the higher ed institutions ramping up efforts to improve learning outcomes, implementing adaptive learning systems can be the potential solution. In this article at Hackernoon, Shannon Flynn explains how big data shapes AL. AL is an online educational system that focuses on understanding the student.

In this paper, we formulate the adaptive learning problem---the problem of how to find an individualized learning plan (called policy) that chooses the most appropriate learning materials based on learner's latent traits---faced in adaptive learning systems as a Markov decision process (MDP). We assume latent traits to be continuous with an unknown transition model. We apply a model-free deep reinforcement learning algorithm---the deep Q-learning algorithm---that can effectively find the optimal learning policy from data on learners' learning process without knowing the actual transition model of the learners' continuous latent traits. To efficiently utilize available data, we also develop a transition model estimator that emulates the learner's learning process using neural networks. The transition model estimator can be used in the deep Q-learning algorithm so that it can more efficiently discover the optimal learning policy for a learner. Numerical simulation studies verify that the proposed algorithm is very efficient in finding a good learning policy, especially with the aid of a transition model estimator, it can find the optimal learning policy after training using a small number of learners.

Artificial Intelligence (AI) is increasingly changing the lives of everyday Singaporeans. In the latest Smart Nation development, Deputy Prime Minister and Minister for Finance Heng Swee Keat announced on Wednesday (Nov 13) that the nation will embark on a "national AI strategy" that plans out ways it will develop and use AI technology. The plan will consist of five "National AI" projects as a start. These will be employed in the sectors of logistics, healthcare, border security, estate management and education management. These sectors were chosen as they have high social and economic impacts, said the Smart Nation and Digital Government Office (SNDGO) in a statement.

Teachers have long recognized that their students learn at different rates, and in different ways. Recall the frustration of a gifted student who had learned a concept through their own reading, needing to curtail their enthusiasm during a particular lesson while the rest of the class caught up. Or the contrary: the struggling student, who may have missed a class in a previous grade, and does not have a foundation skill with which to build comprehension of the new lesson. In the hurly burly of a class, the subtleties of who is chomping at the bit to learn more and who is struggling may not always be that obvious. Students will seldom put their hands up and self-identify as being "bored" or "struggling".