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Article
Publication date: 13 September 2018

Kam-Cheong Li

417

Abstract

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Interactive Technology and Smart Education, vol. 15 no. 2
Type: Research Article
ISSN: 1741-5659

Available. Open Access. Open Access
Article
Publication date: 5 September 2016

Kam Cheong LI

843

Abstract

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Asian Association of Open Universities Journal, vol. 11 no. 2
Type: Research Article
ISSN: 1858-3431

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Article
Publication date: 26 May 2023

Kam Cheong Li and Billy Tak-Ming Wong

This paper aims to present a comprehensive overview of the patterns and trends of publications on artificial intelligence (AI) in personalised learning. It addresses the need to…

1484

Abstract

Purpose

This paper aims to present a comprehensive overview of the patterns and trends of publications on artificial intelligence (AI) in personalised learning. It addresses the need to investigate the intellectual structure and development of this area in view of the growing amount of related research and practices.

Design/methodology/approach

A bibliometric analysis was conducted to cover publications on AI in personalised learning published from 2000 to 2022, including a total of 1,005 publications collected from the Web of Science and Scopus. The patterns and trends in terms of sources of publications, intellectual structure and major topics were analysed.

Findings

Research on AI in personalised learning has been widely published in various sources. The intellectual bases of related work were mostly on studies on the application of AI technologies in education and personalised learning. The relevant research covered mainly AI technologies and techniques, as well as the design and development of AI systems to support personalised learning. The emerging topics have addressed areas such as big data, learning analytics and deep learning.

Originality/value

This study depicted the research hotspots of personalisation in learning with the support of AI and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and the need for future work on diverse means to support personalised learning with AI, the pedagogical issues, as well as teachers’ roles and teaching strategies.

Details

Interactive Technology and Smart Education, vol. 20 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Available. Content available
401

Abstract

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Interactive Technology and Smart Education, vol. 20 no. 3
Type: Research Article
ISSN: 1741-5659

Available. Content available
570

Abstract

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Interactive Technology and Smart Education, vol. 19 no. 4
Type: Research Article
ISSN: 1741-5659

Available. Content available
Article
Publication date: 12 August 2020

Kam Cheong Li, Billy Wong and Reggie Kwan

333

Abstract

Details

Interactive Technology and Smart Education, vol. 17 no. 3
Type: Research Article
ISSN: 1741-5659

Available. Content available
Article
Publication date: 10 February 2022

Kam Cheong Li, Billy T.M. Wong, Reggie Kwan and Simon K.S. Cheung

437

Abstract

Details

Interactive Technology and Smart Education, vol. 19 no. 1
Type: Research Article
ISSN: 1741-5659

Available. Content available
48

Abstract

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Interactive Technology and Smart Education, vol. 22 no. 1
Type: Research Article
ISSN: 1741-5659

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Article
Publication date: 9 August 2021

Kam Cheong Li and Billy Tak-Ming Wong

This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education…

954

Abstract

Purpose

This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications.

Design/methodology/approach

A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis.

Findings

Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification.

Originality/value

This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

Details

Interactive Technology and Smart Education, vol. 19 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

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Article
Publication date: 4 June 2020

Kam-Cheong Li and Billy Tak-Ming Wong

This paper aims to present a review of case studies on the use of learning analytics in Science, Technology, Engineering, (Arts), and Mathematics (or STE[A]M) education. It covers…

644

Abstract

Purpose

This paper aims to present a review of case studies on the use of learning analytics in Science, Technology, Engineering, (Arts), and Mathematics (or STE[A]M) education. It covers the features and trends of learning analytics practices as revealed in case studies.

Design/methodology/approach

A total of 34 case studies published from 2013 to 2018 reporting relevant learning analytics practices were collected from Scopus and Google Scholar for analysis. The features and trends of practices were identified through a comparison of the first (2013–2015) and the second period (2016–2018).

Findings

The results showed an increasing adoption of learning analytics in STE(A)M education, particularly in the USA and European countries and at the tertiary level. More specific types of data have been collected for the learning analytics practices, and the data related to students’ learning processes has also been more frequently used. The types of STE(A)M learning practices have become more diversified, with technology enhancement features increasingly introduced. The outcomes of the case studies reflect the overall benefits of learning analytics and address the specific needs of STE(A)M education. There have also been fewer types of limitations encountered in the learning analytics practices over the years, with unknown correlation among variables, small sample size and limited data being the major types.

Originality/value

This study reveals the implementation of learning analytics in relation to the contexts and needs of STE(A)M education. The findings also suggest future work for examining the adoption of learning analytics to cope with the development of STE(A)M and, in particular, how the successful experience of learning analytics in other disciplines could be transferred to STE(A)M.

Details

Interactive Technology and Smart Education, vol. 17 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

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