Adaptive intelligent learning support systems in higher education: approaches, technologies, effects
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Abstract
The article is devoted to the problem of introducing adaptive intelligent learning support systems (AISPOS) into the educational process of higher education. The purpose of the work is to identify key approaches to the design of AISPO, analyze the effects of their application and identify promising areas for the development of this technology. The methodological basis consists of a systematic approach, comparative analysis, and methods of mathematical statistics. The empirical database includes the results of surveys of 1,250 students and 150 teachers from 15 universities of the Russian Federation, as well as data on the implementation of AISPO in 30 universities for the period 2018-2023. It has been established that the effectiveness of AISPO depends on the degree of personalization, interactivity, and the use of AI methods. Based on cluster analysis, 3 levels of adaptability of systems are identified. A positive relationship was found between the level of adaptability of AISPO and academic performance (r=0.68; p<0.01), student motivation (r=0.74; p<0.01). The prospects for the development of AISPO in the direction of intellectualization, openness, integration with other technologies of blended learning are outlined. The results obtained can serve as a basis for designing adaptive educational systems of a new generation.
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