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- W4225510406 abstract "The twenty-first century is known for exponential growth in the technological as well as the education domain. However, conventional educational tools are still reliable to understand the actual scenario of performance and efficiency of the brain of young minds. If combined with technology this could play a vital role in getting a clear perception about what they feel and how they improve the educational methodology. Studies on dyslexia, dysgraphia and dyscalculia have shown that it is very tough and sometimes impossible to identify these learners without the help of professionals. Unlike physical challenges, the challenges from these disabilities are not measurable in quantified terms. For this, perception-based studies play a vital role. There are various studies, which suggest questionnaire-based survey, or direct interviews with the target group are a more reliable source of information. Also, regional-level data sometimes plays an important role to understand geographical and environmental impacts on the target group. Various reports were studied to understand the similarities. Authors collected information as a pilot project through a survey on 292 learners (learning-disabled and non-learning-disabled) in different institutes. 142 of them were dealing with single or multiple learning disabilities. Study helped in identifying the most affected learning domains and related multiple-criteria affecting the learners. This eventually is implemented in the domain model of an intelligent tutoring system to develop the four learner-centric learning environments. Results show that practice-based learning environment was the most relatable learning environment followed by visual-based learning environment." @default.
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- W4225510406 date "2022-01-01" @default.
- W4225510406 modified "2023-10-11" @default.
- W4225510406 title "Designing of Learning Environment of an Intelligent Tutoring System for Academic Learning Needs of Learning-Disabled Learners Based on Survey Report of Region-Specific Target Group" @default.
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- W4225510406 doi "https://doi.org/10.1007/978-981-19-0284-0_29" @default.
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