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dc.contributor.authorWang, Ruijeen
dc.contributor.authorChen, Limingen
dc.contributor.authorSolheim, Ivaren
dc.date.accessioned2018-02-14T14:58:28Z
dc.date.available2018-02-14T14:58:28Z
dc.date.issued2017
dc.identifier.citationWang, R., Chen, L. and Solhem, I. (2017) A Conceptual System Architecture for Motivation-enhanced Learning for Students with Dyslexia. In: Proc. of the 2017 International Conference on E-Education, E-Business and E-Technology (ICEBT), Toronto, September 2017. New York: ACM. pp.13-19.en
dc.identifier.isbn9781450353311
dc.identifier.urihttp://hdl.handle.net/2086/15217
dc.descriptionThe file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI linken
dc.description.abstractIncreased user motivation from interaction process leads to improved interaction, resulting in increased motivation again, which forms a positive self-propagating cycle. Therefore, a system will be more effective if the user is more motivated. Especially for students with dyslexia, it is common for them to experience more learning difficulties that affect their learning motivation. That's why we need to employ techniques to enhance user motivation in the interaction process. In this research, we will present a system architecture for motivation-enhanced learning and the detailed process of the construction of our motivation model using ontological approach for students with dyslexia. The proposed framework of the personalised learning system incorporates our motivation model and corresponding personalisation mechanism aiming to improve learning motivation and performance of students with dyslexia. Additionally, we also provide examples of inference rules and a use scenario for illustration of personalisation to be employed in our system.en
dc.language.isoenen
dc.publisherACMen
dc.subjectSystem Architectureen
dc.subjectMotivation modellingen
dc.subjectELearningen
dc.subjectDyslexiaen
dc.titleA Conceptual System Architecture for Motivation-enhanced Learning for Students with Dyslexiaen
dc.typeConferenceen
dc.identifier.doihttps://doi.org/10.1145/3141151.3141158
dc.researchgroupCIIRGen
dc.peerreviewedYesen
dc.funderN/Aen
dc.projectidN/Aen
dc.cclicenceCC-BY-NCen
dc.date.acceptance2017-09-10en
dc.researchinstituteCyber Technology Institute (CTI)en


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